Details

Autor(en) / Beteiligte

• Becker, Adam H.

Titel

The Comparative Study of “Scholasticism” in Late Antique Mesopotamia: Rabbis and East Syrians

Ist Teil von

• AJS review, 2010-04, Vol.34 (1), p.91-113

Ort / Verlag

New York, USA: Cambridge University Press

Erscheinungsjahr

2010

Link zum Volltext

Quelle

Alma/SFX Local Collection

Beschreibungen/Notizen

• Now is an appropriate time to reconsider the historiographical benefit that a comparative study of the East Syrian (“Nestorian”) schools and the Babylonian rabbinic academies may offer. This is attributable both to the recent, rapid increase in scholarship on Jewish–Christian relations in the Roman Empire and late antiquity more broadly, and to the return by some scholars of rabbinic Judaism to the issues of a scholarly exchange of the late 1970s and early 1980s about the nature of rabbinic academic institutionalization. Furthermore, over the past twenty years, scholars of classics, Greek and Roman history, and late antiquity have significantly added to the bibliography on the transmission of knowledge—in lay person's terms, education—in the Greco-Roman and early Christian worlds. Schools continue to be an intense topic of conversation, and my own recent work on the School of Nisibis and the East Syrian schools in general suggests that the transformations and innovations of late antiquity also occurred in the Sasanian Empire, at a great distance from the centers of classical learning, such as Athens, Alexandria, and Antioch. The recently reexamined East Syrian sources may help push the conversation about rabbinic academic institutionalization forward. However, the significance of this issue is not simply attributable to its bearing on the social and institutional history of rabbinic institutions. Such inquiry may also reflect on how we understand the Babylonian Talmud and on the difficult redaction history of its constituent parts. Furthermore, I hope that the discussion offered herein will contribute to the ongoing analysis of the late antique creation and formalization of cultures of learning, which were transmitted, in turn, into the Eastern (i.e., Islamic and “Oriental” Christian and Jewish) and Western Middle Ages within their corresponding communities.