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This collection of essays deals with the rise and development of early Christian poetry, discussing its techniques and its theoretical foundation. The individual papers concern specimina of Hebrew, Syriac, Greek and Latin poetry and study the various and partly conflicting traditions from which it originated. The biblical examples, e.g. of the Psalms, held great authority, but on the other hand it was impossible to break away from the models of classical Greco-Roman poetry, although these were deemed dangerous because of the pagan content and excessive cult of literary art. The book shows how the problems involved were solved in different ways, which justified the use of pagan literary accomplishments for singing the praises of the Lord.
Christian Latin poetry from the fourth to sixth centuries was hugely influential on English and French medieval literature. In this, the first substantial overview of this poetry, Carolinne White sets the works in their literary and historical context, including translations of over thirty poems and excerpts, many never translated into English before.
The Apostles in Early Christian Art and Poetry presents the first in-depth analysis of the origins of the representation of the apostles (the twelve disciples and Paul) in verse and image in the late antique Greco-Roman world (250-400). Especially in the West, the apostles are omnipresent, in particular on sarcophagi and in Biblical and martyr poetry. They primarily function as witnesses of Christ’s stay on earth, but Peter and Paul are also popular saints of their own. Occasionally, the other apostles come to the fore as individual figures. Direct influence from art on poetry or vice versa appears to be difficult to trace, but principal developments of late antique society are reflected in the representation of the apostles in both media.
This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations. With the rise of Christianity in the Roman Empire increasing numbers of educated people converted to this new belief. As Christianity did not have its own educational institutions the issue of how to harmonize pagan education and Christian convictions became increasingly pressing. Especially classical poetry, the staple diet of pagan education, was considered to be morally corrupting (due to its deceitful mythological content) and damaging for the salvation of the soul (because of the false gods it advocated). But Christianity recoiled from an unqualified anti-intellectual attitude, while at the same time the experiment of creating an idiosyncratic form of genuinely Christian poetry failed (the sole exception being the poet Commodianus). In The Baptized Muse: Early Christian Poetry as Cultural Authority, Karla Pollmann argues that, instead, Christian poets made creative use of the classical literary tradition, and—in addition to blending it with Judaeo-Christian biblical exegesis—exploited poetry's special ability of enhancing communicative effectiveness and impact through aesthetic means. Pollman explores these strategies through a close analysis of a wide range of Christian, and for comparison partly also pagan, writers mainly from the fourth to sixth centuries. She reveals that early Christianity was not a hermetically sealed uniform body, but displays a rich spectrum of possibilities in dealing with the past and a willingness to engage with and adapt the surrounding culture(s), thereby developing diverse and changing responses to historical challenges. By demonstrating throughout that authority is a key in understanding the long denigrated and misunderstood early Christian poets, this book reaches the ground-breaking conclusion that early Christian poetry is an art form that gains its justification by adding cultural authority to Christianity. Thus, in a wider sense it engages with the recently developed interdisciplinary scholarly interest in aspects of religion as cultural phenomena.
Classicizing Christian poetry has largely been neglected by literary scholars, but has recently been receiving growing attention, especially the poetry written in Latin. One of the objectives of this volume is to redress the balance by allowing more space to discussions of Greek Christian poetry. The contributions collected here ask how Christian poets engage with (and are conscious of) the double reliance of their poetry on two separate systems: on the one hand, the classical poetic models and, on the other, the various genres and sub-genres of Christian prose. Keeping in mind the different settings of the Greek-speaking East and the Latin-speaking West, the contributions seek to understand the impact of historical setting on genre, the influence of the paideia shared by authors and audiences, and the continued relevance of traditional categories of literary genre. While our immediate focus is genre, most of the contributions also engage with the ideological ramifications of the transposition of Christian themes into classicizing literature. This volume offers important and original case studies on the reception and appropriation of the classical past and its literary forms by Christian poetry.
The biblical book of Genesis stands nearly without parallel in the shared history of Judaism, Christianity, and Islam. Because of its abiding importance to late antique theology and practical life across religious boundaries, it gave rise to a wide range of literary responses. The essays in this book study an array of Jewish and Christian responses to Genesis as they took shape in specific literary forms—the unique genres of late antique poetry. While late antique and early medieval Jews and Christians did not always agree in their interpretations of Genesis, they participated broadly in a shared culture of poetic production. Some of these poetic genres paralleled one another simply as distinct examples of metered speech, while others emerged in conversation and through mutual influence. Though late antique poems developed in a variety of languages and across religious boundaries, scholarly study of late antique poetry has tended to isolate the phenomenon according to language. As a corrective to this linguistic isolation, this book initiates a comparative conversation around the Jewish and Christian poetry that emerged in late antique Aramaic, Greek, Hebrew, Latin, and Syriac. Tending equally to exegetical content and literary form, the essays in this book sit at the intersection of a variety of scholarly conversations—around the history of biblical exegesis, the formation of late antique and early medieval literature and literary culture, and the comparative study of Judaism and Christianity.
Juvencus’ Evangeliorum libri IV, or "The Four Books of the Gospels," is a verse rendering of the gospel narrative written ca. 330 CE. Consisting of around 3200 hexameter lines, it is the first of the Latin "Biblical epics" to appear in antiquity, and the first classicizing, hexameter poem on a Christian topic to appear in the western tradition. As such, it is an important text in literary and cultural history. This is the first English translation of the entire poem. The lack of a full English translation has kept many scholars and students, particularly those outside of Classics, and many educated general readers from discovering it. With a thorough introduction to aid in the interpretation and appreciation of the text this clear and accessible English translation will enable a clearer understanding of the importance of Juvencus’ work to later Latin poetry and to the early Church.
This daily devotional of Bible-inspired poetry contains some of the most eloquent, inspiring, and profound poetry ever written. Readers will glean understanding, wisdom, and inspiration for life's struggles and victories. But most of all, they will learn more about their Savior and be inspired to devote their lives to him wholeheartedly. Includes indexes.
The courtly love tradition had a great influence on the themes of religious poetry—just as an absent beloved could be longed for passionately, so too could a distant God be the subject of desire. But when authors began to perceive God as immanently available, did the nature and interpretation of devotional verse change? Ryan Netzley argues that early modern religious lyrics presented both desire and reading as free, loving activities, rather than as endless struggles or dramatic quests. Reading, Desire, and the Eucharist analyzes the work of prominent early modern writers—including John Milton, Richard Crashaw, John Donne, and George Herbert—whose religious poetry presented parallels between sacramental desire and the act of understanding written texts. Netzley finds that by directing devotees to crave spiritual rather than worldly goods, these poets questioned ideas not only of what people should desire, but also how they should engage in the act of yearning. Challenging fundamental assumptions of literary criticism, Reading, Desire, and the Eucharist shows how poetry can encourage love for its own sake, rather than in the hopes of salvation.
Many of the problems afflicting American education are the result of a critical shortage of qualified teachers in the classrooms. The teacher crisis is surprisingly resistant to reforms and is getting worse. This analysis of the causes underlying the crisis seeks to offer concrete, affordable proposals for effective reform. Vivian Troen and Katherine Boles, two experienced classroom teachers and education consultants, argue that because teachers are recruited from a pool of underqualified candidates, given inadequate preparation, and dropped into a culture of isolation without mentoring, support, or incentives for excellence, they are programmed to fail. Half quit within their first five years. Troen and Boles offer an alternative, a model of reform they call the Millennium School, which changes the way teachers work and improves the quality of their teaching. When teaching becomes a real profession, they contend, more academically able people will be drawn into it, colleges will be forced to improve the quality of their education, and better-prepared teachers will enter the classroom and improve the profession.