Paul and Rabbinic Exegesis

1982 ◽  
Vol 35 (2) ◽  
pp. 117-132 ◽  
Author(s):  
Dan Cohn-Sherbok
Keyword(s):  
Old Testament ◽  
Seven Principles ◽  
Original Sense ◽  
Rabbinical School

For some time scholars have recognised that Paul's exegesis of Scripture was influenced by rabbinic hermeneutics. As early as 1900 H. St. John Thackeray argued that Paul utilised rabbinic methods of interpretation to confute the Jews. In a number of cases, he wrote, particularly where the original sense of Scripture is not adhered to, ‘we may undoubtedly see the influence of his rabbinic training in the use to which the Old Testament is put and the inferences drawn from it.’ In 1911 H. Lietzmann described Paul's treatment of the desert sojourn in 1 Cor. 10.1–11 as ‘the Haggadic method’, implying a comparison with rabbinic method. Following this same line of argument A. F. Pukko in 1928 asserted that Paul utilised Hillel's seven principles of rabbinic exegesis. According to Pukko, ‘As an interpreter of the Old Testament Paul is above all a child of his time. The methods of interpretation and deduction which he learned in the Rabbinical school emerge frequently in his work.’

scholarly journals Technology And The Seven Principles

2005 ◽  
Vol 2 (8) ◽  
Author(s):  
Joyce Nki
Keyword(s):  
Old Testament ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Good Practice ◽  
Lessons Learned ◽  
Traditional Classroom ◽  
Effective Implementation ◽  
Seven Principles ◽  
Use Of Technology ◽  
Traditional Classroom Teaching

This paper reports the lessons learned and outcomes of effective implementation of the Seven Principles for Good Practice in Teaching and learning, using technology in the traditional classroom.  Teaching Old Testament to undergraduate students challenges the instructor to look for alternative instructional techniques.  Use of technology has created an environment where teaching has been productive, fun, and fulfilling, while learning has been participatory, collaborative, interactive, beneficial, and critically effective.  The course has been divided into modules that carry a specific topic. The appropriate use of seven principles in these modules has enhanced the understanding of the basic concepts for learners because each module carries on and advances the concept that was taught in the previous module.

Programmed Teaching for Old Testament

1967 ◽  
Vol 62 (5) ◽  
pp. 511-517
Author(s):  
Hugh Barbour
Keyword(s):  
Old Testament

The Medicine of the Old Testament-II

1915 ◽  
Vol 80 (2066supp) ◽  
pp. 90-91
Author(s):  
Stuart B. Blakely
Keyword(s):  
Old Testament

The Concept of Palestine: The Conception Of Palestine from the Late Bronze Age to the Modern Period

2016 ◽  
Vol 15 (2) ◽  
pp. 143-202 ◽  
Author(s):  
Nur Masalha
Keyword(s):  
Bronze Age ◽  
Old Testament ◽  
Political Geography ◽  
Classical Antiquity ◽  
Late Bronze Age ◽  
Collective Consciousness ◽  
Ancient History ◽  
Master Narratives ◽  
The Bible ◽  
School History

The Concept of Palestine is deeply rooted in the collective consciousness of the indigenous people of Palestine and the multicultural ancient past. The name Palestine is the most commonly used from the Late Bronze Age (from 1300 BCE) onwards. The name Palestine is evident in countless histories, inscriptions, maps and coins from antiquity, medieval and modern Palestine. From the Late Bronze Age onwards the names used for the region, such as Djahi, Retenu and Cana'an, all gave way to the name Palestine. Throughout Classical Antiquity the name Palestine remained the most common and during the Roman, Byzantine and Islamic periods the concept and political geography of Palestine acquired official administrative status. This article sets out to explain the historical origins of the concept of Palestine and the evolving political geography of the country. It will seek to demonstrate how the name ‘Palestine’ (rather than the term ‘Cana'an’) was most commonly and formally used in ancient history. It argues that the legend of the ‘Israelites’ conquest of Cana'an’ and other master narratives of the Bible evolved across many centuries; they are myth-narratives, not evidence-based accurate history. It further argues that academic and school history curricula should be based on historical facts/empirical evidence/archaeological discoveries – not on master narratives or Old Testament sacred-history and religio-ideological constructs.

Transisi Kepemimpinan Dalam Alkitab

2016 ◽  
Vol 1 (1) ◽  
pp. 16-38
Author(s):  
Jonathan Octavianus
Keyword(s):  
New Testament ◽  
Old Testament ◽  
Jesus Christ ◽  
Transition Time ◽  
People Of God ◽  
The Absolute

As every epoch there are there a transition time, on Old Testament like Moses with Joshua, Joshua selected by God an supported fully by Moses, Conversely Moses have liberally to be changed. Like Elijah to Elisha too.Pattern on New Testament there are an examples of transition time too, like Jesus Christ to His Disciples, an transition from Paul to his successor Timothy. This is a heart and soul a big leader, and shall all leadership owners shepherd in church, Christian institution, etc.Which most be remembered in transition of leadership, that people of God leadership, about who will lead, who continue leadership, like a principle in biblical, hence a role of God, is determinant an anoint man which be selected the absolute God choice and constitute all other, but a succession router leader is which have been selected His own. An can be anointed in front of believers.

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