Paul and Philodemus: Adaptability in Epicurean and Early Christian Psychagogy

431 Pages·2010·42.82 MB·English

by  Clarence E. Glad

PAUL AND PHILODEMUS
SUPPLEMENTS TO
NOVUM TESTAMENTUM
EDITORIAL BOARD
C.K. BARRETI, Durharn - P. BORGEN, Trondheim
].K. ELLIOTI, Leeds - H.J. DEJONGE, Leiden
M.].]. MENKEN, Utrecht -]. SMIT SIBINGA, Amsterdam
Executive Editors
A.]. MALHERBE, New Haven
D.P. MOESSNER, Atlanta
VOLUME LXXXI
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PAUL AND PHILODEMUS
Adaptabiliry in Epicurean and
Early Christian PVJchagogy
BY
CLARENCE E. GLAD
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E.]. BRILL
LEIDEN' NEW Y ORK . KÖLN
1995
The paper in this book meets the guidelines for permanence and durability of the
Committee on Production Guidelines for Book Longevity of the Council on Library
Resources.
Library of Congress Cataloging-in-Publication Data
Glad, Clarence E.
Paul and Philodemus : adaptability in Epicurean and early
Christian psychagogy / by Clarence E. Glad.
p. cm. - (Supplements to Novum Testamentum, ISSN 0167-9732
v. SI)
Includes bibliographical references and index.
ISBN 9004100679 (alk. paper)
I. Bible. N.T. Corinthians, Ist, IX, 19-23---Griticism,
interpretation, etc. 2. Spiritual formation-Biblical teaching.
3. Adaptability (Psychology)-Biblical teaching. 4. Philodemus, ca.
llO-ca. 40 B.C. De libertate dicendi. 5. Epicurus-Influence.
I. Tide. 11. Series.
BS267 5.S.s65G5 7 1995
227'206-dc20 95-150S3
CIP
Die Deutsche Bibliothek -CIP-Einheitsaufnalune
[Novum testamentutn I SupplelllentsJ
(Supplements to Novum testamentum. -Leiden; New York;
Köln: BrilI.
Früher Schriftenreihe
Fonlaufende Beiheftreihe zu : Novum testamentum
NE:HST
Vol. 81. Glad, Clarence E.: Paul and Philodemus. - 1995
Glad, Clarence E.:
Paul and Philodemus : adaptability in Epicurean and early
Christian psychagogy / by Clarence E. Glad. - Leiden; New
Yo rk ; Köln : BrilI, 1995
(Supplements to Novum testamentum ; Vo!. 81)
Zug!.: Providence, RI, Brown Univ., Diss. 1992
ISBN 9D-{)4-IOO67-9
ISSN 0167-9732
ISBN 9004 10067 9
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CONTENTS
Preface ..........................................................................................
Xl
Abbreviations ........ ......... .................................. ............................ xiii
Introduction ................................................................................ .
Focus and method ................................................................. .
Objectives and scope of the study ............ ...................... ...... 4
PART ONE
FLATTERERS AND FRIENDS:
ADAPTABIUTY, VERSATIUTY, AND PSYCHAGOGY
I. Adaptability, Versatility, and Psychagogy .......................... 15
1.1 The Concept of "Psychagogy" .................................. 17
1.2 The Flatterer (KOM;), and the Obsequious
Person (äPEO"KO~) .......................................................... 23
1.2.1 Adaptability and servility to the great .......... 30
1.2.2 Flattery: A specious frankness ........................ 33
1.3 The Genuine Frank Counse1or .................................. 36
1.3.1 Adaptability in the unreserved association
with all ............................................................. 38
1.3.2 1 Corinthians 9: 19-23. A suggestive
hypothesis ......................................................... 43
1.4 Adaptability Valued by Orators, Philosophers,
and Moralists ............................................................... 45
11. Psychagogy and the Mixed Method of Moral
Exhortation ........................................................................... 53
2.1 The Psychagogic Perspective ...................................... 53
2.1.1 The mature guide ........................................... 53
2.1.2 Psychagogy and moral instruction ................. 58
2.1.3 The diversity of exhortation ........................... 60
2.1.4 The recipients of psychagogic guidance
and the need for versatility ............................ 65
2.2 Adaptability and the Mixed Method of Praise
and Blame .............................................. ..................... 69
Vlll CONTENTS
2.2.1 The "mixed method" proper ......................... 71
2.2.1.1 The mixture of harsh and
gentle means of exhortation ............ 72
2.2.2 Destruetive harshness and the weak
and tender students ........................................ . 78
2.2.3 The appropriateness of praise and
