This is the first comprehensive study in the English language of the commentaries of Didymus the Blind, who was revered as the foremost Christian scholar of the fourth century and an influential spiritual director of ascetics.
 
The writings of Didymus were censored and destroyed due to his posthumous condemnation for heresy. This study recovers the uncensored voice of Didymus through the commentaries among the Tura papyri, a massive set of documents discovered in an Egyptian quarry in 1941.
 
This neglected corpus offers an unprecedented glimpse into the internal workings of a Christian philosophical academy in the most vibrant and tumultuous cultural center of late antiquity. By exploring the social context of Christian instruction in the competitive environment of fourth-century Alexandria, Richard A. Layton elucidates the political implications of biblical interpretation.
 
Through detailed analysis of the commentaries on Psalms, Job, and Genesis, the author charts a profound tectonic shift in moral imagination as classical ethical vocabulary becomes indissolubly bound to biblical narrative. Attending to the complex interactions of political competition and intellectual inquiry, this study makes a unique contribution to the cultural history of late antiquity.
 

Why teach about religion in public schools? What educational value can such courses potentially have for students?

In For the Civic Good, Walter Feinberg and Richard A. Layton offer an argument for the contribution of Bible and world religion electives. The authors argue that such courses can, if taught properly, promote an essential aim of public education: the construction of a civic public, where strangers engage with one another in building a common future. The humanities serve to awaken students to the significance of interpretive and analytic skills, and religion and Bible courses have the potential to add a reflective element to these skills. In so doing, students awaken to the fact of their own interpretive framework and how it influences their understanding of texts and practices. The argument of the book is developed by reports on the authors’ field research, a two-year period in which they observed religion courses taught in various public high schools throughout the country, from the “Bible Belt” to the suburban parkway. They document the problems in teaching religion courses in an educationally appropriate way, but also illustrate the argument for a humanities-based approach to religion by providing real classroom models of religion courses that advance the skills critical to the development of a civic public.