New Testament Apocrypha Course: Week 1
May 10th, 2012The first few classes of my course The New Testament Apocrypha provide the students with what I consider necessary background: I discuss certain important terms (apocrypha, canon, orthodoxy, heresy) and provide a lightning quick overview of first-century Christianity (Jesus, Paul, the gospels, other NT texts). This is a third-year course with no prerequisites, so I have to consider everyone to be new to the material. And that’s how all the classes are structured: we look at both canonical and non-canonical texts and consider how the non-canonical work with earlier traditions (assuming, as in most cases, that apocryphal texts post-date the canonical texts).
I have peppered both lectures so far with comments about how the apocryphal texts should not be judged inferior to the canonical—all of them are valid expressions of early Christian thought, all are just as likely to be pseudepigraphical (or at least may have attributions that are not original to the texts), all help us understand the history of Christianity. No one has taken issue with this so far. Is it really not controversial to hold this position anymore? Maybe it’s because I teach in Toronto and not the Bible Belt.
Last night we focused on canon formation and discussed the work of Walter Bauer (author of Orthodoxy and Heresy in Earliest Christianity). This is a beloved piece of scholarship among “liberal” scholars (like Bart Ehrman, the author of the textbook for the course, and me). It argues for an early plurality of thought in the early centuries, with various “heretical” forms of Christianity being dominant (and therefore “orthodox”) in some areas, and only one of these becomes the dominant form of Christianity in the fourth century and beyond. It is a relativistic look at the development of Christianity that rankles conservative scholars who have worked hard to discredit the book. Some of their concerns are legitimate (discoveries of new texts, like the Nag Hammadi Library, are damaging to some of Bauer’s points), but Bauer’s larger argument remains valid, at least for some areas, particularly Edessa. Anyway, the students again did not seem bothered by Bauer’s theory, nor did they take any offense at the notion that the categories of “orthodoxy” and “heresy” are subjective (one person’s orthodoxy is another person’s heresy) and fluid. Canadians.
I tried an exercise last night that I have not used before. It was created by Bryan Whitfield and is found in Roncare and Gray’s Teaching the Bible volume (from SBL). The exercise asks the students to choose the three most significant movies they have seen. They then partner with another student and the two of them must reach a consensus on the significance of four of their six choices. Then they join another group and pick six from the eight. When finished we discuss the process by which they reached that consensus and link this to canon formation. I think the students enjoyed the process and it made it clear how various interests and backgrounds and needs dictated the choices made to establish the New Testament. I also wanted to make it clear to students how we need to take care how we use the terms canonical and non-canonical, given that the western canon of 27 texts is not the same as canons to the east (in Egypt, Ethiopia, and Armenia). What is “canonical” varies over time and space.
Next week we turn to examining some texts (finally). We will be looking at fragmentary texts (various papyri, the Gospel of Peter, Secret Mark), infancy gospels, and Jewish-Christian gospels.