E.D. Reymond, «The Wisdom of Words in the Wisdom of Ben Sira», Vol. 95 (2014) 224-246
This article explores the problems posed by language due to its imprecision, the disparity between what one says (or means to say) and what is interpreted. Ben Sira warns his readers of the dangers posed by the changing contexts of an utterance. Sensitivity to context reflects other aspects of Ben Sira's teaching, such as his awareness of people's differing perspectives. In addition, Ben Sira is concerned that his readers be aware of the multiple meanings behind words due to the polysemous nature of the words themselves, their morphology, and/or how they are used.
04_Reymond_224_246 15/07/14 12:18 Pagina 240
240 ERIC D. REYMOND
Here, it is conceivable that what Ben Sira means is simply that
one must learn what past sages have said about proper etiquette as
an administrator and be able to act in accordance with these instruc-
tions in order to be successful. More likely, however, something
more complex is being expressed. The word hdyx usually refers to
texts that are difficult to understand at first hearing, texts that re-
quire concentration and thinking and that may involve ambiguous
syntax or grammar, as well as metaphor 36. No doubt Ben Sira
means to imply that proverbial literature provides a student with
basic knowledge about how one should act and behave, but it also
suggests a linguistic sensitivity and dexterity, something that would
have come from studying riddles.
The inference that linguistic dexterity is one goal of wisdom
training is further supported by the way Ben Sira writes of the
scribe in his discussion of different vocations, where it seems texts
that incorporate ambiguity, like riddles, provide the grist for medi-
tation and cogitation.
He will seek out the hidden things (avpo,krufa) of parables,
and the riddles of proverbs he will dwell upon (Sir 39,3; Gr).
Such “hidden things” in Ben Sira likely refer not to “occult”
knowledge, as a similar phrase might if found in a Dead Sea Scroll
(e.g., hyhn zr), but rather to the multiple meanings of a passage or
assertion that are, in part, communicated through wordplay, which
in turn often depends on ambiguity. The ambiguity that is often part
of texts like “proverbs” and “riddles” would have heightened their
pedagogical usefulness by forcing the reader to engage with the
text in a dynamic way (here reflected in the verbs “seek out”
[evkzhte,w] and “dwell upon” [avnastre,fw]), training the student
that had a reflexive sense in the Hithpael. Alternatively, we should view the
verb Xjr as secondary, included by a scribe due to its similarity (both semantic
and phonetic) with Xjn. Notice, e.g., that in post-biblical Hebrew, the Qal pas-
sive participle Xwjr occurs meaning “an emigrant”, and is used as a pair with
the Qal passive participle of Xjn. Although some earlier scholars have sug-
gested reading Xrd for the root Xjr following the Syriac, another possibility
is to see the Greek verb, avnastre,fw, as a translation of hgh “to meditate”, as
in Sir 50,28, where the Hebrew verb is accompanied by the beth preposition.
36
See, V. HAMP, “hdyx”, TDOT IV, 320-323.