The Function of Distinctive Features in Early Christian Manuscripts
Author
Summary, in English
The last decade has seen a number of scholarly works within the field of manuscript studies/textual criticism that focus on different aspects of early Christian reading culture (e.g. by Hurtado, Charlesworth, Cribiore, and Haines-Eitzen). The distinctive features of early Christian manuscripts—e.g. codex format, handwriting, nomina sacra, lectional signs, etc.—are not just identified, but also connected to a larger picture of scribal traditions and reading habits. These distinctive features include a number of lectional signs, such as punctuation, apostrophe, and diaeresis, which are habitually described as “reader’s aids” for public reading.
This paper examines the use of distinctive features—with a focus on lectional signs—in three early Christian manuscripts (P46, P66, and P75). It challenges the widespread notion that lectional signs functioned as “reader’s aids” in public reading. It demonstrates how most of lectional signs are not used frequently and consistently enough to significantly aid the lector’s task. A comparison with the same texts displayed as they would appear in non-Christian literary manuscripts (i.e. in narrow columns without abbreviations, lectional signs, etc.) shows that although the differences are notable, they are not extensive enough to substantiate the claim that they enfranchise a wider social diversity in the public reading of Christian texts.
Finally, the paper presents an alternative interpretation of the function of distinctive features in early Christian manuscripts. It argues that they should be understood both as a reflection of a specific early Christian reading culture and as aids to private reading and study for ordinary readers. By demonstrating that most abbreviations and lectional signs function as indicators of division, it shows that they are more helpful in interpreting the text than in reading it aloud.
This paper examines the use of distinctive features—with a focus on lectional signs—in three early Christian manuscripts (P46, P66, and P75). It challenges the widespread notion that lectional signs functioned as “reader’s aids” in public reading. It demonstrates how most of lectional signs are not used frequently and consistently enough to significantly aid the lector’s task. A comparison with the same texts displayed as they would appear in non-Christian literary manuscripts (i.e. in narrow columns without abbreviations, lectional signs, etc.) shows that although the differences are notable, they are not extensive enough to substantiate the claim that they enfranchise a wider social diversity in the public reading of Christian texts.
Finally, the paper presents an alternative interpretation of the function of distinctive features in early Christian manuscripts. It argues that they should be understood both as a reflection of a specific early Christian reading culture and as aids to private reading and study for ordinary readers. By demonstrating that most abbreviations and lectional signs function as indicators of division, it shows that they are more helpful in interpreting the text than in reading it aloud.
Department/s
Publishing year
2013
Language
English
Document type
Conference paper
Topic
- Religious Studies
Keywords
- Manuscript Studies
- Early Christian Manuscripts
- Public Reading
- Lectional Signs
- Lector
- Orality
- Performance
- New Testament
- Textual Criticism
Conference name
Society for Biblical Literature International Meeting 2013
Conference date
2013-07-07 - 2013-07-11
Status
Unpublished