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Textual Criticism Bradley R. Trick Nov. 7, 2007

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Textual Criticism Bradley R. Trick Nov. 7, 2007

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    1. Textual Criticism Bradley R. Trick Nov. 7, 2007

    2. DEARST UDENTS IHOPEYO UAREDOI INGWEL COMETO CLASST ODAYW EWILLD ISCUSST EXTUAL CRITICIS MOFTHEN TWHICH AREABOU TJSCT Exercise:

    3. Correct 4-letter-wide column(s) DEAR STUD ENTS IHOP EYOU ARED OIIN GWEL COME TOCL ASST ODAY WEWI LLDI SCUS STEX TUAL CRIT ICIS MOFT HENT WHIC HARE ABOU TJSC T

    4. What is Textual Criticism?

    5. What is Textual Criticism? The process of evaluating different variants in a manuscript tradition, usually in the attempt to determine the most likely reading of the original text.

    6. Why is Textual Criticism necessary?

    7. Why is Textual Criticism necessary? Scribes make mistakes

    8. Why is Textual Criticism necessary? Scribes make mistakes Scribes make changes

    9. Why is Textual Criticism necessary? Scribes make mistakes Scribes make changes 4000+ NT manuscripts, no 2 exactly the same

    10. DEARST UDENTS IHOPEYO UAREDOI INGWEL COMETO CLASST ODAYW EWILLD ISCUSST EXTUAL CRITICIS MOFTHEN TWHICH AREABOU TJSCT What Kind of Changes Do Scribes Make? Clickable links: double ii / ARE (Misspellings / Grammar); right of CLASST (marginal notes); JSCT (Nomina Sacra); WEL (What does it say); CLASST (homioteleuton)Clickable links: double ii / ARE (Misspellings / Grammar); right of CLASST (marginal notes); JSCT (Nomina Sacra); WEL (What does it say); CLASST (homioteleuton)

    11. Marginal Notes DEARST UDENTS IHOPEYO UAREDOI INGWEL COMETO CLASST ODAYW EWILLD ISCUSST EXTUAL CRITICIS MOFTHEN TWHICH AREABOU TJSCT Note Different HandNote Different Hand

    12. Marginal Notes DEARST UDENTS IHOPEYO UAREDOI INGWEL COMETO CLASST ODAYW EWILLD ISCUSST EXTUAL CRITICIS MOFTHEN TWHICH AREABOU TJSCT Note Different HandNote Different Hand

    13. Marginal Notes DEARST UDENTS IHOPEYO UAREDOI INGWEL COMETO CLASST ODAYW EWILLD ISCUSST EXTUAL CRITICIS MOFTHEN TWHICH AREABOU TJSCT Note Different HandNote Different Hand

    14. DEARST UDENTS IHOPEYO UAREDOI INGWEL COMETO CLASST ODAYW EWILLD ISCUSST EXTUAL CRITICIS MOFTHEN TWHICH AREABOU TJSCT What Kind of Changes Do Scribes Make? Clickable links: double ii / ARE (Misspellings / Grammar); right of CLASST (marginal notes); JSCT (Nomina Sacra); WEL (What does it say); CLASST (homioteleuton)Clickable links: double ii / ARE (Misspellings / Grammar); right of CLASST (marginal notes); JSCT (Nomina Sacra); WEL (What does it say); CLASST (homioteleuton)

    15. DEARST UDENTS IHOPEYO UAREDOI INGWEL COMETO CLASST ODAYW EWILLD ISCUSST EXTUAL CRITICIS MOFTHEN TWHICH AREABOU TJSCT Misspellings / Grammar Problems

    16. DEARST UDENTS IHOPEYO UAREDOI INGWEL COMETO CLASST ODAYW EWILLD ISCUSST EXTUAL CRITICIS MOFTHEN TWHICH AREABOU TJSCT Misspellings / Grammar Problems Just Click to AdvanceJust Click to Advance

    17. DEARST UDENTS IHOPEYO UAREDOI INGWEL COMETO CLASST ODAYW EWILLD ISCUSST EXTUAL CRITICIS MOFTHEN TWHICH AREABOU TJSCT Misspellings / Grammar Problems

    18. DEARST UDENTS IHOPEYO UAREDOI INGWEL COMETO CLASST ODAYW EWILLD ISCUSST EXTUAL CRITICIS MOFTHEN TWHICH AREABOU TJSCT Misspellings / Grammar Problems

