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 ~~-fJJ"f.GI/)~ ... ..c 7- < r- ~ I ,.. ? -< c~, . 168) . PAUL AND PHILODEMUS Adaptabiliry in Epicurean and Early Christian PVJchagogy BY CLARENCE E. GLAD ~~fJJt-EGID/' ... .c 7 oC r- I"" I ,... ? .. ~ c, . '68' . 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 © Copyright 1995 by E.]. Brill, Leiden, The Netherlands All rights reserved. No part qf this publication may be reproduced, translated, stored in a retrieval Vistem, or transmitted in a'!Y form or by any means, electronic, mechanical, photocopying, recording or othnwise, without prior written permission ftom the publisher. Authorization to photocopy items for internal or personal use is granted by E.]. Brill provided that the appropriate .fies are paid directly to The Copyright Clearance Center, 222 Rosewood Drive, Suite 910 Danvers MA 01923, USA. Fees are subject to change. PRINTED IN THE NETHERLANDS For Kolla 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