subject | book bibliographic info |
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pedagogical, transmission of law, pedagogy, and greek curricula, midrash as | Hayes, The Literature of the Sages: A Re-Visioning (2022) 106, 113, 123 |
pedagogy | Albrecht, The Divine Father: Religious and Philosophical Concepts of Divine Parenthood in Antiquity (2014) 112, 115, 119, 121, 124, 251, 252 Bakker, The Secret of Time: Reconfiguring Wisdom in the Dead Sea Scrolls (2023) 35, 36, 37, 39, 43, 44, 45, 46, 47, 48 Berglund Crostini and Kelhoffer, Why We Sing: Music, Word, and Liturgy in Early Christianity (2022) 449 Bull, Lied and Turner, Mystery and Secrecy in the Nag Hammadi Collection and Other Ancient Literature: Ideas and Practices: Studies for Einar Thomassen at Sixty (2011) 74, 206, 209, 210, 211, 217, 241, 242, 428, 429, 430, 439, 443, 444 Fraade, Multilingualism and Translation in Ancient Judaism: Before and After Babel (2023) 93 James, Learning the Language of Scripture: Origen, Wisdom, and the Logic of Interpretation (2021) 217, 292, 293 Johnson Dupertuis and Shea, Reading and Teaching Ancient Fiction: Jewish, Christian, and Greco-Roman Narratives (2018) 133, 153, 156, 157, 159, 164, 213, 215, 217, 218, 219, 220, 221, 222, 223, 224, 225, 226, 227, 228, 230 Konstan and Garani, The Philosophizing Muse: The Influence of Greek Philosophy on Roman Poetry (2014) 245, 246, 247, 248, 249, 264, 267 Linjamaa, The Ethics of The Tripartite Tractate (NHC I, 5): A Study of Determinism and Early Christian Philosophy of Ethics (2019) 16, 52, 60, 89, 91, 110, 164, 165, 166, 167, 168, 169, 170, 199, 200, 201, 209, 215, 220, 236, 256 Mackey, Belief and Cult: Rethinking Roman Religion (2022) 283, 284 Malherbe et al., Light from the Gentiles: Hellenistic Philosophy and Early Christianity: Collected Essays of Abraham J (2014) 690, 969, 971 Smith and Stuckenbruck, Testing and Temptation in Second Temple Jewish and Early Christian Texts (2020) 7, 8, 15, 16, 18 van 't Westeinde, Roman Nobilitas in Jerome's Letters: Roman Values and Christian Asceticism for Socialites (2021) 101, 102 |
pedagogy, and greek curricula | Hayes, The Literature of the Sages: A Re-Visioning (2022) 322 |
pedagogy, aurelius | Ker, Quotidian Time and Forms of Life in Ancient Rome (2023) 246, 251, 252, 256, 258 |
pedagogy, clement of alexandria, divine | Ward, Clement and Scriptural Exegesis: The Making of a Commentarial Theologian (2022) 162 |
pedagogy, divine | Mcglothlin, Resurrection as Salvation: Development and Conflict in Pre-Nicene Paulinism (2018) 3, 70, 83, 84, 85, 168, 169, 172, 206, 208 |
pedagogy, education | Damm, Religions and Education in Antiquity (2018) 29, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 194, 199 |
pedagogy, education and paideia, augustine on priorities of authority and reason in | Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 453, 454 |
pedagogy, education and paideia, bede’s focus on teachers and preachers | Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 745, 746, 747, 748, 749 |
pedagogy, education and paideia, book culture in late antiquity and | Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 366 |
pedagogy, education and paideia, christian repurposing of | Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 709, 710, 714 |
pedagogy, education and paideia, julian’s interdict on christian teaching of pagan literature | Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 339, 374 |
pedagogy, education and paideia, law schools in justinianic era | Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 617 |
pedagogy, education and paideia, ordering schemes in | Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 7 |
pedagogy, education and paideia, origen’s biblical exegesis shaped by educational institutions | Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 100, 101, 102 |
pedagogy, education and paideia, wisdom in | Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 98 |
pedagogy, exegetical guides, education and | Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 710 |
pedagogy, king | Fishbane, Biblical Myth and Rabbinic Mythmaking (2003) 2, 232, 264, 277, 278, 279, 280, 281 |
