Illustration und Textaneignung

2020 ◽  
Vol 61 (1) ◽  
pp. 135-182
Author(s):  
Monika Unzeitig
Keyword(s):  
Reader Response ◽  
Biblical Text ◽  
Subsequent Evolution ◽  
Religious Knowledge ◽  
Biblical Narrative ◽  
14Th Century ◽  
German Translation ◽  
Reader Response Criticism ◽  
Pictorial Representations

Johannes Gutenberg designed his edition of the Vulgate without illustrations. However, the subsequent evolution of media affected the vernacular appropriation of the Holy Scripture. Vernacular printed Bibles typically featured extensive pictorial representations of the biblical narrative. From an iconographic perspective, this case study examines which types or parts of the images were maintained, transferred but also reconfigured in the woodcuts. In addition, from the perspective of reader-response criticism, it analyzes how the placement of illustrations guides, structures and augments the reading of the Holy Scripture. While the canonical biblical text follows a 14th-century German translation, these illustrations offer new ways of understanding. By looking at the conceptions of Creation, Paradise and Fall of Man in pre-Reformation printed Bibles, this case study examines how religious knowledge changed through these processes of appropriation in the context of a print production which was no longer dominated by clerical but commercial interests. Finally, the findings are compared with Luther’s Bible.

scholarly journals Gereja Lintas Denominasi: Membaca Narasi Kekerasan dalam Yosua 8

2020 ◽  
Vol 5 (1) ◽  
pp. 11
Author(s):  
Daniel Kurniawan Listijabudi ◽  
Rena Sesaria Yudhita
Keyword(s):  
Reader Response ◽  
Old Testament ◽  
Academic Discourse ◽  
Biblical Text ◽  
Reader Responses ◽  
The Bible ◽  
Reader Response Criticism

Abstract The concern of this article is the fact that the Bible, especially the Old Testament, contains accounts of violence. The book of Joshua chapter 8 is one of the best examples. This article uses the method of communitarian reading to interpret that text. The event where the LORD actively commands approves Joshua to do violence to humans and other creatures is an interesting research point. Learning from the academic discourse about violence, this article observes how several congregations read the biblical text which is full of violence through so-called reader responses criticism tabulated based on some spiritual-denominational values or theological premises within a communitarian reading of four churches (Mennonite, Pentecostal-Charismatic, Calvinist, and Catholic) in their clusters. Abstrak Penulisan dalam artikel ini secara kritis didasari oleh kenyataan bahwa teks-teks Alkitab khususnya di dalam Perjanjian Lama, memuat narasinarasi mengenai kekerasan. Salah satu contohnya adalah teks Yosua pasal 8, yang menjadi pusat pembacaan komunitarian dalam penelitian ini. Semakin menarik perhatian untuk diteliti bahwa di dalam teks-teks yang memuat narasi kekerasan tersebut, pihak Tuhan digambarkan merestui bahkan secara aktif memerintahkan umat-Nya (dalam hal ini bangsa Israel) untuk melakukan tindakan kekerasan kepada sesama manusia, maupun ciptaan yang lain. Berdasarkan hal itulah, maka setelah memertimbangkan diskursus kekerasan dari para ahli, penelitian ini mengobservasi bagaimana jemaat-jemaat membaca teksAlkitab yang memuat narasi kekerasan dengan menggunakan metode pembacaan respon pembaca (reader response criticism) yang ditabulasikan berdasarkan nilai-nilai spiritual denominasional dari empat gereja yangmewakili komunitas yang terpilih (Mennonite, Pantekostalit-Kharismatik, Calvinis, dan Katholik) di wilayah Yogyakarta melalui interaksi per cluster secara komunitarian.

GLOSSING THE GLOSS: READING PETER LOMBARD’SCOLLECTANEAON THE PAULINE EPISTLES AS A HISTORICAL ACT

Traditio ◽  
2018 ◽  
Vol 73 ◽  
pp. 83-116
Author(s):  
PETER O'HAGAN
Keyword(s):  
Early Modern ◽  
Biblical Text ◽  
Classroom Activity ◽  
New Approach ◽  
Central Focus ◽  
Recent Scholarship ◽  
Pauline Epistles ◽  
History Of ◽  
Extended Analysis

Peter Lombard's influential commentary on the Pauline Epistles, theCollectanea in omnes divi Pauli epistolas,has received little extended analysis in scholarly literature, despite its recognized importance both in its own right and as key for the development of hisSentences.This article presents a new approach to studying theCollectaneaby analyzing how Lombard's commentary builds on theGlossa “Ordinaria”on the Pauline Epistles. The article argues for treating theCollectaneaas a “historical act,” focusing on how Lombard engages with the biblical text and with authoritative sources within which he encounters the same biblical text embedded. The article further argues for the necessity of turning to the manuscripts of both theCollectaneaand theGlossa,rather than continuing to rely on inadequate early modern printed editions or thePatrologia Latina.The article then uses Lombard's discussion of faith at Romans 1:17 as a case study, demonstrating the way in which Lombard begins from theGlossa,clarifies its ambiguities, and moves his analysis forward through his use of otherauctoritatesand theologicalquaestiones.A comparison with Lombard's treatment of faith in theSentenceshighlights the close links between Lombard's biblical lectures and this later work. The article concludes by arguing that scholastic biblical exegesis and theology should be treated as primarily a classroom activity, with the glossed Bible as the central focus. Discussion of Lombard's work should draw on much recent scholarship that has begun to uncover the layers of orality within the textual history of scholastic works.

