This book argues that, despite Paul's often dramatic and critical descriptions of non-Christians, his letters reveal a deep concern for the presence of outsiders and for their opinion of Christians. Parker suggests that outsiders are enormously important to Paul: they determine whether Christian communities dwindle or thrive, while also playing a key role in helping such communities to understand and shape their purpose as missional disciples, develop their thinking and practice around normal daily events and relationships - and even shape how they understand God. Parker offers a careful exegesis of the main texts within the Pauline corpus, revealing a sensitivity to the outsider; including 1 Thessalonians, Romans, 1 Corinthians and the Pastoral Epistles. By using Social Identity Theory she explores key concepts of group boundaries, identity and inter-group relations, highlighting a theme which is significant in Paul's own thought: the importance of similarity between groups. Whilst not denying the counter-cultural identity of the new Christian communities, Parker concludes that Paul reveals the areas of overlap between insiders and outsiders, since these areas not only create opportunities for positive opinions and relationships but also point to a greater understanding of God.

Edwin Judge's description of early Christian communities as 'scholastic communities' provides the starting point of a search for a sociological description of the Christian communities portrayed in 1 Corinthians, 1 and 2 Timothy and Titus. An original methodology uses a multi-layered exegetical approach to study every occurrence of the vocabulary of 'teaching' in the letters. The focus is on the activity of teaching (e.g., participants, method, manner, purpose, result, etc). The vocabulary represents ten semantic groupings, which shed further light on the place and practice of education in the communities ( core-teaching, speaking, traditioning, announcing, revealing, worshipping, commanding, correcting, remembering / imitation, and false teaching ). Claire S. Smith supports and develops Judge's 1960 description, advancing on it by showing that the communities are better described as 'learning communities' with horizontal (human-human) and vertical (divine-human) dimensions.

This title discusses the history, topography, and urban development of Corinth with a focus on civic and private religious practices. Analysis of the latest archaeological data is coupled with consideration of what can be known about the emergence and evolution of religions in Corinth.

Undertakes to use one grand theory of cultural anthropology - Grid-Group Analysis, as developed by Mary Douglas - to interpret a comparative study of early Christianity. Grid-Group Analysis addresses the problem of relating the cultural bias of a society to the observable behaviour of its members.

Need for sociology in New Testament studies - Social level of first Christians - Early Christianity as a millenarian sect - Correlations between symbolic and social structures - Use of sociology in New Testament exegesis.

Theses on any subject submitted by the academic libraries in the UK and Ireland.

'After the First Urban Christians' introduces the groundbreaking volume 'The First Urban Christians' to a new generation of students, scholars, and even general readers.

This collection of essays continues the investigation of religious experience in early Judaism and early Christianity begun in Experientia, Volume 1, by addressing one of the traditional objections to the study of experience in antiquity. The authors address the relationship between the surviving evidence, which is textual, and the religious experiences that precede or ensue from those texts. Drawing on insights from anthropology, sociology, social memory theory, neuroscience, and cognitive science, they explore a range of religious phenomena including worship, the act of public reading, ritual, ecstasy, mystical ascent, and the transformation of gender and of emotions. Through careful and theoretically informed work, the authors demonstrate the possibility of moving from written documents to assess the lived experiences that are linked to them. The contributors are István Czachesz, Frances Flannery, Robin Griffith-Jones, Angela Kim Harkins, Bert Jan Lietaert Peerbolte, John R. Levison, Carol A. Newsom, Rollin A. Ramsaran, Colleen Shantz, Leif E. Vaage, and Rodney A. Werline.