pedagogy, motifs, thematic, punishment as | Schwartz, 2 Maccabees (2008) 47, 298, 377 |
pedagogy, of gregory of nyssa, gregory of nyssa | Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 15, 328, 329, 330, 332, 333, 334, 335, 336, 337, 339, 340, 341, 342, 343, 344, 345, 346 |
pedagogy, of jesus | James, Learning the Language of Scripture: Origen, Wisdom, and the Logic of Interpretation (2021) 227, 228, 229, 230, 231, 242, 243 |
pedagogy, of scripture, augustine of hippo, on divine | Yates and Dupont, The Bible in Christian North Africa: Part I: Commencement to the Confessiones of Augustine (ca. 180 to 400 CE) (2020) 224, 225, 226, 227, 228 |
pedagogy, of submission | Carr, Writing on the Tablet of the Heart: Origins of Scripture and Literature (2004) 129, 149, 150, 182 |
pedagogy, of the logos | James, Learning the Language of Scripture: Origen, Wisdom, and the Logic of Interpretation (2021) 81, 82, 83, 84, 85, 87, 210, 252, 255 |
pedagogy, old testament, as divine | Yates and Dupont, The Bible in Christian North Africa: Part I: Commencement to the Confessiones of Augustine (ca. 180 to 400 CE) (2020) 224, 225, 226, 227, 228 |
pedagogy, paideia, bilingual education and texts, tabular organisation of | Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 191, 193, 196 |
pedagogy, paideia, education and homilies, educational mission of | Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 114 |
pedagogy, paideia, irenaeus of education and lyons, ascetic training of | Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 66 |
pedagogy, paideia, sacred and secular education and disciplines, combining | Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 711 |
pedagogy, paideia, seven liberal education and arts, development of closed system of | Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 663, 664, 665, 666, 667 |
pedagogy, paul, apostle | Penniman, Raised on Christian Milk: Food and the Formation of the Soul in Early Christianity (2017) 91, 92 |
pedagogy, pedagogical, | Roskovec and Hušek, Interactions in Interpretation: The Pilgrimage of Meaning through Biblical Texts and Contexts (2021) 42, 195, 196, 204 |
pedagogy, priorities of authority and reason in augustine of hippo, education and | Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 453, 454 |
pedagogy, salvation, unfolding as divine | Yates and Dupont, The Bible in Christian North Africa: Part I: Commencement to the Confessiones of Augustine (ca. 180 to 400 CE) (2020) 224, 225, 226, 227, 228 |
pedagogy, stoic | Pinheiro et al., Philosophy and the Ancient Novel (2015) 28 |
18 validated results for "pedagogy" |
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1. Hebrew Bible, Deuteronomy, 32.25 (9th cent. BCE - 3rd cent. BCE) Tagged with subjects: • Motifs (Thematic), Punishment as Pedagogy • Pedagogy Found in books: Albrecht, The Divine Father: Religious and Philosophical Concepts of Divine Parenthood in Antiquity (2014) 121; Schwartz, 2 Maccabees (2008) 298 32.25 מִחוּץ תְּשַׁכֶּל־חֶרֶב וּמֵחֲדָרִים אֵימָה גַּם־בָּחוּר גַּם־בְּתוּלָה יוֹנֵק עִם־אִישׁ שֵׂיבָה׃ 32.25 Without shall the sword bereave, And in the chambers terror; Slaying both young man and virgin, The suckling with the man of gray hairs. |
2. Hebrew Bible, Exodus, 3.8, 4.22 (9th cent. BCE - 3rd cent. BCE) Tagged with subjects: • Clement of Alexandria, on the catechumenate, framed within Clement’s overall intellectual and pedagogical program • Gregory of Nyssa, Gregory of Nyssa, pedagogy of • Pedagogy • pedagogy Found in books: Albrecht, The Divine Father: Religious and Philosophical Concepts of Divine Parenthood in Antiquity (2014) 115; Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 342; Ayres and Ward, The Rise of the Early Christian Intellectual (2021) 122; Berglund Crostini and Kelhoffer, Why We Sing: Music, Word, and Liturgy in Early Christianity (2022) 449 3.8 וָאֵרֵד לְהַצִּילוֹ מִיַּד מִצְרַיִם וּלְהַעֲלֹתוֹ מִן־הָאָרֶץ הַהִוא אֶל־אֶרֶץ טוֹבָה וּרְחָבָה אֶל־אֶרֶץ זָבַת חָלָב וּדְבָשׁ אֶל־מְקוֹם הַכְּנַעֲנִי וְהַחִתִּי וְהָאֱמֹרִי וְהַפְּרִזִּי וְהַחִוִּי וְהַיְבוּסִי׃, 4.22 וְאָמַרְתָּ אֶל־פַּרְעֹה כֹּה אָמַר יְהוָה בְּנִי בְכֹרִי יִשְׂרָאֵל׃ 3.8 and I am come down to deliver them out of the hand of the Egyptians, and to bring them up out of that land unto a good land and a large, unto a land flowing with milk and honey; unto the place of the Canaanite, and the Hittite, and the Amorite, and the Perizzite, and the Hivite, and the Jebusite. 4.22 And thou shalt say unto Pharaoh: Thus saith the LORD: Israel is My son, My first-born. |