    19. DEARST UDENTS IHOPEYO UAREDOI INGWEL COMETO CLASST ODAYW EWILLD ISCUSST EXTUAL CRITICIS MOFTHEN TWHICH AREABOU TJSCT What Kind of Changes Do Scribes Make? Clickable links: double ii / ARE (Misspellings / Grammar); right of CLASST (marginal notes); JSCT (Nomina Sacra); WEL (What does it say); CLASST (homioteleuton)Clickable links: double ii / ARE (Misspellings / Grammar); right of CLASST (marginal notes); JSCT (Nomina Sacra); WEL (What does it say); CLASST (homioteleuton)

    20. DEARST UDENTS IHOPEYO UAREDOI INGWEL COMETO CLASST ODAYW EWILLD ISCUSST EXTUAL CRITICIS MOFTHEN TWHICH AREABOU TJSCT Nomina Sacra

    21. Nomina Sacra

    22. DEARST UDENTS IHOPEYO UAREDOI INGWEL COMETO CLASST ODAYW EWILLD ISCUSST EXTUAL CRITICIS MOFTHEN TWHICH AREABOU TJSCT What Kind of Changes Do Scribes Make? Clickable links: double ii / ARE (Misspellings / Grammar); right of CLASST (marginal notes); JSCT (Nomina Sacra); WEL (What does it say); CLASST (homioteleuton)Clickable links: double ii / ARE (Misspellings / Grammar); right of CLASST (marginal notes); JSCT (Nomina Sacra); WEL (What does it say); CLASST (homioteleuton)

    23. DEARST UDENTS IHOPEYO UAREDOI INGWEL COMETO CLASST ODAYW EWILLD ISCUSST EXTUAL CRITICIS MOFTHEN TWHICH AREABOU TJSCT Parablepsis

    24. DEARST UDENTS IHOPEYO UAREDOI INGWEL COMETO CLASST ODAYW EWILLD ISCUSST EXTUAL CRITICIS MOFTHEN TWHICH AREABOU TJSCT Parablepsis

    25. DEARST UDENTS IHOPEYO UAREDOI INGWEL COMETO CLASST EXTUAL CRITICIS MOFTHEN TWHICH AREABOU TJSCT Parablepsis: Haplography

    26. DEARST UDENTS IHOPEYO UAREDOI INGWEL COMETO CLASST ODAYW EWILLD ISCUSST ODAYW EWILLD ISCUSST EXTUAL CRITICIS MOFTHEN TWHICH AREABOU TJSCT Parablepsis: Dittography

    27. DEARST UDENTS IHOPEYO UAREDOI INGWEL COMETO CLASST ODAYW EWILLD ISCUSST EXTUAL CRITICIS MOFTHEN TWHICH AREABOU TJSCT What Kind of Changes Do Scribes Make? Clickable links: double ii / ARE (Misspellings / Grammar); right of CLASST (marginal notes); JSCT (Nomina Sacra); WEL (What does it say); CLASST (homioteleuton)Clickable links: double ii / ARE (Misspellings / Grammar); right of CLASST (marginal notes); JSCT (Nomina Sacra); WEL (What does it say); CLASST (homioteleuton)

    28. What does the message say? Doing well at top / Welcome at bottomDoing well at top / Welcome at bottom

    29. DEAR STUDENTS, I HOPE YOU ARE DOIING … WELCOME TO CLASS. TODAY WE WILL DISCUSS TEXTUAL CRITICISM OF THE NT, WHICH ARE ABOUT JS CT.

    30. DEAR STUDENTS, I HOPE YOU ARE DOIING WEL. COME TO CLASS TODAY. WE WILL DISCUSS TEXTUAL CRITICISM OF THE NT, WHICH ARE ABOUT JS CT. What does the message say?

