The Lexham Bible Dictionary
Diatribe A Graeco-Roman literary style characterized by a question-and-answer structure; used in much literature of the period, including New Testament letters (especially Paul’s).
The Anchor Yale Bible Dictionary
DIATRIBE. Diatribe had several technical senses in antiquity. It was used for the teaching activity of philosophers and sophists. In this sense it can be translated as “conversations,” “lecture,” “a class,” or “seminar.” Plato used the word for Socrates’ teaching by informal conversation (Ap. 37c–d;
The HarperCollins Bible Dictionary (Revised and Updated)
diatribe, a rhetorical style of argumentation developed by Cynic and Stoic philosophers and evident in some nt letters. In essence, this style consists of dialogue with an imaginary partner. In addition to posing questions for his readers to consider (e.g., Rom. 2:3–4, 21–23; 7:1; 8:31–35; 9:19–21, 30;
Dictionary of Paul and His Letters
DiatribeDiatribe was a method or mode of teaching and exhortation used in the ancient schools of philosophy. It was a facet of the Socratic method in which the teacher, using dialogue and question and answer, led the student from error to truth through censure (of incorrect thoughts and behavior) and
Dictionary of New Testament Background
DIATRIBEDiatribe is a dialogical form of teaching in which the teacher proceeds to knowledge by means of question and answer with the students. A number of books in the NT, reflective of the wider use of diatribe in the Greco-Roman world, utilize diatribal literary techniques. The major question in
The Zondervan Encyclopedia of the Bible, Volume 2, D–G
diatribe. This English term (from Gk. diatribē, which had various meanings, including “conversation, lecture”) is commonly used today in the sense of “bitter denunciation,” but in literary studies refers to a rhetorical style. Broadly used, the word may indicate a moral discourse; more specifically,
The New Interpreter’s Dictionary of the Bible, Volumes 1–5
DIATRIBE. A rhetorical style of teaching employed particularly by Hellenistic philosophers for moral-pedagogical purposes in order to maintain contact with the audience. The teacher creates an imaginary dialogue partner, often answering questions and rejecting objections raised by that partner, or posing