Educating Paul in Multicultural Contexts: A Critical Evaluation of Jewish and Hellenistic Educational Influences in the Traditions about Paul
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This article is to attempt to trace Paul’s educational background in the multicultural context according to Luke’s narratives in Acts. Paul’s intercultural education is not about ‘either Jewish or Hellenistic background’, rather, it is both backgrounds that contributed to Paul’s thoughts and further ministry not only in Jerusalem but also in the Diaspora. From the review of the recent scholarship about Paul’s intercultural educational background in the chapter 1, it is suggested that Paul did not stand on either position of Jewish or Hellenistic cultural and educational background regardless of where Paul grew up and received education. In chapter 2, by exploring the key texts of Acts 22:3 and 17:16-34, it was shown how the educational influences in Paul’s early life shaped Paul. Paul apparently appears to comprehend both Jewish and Hellenistic cultural backgrounds and to be aware of well known Ancient Greek literature and able to allude to Hellenistic philosophers in his Areopagus speech. In chapter 3, by analysing the categories of assimilation, acculturation, and accommodation to Hellenism, it is revealed that the Lukan Paul was a less assimilated, more acculturated, and less accommodated Diaspora Jew in comparison with the Paul who is attested by his letters. Lastly, I have suggested that Church in multicultural contexts today should embrace ethnicities and nurture them in spirit to take advantage from the hybrid cultural heritage, and in a broad perspective, as Luke implies by Paul’s portrait, the might Church unify in Christ while remaining distinctive according to the congregation and context for the sake of Church unity.
Abstract
This article is to attempt to trace Paul’s educational background in the multicultural context according to Luke’s narratives in Acts. Paul’s intercultural education is not about ‘either Jewish or Hellenistic background’, rather, it is both backgrounds that contributed to Paul’s thoughts and further ministry not only in Jerusalem but also in the Diaspora. From the review of the recent scholarship about Paul’s intercultural educational background in the chapter 1, it is suggested that Paul did not stand on either position of Jewish or Hellenistic cultural and educational background regardless of where Paul grew up and received education. In chapter 2, by exploring the key texts of Acts 22:3 and 17:16-34, it was shown how the educational influences in Paul’s early life shaped Paul. Paul apparently appears to comprehend both Jewish and Hellenistic cultural backgrounds and to be aware of well known Ancient Greek literature and able to allude to Hellenistic philosophers in his Areopagus speech. In chapter 3, by analysing the categories of assimilation, acculturation, and accommodation to Hellenism, it is revealed that the Lukan Paul was a less assimilated, more acculturated, and less accommodated Diaspora Jew in comparison with the Paul who is attested by his letters. Lastly, I have suggested that Church in multicultural contexts today should embrace ethnicities and nurture them in spirit to take advantage from the hybrid cultural heritage, and in a broad perspective, as Luke implies by Paul’s portrait, the might Church unify in Christ while remaining distinctive according to the congregation and context for the sake of Church unity.
참고문헌 (29)
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