b1ame for the progressing person ................. . 81
2.2.4 The phi1otropeie method and the
beneficial use of harshness ............................ . 85
2.3 "Harsh" and "Gentle" Philosophers 89
PART TWO
EPICUREAN PSYCHAGOGY
III. Epieurean Communa1 Psyehagogy ..................................... 101
3.1 The Nature of IlapPllO"ia. The Debate ..................... 104
3.1.1 The present foeus ........................................... 104
3.1.2 The nature of 1tapPllO"ia in Philodemus'
Ilep1. 1tapPllO"iac; ................................................ 107
3.2 Epieurean Communa1 Psyehagogy:
Philodemus' On Frank Criticism ................................... 124
3.2.1 Mutual participation in edifieation,
admonition, and eorreetion. Openness
and eoneea1ment; eonfession and
reporting; trust and distrust ........................... 124
3.2.2 Medieal imagery and the stoehastie
method ............................................................. 133
3.2.3 Types of students and approaehes ................ 137
3.2.4 Symmetry and/or asymmetry?
Authority and obedienee ................................ 152
IV. Psyehagogy and Friendship ................................................. 161
4.1 Psyehagogy and Friendship among Epieureans ........ 161
4.1.1 Friendship, openness, and trust .......... ... ... ..... 162
4.1.2 Frank eriticism and the friendship
of many ............................................................ 165
4.2 The Individual and the Community ......................... 175
CONTENTS IX
PART THREE
PAULINE PSYCHAGOGY
v. Pauline Psychagogy .............................................................. 185
5.1 Pau1, the Psychagogue, and Pauline Psychagogy ..... 186
5.2 Pauline Communal Psychagogy ................................. 190
5.2.1 Pauline psychagogy? ........................................ 190
5.2.2 Member participation in communal
psychagogy ....................................................... 192
5.2.2.1 Reciprocal benefits from a
common endeavor ............................ 193
5.2.2.2 The psychagogic "proxy" ................ 195
5.2.2.3 Participatory communal
psychagogy .................................... .... 195
5.2.2.4 Pau1's call for participatory
psychagogy ........................................ 200
5.2.3 Authority and obedience in Pauline
psychagogy ....................................................... 205
5.2.4 Symmetry and/or asymmetry in Pauline
psychagogy? ..................................................... 208
5.3 Pauline Communal Psychagogy and the Function
of Romans 14:1-15:14 ............................................... 213
VI. Paul's Psychagogic Adaptability and the Weak
and Recalcitrant Members of the Corinthian
Community ........................................................................... 236
6.1 Paul's Adaptability in Conduct and Speech ............. 240
6.2 The Form and Function of 1 Corinthians 9: 19-23:
Adaptability in the Unreserved Association with
All and in Psychagogy ................................................ 249
6.2.1 The social grid of patronage and Paul's
dictum of adaptability ..................................... 264
6.2.2 The psychagogic dimension of
1 Corinthians 9: 19-23 .................................... 272
6.3 Psychagogic Adaptability and the Weak and
Tender Students (1 Cor 8:1-13; 10:24-11:1) ........... 277
6.4 Paul's Psychagogic Approach Towards the
Recalcitrant Corinthians ............................................. 295
6.4.1 Paul's characterization of the
recalcitrant ones .............................................. 297
X CONTENTS
6.4.2 Paul's stringent guidance of the
recalcitrant students ........ ........ ........................ 304
6.4.3 Paul's debate with the recalcitrant
Corinthians .............. ........................................ 310
6.4.3.1 Paul's self-depiction as an open,
clear, and consistent guide .............. 311
6.4.3.2 The problem of excessive
harshness ........................................... 315
6.5 Pauline Pedagogy ........................................................ 326
Conclusion .................................................................................. . 333
Bibliography ................................................................................ . 337
Index of Authors ........................................................................ . 355
Index of Passages 361
Index of Subjects 401