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Wisdom and Dialogue: Clement of Alexandria and Franz Rosenzweig

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Wisdom and Dialogue: Clement of Alexandria and Franz Rosenzweig Wisdom and Dialogue: Clement of Alexandria and Franz Rosenzweig Hi-Jae Peter Kang Fredericksburg, VA BA, University of Virginia, 2006 MA, University of Virginia, 2013 A Dissertation presented to the Graduate Faculty of the University of Virginia in Candidacy for the Degree of Doctor of Philosophy Department of Religious Studies University of Virginia December, 2013 ACKNOWLEDGEMENTS Thanks to my committee members Chad Wellmon, Paul Dafydd Jones, Judith L. Kovacs, and especially my Doktorvater Peter Ochs – mip’nei tikkun olam. Thanks to my family, my father and mother Han and Winnie, and my sister and brother Mi-Suk and David. Thanks to my home church communities, past and present, Chancellor Baptist, Christ Episcopal, St. Paul’s Memorial, and Grace Episcopal. Thanks to my fellow graduate students, companions along the way, Keith Starkenburg, Omar Shauket, Daniel Weiss, Chris Hackett, Rizwan Zamir, Emily Filler, Ben Maton, Jacob Goodson, Scott Bailey, Howard Pickett, Betsy Mesard, Philip Lorish, and Karen Guth. Thanks to my brothers whom I met at Angola Gregory Mackens, Charles Varnado, Kerry Myers, Kenneth McGeorge, John Balfa, John Sheehan, Daryl Waters, Samuel Kelly, Carter Peterson, Alan Muhleisin, Adam Armentor, Paul Will, and Louie Sosa. Thanks to my friends, David and Carolyn Bunch, Chris Morrison, Rena Sturgeon, Gary Sumrall, Michael Rutherglen, and Lucas Thornton. And finally, for her long-suffering patience and support, many thanks to Samantha Copping. ii TABLE OF CONTENTS Abstract ............................................................................................................................................v I: On Franz Rosenzweig Chapter 1 .........................................................................................................................................1 Rosenzweig: An Introductory Survey ....................................................................................................... 1 Context of Rosenzweig’s Critique ............................................................................................................ 9 The Story of Moses Mendelssohn ........................................................................................................... 11 Tragedy Revisited: The Fate of Mendelssohn’s Descendants ................................................................ 24 Rosenzweig’s “Return” Revisited ........................................................................................................... 31 Turning from the Academy .................................................................................................................... 41 Chapter 2 ....................................................................................................................................... 49 Continuing Schelling’s Project ............................................................................................................... 49 Undermining Absolute Reflection .......................................................................................................... 50 Towards a “Positive” Philosophy ........................................................................................................... 56 Towards a method of “Speech-Thinking” .............................................................................................. 60 Into Life at the Lehrhaus ......................................................................................................................... 64 II: On Clement of Alexandria Chapter 3 ....................................................................................................................................... 82 Clement of Alexandria: Surveying the Field .......................................................................................... 82 Cultural Environment: The Second Sophistic ......................................................................................... 85 Literary Context: “Miscellany” as a Genre ............................................................................................. 97 On Concealment.................................................................................................................................... 110 On the “Theft” of the Greeks ................................................................................................................ 120 Chapter 4 ..................................................................................................................................... 130 Part 1 – On Book 8 of the Stromateis ................................................................................................... 130 Book 8: Prolegomena (For Clement Scholars) ............................................................................. 130 Demonstrating “Demonstration” .................................................................................................... 138 Outline of Book 8 ............................................................................................................................ 141 Brief Discussion of Context ........................................................................................................... 158 Part 2 –Semiotics and Causal Theory ................................................................................................... 166 On the importance of “names” and “things” in the Stromateis ......................................................... 166 Semiotics ........................................................................................................................................... 168 iii Causal Theory ................................................................................................................................... 181 Pedagogical Preparation .................................................................................................................... 203 Part 3 – On Semiotics and Concealment ............................................................................................... 209 Conditioning: For “Sending” and “Receiving” Instruction .............................................................. 209 Communication: Physical Words and Incorporeal Significations .................................................... 211 Extrapolation: Four Categories of Evaluation.................................................................................. 212 Application: “Concealment,” “Lying,” and the “Secret” Gospel Letter ........................................... 220 Conclusion……………………………………………………………………………………………….238 Bibliography ................................................................................................................................. 247 iv WISDOM AND DIALOGUE: FRANZ ROSENZWEIG AND CLEMENT OF ALEXANDRIA H. Peter Kang The inquiry of my dissertation proceeds in two main parts. The first is focused on the life and work of the German-speaking Jewish philosopher and educational visionary, Franz Rosenzweig (1886-1929). The second is focused on the work of the Greek-speaking Christian theologian and pedagogue, Clement of Alexandria (c.150 – c.215). Rosenzweig and Clement present two great, poignant examples of wise theological teaching that dialogically engages with secular pagan learning, modern and ancient, Jewish and Christian. Both of these thinkers are remembered for the way in which they devoted their impressive intellects to the study of the reigning philosophies of their day – the Kantians, Hegelians and idealists for Rosenzweig; the Platonists, Stoics, and Gnostics for Clement. Although they found these philosophies inadequate in themselves to answer ultimate questions of value and meaning, they did not abandon them in their theological pursuits. Instead, they brought them along with them, transforming them and putting them into the service of scriptural inquiry and theological reflection. I believe these two thinkers are important because, by their example, they provide a model for how to bring together two sides of us, which are often viewed in contradistinction. On the one hand, they serve as models of religious persons who maintain an unswerving faith in the reality of God. On the other hand, they serve as models of for wise pedagogues, who exude faith in the power of reason; not the kind of reason they found inadequate in the popular philosophies of their day, but the reasoning of their times enlisted into the service of re-forming people in relation to God. v PART 1 - ON FRANZ ROSENZWEIG I begin this dissertation with an introductory study of the life and thought of the German- speaking Jewish philosopher, Franz Rosenzweig (1886-1929). Specifically, I examine two decisive turning points in Rosenzweig’s life. The first is Rosenzweig’s decision to “remain a Jew” after contemplating conversion to Christianity. The second is Rosenzweig’s decision to turn away from academic life in the German university system to assume the directorship of the new Freies Jüdisches Lehrhaus (free Jewish house of learning) in Frankfurt. In my study of Rosezweing, I challenge the traditional narrative of Rosenzweig’s so- called “conversion” to Judaism and rejection of academic life presented by Nahum Glatzer, which has been widely accepted and retold by Rosenzweig scholars. I argue that Glatzer’s portrayal remains beholden to a dichotomous understanding of revelation and reason, which Rosenzweig firmly rejects. Contrary to Glatzer’s portrayal, I contend that Rosenzweig’s decision to embrace his Jewishness
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