Reflections on Teaching Gnosticism II: The Gospel of Judas
Tony
The first assignment due in my current Gnosticism course is a translation comparison. The goal of the assignment is for students to see how much work is involved in putting together an edition of a text and how the editor’s decisions can greatly affect how one reads or understand the text. This is particularly so with fragmentary texts. In previous years I have used the translations of the Apocalypse of Adam in Layton’s Gnostic Scriptures and Robinson’s Nag Hammadi Library.
This year I opted for the Gospel of Judas by Marvin Meyer (The Nag Hammadi Scriptures) and April DeConick (The Thirteenth Apostle). I chose this text for three reasons: it is well-known to (though not well-read by) the wider public, the assignment would force the students to read the gospel very carefully and thus lead (hopefully) to a rewarding discussion of the text, and the interpretation of the text is highly contentious.
Meyer and DeConick have been in conflict over their particular interpretations of the text; their positions are available for all to read in an article on Meyer’s site (see HERE) and a series of responses on DeConick’s blog (see HERE). But I hoped the students would not see this exchange before writing the paper; it is preferred that they find the major contentious passages themselves and thereby avoid trying to understand why each scholar arrived at his/her position but focus purely on the general issue of the choices involved in the editorial/translation process (the temptation is to label DeConick “conservative” for seeing the traditional Judas in the gospel, and Meyer as “liberal” when, in reality, they are both “liberal”).
I suggested to the students to focus on three areas when presenting their findings: presentation (e.g., use of headings, footnotes, line numbering, punctuation, etc.), approach to damage in the manuscript (i.e., are gaps filled in with emendations? Or left indicated with ellipses?), and major readings that dramatically affect the interpretation of the text (e.g., Judas as a “demon” or “spirit”).
The majority of the class seemed to favour DeConick’s translation. They appreciated her clear presentation of the manuscript evidence—she presents the text line-by-line, with damaged sections clearly marked; she hesitates to fill in the missing material, and tends toward a literal translation. But Meyer was praised for being more readable and less leading in his subheadings and translation choices (though his choices are contentious, at least his notes present other options).
In the course of our discussion several readings came up that left the class wondering about the actual content of the manuscript. If anyone out there who reads Coptic would like to provide solutions to these questions (are you there, April?), we would certainly be appreciative.
1. At 39, 24 DeConick has “And the animals that were brought for sacrifice” while Meyer has “And the cattle brought in are the offerings you have seen.” Is the Coptic “animals” or “cattle”?
2. At 52, 4-6 DeConick has “The first [is Ath]eth, the one who is called the ‘Good One,’” while Meyer has “The first is [Se]th, who is called Christ.” Again, what is the Coptic?
3. At 33, 19-21 DeConick has “Often he did not appear to his disciples, but when necessary, you would find him in their midst,” while Meyer has “Many a time he does not appear as himself to his disciples, but you find him as a child among them.” Both editors note the difficulties in translating this passage. One student thought the key to the solution might be in the words translated “as himself”—if this is present in the manuscript, he asked, then “as a child” might be the superior reading. So, what is in the manuscript?
4. In 40, 5-6 DeConick has “and generations of the impious will remain faithful to him,” while Meyer has “and generations of pious people will cling to him.” So, what is it: pious or impious?
UPDATE: April DeConick graciously answered these concerns in a post on her blog (read it HERE). Thanks April.
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