Contextualising Interactions and Teachings: Who Were the Learners?

  • Orlando Nang Kwok Ho


Roland Barthes (1977, p. 148) once remarked “… a text’s unity lies not in its origin but in its destination”. This observation echoes the methodological ground and rationale that have been teased out in Chap.  2. The aim of this chapter is to show how a serious investigation about the original learners of The Epistle can shed light on its original pedagogic nature. However, it is customary for the interpretative tradition of The Epistle to ignore its original learners. As a consequence, The Epistle’s “inner unity” as a philosophical treatise has always evaded interpreters and teachers who have approached it from within the ahistorical interpretative paradigm. However, as Hegel has argued, reality to humankind must be historical reality. The loss of this unity means The Epistle has become fragmented to its interpreters. Moreover, this ahistorical epistemic approach will turn the Divine into a “deity” or “demigod”. This artificial conceptualisation about the Divine will render that “G-o-d” aloof to the historicity of humankind. For it is only a straw man set up for human convenience.


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Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  • Orlando Nang Kwok Ho
    • 1
  1. 1.The Chartered Institute of LinguistsLondonUK

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