3. Hebrew Bible, Proverbs, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 1.10, 1.12, 1.15, 2.1, 3.1, 3.11, 3.21, 4.10, 4.11, 4.12, 4.13, 4.14, 4.15, 4.16, 4.17, 4.18, 4.19, 4.20, 4.21, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10, 5.11, 5.12, 5.13, 5.14, 5.15, 5.16, 5.17, 5.18, 5.19, 5.20, 5.21, 5.22, 5.23, 6.20, 7.1, 7.27, 10.1, 11.22, 14.12, 15.20, 22.17-24.22, 23.31, 23.32, 23.33, 23.34, 24.23, 30.11, 30.15, 30.16, 30.18, 30.19, 30.21, 30.22, 30.23, 30.24, 30.25, 30.26, 30.27, 30.28, 30.29, 30.30, 30.31 (9th cent. BCE - 3rd cent. BCE) Tagged with subjects: • Enigmatic speech, Graeco-Roman oracular and prophetic, pedagogic • Pedagogy • Pedagogy of submission • authority (ἐξουσία), pedagogical • education, pedagogy • pedagogue • pedagogy • pedagogy, of Jesus • pedagogy, of the Logos Found in books: Albrecht, The Divine Father: Religious and Philosophical Concepts of Divine Parenthood in Antiquity (2014) 119, 252; Bakker, The Secret of Time: Reconfiguring Wisdom in the Dead Sea Scrolls (2023) 35, 36, 37; Carr, Writing on the Tablet of the Heart: Origins of Scripture and Literature (2004) 129; Damm, Religions and Education in Antiquity (2018) 29, 33, 34, 36, 43, 44, 48, 49, 50; James, Learning the Language of Scripture: Origen, Wisdom, and the Logic of Interpretation (2021) 227, 252, 257; Moxon, Peter's Halakhic Nightmare: The 'Animal' Vision of Acts 10:9–16 in Jewish and Graeco-Roman Perspective (2017) 233; Černušková, Kovacs and Plátová, Clement’s Biblical Exegesis: Proceedings of the Second Colloquium on Clement of Alexandria (2016) 183, 186, 187, 191 1.1 בְּנִי אִם־יְפַתּוּךָ חַטָּאִים אַל־תֹּבֵא׃, 1.1 The proverbs of Solomon the son of David, king of Israel; 1.2 To know wisdom and instruction; To comprehend the words of understanding; 1.3 To receive the discipline of wisdom, Justice, and right, and equity; 1.4 To give prudence to the simple, To the young man knowledge and discretion; 1.5 That the wise man may hear, and increase in learning, And the man of understanding may attain unto wise counsels; 1.6 To understand a proverb, and a figure; The words of the wise, and their dark sayings. 1.8 Hear, my son, the instruction of thy father, And forsake not the teaching of thy mother; 1.10 My son, if sinners entice thee, Consent thou not. 1.12 Let us swallow them up alive as the grave, and whole, as those that go down into the pit; 1.15 My son, walk not thou in the way with them, restrain thy foot from their path; 2.1 My son, if thou wilt receive my words, And lay up my commandments with thee; 3.1 My son, forget not my teaching; But let thy heart keep my commandments; 3.11 My son, despise not the chastening of the LORD, Neither spurn thou His correction; 3.21 My son, let not them depart from thine eyes; Keep sound wisdom and discretion; 4.10 Hear, O my son, and receive my sayings; And the years of thy life shall be many. 4.11 I have taught thee in the way of wisdom; I have led thee in paths of uprightness. 4.12 When thou goest, thy step shall not be straitened; And if thou runnest, thou shalt not stumble. 4.13 Take fast hold of instruction, let her not go; Keep her, for she is thy life. 4.14 Enter not into the path of the wicked, And walk not in the way of evil men. 4.15 Avoid it, pass not by it; Turn from it, and pass on. 4.16 For they sleep not, except they have done evil; And their sleep is taken away, unless they cause some to fall. 4.17 For they eat the bread of wickedness, And drink the wine of violence. 4.18 But the path of the righteous is as the light of dawn, That shineth more and more unto the perfect day. 4.19 The way of the wicked is as darkness; They know not at what they stumble. 