Bøger i Studies in Education and Religion in Ancient and Pre-Modern History in the Mediterranean and Its Environs serien

Der vorliegende Sammelband untersucht die Konzepte, Methoden und Inhalte der Auslegung autoritativer religiöser Texte in Antike und Mittelalter. Diese Texte sind Ausgangs- und Ansatzpunkte in Unterweisungen, die zur Orientierung und Identitätsbildung dienen, dem Einzelnen ebenso wie Gemeinschaften und Gesellschaften. Fachvertreterinnen und Fachvertreter unterschiedlicher Disziplinen - aus Geschichte, Philologie, Orientalistik, Religionswissenschaft und Theologie - spüren der vielfältigen Bedeutung der oft "heilig" genannten Schriften für Bildung und Erziehung nach. Sie beleuchten die Rolle, die diese Texte für Lehre und Lernen in ihren Ursprungskulturen hatten und haben. Darüber hinaus zeigen sie interkulturelle Bezüge auf, die heute für Diskussionen um Bildung und Religion in den multikulturellen Demokratien Europas höchst relevant sind.

Within the framework of Paul's use of Scripture, the contexts of biblical narratives are of great significance, although this has long been underestimated. This conference volume deals with the reception of traditions about Moses in the letters of the apostle to the Gentiles, especially the exodus and Sinai traditions. It focuses on the important and much-discussed passages about the danger of idolatry in 1 Corinthians 10 as well as on the glory of Paul's apostolic ministry in 2 Corinthians 3. The collected essays are methodologically oriented towards the issue of the relationship between education/formation and religion, and they thus perceive Paul's use and interpretation of those biblical traditions as a process of religious education. Tradition-historical backgrounds and the contexts of the situations are also taken into consideration, as well as literary structures and communicative intentions.

Taking account of a wide range of literary evidence and the most recent scholarship on the nature of education in Rabbinic Judaism of late antiquity, these studies examine new and varied aspects of the scriptural and intellectual infrastructure of the educational ethos, the tension between oral tradition and literary practice, and the central role of the rabbinic sage as pedagogical innovator and model. They also study the underlying influence of social and economic factors, the evolution of teaching techniques and frameworks, and the formative role of both midrashic mentality and mythopoetic currents. With an eye on the broader contexts of Greco-Roman culture and emergent Christianity, these essays follow the development of rabbinic ideas and institutions from the first centuries of the Common Era in Palestine through the flowering of centers of learning centuries later in Babylonia.

Religion requires education. Soon after the emergence of Christianity, religious education became crucial to the development of Christian communities in towns and in the countryside. The present volume analyzes the human agents of this education: bishops, catechists, mothers and fathers, monastic teachers. It thus offers a comparative analysis of teachers' roles in Christian educational contexts, dealing with questions such as: Who taught in late antique Christianity? Which imagery is used to describe such teaching? What impact do gender ascriptions have on teaching roles and processes? And where do conflicts emerge between different roles and their social settings?C ontributors:Christoph Birkner, Carmen Angela Cvetkovi¿c, Juliette Day, Therese Fuhrer, Peter Gemeinhardt, Katharina Greschat, Henrik Rydell Johnsén, Olga Lorgeoux, Andreas Müller, Maria Munkholt Christensen, David Rylaarsdam, Arthur Urbano