scholarly journals Mobilizing students’ interpretive resources: A novel take on subjective response in the literature classroom

2017 ◽  
Vol 18 (3) ◽  
pp. 50 ◽  
Author(s):  
Amelie Lemieux ◽  
Nathalie Lacelle
Keyword(s):  
Reader Response ◽  
Qualitative Case Study ◽  
Subjective Response ◽  
Literature Classroom ◽  
9Th Grade ◽  
Literature Pedagogy ◽  
Data Point ◽  
Interpretive Strategies

Research on literature pedagogy still refers to traditional, text-oriented methods in practice (Todorov, 1982; Peirce, 1977), with occasional consideration for students’ subjectivity through reader-response exercises involving reading logs, surveys, or journals. When addressing subjectivities in individual and collective classroom contexts, researchers should direct attention towards the strategies students mobilize when reading. Owing to Sauvaire’s (2013) typology of interpretive dimensions in reading, this qualitative case study investigates patterns emerging from students’ written and verbalized expressions of their subjectivities in a 9th-grade literature classroom. The data point to conclusive results explaining pathways for interpretive strategies, which vary in group and individual settings.

Tasawuf Teaching and Learning in Islamic Boarding Schools in East Kalimantan

DINAMIKA ILMU ◽  
2020 ◽  
Vol 20 (1) ◽  
pp. 83-94
Author(s):  
Noorthaibah Noorthaibah ◽  
Siti Julaiha
Keyword(s):  
Teaching And Learning ◽  
Boarding School ◽  
Boarding Schools ◽  
Structured Interview ◽  
Natural Phenomenon ◽  
Religious Knowledge ◽  
East Kalimantan ◽  
Traditional Patterns ◽  
Future Implication

Tasawuf or also called by Sufism is an integral part of Islamic religious knowledge which is particularly served in traditional even in modern conditions nowadays. A case study was done in this research in order to capture all of natural phenomenon happened in six different Islamic boarding schools in East Kalimantan particularly in Sabilarrasyad, Darul Ihsan, and An-Nur Islamic boarding schools in Samarinda, Muhammad Arsyad Al Banjari Islamic boarding school in Balikpapan, and Darul Quran wa Tarbiyah and Al Hidayah Islamic boarding schools in Kutai Kartanegara. Specifically, direct observation, semi-structured interview, as well as document study were applied in this research in order to figure out the implementation of teaching and learning of Tasawuf particularly in terms of curriculum applied, materials and media used, methods and evaluation utilized at above Islamic boarding schools. As the result, the essentials of teaching and learning of Tasawuf is directed through hidden curriculum particularly inserted in Akhlak materials taught by the teachers or what so called by Asatidz and Asatidzah at all Islamic boarding schools investigated in this research. Additionally, traditional patterns of Islamic teaching and learning of Akhlak materials are applied i.e. Bandungan, Sorogan, and Wetonan as well as conventional learning steps including Tarjamah, Pendhabitan Harakat, Imlak, Mutholaah, and Memorizing methods. Small difference in terms of media used among those Islamic boarding schools does not lead to significant highlighted aspect since all of the Kitab used is contained about Akhlak or particularly regarding with how to build positive characters, behavior, and attitude of the students. Finally, future implication is also served and discussed in this research.

Poetics or Homiletics? Hearing and Feeling the New Testament in Erasmus’ Paraphrases

2020 ◽  
Vol 40 (2) ◽  
pp. 101-126
Author(s):  
Reinier Leushuis
Keyword(s):  
New Testament ◽  
Affective Response ◽  
Biblical Text ◽  
Biblical Narrative ◽  
The New Testament ◽  
Emotional Aspects ◽  
The Senses ◽  
Over Time

Abstract One of the unique homiletic challenges of the Erasmian paraphrase is the transmission of faith in divine matters from the page to the reader’s mind. By which form of imitation is the acquisition of faith by the disciples and their communities not only cognitively understood by, but also imitated in the reader’s mind? Constituting what can be called a poetics of Erasmus’ paraphrastic writing, questions of literary imitation and transmission are exemplified in his enrichment of the sensorial and emotional aspects of the biblical narrative. This essay examines instances where the biblical text highlights the disciples’ witnessing of Jesus both in earthly life and as a risen but living presence. Such instances lead to paraphrastic developments that exemplify reader-oriented imitation by instrumentalizing the senses, in particular hearing and touch, to steer the reader’s inner affective response, and thus to facilitate the acquisition of faith. Although sight is not neglected, I argue that in this process hearing and feeling (both as touch and emotion) are poetically and homiletically privileged to lodge the holy Word in the innermost affective sanctuary of a community of readers and listeners over time who, unlike the witnessing disciples, can no longer see, hear, and touch Christ.

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