Hellenistic παιδɛία and Luke's Education: A Critique of Recent Approaches
This essay offers a critique of recent works that claim for the author of Acts a high level of rhetorical sophistication. The paper attempts to begin to fill a gap in Acts studies by exploring two skills of the curriculum of tertiary rhetorical education and asking how these are exemplified in the c...
| Autor principal: | |
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| Tipo de documento: | Electrónico Artículo |
| Lenguaje: | Inglés |
| Verificar disponibilidad: | HBZ Gateway |
| Journals Online & Print: | Gargar...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publicado: |
Cambridge Univ. Press
2009
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| En: |
New Testament studies
Año: 2009, Volumen: 55, Número: 4, Páginas: 416-437 |
| Otras palabras clave: | B
Intertextuality
B Education B speeches B Rhetoric B Luke-Acts B Atticism |
| Acceso en línea: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Sumario: | This essay offers a critique of recent works that claim for the author of Acts a high level of rhetorical sophistication. The paper attempts to begin to fill a gap in Acts studies by exploring two skills of the curriculum of tertiary rhetorical education and asking how these are exemplified in the curriculum itself. In this way an attempt is made to provide a more sophisticated parallel reading, one that avoids shell comparisons that can often lead to distortion. The two skills explored are intertextuality from the Greek classics and speech construction. It is suggested that—from the perspective of the rhetorical curriculum—the author of Acts probably lacked a rhetorical education. |
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| ISSN: | 1469-8145 |
| Obras secundarias: | Enthalten in: New Testament studies
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| Persistent identifiers: | DOI: 10.1017/S0028688509990051 |