Paulʹs paradigmatic "I: personal example of literary strategy

This study claims that Paul uses his personal example as an explicit literary strategy in 1 Corinthians, Galatians and Philippians, and as an arguably implicit strategy in 1 Thessalonians and Philemon. He uses his own example to ground and illustrate his argumentation in a rhetorically sophisticated...

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Bibliographic Details
Main Author: Dodd, Brian J. 1960- (Author)
Format: Print Book
Language:English
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Fernleihe:Fernleihe für die Fachinformationsdienste
Published: Sheffield Sheffield Academy Press c 1999
In: Journal for the study of the New Testament / Supplement series (177)
Year: 1999
Reviews:, in: Salm. . 47 (2000) 168-171 (Trevijano, Ramón)
, in: RB 110 (2003) 137-139 (Murphy-OConnor, J.)
, in: ThLZ 127 (2002) 517-518 (Vollenweider, Samuel)
Paul's Paradigmatic I. Personal Example as Literary Strategy (2002) (Vollenweider, Samuel, 1953 -)
Series/Journal:Journal for the study of the New Testament / Supplement series 177
Standardized Subjects / Keyword chains:B Pauline letters / First-person narrative
B Paul Apostle / Leadership style
IxTheo Classification:HC New Testament
Further subjects:B N.T / Bible / Epistles of Paul Criticism, interpretation, etc
B Bible Epistles of Paul Criticism, interpretation, etc
B Paul Apostle
B Pauline letters
B Paul, The Apostle, Saint

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520 |a This study claims that Paul uses his personal example as an explicit literary strategy in 1 Corinthians, Galatians and Philippians, and as an arguably implicit strategy in 1 Thessalonians and Philemon. He uses his own example to ground and illustrate his argumentation in a rhetorically sophisticated manner, often structuring his argument on such a basis. In places a crisp statement of his own case serves as a thesis statement of the argument that follows (e.g., Rom. 1.17; Gal. 1.10), while at other times it serves to summarize the argument and to provide a transition to the next phase (especially in 1 Corinthians and Gal. 2.15-21). All the while Paul's self-portrayals in his letters serve not autobiographical or egoistic purposes but pedagogical and argumentative aims. 
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