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An Analysis of Basil's Ad Adolescentes Jennifer Helen Gane

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Fourth Century Christian Education: An Analysis of Basil’s Ad Adolescentes Jennifer Helen Gane PhD in the School of Historical Studies October 2012 i Abstract This thesis explores Basil’s Ad Adolescentes as the composition of a highly educated bishop who was well grounded in classical paideia, but also deeply influenced by the thoughts and writings of his Christian predecessors. Despite the long-running debate about the appropriateness of a classical education for a Christian, the reality of the Fourth Century meant that officials and clerics alike had been trained by means of traditional literature. In a world where Christianity was no bar to public office, the common educational experience became important since a mutual appreciation of paideia enabled magistrates, bishops and orators to relate to one another regardless of their religious convictions. Consequently, the sons of Christians attended school fully aware of potential career opportunities in the secular sphere, since faith and office appeared no longer at odds. It was in this climate that Basil composed Ad Adolescentes, addressing himself to Christian youths embarking on higher education with a range of possibilities before them. In this thesis Basil’s text is analysed and discussed by a combination of thematic introduction and commentary: the thematic chapters consider the subject, purposes and specific and broader contexts of the Ad Adolescentes and the previous scholarship on the work in this regard; the commentary explicates relevant details in the text and offers close analysis which supports interpretations offered in the introduction. Chapters 1 and 2 consider the views of previous scholars on the text and the educational context relevant to Basil’s audience. The subsequent two chapters address the question of literary influence and the traditional methods employed in the interpretation of classical texts by both Christian and pagan educationalists. The final introductory chapter explores the propaedeutic nature of the text and identifies the manner in which Basil sought to synthesise lessons from traditional literature with homiletic themes, in anticipation of the secular and Christian responsibilities available to his audience. ii Acknowledgements I would like to thank my supervisors, Dr Rowland Smith and Mr Jeremy Paterson, for all their help and encouragement over the years it has taken to complete this thesis. I am also grateful to the staff and postgraduate students in the School of Historical Studies at Newcastle University for their participation in the interdisciplinary research culture which has made the School a supportive and enthusiastic environment in which to work. This thesis would never have been completed without the support of many friends and family members, but I am particularly indebted to Rev. Liz Kent for her hours of encouraging advice and conversation. Without her, not only would the path to PhD no doubt have proved too steep, but also the journey would have been far less pleasant. Finally, my greatest thanks go to my husband, Brad, for his unwavering belief in my abilities, his love and all his support in enabling me to pursue my dream. iii Contents Abstract………………………………………………………………………….... ii List of Abbreviations........................................................................................................ vi Chapter 1. Basil’s biography and education in the fourth century .................................... 1 Basil’s biography .......................................................................................................... 1 The education of the fourth century .............................................................................. 2 The moral education ...................................................................................................... 5 Paideia ........................................................................................................................... 6 Basil’s higher education and subsequent career............................................................ 7 Basil’s writings ............................................................................................................. 9 Thesis outline ................................................................................................................ 9 Other works used in the thesis ............................................................................. 10 Chapter 2. Scholarship and setting of Ad Adolescentes .................................................. 12 Ad Adolescentes .......................................................................................................... 12 Ad Adolescentes in modern scholarship ...................................................................... 12 The audience ............................................................................................................... 15 The motivation ............................................................................................................ 22 Outline summary of Ad Adolescentes ......................................................................... 28 Chapter 3. Pagan and Christian influences ..................................................................... 31 Introduction ................................................................................................................. 31 Influences on Basil ...................................................................................................... 33 Plato ............................................................................................................................ 34 Plutarch ....................................................................................................................... 41 On the education of children: De liberis educandis ............................................. 42 How to Study Poetry: Quomodo adolescens poetas audire debeat ..................... 45 Making progress in virtue: Quomodo quis suos in virtute sentiat profectus ....... 50 Clement of Alexandria, Paedogogus .......................................................................... 52 Principles of Education ........................................................................................ 54 Propaideusis ......................................................................................................... 56 The use of classical literature ............................................................................... 57 Common Images .................................................................................................. 61 The Christian life ................................................................................................. 61 John Chrysostom ......................................................................................................... 66 Pagan examples .................................................................................................... 66 Athlete not ascetic ................................................................................................ 68 Control of passion ................................................................................................ 69 The Theatre .......................................................................................................... 70 Attitude to Rhetoric .............................................................................................. 72 Conclusion .................................................................................................................. 74 Chapter 4. Modes of Interpretation ................................................................................. 75 Basil as a product of his time ...................................................................................... 75 Allegory....................................................................................................................... 75 Odysseus ..................................................................................................................... 77 Herakles....................................................................................................................... 85 Analysis of the Versions of the Allegory ............................................................. 87 Chapter 5: Ad Adolescentes as a Propaideusis ................................................................ 99 Introduction ................................................................................................................. 99 Anger ......................................................................................................................... 101 Sermon against those who are prone to anger ........................................................... 103 iv On the words ‘Give Heed to Thyself’ ....................................................................... 107 Chapter 6. Text and Translation of Ad Adolescentes .................................................... 113 Section 1 .................................................................................................................... 113 Section 2 .................................................................................................................... 114 Section 3 .................................................................................................................... 116 Section 4 ...................................................................................................................
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