A Text centred rhetorical analysis of Paul's Letter to Titus

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language. The word iJeroprephv~ is a case in point. According to Collins (2002:341), it was used by classical authors to describe “priests and priestesses, religious processions and the like”. The author goes on to emphasise this characteristic by immediately restating it with a double negative, namely mh; diavboloi and mh; oi[nw/ pollw`/ dedoulwmevnai. Both are observable behaviour and where they are lacking such a person cannot be said to be iJeroprephv~. Hence, they would not be manifesting compliance to sound doctrine. Paul employs these lists to establish objective criteria by which to measure a profession of faith in God. Changed lives that benefit society are the only evidence to demonstrate the effect of healthy teaching. Finally, older women must also be kalodidavskaloi. This compound word is made up of the word kalov~ (good) and didavskalo~ (teacher). It is another instance of the rhetorical technique called paranomasia. It repeats a similar idea following on from the immediate context of 2:1 and links it to earlier sections (1:9, 10). Older women must therefore be “teachers of what is good”. Older women who qualify are hereby authorised to teach. They would be recognised as legitimate teachers in the church, although it would appear to be in a limited capacity. Interestingly, the privilege to teach is made subject to the fulfilment of prior criteria and thus comes at the end of the list. This same principle applies to elders-overseers who can only teach (parakalei`n) if they have proven themselves in their family and private lives (1:5-9). Older women, likewise, are authorised to teach in so far as they themselves demonstrate their willingness to be taught. By way of implicit contrast, older women are distinguished from false teachers, since the latter are unauthorised to teach and “upset whole families” (1:11), while the former are authorised to “teach what is good”. Paul employs the same argument here as in the case of older men. The behaviour that older women are expected to manifest, are considered to be both Christian, as well as behaviour that society associates with older women. 2.2.5.3 The behaviour of younger women In verse 4, older women are made responsible to teach younger women (aiJ nevai). The verb swfronivzwin is present active subjunctive, third person plural. PDF created with pdfFactory Pro trial version www.pdffactory.com 95
The subject is the older women. This is another interesting vocabulary switch or use of alternative vocabulary. Titus must speak (lavlew), and older women on the other hand must advise, encourage or urge (swfronivzw). Thus, neither Titus nor the older women must didavskw like the false teachers (1:11). The rhetorical objective seems to be the maintenance of a gap between legitimate and illegitimate teachers, or to avoid confusing associations between the opposing groups. More importantly though, is the focus area of the teaching, namely the family. The illegitimate teachers with their “things” (aJ) had a subversive effect upon o{loi oi[koi (1:11). In contradistinction, legitimate teaching proves to be to the advantage of families. As was mentioned elsewhere (cf. 81), Greco-Roman culture placed great significance on stable family institutions. According to Johnson (1996:235), Christian households that ignored the mores of civil society could jeopardise the credibility of the Christian message. The apostle begins by emphasising the husband-wife and parent-child relationships (4). The family focus is perpetuated throughout this sentence, verse 5, through the use of words like oijkourgov" that contains the words oijkov~ and ejrgov~. This emphasis confirms the belief surrounding the importance of the family unit to the Cretans. The prior vilification section and this reference to the family, suggest that people were judged based on their commitment to the progress or destruction of the family unit. The behaviour commended in verse 4 would constitute a strong argument in favour of complying with sound doctrine. Through the repetition of key words, the author is able to maintain a sense of coherence and momentum in the discourse. Such a word is the word swvfrwn. The verbal cognate appears with reference to older women swfronivzwsin. The adjective also appears in the virtue lists pertaining to older men (2:2) and elders-overseers (1:8). The reference to younger women also comprises a list of virtuous qualities that constitute shared knowledge. However, Paul adapts the list to achieve theological objectives through the use of religious language. For example, aJgnov" constitutes such religious language. Particular sounds and words are PDF created with pdfFactory Pro trial version www.pdffactory.com 96
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A TEXT-CENTRED RHETORICAL ANALYSIS
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DECLARATION I declare that the diss
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SECTION 2 RHETORICAL ANALYSIS 2.1 R
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SECTION 1 INTRODUCTION 1.1 OVERVIEW
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The content of the authorship debat
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consistently identified as pioneer
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J. Quinn. Their list of scholars ad
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Uncharacteristic Pauline theology:
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etc. are not referring to actual pe
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History never lies” (Titus 1:2)?
