one form or another, was capable of setting into motion this particular “history of his effects.”99 Chapter 2 lays the methodological groundwork for this approach and Chapters 4 and 5 put it into practice. In light of these differences, the remainder of this study will argue that the most plausible explanation for why the early Church remembered Jesus as both a scribal-literate teacher and a scribal-illiterate teacher is that Jesus did not hold scribal literacy, but managed to convince many in his