4.20 My son, attend to my words; Incline thine ear unto my sayings. 4.21 Let them not depart from thine eyes; Keep them in the midst of thy heart. 5.1 My son, attend unto my wisdom; Incline thine ear to my understanding; 5.2 That thou mayest preserve discretion, And that thy lips may keep knowledge. 5.3 For the lips of a strange woman drop honey, And her mouth is smoother than oil; 5.4 But her end is bitter as wormwood, Sharp as a two-edged sword. 5.5 Her feet go down to death; Her steps take hold on the nether-world; 5.6 Lest she should walk the even path of life, Her ways wander, but she knoweth it not. 5.7 Now therefore, O ye children, hearken unto me, And depart not from the words of my mouth. 5.8 Remove thy way far from her, And come not nigh the door of her house; 5.9 Lest thou give thy vigour unto others, And thy years unto the cruel; 5.10 Lest strangers be filled with thy strength, And thy labours be in the house of an alien; 5.11 And thou moan, when thine end cometh, When thy flesh and thy body are consumed, 5.12 And say: ‘How have I hated instruction, And my heart despised reproof; 5.13 Neither have I hearkened to the voice of my teachers, Nor inclined mine ear to them that instructed me! 5.14 I was well nigh in all evil In the midst of the congregation and assembly.’, 5.15 Drink waters out of thine own cistern, And running waters out of thine own well. 5.16 Let thy springs be dispersed abroad, And courses of water in the streets. 5.17 Let them be only thine own, And not strangers’with thee. 5.18 Let thy fountain be blessed; And have joy of the wife of thy youth. 5.19 A lovely hind and a graceful doe, Let her breasts satisfy thee at all times; With her love be thou ravished always. 5.20 Why then wilt thou, my son, be ravished with a strange woman, And embrace the bosom of an alien? 5.21 For the ways of man are before the eyes of the LORD, And He maketh even all his paths. 5.22 His own iniquities shall ensnare the wicked, And he shall be holden with the cords of his sin. 5.23 He shall die for lack of instruction; And in the greatness of his folly he shall reel. 6.20 My son, keep the commandment of thy father, And forsake not the teaching of thy mother; 7.1 My son, keep my words, And lay up my commandments with thee. 7.27 Her house is the way to the nether-world, Going down to the chambers of death. 10.1 The proverbs of Solomon. A wise son maketh a glad father; but a foolish son is the grief of his mother. 11.22 As a ring of gold in a swine’s snout, so is a fair woman that turneth aside from discretion. 14.12 There is a way which seemeth right unto a man, But the end thereof are the ways of death. 1 5.20 A wise son maketh a glad father; But a foolish man despiseth his mother. 23.31 Look not thou upon the wine when it is red, when it giveth its colour in the cup, When it glideth down smoothly; 23.32 At the last it biteth like a serpent, and stingeth like a basilisk. 23.33 Thine eyes shall behold strange things, and thy heart shall utter confused things. 23.34 Yea, thou shalt be as he that lieth down in the midst of the sea, or as he that lieth upon the top of a mast. 24.23 These also are sayings of the wise. To have respect of persons in judgment is not good. 30.11 There is a generation that curse their father, And do not bless their mother. 30.15 The horseleech hath two daughters: ‘Give, give.’ There are three things that are never satisfied, Yea, four that say not: ‘Enough’: 30.16 The grave; and the barren womb; The earth that is not satisfied with water; And the fire that saith not: ‘Enough.’, 30.18 There are three things which are too wonderful for me, Yea, four which I know not: 30.19 The way of an eagle in the air; The way of a serpent upon a rock; The way of a ship in the midst of the sea; And the way of a man with a young woman. 30.21 For three things the earth doth quake, And for four it cannot endure: 30.22 For a servant when he reigneth; And a churl when he is filled with food; 30.23 For an odious woman when she is married; And a handmaid that is heir to her mistress. 