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meaning as determined by historical
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other to explain what these critics
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1.1.2.4 Conclusion The various theo
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Excursus: Cumulative-complimentary
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Lumping or clustering apparent oppo
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these letters on a more individual
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Furthermore, the name Jesus Christ
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C. 1. qeou` and swthvr depend on do
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accentuate the unmistakable role of
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order to prove issues of authorship
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Miller (1997:124) is particularly u
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Next, Van Neste goes on to show how
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There have been some recent excepti
Page 47 and 48: The first part of the analysis is e
Page 49 and 50: offer any translations in this rega
Page 51 and 52: novel. To the best of my knowledge,
Page 53 and 54: ather than as a supplement to the T
Page 55 and 56: Accordingly, the research hypothesi
Page 57 and 58: •Step 3: Where deemed necessary,
Page 59 and 60: The rhetorical situation correspond
Page 61 and 62: Titus' primary assignment is to app
Page 63 and 64: Throughout the letter, Paul shares
Page 65 and 66: equally negative conduct (1:16). In
Page 67 and 68: 2.2.1.1 Emphasising the legitimacy
Page 69 and 70: strategically throughout this secti
Page 71 and 72: This section is suffused with the r
Page 73 and 74: and trustworthiness. This choice of
Page 75 and 76: “By whose authority are you imple
Page 77 and 78: “shared knowledge”. The qualiti
Page 79 and 80: espectively within the same sentenc
Page 81 and 82: dichotomy at the front end of this
Page 83 and 84: church. Implicit contrasting is als
Page 85 and 86: aijscrokerdhv", and these false tea
Page 87 and 88: The second part of verse 13 contain
Page 89 and 90: different groups. He relentlessly p
Page 91 and 92: implicit contrasting. The negative
Page 93 and 94: marker is the use of the plural of
Page 95 and 96: instruction in this regard. “Heal
Page 97: almost desirable. Thus, legitimate
Page 101 and 102: negatively upon the oJ lovgo" tou`
Page 103 and 104: 2.2.5.6 The behaviour of slaves In
Page 105 and 106: or originating from God (tou' … q
Page 107 and 108: to God and this paves the way for t
Page 109 and 110: This explains the use of inclusive
Page 111 and 112: Furthermore, through the direct rep
Page 113 and 114: what grace is instructing the belie
Page 115 and 116: Paul demonstrates that he is himsel
Page 117 and 118: The section closes with the apostle
Page 119 and 120: Another technique is personificatio
Page 121 and 122: the apostle adopts to persuade his
Page 123 and 124: Most commentators treat ejxousivai
Page 125 and 126: person. Interestingly, both instanc
Page 127 and 128: 2.2.8 Titus 3:3: Evoking disgust wi
Page 129 and 130: purpose while Mounce (2000:446) bel
Page 131 and 132: negative. Paranomasia and the metap
Page 133 and 134: conformity to the divine example. I
Page 135 and 136: as traditional, with verse 3 as an
Page 137 and 138: aptism effected by the Holy Spirit
Page 139 and 140: exclusively or that this constitute
Page 141 and 142: through self-vilification in the op
Page 143 and 144: crhstovth" and filanqrwpiva of God
Page 145 and 146: ejpoihvsamen hJmei`" (works) ajlla;
Page 147 and 148: these titles. The future appearance
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The certainty and completeness of t
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The next two words in v. 7 are exam
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their salvation by God. The divine
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discourse. In this regard, consider
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two groups is accentuated and the d
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Verse 9 opens with the adversative
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awareness of the insidiousness of f
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This is a very tight unit, carefull
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turn, requires the presence of soun
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closing greeting to the Cretans inv
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SECTION 3 CONCLUSION In Section 1,
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7: Titus 3:1-2: Persuading the Cret
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apostles and lay leaders appointed
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In unit 7 (3:1-2), the relationship
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The second objective is to highligh
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These four objectives may be summar
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expected manner can look forward to
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f. Arguments based on the use of vi
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m. Example. For example, in 3:4-7 G
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ehaviour expected of older men. In
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BIBLIOGRAPHY Aageson, J. W. (1997).
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Everts, J. M. (1993). Hope Dictiona
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Lea, D. and H. P. Griffin (1992). 1
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Sumney, J. L. (1996). “A Reading
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ABSTRACT This study has been conduc
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In Section 3 the results of the stu
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amanuensishipotese en die allonieme
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KEY TERMS 1. Pastoral Letters 2. Rh
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A Text centred rhetorical analysis of Paul's Letter to Titus

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