Reflections on Teaching Gnosticism Week 4: Religious Landscapes
Following the order of the textbook (Nicola Denzey Lewis’s Introduction to “Gnosticism”), we spent this week’s class on background. The students read the chapters in the textbook on “The Roman Empire” and “Christianity in the Second-Century Empire” and I had them read selections from a number of texts important particularly for understanding gnostic cosmologies—specifically, Plato’s The Republic (on the myth of the cave) and Timaeus (on the creation of the universe by the Demiurge), Plotinus’s Enneads (on the ascent of the soul), and Genesis 1-9. The lecture was essentially an encyclopedic tour of these texts with a smattering of historical context.
For the Genesis material, I had the students watch a few scenes from the recent Noah film (Aronofsky 2014), including Noah’s recounting of the creation story, the opening scene that mentions the line of Seth as the protectors of Creation, and the origins of the Watchers. Then we had a reading quiz on Genesis 1-3 to emphasize the problems in the twin creation accounts that Hellenistic Jews and Christians tried to reconcile. After a discussion of Greek myths and Plato, I asked the class how someone might integrate Platonic cosmology—with its heavenly and earthly realms, its twin deities (the Good and the Demiurge), the paradeigma (model) in the heavens, and gods as helpers in the creation of humanity—with the Jewish creation stories. As one student rightly pointed out, “you get Gnosticism.” But first you get Philo of Alexandria, and I demonstrated how Philo articulated the Genesis story using …