Register a free 1 month Trial Account. The dramatic setting and characters that the anonymous author employs to deliver his answers form part of the apparatus he employs to recast, reformat and re-organize and impart knowledge. Bei einer Diskussion mit Hans Freiherr von Campenhausen über diese Fragen gestand er mir lachend, noch nie etwas von diesem Autor gehört oder gelesen zu haben. Organization of Knowledge From the discussion above, it has become apparent that the process of instruction by question and answer was used not only to refute but also to convey knowledge organized in various degrees of complexity. Many scholars have referred to these collections as catecheses on account of the fact that they impart knowledge. Volgers, Annelie and Claudio Zamagni eds , Erotapokriseis: Early Christian Question and Answer Literature in Context Louvain: 2004.
Does it generate new knowledge? It was more broadly used in late antiquity. Cancel the membership at any time if not satisfied. Byzantinisten-Kongre zu M nchen, 15. As such it allows the discussion of a broad array of questions which are given different degrees of focus. As a result of this it is worth studying both the way in which these collections were put together since we are dealing with collections but also the way in which they were circulated, enriched and used long after their production. Alexander of Aphrodisias: Supplement to On the Soul London, 2004.
We hope you glad to visit our website. In doing so the resolution of problemata involves the use of several exegetical methods. Furthermore for some of these texts it has been suggested that their setting is monastic. Für beide Gelehrte war das nicht ehrenrührig, denn Otto Bardenhewer erwähnt diese Schrift lediglich im Petit-Satz anläßlich der Grabrede Gregors von Nazianz auf seinen Bruder Kaisarios. For a recent discussion of the form in collections from the classical period and their reception in the West, Blair, 1999: 171—204. Do these dialogues allow us to imagine a similar setting for and a process from which at least Ps. Format The literature of erotapokriseis in late antiquity developed from its classical predecessors and was to have an extremely broad use and long afterlife.
The fact that the texts have been abstracted from their literary context does not prevent the quaestiones from being incomparable guides to the intellectual environment within which they were compiled as well as a unique source for religious, social history. The authors of these collections were not only interested in transmitting knowledge but also in adapting the texts to the demands of a particular time and place in relation to reading, interpretation and understanding. In fact, it is fair to assume that the anonymous author has blended his own concerns and inquiries— but also other contemporary ones—with those of the dramatis personae of his dialogues. A similar case can be made for other collections of erotapokriseis that had a long and famous career in Byzantium. But we also have to acknowledge collections that defy such an easy distinction. Vanstiphout eds , Dispute Poems and Dialogues in the Ancient and Mediaeval Near East: Forms and Types of Literary Debates in Semitic and Related Literatures Leuven: 1991 , 91—108. This is a pervasive and calculated move.
Vita Plotini 3 vols, Leiden: 1951—1973. However there are shifts in emphasis and in use and at times changes. For example, a good case has been made recently about the way in which Aristotelian meteorological knowledge was recast and reformatted in the form of erotapokriseis in the eleventh century by such authors as Michael Psellos, Symeon Seth, and Eustratios of Nicea. This accounts for the appeal of this form and its longevity. Both have to remain open.
Pseudo-Kaisarios: Überlieferungsgeschichte und Verfasserfrage München: 1969. Als ich für meine Dissertation an die Journal Byzantinische Zeitschrift — de Gruyter Published: Jan 1, 1994. Many indications imply a pedagogical process. Für beide Gelehrte war das nicht ehrenrührig, denn Otto Bardenhewer erwähnt diese Schrift lediglich im Petit-Satz anläßlich der Grabrede Gregors von Nazianz auf seinen Bruder Kaisarios. Scholars have remarked on the general tendency to reduce knowledge to smaller bits in order to make its assimilation easier. Jahrhundert bereits bekannte Glosse des PsK auf, die neuerdings wieder entdeckt werden mu te, da ,,Dionysios0 aus Thrakien stamme:.
Setting As a literary form and process it sprang from and was used in the schoolroom of the philosophers. From the very beginning of the work the inquirer is asking the teacher to provide them with sound instruction in various kephalaia of the Bible lest they are misled by the fools. Siraisi eds , Natural Particulars: Nature and Disciplines in Renaissance Europe Cambridge, Mass. An interesting feature of these collections is that the rich dialogical elements and the free association and interpretation of the scripture but also the solutions offered to various other aporiai imitate the actual performance of the teacher. Otherwise known as problemata, zetemata, luseis, apora aporiai the question and answer literature has a long and important pedigree.
This process is integral to a very little-studied body of literature, that of the question-and-answer or otherwise known as erotapokriseis in late antiquity but also to the literary form of dialogue. On top of providing historians with a rich body of literature to work on, further study of question and answer literature enables us to move from more recognizable, established and well studied ways of instruction acquired from commentaries, treatises etc. As a result of this it is not easy to dissociate this literature from the dynamic engagements between teacher and student or preacher and audience and the dialogical pedagogy that this implies. Griechisch-Byzantinische Gesprächsbücher und Verwandtes aus Sammelhandschriften Leipzig: 1911. In the introduction to Daly, 1939: 18. Note: We cannot guarantee that every book is in the library. Byzantinisten-Kongre zu M nchen, 15.
The text gives some indications of the setting of this dialogue which is meant to come across as taking place in a classroom-monastery. The kind of language employed is meant to create the feel of the classroom for the reader even if we are dealing with written collections of these aporiai. Allen eds , Preacher and Audience: Studies in Early Christian and Byzantine Homiletics Leiden: 1998 , 227—245. Our knowledge of catechesis is limited, but—if anything—these collections allow us to see this process as longer than we have assumed. But this is a point to which I will return.