Chapter Thirteen: Rereading The Frame
S.1. Preamble
The conventional reading of R 1-4 is the least worst in spite of 53 difficulties. Reframing must precede reconstrual (p469).
S.2. The Data
Kummel: a dialogue of the Pauline Gospel with Judaism containing expressions which characterise the congregation as Gentile Christian (p470). After abstract material Paul only turns in 12.1 to audience. Material usually divided: 1-4 5-8 9-11 12-15. Addressed to converted pagans (p471); list of factors needing to be explained (p472); options set out; key features in the data (p474).
S.3. Various Explanations
Obvious explanations; many explain the letter in terms of mission to pagans (p474); problem features (p475-79). The theory of the letter/essay or protreptic (p480-81). A preserved circular (Manton). Straightforward self-expression as a systematic theological statement (Melanchthon) (p482). A composite (p483). Addressing anti-Judaism at Rome (p484-86). As contingent, addressing the weak and the strong (p487-90); Paul's apostleship (p491-92); concern for congregational unity, worries about anti Judaism (p493-94).
S.4. A successful Theory - Romans as an Attempt to Negate the Influence of Hostile Counter missionaries at Rome
Like Galatians R against depredations of counter missionaries (p495).
4.1 Internal Evidence: R 16.17-20 (p496) against specific false teachers (p497), Christians in some sense, eloquent and learned (p498); a reminder of what Romans already know, they are wound into agreement (p499); strengthening R 1.11; false teachers 3.8 16.17-20; attacked as a libertine R 6 (p500).
4.2 Explanatory Power: previously problematic features of the reading frame explained (p501): not imposing, just passing through to Spain; rivals arguments anticipated (p502); abstract but polemic not systematic; relates to Galatians and his teaching not fully accepted at Jerusalem (Acts 21.18) (p503); The previous Jerusalem debates are about to arrive, via Galatia, in Rome; parallels in Galatians and R (p504); relationship with letters and false teachers (p505): Jerusalem, Syrian Antioch Galatia, Philippi, Rome. Not against "judaizers" or "teachers" but a single Jewish Christian teacher (p506); the men know each other "from previous rounds" which explains depth and abstraction )p507); shifting between defence and attack; the key statements interpreted as systematic are actually counter-attacks (p508); R 9-11 as response (p509) calls for unity and calm so as not to stir the government and endanger mission (p510); R 1-11 is a debate with the teacher which requires a reading strategy identifying statement and counter statement.
4.3 Possible Objections (p511-18).