Conclusions

Abstract In a concluding chapter the answers to the three subquestions in the Introduction are given. Augustine develops himself as a representative of the anti-Gnostic tradition. In the course of his development, he retains its theodicy, but breaks with its pedagogical understanding of divine grace. Further, Augustine clearly places himself in the classical pedagogical tradition. This becomes evident in the way he speaks about the educating meaning of fortuna and the pedagogy of dialogue. Having become presbyter, classic notions regarding ‘corrective friendship’ keep determining his thinking, but he increasingly Christianizes them. The research also shows that the debate about grace among Augustine scholars can be enriched with the insight that Augustine increasingly emphasizes the unique meaning of the death of Christ for man’s salvation. With regard to the discussion on Augustine’s justification of coercion, the research shows that there is no rupture in Augustine’s thinking, but, rather, an organic development.