Allen Hilton examines how pagan critics ridiculed the early Christians for being uneducated, and how a few literate Christians took up pen to defend the illiterate members of their churches. Hilton sheds light on the peculiarity of this “defense”, in which the authors openly admit that the critics have the facts on their side, noting that the Book of Acts even calls two of its heroes, Peter and John, illiterates. Why did the authors of these biblical texts, intent on presenting Christianity in a positive light, volunteer such a negative detail? The answer to this question reveals a fascinating social exchange that first surrounded education levels in antiquity, and proceeded to make its way into the New Testament. This volume provides context for pagan education as opposed to early Christian illiteracy – touching upon the methods of ancient learning and the relationship between Christian and pagan schools – and analyses the 'uneducated virtue' of the Apostles. Hilton provides a useful window onto the social construction of ancient education and ushers readers into the everyday experience of ancient Christians, and those who disdained and defended them.

A 21-st century restatement of James Willson's 1853 classic exposition of Romans 13:1-7. The text of the original is included in the entirety, and a more easily accessible version dealing with contemporary issues preceds it.

This book contains innovative integrated solutions in education, religion, science, economics, psychology, politics and current affairs because these are not viewed as independent subjects delineated by some divine wisdom but rather are interrelated and a part of the whole that is Life and are a part of each. Dialogues among fictitious characters and a story are used to make reading more interesting. There are three sections. Each section can be read independently and while starting from a different perspective, attempts to provide a unified and "whole" view of life. The first Section is about the essence of the teachings of the seven great religions. There have been many religiously fueled wars and atrocities in the past, and there are currently ongoing conflicts fueled by religion. Whether in Chechnya, Kashmir, the West Bank, Jerusalem, Cyprus, Lebanon, Sudan, Bosnia, Kosovo, Tibet, or Iraq, religiously fueled conflicts are often instigated by non-religious forces like politics, socio-economics, or psychology. In all cases, however, religion, or in Tibet anti-religion, propels the conflict. Therefore, resolving these conflicts, just as reducing Islamic terrorism, requires not only political and economic, but also a religious response if the solutions are to last. A specific religious solution is advocated. The second Section is about science and philosophy. It is founded in modern physics and provides a philosophy that shows the consistency of modern physics with the foundational teachings of the major religions. It also provides a hypothesis for a Unified Theory. The third Section is about economics, psychology and current affairs and provides potential solutions to the very serious problems humanity faces. The Appendix is about the theological debates among the great religions.

The Acts of the Apostles is really the second volume in the two-part writing scholars call Luke-Acts. It continues the story begun in the Gospel of Luke, showing how the Good News offered by Jesus to the outcast of the people was eventually extended "to the end of the earth," so that Gentiles as well as Jews came to share in the blessings of God. This commentary treats Luke-Acts as an apologetic history. It takes with equal seriousness both Luke's literary artistry and his historical interests, fitting his methods comfortably within the ancient standards of historiography. This perspective illustrates in particular that Luke's historical narrative serves a definite religious intent. Tracing that intent through the specific contours of Luke's story is the special contribution of this commentary.