30.24 There are four things which are little upon the earth, But they are exceeding wise: 30.25 The ants are a people not strong, Yet they provide their food in the summer; 30.26 The rock-badgers are but a feeble folk, Yet make they their houses in the crags; 30.27 The locusts have no king, Yet go they forth all of them by bands; 30.28 The spider thou canst take with the hands, Yet is she in kings’palaces. 30.29 There are three things which are stately in their march, Yea, four which are stately in going: 30.30 The lion, which is mightiest among beasts, And turneth not away for any; 30.31 The greyhound; the he-goat also; And the king, against whom there is no rising up. |
4. Hebrew Bible, Ezra, 7.10 (5th cent. BCE - 4th cent. BCE) Tagged with subjects: • Pedagogy, • pedagogical purposes of Mishna and Tosefta • pedagogical purposes of Mishna and Tosefta, at Qumran • pedagogy and Greek curricula, midrash as pedagogical transmission of law Found in books: Fraade, Multilingualism and Translation in Ancient Judaism: Before and After Babel (2023) 93; Hayes, The Literature of the Sages: A Re-Visioning (2022) 108, 123 7.10 For Ezra had set his heart to seek the law of the LORD, and to do it, and to teach in Israel statutes and ordices. |
5. Dead Sea Scrolls, Damascus Covenant, 13.9 (2nd cent. BCE - 1st cent. CE) Tagged with subjects: • Pedagogy • pedagogy Found in books: Albrecht, The Divine Father: Religious and Philosophical Concepts of Divine Parenthood in Antiquity (2014) 112; Bakker, The Secret of Time: Reconfiguring Wisdom in the Dead Sea Scrolls (2023) 45 NA> |
6. Dead Sea Scrolls, (Cairo Damascus Covenant) Cd-A, 13.9 (2nd cent. BCE - 1st cent. CE) Tagged with subjects: • Pedagogy • pedagogy Found in books: Albrecht, The Divine Father: Religious and Philosophical Concepts of Divine Parenthood in Antiquity (2014) 112; Bakker, The Secret of Time: Reconfiguring Wisdom in the Dead Sea Scrolls (2023) 45 NA> |
7. Septuagint, Ecclesiasticus (Siracides), 39.3 (2nd cent. BCE - 2nd cent. BCE) Tagged with subjects: • Enigmatic speech, Graeco-Roman oracular and prophetic, pedagogic • education, pedagogy Found in books: Damm, Religions and Education in Antiquity (2018) 49; Moxon, Peter's Halakhic Nightmare: The 'Animal' Vision of Acts 10:9–16 in Jewish and Graeco-Roman Perspective (2017) 233 39.3 he will seek out the hidden meanings of proverbs and be at home with the obscurities of parables. |
8. New Testament, 1 Corinthians, 3.1-3.3 (1st cent. CE - 1st cent. CE) Tagged with subjects: • Clement of Alexandria, on the catechumenate, framed within Clement’s overall intellectual and pedagogical program • Gregory of Nyssa, Gregory of Nyssa, pedagogy of Found in books: Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 344; Ayres and Ward, The Rise of the Early Christian Intellectual (2021) 122, 125 3.1 Κἀγώ, ἀδελφοί, οὐκ ἠδυνήθην λαλῆσαι ὑμῖν ὡς πνευματικοῖς ἀλλʼ ὡς σαρκίνοις, ὡς νηπίοις ἐν Χριστῷ. 3.2 γάλα ὑμᾶς ἐπότισα, οὐ βρῶμα, οὔπω γὰρ ἐδύνασθε. 3.3 Ἀλλʼ οὐδὲ ἔτι νῦν δύνασθε, ἔτι γὰρ σαρκικοί ἐστε. ὅπου γὰρ ἐν ὑμῖν ζῆλος καὶ ἔρις, οὐχὶ σαρκικοί ἐστε καὶ κατὰ ἄνθρωπον περιπατεῖτε; " 3.1 Brothers, I couldnt speak to you as to spiritual, but as tofleshly, as to babies in Christ.", " 3.2 I fed you with milk, not withmeat; for you werent yet ready. Indeed, not even now are you ready,", " 3.3 for you are still fleshly. For insofar as there is jealousy,strife, and factions among you, arent you fleshly, and dont you walkin the ways of men?" |
9. New Testament, Galatians, 3.24-3.25, 4.1 (1st cent. CE - 1st cent. CE) Tagged with subjects: • Origen, pedagogical concealment in • Paul, on the Law as pedagogue • Philo, on pedagogues • Plato, on pedagogues • Plutarch, on pedagogues • pedagogical concealment • pedagogue • pedagogue, as metaphor for Mosaic Law Found in books: Azar, Exegeting the Jews: the early reception of the Johannine "Jews" (2016) 67; Fisch, Written for Us: Paul’s Interpretation of Scripture and the History of Midrash (2023) 123; Hayes, What's Divine about Divine Law?: Early Perspectives (2015) 156, 157, 159, 160, 338; Lunn-Rockliffe, The Letter of Mara bar Sarapion in Context (2007) 142 3.24 ὥστε ὁ νόμος παιδαγωγὸς ἡμῶν γέγονεν εἰς Χριστόν, ἵνα ἐκ πίστεως δικαιωθῶμεν·, 3.25 ἐλθούσης δὲ τῆς πίστεως οὐκέτι ὑπὸ παιδαγωγόν ἐσμεν. 4.1 Λέγω δέ, ἐφʼ ὅσον χρόνον ὁ κληρονόμος νήπιός ἐστιν, οὐδὲν διαφέρει δούλου κύριος πάντων ὤν, 3.24 So that the law has become our tutor to bring us toChrist, that we might be justified by faith. 3.25 But now that faithis come, we are no longer under a tutor. 4.1 But I say that so long as the heir is a child, he is nodifferent from a bondservant, though he is lord of all; |
