Chris Keith, «'In My Own Hand': Grapho-Literacy and the Apostle Paul», Vol. 89 (2008) 39-58
Recent research in the school papyri of Egypt, especially Oxyrhychus, has illuminated our understanding of the pedagogical process in the Greco-Roman world. Particularly interesting in this respect is the acquisition and social function of grapho-literacy (i.e., the ability to compose writing). Since few were literate, and of those few, fewer could read than could write, understanding how one gained grapho-literacy, who gained grapho-literacy, and how that literacy was employed in day to day life shines new light on passages such as 1 Cor 16,21, Gal 6,11, Col 4,18, 2 Thess 3,17, and Phlm 19. In these passages, Paul draws attention
to the fact that he has personally written in the text. This paper will argue that these passages are not merely interesting asides, but rather significantly heighten the
rhetorical force of the text. They draw attention not only to Paul’s grapho-literacy, but also to his ability to avoid using it.
“In My Own Handâ€: Grapho-Literacy and the Apostle Paul 41
Paul, write in my hand: I will repay†(ejgw; Pau'lo" e[graya th/' ejmh/' ceiriv
ejgw; ajpotivsw).
Before proceeding, some preliminary observations on these five
passages are in order. First, Paul’s use of his own handwriting
implicitly highlights his use of an amanuensis for the rest of the writing
task (7). Though perhaps at first glance insignificant, this detail
concerning Paul may reveal information about his Greek education and
social status (8).
Second, these passages demonstrate that Paul’s Greek education
was (in the very least) sufficient enough that he could write formulaic
greetings and short phrases in his text. Scholars have debated,
however, whether Paul’s writing activity is limited to these passages
specifically and I here mention two examples. First, there is
disagreement over the precise content of the e[graya of Gal 6,11. Bahr
and Deissmann posit that Paul began writing at Gal 5,2 rather than
6,11(9) while Guthrie and Turner suggest that the verb may refer to the
full epistle (10). Numerous scholars are against the idea that Gal 6,11
refers to the entire epistle (11), however, and Richards argues
persuasively that one should not consider Paul’s handwriting to begin
prior to his stating that he is now writing in his own hand (12). A second
example of disagreement over the boundaries of Paul’s writing is
(7) H.Y. GAMBLE, Books and Readers in the Early Church. A History of Early
Christian Texts (New Haven 1995) 95-96; MURPHY-O’CONNOR, Paul, 7;
RICHARDS, Secretary, 172; STIREWALT, Paul, 9. P.J. ACHTEMEIER, “Omne verbum
sonat: The New Testament and the Oral Environment of Late Western Antiquityâ€,
JBL 109.1 (1990) 12, describes dictation as “the normal mode of composition of
any writingâ€.
(8) The present study thus focuses upon Paul’s Greek education and leaves
questions of Paul’s Hebrew and/or Aramaic linguistic abilities for another
occasion. See, however, the short summary in C.J. ROETZEL, Paul. The Man and
the Myth (Columbia 1998) 11-12.
(9) BAHR, “Subscriptionsâ€, 35; DEISSMANN, Light, 166, n. 7 (continued on
167).
(10) D. GUTHRIE, Galatians (Century Bible Commentary new series; London
1969) 158; N. TURNER, Grammatical Insights into the New Testament (Edinburgh
1965) 93.
(11) Inter alia, H.D. BETZ, Galatians. A Commentary on Paul’s Letter to the
Churches in Galatia (Hermeneia; Philadelphia, PA 1979) 314, 314, n. 22; E. DE
WITT BURTON, A Critical and Exegetical Commentary on the Epistle to the
Galatians (ICC; Edinburgh 1921) 347-349; J.B. LIGHTFOOT, St. Paul’s Epistle to
the Galatians (London 31869) 217; A. OEPKE, Der Brief des Paulus an die Galater
(THKNT 9; Berlin 21957) 157-158.
(12) RICHARDS, Secretary, 172-179.