    31. DEAR STUDENTS, I HOPE YOU ARE DOIING … WELCOME TO CLASS. TODAY WE WILL DISCUSS TEXTUAL CRITICISM OF THE NT, WHICH ARE ABOUT JS CT. OR DEAR STUDENTS, I HOPE YOU ARE DOIING WEL. COME TO CLASS TODAY. WE WILL DISCUSS TEXTUAL CRITICISM OF THE NT, WHICH ARE ABOUT JS CT. What does the message say? How do you know? What other information would you like to have? (Context)How do you know? What other information would you like to have? (Context)

    32. A new manuscript surfaces that reads as follows: DEAR STUDENTS, I HOPE YOU ARE DOIING WELL. I WANT TO START BY SAYING WELCOME TO CLASS TODAY. WE WILL DISCUSS TEXTUAL CRITICISM OF THE NT, WHICH ARE ABOUT JS CT. A New Variant How do you know? What other information would you like to have? (Context)How do you know? What other information would you like to have? (Context)

    33. A new manuscript surfaces that reads as follows: DEAR STUDENTS, I HOPE YOU ARE DOIING WELL. I WANT TO START BY SAYING WELCOME TO CLASS TODAY. WE WILL DISCUSS TEXTUAL CRITICISM OF THE NT, WHICH ARE ABOUT JS CT. Which text—this new one or the one you transcribed—likely represents the original message? A New Variant How do you know? What other information would you like to have? (Context)How do you know? What other information would you like to have? (Context)

    34. Types of Evidence How do you know? What other information would you like to have? (Context)How do you know? What other information would you like to have? (Context)

    35. Types of Evidence External How do you know? What other information would you like to have? (Context)How do you know? What other information would you like to have? (Context)

    36. Types of Evidence External Internal How do you know? What other information would you like to have? (Context)How do you know? What other information would you like to have? (Context)

    37. NT Manuscripts Forms of External Evidence for NT

    38. P66 P75 ~200 ce 175-225 ce NT Manuscripts: Papyri

    39. ?-Sinaiticus-01 A-Alexandrinus-02 4th century 5th century NT Manuscripts: Uncials / Majuscules

    40. Close-up of A NT Manuscripts: Uncials / Majuscules

    41. 669 10th century NT Manuscripts: Minuscules

    42. Close-up of 669 NT Manuscripts: Minuscules

    43. NT Manuscripts Papyri Uncials / Majuscules Minuscules Forms of External Evidence for NT

    44. NT Manuscripts Papyri Uncials / Majuscules Minuscules Versions (Latin, Syriac, Coptic, and so on) Forms of External Evidence for NT

    45. NT Manuscripts Papyri Uncials / Majuscules Minuscules Versions (Latin, Syriac, Coptic, and so on) Patristic Citations Forms of External Evidence for NT

    46. NT Manuscripts Papyri Uncials / Majuscules Minuscules Versions (Latin, Syriac, Coptic, and so on) Patristic Citations Lectionaries Forms of External Evidence for NT

    47. Evaluating External Evidence Date – later could reflect earlierDate – later could reflect earlier

    48. Overall quality of the sources Evaluating External Evidence Date – later could reflect earlierDate – later could reflect earlier

    49. Overall quality of the sources Text Types / Location Evaluating External Evidence Date – later could reflect earlierDate – later could reflect earlier

    50. Overall quality of the sources Text Types / Location Alexandrian / Neutral (Hort) Evaluating External Evidence Date – later could reflect earlierDate – later could reflect earlier

    51. Overall quality of the sources Text Types / Location Alexandrian / Neutral (Hort) Western Evaluating External Evidence Date – later could reflect earlierDate – later could reflect earlier

    52. Overall quality of the sources Text Types / Location Alexandrian / Neutral (Hort) Western Byzantine Evaluating External Evidence Date – later could reflect earlierDate – later could reflect earlier

    53. Overall quality of the sources Text Types / Location Alexandrian / Neutral (Hort) Western Byzantine Caesarean (?) Evaluating External Evidence Date – later could reflect earlierDate – later could reflect earlier

    54. Overall quality of the sources Text Types / Location Alexandrian / Neutral (Hort) Western Byzantine Caesarean (?) Date Evaluating External Evidence Date – later could reflect earlierDate – later could reflect earlier

    55. Internal Evidence

    56. 2 Types: Conscious and Unconscious Internal Evidence

    57. 2 Types: Conscious and Unconscious Key Principle: What is a scribe most likely to have done Internal Evidence

    58. Methods for Evaluating Variants

    59. Pick a good exemplar and always follow it. Methods for Evaluating Variants

    60. Pick a good exemplar and always follow it. Consider only the internal evidence. Methods for Evaluating Variants

    61. Pick a good exemplar and always follow it. Consider only the internal evidence. Eclectic: weigh external and internal evidence for each variant. Methods for Evaluating Variants

    62. Possible PRS QuestionPossible PRS Question

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