10. New Testament, Philippians, 3.13 (1st cent. CE - 1st cent. CE) Tagged with subjects: • Clement of Alexandria,divine pedagogy • Gregory of Nyssa, Gregory of Nyssa, pedagogy of Found in books: Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 333; Ward, Clement and Scriptural Exegesis: The Making of a Commentarial Theologian (2022) 162 3.13 ἓν δέ, τὰ μὲν ὀπίσω ἐπιλανθανόμενος τοῖς δὲ ἔμπροσθεν ἐπεκτεινόμενος, " 3.13 Brothers, I dont regard myself as yet having taken hold, but one thing I do. Forgetting the things which are behind, and stretching forward to the things which are before," |
11. New Testament, John, 6.3 (1st cent. CE - 1st cent. CE) Tagged with subjects: • Pedagogy • education and pedagogy, paideia, Bede’s focus on teachers and preachers Found in books: Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 746, 749; Bull, Lied and Turner, Mystery and Secrecy in the Nag Hammadi Collection and Other Ancient Literature: Ideas and Practices: Studies for Einar Thomassen at Sixty (2011) 241 6.3 ἀνῆλθεν δὲ εἰς τὸ ὄρος Ἰησοῦς, καὶ ἐκεῖ ἐκάθητο μετὰ τῶν μαθητῶν αὐτοῦ. 6.3 Jesus went up into the mountain, and he sat there with his disciples. |
12. New Testament, Matthew, 13.14-13.16 (1st cent. CE - 1st cent. CE) Tagged with subjects: • Pedagogy • Sermones ad populam (Augustine), pedagogical role Found in books: Bull, Lied and Turner, Mystery and Secrecy in the Nag Hammadi Collection and Other Ancient Literature: Ideas and Practices: Studies for Einar Thomassen at Sixty (2011) 439; Yates and Dupont, The Bible in Christian North Africa: Part II: Consolidation of the Canon to the Arab Conquest (ca. 393 to 650 CE). (2023) 51 13.14 καὶ ἀναπληροῦται αὐτοῖς ἡ προφητεία Ἠσαίου ἡ λέγουσα Ἀκοῇ ἀκούσετε καὶ οὐ μὴ συνῆτε, καὶ βλέποντες βλέψετε καὶ οὐ μὴ ἴδητε. 13.15 ἐπαχύνθη γὰρ ἡ καρδία τοῦ λαοῦ τούτου, καὶ τοῖς ὠσὶν βαρέως ἤκουσαν, καὶ τοὺς ὀφθαλμοὺς αὐτῶν ἐκάμμυσαν· μή ποτε ἴδωσιν τοῖς ὀφθαλμοῖς καὶ τοῖς ὠσὶν ἀκούσωσιν καὶ τῇ καρδίᾳ συνῶσιν καὶ ἐπιστρέψωσιν, καὶ ἰάσομαι αὐτούς. 13.16 ὑμῶν δὲ μακάριοι οἱ ὀφθαλμοὶ ὅτι βλέπουσιν, καὶ τὰ ὦτα ὑμῶν ὅτι ἀκούουσιν. " 13.14 In them the prophecy of Isaiah is fulfilled, which says, By hearing you will hear, And will in no way understand; Seeing you will see, And will in no way perceive:", " 13.15 For this peoples heart has grown callous, Their ears are dull of hearing, They have closed their eyes; Or else perhaps they might perceive with their eyes, Hear with their ears, Understand with their heart, And should turn again; And I would heal them.", 13.16 "But blessed are your eyes, for they see; and your ears, for they hear. |
13. Plutarch, On Stoic Self-Contradictions, 1035a (1st cent. CE - 2nd cent. CE) Tagged with subjects: • Order (τάξις), pedagogical • education and pedagogy, paideia, seven liberal arts, development of closed system of Found in books: Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 665; Motta and Petrucci, Isagogical Crossroads from the Early Imperial Age to the End of Antiquity (2022) 97 NA> |
14. Tosefta, Hagigah, 2.2 (1st cent. CE - 2nd cent. CE) Tagged with subjects: • King, Pedagogy • pedagogical purposes of Mishna and Tosefta Found in books: Fishbane, Biblical Myth and Rabbinic Mythmaking (2003) 278; Hayes, The Literature of the Sages: A Re-Visioning (2022) 114 " 2.2 ארבעה נכנסו לפרדס בן עזאי ובן זומא אחר ורבי עקיבה אחד הציץ ומת אחד הציץ ונפגע אחד הציץ וקיצץ בנטיעות ואחד עלה בשלום וירד בשלום בן עזאי הציץ ומת עליו הכתוב אומר (תהילים קטו) יקר בעיני ה המותה לחסידיו בן זומא הציץ ונפגע עליו הכתוב אומר (משלי כה) דבש מצאת אכול דייך וגו אלישע הציץ וקיצץ בנטיעות עליו הכתוב אומר (קוהלת ה) אל תתן את פיך לחטיא את בשרך