Alongside Ambrose, several prominent figures exemplify other forms of knowledge-shaping practices in catechesis. Zeno of Verona and Gaudentius of Brescia taught new Christians to re-imagine time and the natural world guided by Christian principles. Rufinus of Aquileia and Peter Chrysologus stressed the apophatic reserve necessary for initial inquiries into the nature of God.

The catechumenate emerged in the late second century during the period when Christianity was transitioning from a loose collection of school churches to a more unified monepiscopate. Irenaeus’s writings bear witness to the aesthetic character of knowledge in early Christian catechetical teaching during this time. For Irenaeus, the rule of truth serves as a pedagogical tool enabling new Christians to perceive the unity of creation and Scripture. This chapter looks at catechetical terminology and appeals to the Rule of Truth in Aduersus haereses and the Demonstratio.

While Ambrose of Milan was a major actor on the ecclesiastical and political stage of late antiquity, he was also a devoted catechist and theologian. This chapter focuses on how Ambrose trained the spiritual senses of catechumens throughout Lenten and Eastern catechesis. In Lenten sermons on the patriarchs, Ambrose focused on baptism as a death to physical ways of seeing. In Holy Week sermons (On the Hexameron and Explanatio symboli), he sought to restructure catechetical knowledge by offering pro-Nicene accounts of God and creation. In mystagogical sermons (De mysteriis and De sacramentis), he gave neophytes instruction on how to perceive the spiritual meaning of the Christian rites.

Tertullian provides evidence in several writings addressed to catechumens of the ways in which Christian contestations about ritual related to knowledge of God. Against what he describes as the obfuscations of heretical and pagan ritual, Tertullian emphasizes the simplicity of Christian ritual as a fitting mode for expressing true divine power. This chapter focuses on De spectaculis, De oratione, De baptismo, and Tertullian’s appeals to the Rule of Faith.

The period after Augustine saw no decline in catechesis. The writings associated with Quodvultdeus and several other anonymous sermons from North Africa in this period attest to the ongoing vibrancy of catechesis. In particular, these sermons highlight the way in which knowing God was understood in an apocalyptic age, when new threats from Vandal invasions and heretical resurgences destabilized many aspects of social life.

The Introduction lays out the primary questions underlying the book: What is the relationship between knowledge of God and the practices of teaching surrounding baptism? What is the role of historical study in understanding Christian epistemology? What role do theological commitments play in the forms of catechetical instruction? It also explains the use of the language of epistemology and catechetical literature, and it contains a chapter outline.

This chapter summarizes the findings of each chapter, recognizing the project’s limitations as well as offering prospects for future research. Finally, in a more speculative register, it describes the implications of the preceding chapters for an account of catechesis guided by the Christian doctrine of the incarnation. Catechesis echoes the incarnation of the Word in its medial position. Bridging heavenly and earthly knowledge, catechesis is a concrete practice that proffers true knowledge of God, the transcendent source of being, from within the finite conditions of material life.

This chapter surveys some of the key themes in epistemology and pedagogy in antique philosophical and classical education and early Christianity that illuminate the rise of Christian catechesis. Critical topics include the role of memory and the use of regula or “canons” of truth and the emergence of teachers and “school churches” in second-century Rome.

Augustine’s corpus allows the observation of several interesting aspects of the interrelation between pedagogy and knowledge. In particular, he demonstrates the way in which a Platonic-informed illuminationist epistemology can be transformed by a christologically shaped view of love. Looking primarily at De catechizandis rudibus and credal sermons, this chapter examines how Augustine understood love to be the central issue for knowing God in catechesis. It also explores how debates with Manichaeism and Donatism shaped Augustine’s view of the role of catechesis.

Amid the debates about the organization and unity of the church in third-century Carthage, Cyprian rose as a prominent and learned catechist. This chapter looks at several writings associated with basic education – Ad Donatum, Ad Quirinum, De dominica oratione – as well as letters from the ecclesiastical debates to shed light on the way these debates shaped approaches to teaching knowledge of God in catechesis.

As Christianity continued to transition from school churches to the monepiscopate, the role of hiddenness and openness in Christian teaching become an increasingly contested issue. Three writings associated with the so-called Hippolytan school – the Traditio apostolica, the Commentarium in Canticum Canticorum, and De Christo et antichristo – shed light on the tensions between hiddenness and secrecy in baptismal instruction.