Edwin Judge's description of early Christian communities as 'scholastic communities' provides the starting point of a search for a sociological description of the Christian communities portrayed in 1 Corinthians, 1 and 2 Timothy and Titus. An original methodology uses a multi-layered exegetical approach to study every occurrence of the vocabulary of 'teaching' in the letters. The focus is on the activity of teaching (e.g., participants, method, manner, purpose, result, etc). The vocabulary represents ten semantic groupings, which shed further light on the place and practice of education in the communities ( core-teaching, speaking, traditioning, announcing, revealing, worshipping, commanding, correcting, remembering / imitation, and false teaching ). Claire S. Smith supports and develops Judge's 1960 description, advancing on it by showing that the communities are better described as 'learning communities' with horizontal (human-human) and vertical (divine-human) dimensions.

This highly readable investigation of the early church explores the revolutionary nature, dynamics, and effects of the earliest Christian communities. It introduces readers to the cultural setting of the house churches of biblical times, examines the apostle Paul's vision of life in the Christian church, and explores how the New Testament model of community applies to Christian practice today. Updated and revised throughout, this 40th-anniversary edition incorporates recent research, updates the bibliography, and adds a new fictional narrative that depicts the life and times of the early church.

Engaging Ecclesiology presents eight challenging and thought-provoking essays from the 2021 Edinburgh Dogmatics Conference (EDC), which is a biennial event led by the Rutherford Centre for Reformed Theology. Considering the pressing reality of the decline of the church, particularly in Europe, the essays question the nature and purpose of the church in society today. Using rigorous biblical and theological examination, the contributors provide solutions and clarity to the ecclesiastical quandaries that have arisen over recent times. The EDC creates a positive forum for the constructive discussion of Reformed Theology. The essays represent a unified front in the face of the growing disunity and schisms found in the church.

In Saving One Another: Philodemus and Paul on Moral Formation in Community Justin Reid Allison compares how the Epicurean philosopher Philodemus and the Christian apostle Paul envisioned the members of their communities helping one another to grow into moral maturity. Allison establishes that Philodemus and Paul are more similar than previously noticed in their conception and practice of moral formation in community, and that these similarities offer a critical opportunity to consider important differences between the two as well. By deepening the comparison to include differences alongside similarities, and to include theological and socio-economic facets of communal moral formation, Allison shows that Philodemus and Paul uniquely shed fresh light on one another’s texts when understood in comparative perspective.

Virtually all scholars acknowledge the presence of opponents in 1 and 2 Timothy, but there is considerable disagreement over the identity of these opponents and the author's way of handling them. In this volume, Thornton provides a critique of a number of extant theories, including "Gnostic," Jewish, and proto-Montanist identifications, and develops a rigorous methodology for unmasking the opponents who appear in these letters. He argues that the opponents came from within the Christian community in Ephesus and that their teaching is best described as an erroneous eschatological position that derived from the complexity of Paul's views. He also argues that the author of the books of Timothy engaged with the false teachers in significant ways throughout the letters, and draws attention to a number of literary and theological maneuvers that were intended to counteract the opponents' influence and/or to bolster the faithful community's confidence as it struggled against the opponents. Thornton's meticulous investigation sheds new light on the hostility that plays such a large part in 1 and 2 Timothy.

This book seeks to determine the origins of preaching in Christianity, and to trace its history before Origen. On the basis of a examination of the external evidence for Christian preaching before Origen and of cognate activities in the ancient world which might have influenced Christian practice, and on the basis of a narrative hypothesis on the nature of the development of Christianity, a history is traced by which prophecy gives way to Scripture as the primitive Christian oikos becomes the oikos theou. The homily is seen to emerge from the practice of submitting prophecy to judgement and application, which comes to employ Scripture and in time is employed on Scripture itself. This is the first attempt to answer the questions of how, when and why preaching entered Christian worship.

The divisions in the Corinthian church are catalogued by Paul in 1 Corinthians 1:12: "Each of you says, 'I follow Paul,' or 'I follow Apollos,' or 'I follow Cephas,' or 'I follow Christ.'” White shows how these splits are found in the milieu of 1st-century Graeco-Roman education. By consulting relevant literary and epigraphic evidence, White develops a picture of ancient education throughout the Empire generally, and in Roman Corinth specifically. This serves as a backdrop to the situation in the Christian community, wherein some of the elite, educated members preferred Apollos to Paul as a teacher since Apollos more closely resembled other teachers of higher studies. White takes a new and different direction to other studies in the field, arguing that it is against the values inculcated through “higher education” in general that the teachers are being compared. By starting with this broader category, one that much better reflects the very eclectic nature of Graeco-Roman education, a sustained reading of 1 Corinthians 1–4 is made possible.

This study examines educational motifs in 1 Corinthians 1-4 in order to answer a question fundamental to the interpretation of 1 Corinthians: Do the opening chapters of 1 Corinthians contain a Pauline apology or a Pauline censure? The author argues that Paul characterizes the Corinthian community as an ancient school, a characterization Paul exploits both to defend himself as a good teacher and to censure the Corinthians as poor students.

1 Timothy is one of the more controversial documents in the New Testament. For years, critical scholars have rejected Pauline authorship, highlighted the apparent misogynistic quality of the text, and argued against any coherence in the letter. Jeon takes a fresh look at the letter, incorporating many recent advancements in NT scholarship. In detail he demonstrates the macro- and micro- chiastic arrangement of the entire letter and explains how the presumed first-century audience would have heard and responded to an oral performance of the letter. In doing so, Jeon offers a fresh challenge to more popular ways of (mis)understanding the letter and points a way forward for appropriating the letter both in academia and in the church.

1 Timothy is one of the more controversial documents in the New Testament. For years, critical scholars have rejected Pauline authorship, highlighted the apparent misogynistic quality of the text, and argued against any coherence in the letter. Jeon takes a fresh look at the letter, incorporating many recent advancements in NT scholarship. In detail he demonstrates the macro- and micro- chiastic arrangement of the entire letter and explains how the presumed first-century audience would have heard and responded to an oral performance of the letter. In doing so, Jeon offers a fresh challenge to more popular ways of (mis)understanding the letter and points a way forward for appropriating the letter both in academia and in the church.