B8006 - History and Texts of Christianity (1)

Learning outcomes

At the end of the course, students possess the knowledge necessary to understand the historical developments and main sources of Christianity in the historical and cultural contexts considered from time to time; such knowledge is obtained through a selection of relevant texts and sources. They are able to formulate problems and understand the typology of the main sources and possess the tools to navigate the methodology of the historical study of Christianity. In oral communication, they have good ability to read and critically understand the basic bibliography in relation to the topics covered in the course and are able to use the technical terminology of the discipline.

Course contents

Paul of Tarsus and his legacy: texts and historical trajectories

Paul of Tarsus, a crucial figure in early Christianity, is the author of the oldest independently preserved written Christian sources (mid-1st century CE). Predating the gospels, they are valuable documents for understanding not only the figure and message of Paul, but also the history – complex and sometimes conflicting – of the first communities of Jesus’ followers. The Pauline interpretation of the figure of Jesus encountered both consensus and opposition from the beginning. Paul’s legacy branches out in multiple directions, from the first two centuries of our era to the insightful and influential reinterpretations of Paul by Augustine and then Luther, to contemporary interpretations (philosophical, theological-political, psychoanalytic).

The course provides a historical and cultural analysis and contextualization of the main early Christian sources by and about Paul, as well as – from a diachronic perspective – a selection of authors and texts representing different and decisive moments of Paul’s reception: in particular, Marcion, the Gnostics, Augustine of Hippo, and Luther. After an introduction to the figure of Paul and his context, the course will proceed by clarifying relationships and differences between the Pauline texts and the historical Jesus, then between Paul and other early Christian interpretations of the figure of Jesus; then, we will turn to a diachronic analysis of Paul’s reception through relevant examples. As Paula Fredriksen has written, “If Western philosophy can be read as a series of footnotes to Plato, then much of Christian thought can be seen as a long response to Augustine’s Paul.”

Readings/Bibliography

Exam bibliography:

1) A. Annese, F. Berno, M. Fallica, M. Mantovani, Le origini cristiane. Testi e autori (secoli I-II), Carocci, Roma 2021 (or reprints), only pp. 21-141, 151-152, 301-329 (= chap. 1, 2, 3, 4.1, 11).

2) E. Norelli, La nascita del cristianesimo, il Mulino, Bologna 2014, only pp. 7-21, 47-97, 173-179, 187-207 (= Introduzione; chap. I, par. “L’azione e il messaggio di Gesù”; chap. II.1-3; chap. V.1, V.3-4).

3) G. Lettieri, Le aporie della libertà cristiana dal Nuovo Testamento a Giovanni Scoto Eriugena, in M. De Caro, M. Mori, E. Spinelli (a cura di), Libero arbitrio. Storia di una controversia filosofica, Carocci, Roma 2014, pp. 133-169.

4) Guido Dall’Olio, Martin Lutero, Carocci, Roma 2013 (or reprints), only pp. 35-94, 114-122 and notes on pp. 209-214 (= chap. 2 and 3; chap. 4 only par. “Il contrasto tra Erasmo e Lutero”).

5) Selection of sources analyzed during the course; in particular: excerpts from the letters of Paul (any English trans.); excerpts from Augustine’s Confessions and On the Spirit and the Letter (also available online, www.augustinus.it ); M. Luther, La disputa di Heidelberg, in Id., Scritti religiosi, a cura di V. Vinay, UTET, Torino 1967, pp. 179-203; M. Luther, Prefazione all’Epistola ai Romani, ivi, pp. 513-531; excerpts from M. Luther, De servo arbitrio, in Erasmo da Rotterdam – Martin Lutero, Libero arbitrio – Servo arbitrio (passi scelti), a cura di F. De Michelis Pintacuda, quarta ediz., Claudiana, Torino 2018, pp. 119-185.

Non-attending students will study: texts nn. 1-4; the Pauline letters Romans, Galatians, First Corinthians, Second Corinthians; Augustine, Confessions, books VII-VIII (any edition); Augustine, On the Spirit and the Letter (any edition); M. Luther, La disputa di Heidelberg, in Id., Scritti religiosi, a cura di V. Vinay, UTET, Torino 1967, pp. 179-203; M. Luther, Prefazione all’Epistola ai Romani, ivi, pp. 513-531; M. Luther, Il servo arbitrio (excerpts), in Erasmo da Rotterdam – Martin Lutero, Libero arbitrio – Servo arbitrio (passi scelti), a cura di F. De Michelis Pintacuda, quarta ediz., Claudiana, Torino 2018, pp. 119-185; M. Pesce, L’esperienza religiosa di Paolo. La conversione, il culto, la politica, Morcelliana, Brescia 2012.

Teaching methods

Taught class; historical-critical analysis of sources; use of images and PowerPoint presentations.

Assessment methods

Students who attend at least 75% of the lessons are considered to be attending.

Oral exam based on the subjects of the course and the books required. Students will be examined on their command of the specific vocabulary; on their knowledge of the topics of the course; on their ability to present clearly what has been learned; on their degree of acquisition of the methodological skills necessary for the study of ancient Christianity, illustrated during the course; on their ability to analyze problems and sources. Final Grade:

- knowledge of a very limited number of topics covered in the course, analytical skills that emerge only with the help of the teacher, poor command of vocabulary, poor clarity of exposition, methodological principles acquired in a barely sufficient way: grade 18-19;

- knowledge of a limited number of topics covered in the course, capacity for independent analysis little more than sufficient, sufficient command of vocabulary, fair clarity of exposition, methodological principles acquired at a fair level: grade 20-24;

- knowledge of a large number of topics covered in the course, ability to make independent choices of critical analysis, good command of specific terminology, good clarity of exposition, good competence in the methodological principles of the discipline: grade 25-29;

- very thorough knowledge of the topics covered in the course, excellent ability to make autonomous choices of critical analysis and logical connection, full command of specific terminology and excellent argumentation skills, high familiarity with the methodological principles of the discipline: grade 30-30L.

 

Exam sessions are scheduled for the following months of the academic year:

February, March, May, June, July, September, October, December (one session for each of these months). Sessions are available for all students (if not otherwise noted in AlmaEsami).

Teaching tools

Images, PowerPoint presentations, handouts with texts prepared by the teacher (uploaded on Virtuale, when possible).

 

Students with learning disorders and/or temporary or permanent disabilities: please, contact the office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students ) as soon as possible so that they can propose acceptable adjustments. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, taking into account the teaching objectives.

Office hours

See the website of Andrea Annese