This study suggests that ancient Greek, Roman, and Jewish educational institutions provide insight into the nature of Paul’s argument in 1 Cor 1–4. Previous scholarship has largely interpreted 1 Cor 1–4 either as Paul’s apology for his apostolic ministry or as Paul’s critique of the Corinthians’ factionalism. This book attempts to clarify Paul’s line of reasoning by demonstrating that1Cor 1–4 adapts features of ancient educational discourse in order to portray the Corinthian community as a school. Ancient schools provide Paul with an established script of behavioral norms from which he draws in order both to defend himself against the Corinthians’ criticisms (explaining that he has acted as a good teacher) and to rebuke the Corinthians for their poor behavior (depicting them as immature students).
Chapter 1 provides an introduction to the book by demonstrating the frequency with which ancient readers of Paul’s letters referred to him as a teacher, by introducing the argument of the book, by explaining the book’s exegetical and reception-historical methodology, and by surveying modern scholarship on Paul, the Corinthians, and ancient education. Chapter 2 provides an introductory overview of the Greek, Roman, and Jewish educational institutions most relevant to the interpretation of 1 Corinthians, especially the preliminary levels of Greek and Roman education and the Jewish wisdom tradition. Subsequently, chapters 3 and 4 identify eighteen instances in 1 Cor 1–4 in which Paul employs common educational tropes. Chapter 5 provides a thorough rereading of 1 Cor 1–4 in its entirety, giving special attention to the ways the educational tropes surveyed in chapters 3 and 4 inform our interpretation of the opening movement of 1 Corinthians. Finally, chapter 6 summarizes the book’s contributions and suggests avenues for further scholarly inquiry.