John Cassian, Rhetoric and Education: Reading the Conferences as Elaborated Chreias

Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

This article extends prior scholarship in exciting ways and offers a rich contribution to the field. In turn, included reference to Chiara Faraggiana’s groundbreaking work with these sources would strengthen the submission still further. 

Author Response

A reference to Chiara Faraggiana has been added.

Reviewer 2 Report

Comments and Suggestions for Authors

The article provides a solid analysis of John Cassian’s use of rhetorical techniques. The author demonstrates clear expertise in the subject, and his/her conclusions invite further study of the rhetorical architecture of Cassian’s extensive work. I would, however, like to offer a few suggestions for improvement:

• The introduction contains some broad statements that would benefit from greater qualification. For instance, the claim that “In the late 3rd and early 4th centuries, a more distinctive Western theology emerged, for which Augustine's texts became normative” seems overstated. The notable opposition that Augustinian theology provoked in Latin monastic circles influenced by Eastern ascetic traditions should not be underestimated.

• I am not entirely convinced that Collationes 1.16–1.18 fits the pattern of chreia suggested by the author. In particular, I do not think it is possible to identify a paradeigma in this passage...

• The body of the article consists largely of a highly technical analysis of Cassian’s rhetoric, while only the conclusion situates the discussion within the broader framework of textual culture. I would encourage the author to expand this final point. For example, he/she asks whether “the Conferences can be seen as a kind of handbook for a new monastic reading culture.” It would be valuable to attempt an answer here, perhaps by briefly discussing the reception of the Collationes in late antique and early medieval monastic communities, as well as the uses made of them in those contexts.

• Finally, the author should bear in mind that in some cases he has neglected to provide the pagination of the critical editions of the sources he quotes (Petschenig 2004; Guillaumont and Guillaumont 1971)

Author Response

1) I have deleted the sentence “In the late 3rd and early 4th centuries, a more distinctive Western theology emerged, for which Augustine's texts became normative”.

2) The example (paradeigma) in Collationes 1.16–1.18 is a so-called “unspecified” paradeigma. I have added a sentence and notes with references.

3) To discuss ”the reception of the Collationes in late antique and early medieval monastic communities, as well as the uses made of them in those contexts” would be interesting but be beyond the scope of this article.

4) The missing pagination is added.

Reviewer 3 Report

Comments and Suggestions for Authors

The article submitted for review meets the requirements of a scientific text. It has a research thesis revolving around John Cassian's use of mnemonic techniques and the literary form of chreia known from progymnasmata. The text is clear and logically structured, and the research thesis is plausible. I recommend publishing the text after making the following corrections, which may contribute to its improvement:

1) The language is generally correct, but I suggest stylistic editing to make it smoother and more transparent.

2) The Introduction lacks information about John Cassian's education, which would make his use of chreia more plausible.

3) In section 2, Cassian and Ancient School Education: The Use of Mnemonics, there is no reference to ancient authors and sources describing speech memorization techniques. See Cicero, De oratore and Quintilian, Institutio.

4) In sections 4 and 5, I would avoid arguing that John Cassian uses progymnasmata (e.g.  “Through his use of progymnasmata, especially elaborated chreias, we also see how he makes use of his own rhetorical training and has a conscious rhetorical strategy.)” It is safer to say that Cassian uses the rhetorical genre of chreia, which can be found in progymnasmata and ancient orators. If Cassian's primary source of inspiration is the Bible, rather than ancient literature, it would be worth referring to chreia in the New Testament. See, e.g.:

Damm, A., Ancient Rhetoric and the Synoptic Problem. Clarifying Markan Priority (BETL 252; Leuven – Walpole, MA: Uitgeverij Peeters 2013).

Robbins, V.K., "The Chreia,” Greco-Roman Literature and the New Testament. Selected Forms and Genres (ed. D.E. Aune) (SBLSBS 21; Atlanta, GA: Scholars Press 1988) 1–23.

Robbins, V.K., "Progymnasmatic Rhetorical Composition and Pre-Gospel Traditions. A New Approach,” The Synoptic Gospels. Source Criticism and the New Literary Criticism (ed. C. Focant) (BETL 110; Leuven: University Press; Peeters 1993) 111–147.

Robbins, V.K., "Narrative in Ancient Rhetoric and Rhetoric in Ancient Narrative,” Society of Biblical Literature 1996 Seminar Papers. November 21-28, 1996, New Orleans, Louisiana  (SBLSP 35; Atlanta, GA: Scholars Press 1996) 368–384.

Author Response

1) The article has now been proofread.

2) I have added a paragraph in section 1 mentioning my main research questions. Otherwise Cassian’s education is treated in section 2.

3) I have added references to Cicero and Quintilian.

4) I have corrected the sentence that Cassian uses progymnasmata. I have also added references to the use of chreias in the New Testament.