Philosophical Anthropology: Rom 6 and Rom 7 Are for True and Necessary Knowledge

  • Orlando Nang Kwok Ho


The first five chapters have examined some substantial features of Paul’s pedagogic content, concerns, and methods in The Epistle to the Romans. His focus was on responding to mainstream Greco-Roman beliefs and perspectives and addressing the perceived dichotomy between the possibility of unearned grace and the law (or the fated and necessary efforts on the part of humans). Chapter  5 has showed that his narrations, proofs, and counsels offered in Rom 4 and 5 were argumentative and followed the critical intellectual standards of the philosophising of his time. Meanwhile, such argumentation was open to the empirical and participatory inputs (as checks) by his learners. This Chapter will show that Paul’s art of curriculum design and of pedagogic design in both Rom 6 and Rom 7 is necessary. That is, neither Rom 6 nor Rom 7 is arbitrary. Each is essential for the theoretical completion of the intended teaching of unearned grace and the regenerated spirituality that emerges because of this. Most importantly, this Pauline curriculum of spiritual education is breaking the Greco-Roman framework of bartering and self-secularisation. The pedagogic concern rests squarely on regaining inner freedom in a world apparently ruled by material and fleshy calculations.


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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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