וגו רבי עקיבה עלה בשלום וירד בשלום עליו הכתוב אומר (שיר השירים א) משכני אחריך נרוצה וגו משלו משל למה הדבר דומה לפרדס של מלך ועלייה בנוייה על גביו מה עליו על אדם להציץ ובלבד שלא יזוז את עיניו ממנו. ועוד משלו משל למה הדבר דומה לאיסתרא העוברת בין שני דרכים אחד של אור ואחד של שלג הטה לכאן נכוה באור הטה לכאן נכוה משלג מה עליו על אדם להלך באמצע ובלבד שלא יהא נוטה לא לכאן ולא לכאן. מעשה ברבי יהושע שהיה מהלך באסתרטא והיה בן זומא בא כנגדו הגיע אצלו ולא נתן לו שלום אמר לו מאין ולאן בן זומא אמר לו צופה הייתי במעשה בראשית ואין בין מים העליונים למים התחתונים אפילו טפח שנאמר (בראשית א) ורוח אלהים מרחפת על פני המים ואומר (דברים לג) כנשר יעיר קנו וגו מה נשר זה טס על גבי קינו נוגע ואינו נוגע כך אין בין מים העליונים למים התחתונים אפילו טפח אמר להם רבי יהושע לתלמידיו כבר בן זומא מבחוץ לא היו ימים מועטים עד שנסתלק בן זומא." 2.2 Four entered the orchard: Ben Azzai, Ben Zoma, another, and Rabbi Akiva. One looked and died. One looked and was harmed. One looked and cut down the trees. And one went up in peace and went down in peace. Ben Azzai looked and died. Scripture says about him (Psalms 116, 15): "Precious in the sight of the LORD Is the death of His saints". Ben Zoma looked and was harmed. Scripture says about him (Proverbs 25, 16): "Hast thou found honey? eat so much as is sufficient for thee" and the continuation. Cont. of the verse: "Lest thou be filled therewith, and vomit it." Elisha looked and cut down the trees. Scripture says about him (Ecclesiastes 5, 5): "Suffer not thy mouth to bring thy flesh into guilt" etc. Rabbi Akiva went up in peace and went down in peace. Scripture says about him (Song of Songs 1, 4): "Draw me, we will run after thee" etc. They gave a parable: What is this similar to? To the orchard of a king and there is an attic above it. It is upon the man to look so long as he does not move his eyes from it. Another parable was given. What is this similar tp? To a street that passes between two paths, one of fire, and one of snow. If it leans one way, it gets burned by the fire. If it leans the other way it gets burned by the snow. A man must walk in the middle and not lean to or fro. A story of Rabbi Yehoshua Who was walkin in the street and Ben Zoma came opposite him he reached him and did not greet him. He said to him from where and to where Ben Zoma? He said to him: I was watching the creation, and there is not between the upper waters and the lower waters even a handbreadth. As it is written (Genesis 1, 2) "and the spirit of God hovered over the face of the waters". And it says (Deuteronomy 32, 11): "As a vulture that stirreth up her nest" etc. Just as the vulture flies over the nest, touching and not touching, so too there is not even a handbreadth between the upper waters and lower waters. Rabbi Yehoshua said to his students: Ben Zoma is already outside. In a few days, Ben Zoma passed away. |
15. Clement of Alexandria, Christ The Educator, 1 (2nd cent. CE - 3rd cent. CE) Tagged with subjects: • Pedagogy • pedagogue Found in books: Albrecht, The Divine Father: Religious and Philosophical Concepts of Divine Parenthood in Antiquity (2014) 112; Lunn-Rockliffe, The Letter of Mara bar Sarapion in Context (2007) 143 NA>Length: 1, dtype: string |
16. Irenaeus, Refutation of All Heresies, 4.38.1, 4.38.4 (2nd cent. CE - 3rd cent. CE) Tagged with subjects: • education and pedagogy, paideia, Irenaeus of Lyons, ascetic training of • pedagogy, divine Found in books: Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 66; Mcglothlin, Resurrection as Salvation: Development and Conflict in Pre-Nicene Paulinism (2018) 83 4.38.1 If, however, any one say, "What then? Could not God have exhibited man as perfect from beginning?" let him know that, inasmuch as God is indeed always the same and unbegotten as respects Himself, all things are possible to Him. But created things must be inferior to Him who created them, from the very fact of their later origin; for it was not possible for things recently created to have been uncreated. But inasmuch as they are not uncreated, for this very reason do they come short of the perfect. Because, as these things are of later