LITMIR.BIZ

      CHAPTER I

      Culture Wars

      Who were these followers of “Adelphius and Aculinus” in the time of Plotinus? Porphyry says that they were Christian heretics, but also trained Platonists. Nothing is known about Adelphius or the authors of other texts (now lost) the heretics brandished, “Alexander the Libyan and Philocomus and Demostratus of Lydia.”¹ Aculinus appears to have enjoyed a reputation as a Platonist roughly contemporary with Plotinus.² Alexander the Libyan was known to Tertullian and Jerome as a Valentinian.³ These figures all bore normal names (i.e., epigraphically attested as used by everyday people), not pseudepigraphic, authoritative titles.⁴ They are Greco-Roman, showing that in this context, at least, the “heretics” identified themselves as Hellenes, who followed a Hellenic philosopher, Aculinus. Whence then the animosity of Porphyry and Plotinus? Porphyry’s remarks about these Christian Platonists and the works they read tell us that cult, culture, and authority were at stake. The followers of Aculinus and the rest are accused of having sailed from the safe harbor of Hellenism, “deceiving many others and themselves being deceived, actually alleging that Plato really had not penetrated to the depth of intelligible substance.”⁵ These thinkers began their careers as students of the Hellenic “ancient philosophy,” but came to betray it. He dubs them impostors, for they esteem the works of Oriental prophets over those of the Hellenes. Porphyry calls these works “apocalypses,” or “revelations,” a genre with which he was not unfamiliar, and lists the prophets who purportedly authored them—individuals with alien, foreign names like “Zoroaster and Zostrianos and Nicotheus and Allogenes and Messos.”⁶

      What did it mean to challenge the authority of Plato with the invocation of alien authorities? Was “Oriental” wisdom prized or despised among ancient philosophers? What kind of people did one meet in these circles anyway? Where did they come from, and how did they feel about the ruling powers—the non-alien authorities of Hellenism and Rome? Answering these questions requires us to step back momentarily and ascertain the social environment in which the appeals to these foreign authorities took place. As we will see, analysis of contemporary Christian and Hellenic philosophical circles themselves sheds scarce light on the problem. Study groups in the second and third centuries were small, ad hoc affairs, about which it is difficult to generalize—except that their participants all came out of a deeply ideological rhetorical environment known today as the “Second Sophistic.”⁷ Modern research into this wider educational environment has blossomed, yielding important data for a “thick description” of members of a group like that of Plotinus—and the Christian Gnostics who belonged to it as well,⁸ thus providing the most extensive sociological information on the background of any known Gnostic group.⁹

      PHILOSOPHY CLUBS

      Gnostic literature itself says virtually nothing about the relationship of Gnosticism to contemporary philosophical circles, much less the culture informing them. References to philosophy in the Nag Hammadi corpus indicate that the Gnostics adopted stances about philosophical issues but excoriated contemporary philosophers, striving (like Tertullian), to distinguish themselves from contemporary Greek education. Such anti-philosophical polemic is striking.¹⁰ While recorded Gnostic groups did not proclaim adherence to any particular philosophical sect, the high philosophical import of their texts demonstrates that they must have spent quite a bit of time among the philosophical sects, particularly the Platonists.¹¹ Irenaeus referred to a school (διδασκαλεῖον) of Valentinus.¹²

      Recalling the Judeo-Christian background of Gnosticism, one can turn to Jewish and Christian texts in hopes of finding something like a school in which Gnostics could learn philosophy. One looks in vain. Rabbinic sources are silent about the interaction between Jews and the Greek philosophical schools.¹³ We are left with Philo, whose account of the Therapeutae contrasts the sages’ allegorizing of scripture with the oratorical display of the sophists.¹⁴ Elsewhere, he refers to his own education as propaedeutic.¹⁵ Philo’s status as a Jewish Platonist is obviously not comparable to that of the Sethian traditions and thus provides no social context for them. His testimony indicates nothing more than small schools of exegesis of the Septuagint. Here he is very much in agreement with the greater movement in Hellenistic Judaism, as seen in the Letter of Aristeas, to defend the faith with the idiom of Greek philosophy without becoming a partisan of it.¹⁶

      Christian literature offers more information. There certainly was a need for education in the instruction of catechumens, but anything resembling formal schooling in theology seems unknown prior to Pantanaeus’s “catechetical school” in Alexandria in the mid-second century CE.¹⁷ The school’s representatives, Clement and Origen, give us examples of exegetical education in their day (like Philo), but not of how or where they taught Platonism.¹⁸ Origen’s own homilies and commentaries never refer to Greek philosophical sources, and explicitly discourage instruction in rhetoric.¹⁹ Other sources give a different picture: Porphyry, not the most impartial of witnesses, says that the textbooks used in Origen of Alexandria’s school were essentially the same as those in Plotinus’s, which would mean Middle Platonic commentaries, chiefly those of Numenius, and a good dose of Stoics and Peripatetics.²⁰ Eusebius describes a wide curriculum ranging from the basic to advanced study, where Origen was so overwhelmed by classes that he assigned his student Heraclas to teach the “preliminaries.”²¹ Yet there is no conclusive evidence that the “school” was formal, was officially affiliated with the (proto)-orthodox community, or had a steady succession of teachers; rather, we see that a range of instruction, including both elementary education and introduction to philosophy, was available in a Christian context in the third century CE.²² However, this education was largely propaedeutic and in the service of ethical, hermeneutical, and apologetic concerns.²³ It is hard to imagine Parmenides commentaries or the Chaldean Oracles being read or composed there. If Plotinus’s opponents were educated in a Jewish or Christian milieu like that of Philo or the Alexandrian “catechetical school,” their texts do not show it. If we are to understand

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