freedperson

The freedperson in Roman Corinth and the ekklesia – Student dissertation (part 6)

~ Richard Goode ~ 2 Comments

In this final excerpt from Newman Graduand, Isabella Wray’s, dissertation on Paul’s use of the term apeleutheros, ‘freedperson’, in 1 Corinthians 7 she explores the wider context and implications of Paul’s advice. In the earlier excerpts (parts 1, 2, 3 and 4), the socio-political function of manumission and the place of the freedperson within Roman society were examined. In part 5 Isabella began to unpack why Paul might have used this term and the significance it held for him and the recipients of this letter. This section fleshes this out further asking whether Paul’s instruction subverts the Roman social structures and what its implication might be for the church in Corinth.

Isabella Wray

Once again we would like to thank Isabella for her generosity in letting us post these excerpts here. Isabella will be graduating in a couple of weeks time and this is therefore one of  her final weeks as a graduand! She is currently enrolled in postgraduate studies at the University of Birmingham, taking a MA degree in Religion, Politics and Society. We wish her continued success in all her work and look forward to more fruits of her research!

Finally, we hope that you have enjoyed these posts and that you have learnt a little more about Paul, Corinth and the church that he founded there. Continue reading →

Liberating the liberated – Student dissertation (part 5)

~ Richard Goode ~ 2 Comments

Having explored the socio-political status of former slaves (the apeleutheroi or ‘freedpersons’) and the function of manumission within the Roman world (parts 1, 2, 3 and 4), Isabella Wray begins to address Paul’s use of apeleutheros within the context of the Corinthian community. One of the things that intrigued Isabella is that, although Paul frequently refers to slavery, liberation and being free, he only uses the term apeleutheros once (1 Corinthians 7: 22) – fans of University Challenge will know that a singular instance of a word in a text or corpus is sometimes referred to as a ‘hapax legomenon’.

Isabella Wray

Isabella is a graduand of Newman University  (graduating in October 2017) and we are very grateful for her generosity in allowing us to post excerpts from her BA dissertation. Continue reading →

Erastus and Corinth – Student dissertation (part 4)

~ Richard Goode ~ 2 Comments

In his surviving writings, Paul’s preferred term for people who are not slaves appears to be ἐλεύθερος (eleutheros); ‘free’. However, in 1 Corinthians 7:22, Paul uses a more specific term ἀπελεύθερος (apeleutheros), ‘freedman/feedperson’, referring to slaves who had been emancipated through the civic and legal process of manumission. Although it was a relatively common word, Paul only uses it once.  Newman University graduand Isabella Wray explored what may have prompted Paul to use it here and what his readers may have understood by its use.

This excerpt from her dissertation, introduces us to a freedperson who, like Babbius Philinus (see part 2), rose to become an influential figure in Corinthian society. What is particularly intriguing about this person, however, is that he may also have also been a member of the Corinthian church…

Paul’s Liberating Theology in 1 Corinthians 7:21-24: The Freedperson’s Journey to Liberation

BACHELOR OF ARTS (SINGLE HONOURS) DEGREE IN THEOLOGY
SUBMITTED IN PART FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF NEWMAN UNIVERSITY

Isabella Wray

 

2.5 Erastus of Panaeus

(The Erastus Inscription, Corinth museum and archaeological site, 2016. Image: Isabella Wray).
The inscription translates: “Erastus, Procurator and Aedile, laid this pavement at his own expense.”

Continue reading →

Paul and the freedmen of Corinth – Student dissertation (part 1)

~ Richard Goode ~ 5 Comments

One of the highlights each year is working with undergraduate students on their dissertations. It is the time when they choose the topic they want to research – rather than it being imposed upon them – and apply all their learning and skills that they have gained throughout their three years with us. I have had the pleasure of supervising some excellent work this year. One of the dissertations, by graduand Isabella Wray, is particularly suited for this blog and, I think, many will find it interesting and add a new dimension to your reading of 1 Corinthians 7.

With Isabella’s generous permission, I thought that it would be fun to post excerpts from her work. It is not just a great example of the types of questions and issues that students can explore in our degree programme, but I am also sure that a number of people will appreciate learning a little more about Paul, Corinth and the church that he founded there.

Why ‘slaves’ and ‘free’?

Isabella Wray

Isabella was intrigued by this text that we had  studied in class in relation to Paul’s attitude to women and his community ethics within the Corinthian assembly. Why did Paul suddenly stop halfway through his teaching about marriage (7:1-16) to address circumcision and slavery, only to then pick up the theme of marriage once more (7:25-39)? Isabella was particularly interested in the references to slavery and manumission (the process through which a slave became a freedperson) and was not entirely convinced with my, rather off-hand, remark that this was just Paul, typically, getting side-tracked and his attempt to provide further examples of the principle he was attempting to present. Moreover, Isabella noted that the text relating to slavery and manumission was extremely ambiguous. Furthermore, she was struck by Paul’s language in this section, not just his use of δοῦλος (doulos) , ‘slave’, but also his singular use of ἀπελεύθερος (apeleutheros) , ‘freedman’ in 7:22. Paul uses this term only once in his entire writings; why here and what would it have meant to his Corinthian readers? Isabella’s interest in post-colonialism suggested to her that there might be a far deeper issue behind Paul’s choice of topic and words. The question that Isabella wanted to explore was how would these words have been understood by Paul’s readers? Why would someone who had ‘fought’ for their freedom want to then end up being a slave of Christ (7:22)? Was there anything specifically about the socio-political context of Corinth that would make these terms particularly pertinent and add to their rhetorical power? Continue reading →