date, so are they infantile; so are they unaccustomed to, and unexercised in, perfect discipline. For as it certainly is in the power of a mother to give strong food to her infant, but she does not do so, as the child is not yet able to receive more substantial nourishment; so also it was possible for God Himself to have made man perfect from the first, but man could not receive this perfection, being as yet an infant. And for this cause our Lord in these last times, when He had summed up all things into Himself, came to us, not as He might have come, but as we were capable of beholding Him. He might easily have come to us in His immortal glory, but in that case we could never have endured the greatness of the glory; and therefore it was that He, who was the perfect bread of the Father, offered Himself to us as milk, because we were as infants. He did this when He appeared as a man, that we, being nourished, as it were, from the breast of His flesh, and having, by such a course of milk nourishment, become accustomed to eat and drink the Word of God, may be able also to contain in ourselves the Bread of immortality, which is the Spirit of the Father. 4.38.4 Irrational, therefore, in every respect, are they who await not the time of increase, but ascribe to God the infirmity of their nature. Such persons know neither God nor themselves, being insatiable and ungrateful, unwilling to be at the outset what they have also been created--men subject to passions; but go beyond the law of the human race, and before that they become men, they wish to be even now like God their Creator, and they who are more destitute of reason than dumb animals insist that there is no distinction between the uncreated God and man, a creature of to-day. For these, the dumb animals, bring no charge against God for not having made them men; but each one, just as he has been created, gives thanks that he has been created. For we cast blame upon Him, because we have not been made gods from the beginning, but at first merely men, then at length gods; although God has adopted this course out of His pure benevolence, that no one may impute to Him invidiousness or grudgingness. He declares, "I have said, Ye are gods; and ye are all sons of the Highest." But since we could not sustain the power of divinity, He adds, "But ye shall die like men," setting forth both truths--the kindness of His free gift, and our weakness, and also that we were possessed of power over ourselves. For after His great kindness He graciously conferred good upon us, and made men like to Himself, that is in their own power; while at the same time by His prescience He knew the infirmity of human beings, and the consequences which would flow from it; but through His love and His power, He shall overcome the substance of created nature. For it was necessary, at first, that nature should be exhibited; then, after that, that what was mortal should be conquered and swallowed up by immortality, and the corruptible by incorruptibility, and that man should be made after the image and likeness of God, having received the knowledge of good and evil. |
17. Augustine, On The Morals of The Manichaeans, 1.17.30 (4th cent. CE - 5th cent. CE) Tagged with subjects: • Augustine of Hippo, on divine pedagogy of Scripture • Augustine of Hippo, pedagogical christology in • Old Testament, as divine pedagogy • christology, Augustine’s pedagogical christology • salvation, unfolding as divine pedagogy Found in books: Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 459; Yates and Dupont, The Bible in Christian North Africa: Part I: Commencement to the Confessiones of Augustine (ca. 180 to 400 CE) (2020) 228 NA> |
18. Justinian, Novellae, 37 (5th cent. CE - 6th cent. CE) Tagged with subjects: • education and pedagogy, paideia, law schools in Justinianic era • juristic pedagogy, on non-ownership of res sacrae Found in books: Ayres Champion and Crawford, The Intellectual World of Late Antique Christianity: Reshaping Classical Traditions (2023) 617; Farag, What Makes a Church Sacred? Legal and Ritual Perspectives from Late Antiquity (2021) 213 NA> |