ἐπαναμιμνήσκειν "to remind (with the nuance of yet again)"
Posted: April 22nd, 2014, 2:15 am
This thread is to discuss the idea of whether it is beneficial or detrimental to our understanding of the language that the meaning of ἐπαναμιμνήσκειν be derived by "adding" the meaning of the prefaced preposition ἔπι- to an already compound verb ἀναμιμνήσκειν.
Are we justified to read ἐπαναμιμνήσκειν (occuring once in the New Testament) as "to remind (with the nuance of yet again = as you will remember me doing previously)" in
In other words, is it too strong to explicate that the nuance carried by the verb is that the backdrop of this current reminding is the previous reminding(s) rather than the very first time they heard the things mentioned? Will teaching a student to add the meaning of the prefaced preposition ἔπι- ("over against" / "with reference to")dynamically lead to a better understanding or to a forced emphasis that was not intended?
Looking at that from the other perspective; Is NOT splitting and adding the preposition from the front of the word, and teaching a student that ἐπαναμιμνήσκειν unthinkingly means "to remind somebody of something again" going to lead to a better understanding of the language?
Are we justified to read ἐπαναμιμνήσκειν (occuring once in the New Testament) as "to remind (with the nuance of yet again = as you will remember me doing previously)" in
This is based, not on context, but because from Plato down to Modern Greek ἔπανα- can have that meaning, (and of course it does fit the context well in that verse).Romans 15:15 wrote:Τολμηρότερον δὲ ἔγραψα ὑμῖν, ἀδελφοί, ἀπὸ μέρους, ὡς ἐπαναμιμνήσκων ὑμᾶς, διὰ τὴν χάριν τὴν δοθεῖσάν μοι ὑπὸ τοῦ θεοῦ
In other words, is it too strong to explicate that the nuance carried by the verb is that the backdrop of this current reminding is the previous reminding(s) rather than the very first time they heard the things mentioned? Will teaching a student to add the meaning of the prefaced preposition ἔπι- ("over against" / "with reference to")dynamically lead to a better understanding or to a forced emphasis that was not intended?
Looking at that from the other perspective; Is NOT splitting and adding the preposition from the front of the word, and teaching a student that ἐπαναμιμνήσκειν unthinkingly means "to remind somebody of something again" going to lead to a better understanding of the language?