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Teaching and Tradition
This book focuses on the crucial role of teaching in the process of tradition. The various essays present case studies, written by specialists in the field, on themes drawn from the biblical, Jewish and Christian practice of ‘tradition’, the passing on of faith from generation to generation. Underlying these essays is the conviction that teaching is a privileged context for the study of tradition, since it always both preserves and renews tradition. There is no tradition without teaching, in which the past is interpreted in the present and the present is seen in the light of the past. Contributors are: Jan Bouwens, Rob V.J. Faesen, Leon Mock, Jos Moons, Krijn Pansters, Henk J. M. Schoot, Rudi A. te Velde, Archibald L. H. M. van Wieringen, and Ruben J. van Wingerden.
The Seven Sacraments of the Catholic Church
The strong relationship between the Bible and the sacraments of the Catholic Church is generally accepted in theology. This monograph approaches this relationship from a synchronic perspective. This fresh perspective opens up new windows providing insight into similarities found in the various rites, in and outside the Catholic Church. For example, the basic biblical pattern of the celebration of the Eucharist / Last Supper appears to be standard. It also poses critical questions regarding sacramental theology in general, especially to the problematic equation of the proper name Jesus and the title Christ.
The Implied Reader in Isaiah 6-12
This monograph contains an analysis of the text-internal reader in Isaiah 6-12. For that purpose, two modern literary methods are incorporated in Old Testament Exegesis. First, the research makes use of text-linguistics, so it is explicitly based on the idiom of Biblical Hebrew. Next, the domain analysis provides a means of outlining communicative situations between characters, implied author and implied reader, in accordance with various diagrams. This research shows that the implied reader is involved in the communication evoked by the text. Not only is the implied reader manipulated by the composition of Isa 6-12 as a whole, but he or she is also directly addressed by the implied author. Moreover, he or she is related to the points in time, varying from standing at a certain distance to being involved in the now-moment.
The Apostles’ Creed ‘He Descended Into Hell’
Starting with a biblical view, The Apostles' Creed 'He Descended into Hell' covers the history of theology by discussing the ideas of Augustine, the liturgy of the Early Church, the role of Christ's decent in Franciscan spirituality and in the theology of Thomas Aquinas. It also asks whether similar theological ideas are present in Judaism. In addition, it gauges the meaning of Christ's descent for today by reflecting on pastoral activities and on computer games. To conclude, a fundamental theological reflection systematises and summarises all the material present within the volume.
'Enlarge the Site of Your Tent'
In this volume, the Jesaja Werkplaats examines the question as to the unity of the book Isaiah from the perspective ‘city’. This volume offers an intriguing variety of contributions on the ‘city’ through the entire book Isaiah.
Jerusalem and Other Holy Places as Foci of Multireligious and Ideological Confrontation
Jerusalem and Other Holy Places as Foci of Multireligious and Ideological Confrontation demonstrates the variety in the study of holy places, as well as the flexibility of geographic and historical aspects of holiness.
Multiple Teachers in Biblical Texts
On the one hand there is a hot discussion on learning nowadays. On the other hand, in theological research, the interest in initiation and mystagogy as an ongoing process of learning, has been studied for the past decades: the initiated one is taught and he/she is therefore part of a teacher-disciple-process. This evokes the question whether relations and communication, especially between teacher and pupil, can be found in the Bible as well. Either implicitly or explicitly, the roles of teacher and disciple are a part of biblical traditions, although often neglected in biblical exegesis. This volume explores the roles of teacher and disciple from a textual perspective. Various biblical texts from the Torah, the Psalms, the Prophets, the Wisdom Literature, the Gospels, and the Letters as well as the Rabbinic Literature are dealt with. A reflection on religious teachers from the perspective of biblical teaching and discipleship concludes this volume.
Asking Questions in Biblical Texts
The volume Multiple Teachers in Biblical Texts (CBET 88) makes clear that questions are very important. Questions are in fact very common in the Bible, but their role in the text has strangely enough rarely been explored. In this volume, authors from several backgrounds deal with the phenomenon of 'question' while discussing various books of both the Old and New Testament, as well as Qumran and Rabbinic Literature. It is indeed often for the first time that the role of questions is examined in the relevant texts. Questions appear to have specific communicative functions. An evaluation of the phenomenon of 'question' in biblical and cognate literature from the perspective of education concludes this volume.
The Implied Reader in Isaiah 6-12
This monograph is the first comprehensive, synchronic, reader-oriented analysis of the "implied reader" for a continuous part of the book of the prophet Isaiah, namely Isa 6-12.
Themes and Texts in Luke-Acts
Twenty-three leading scholars interact in this volume with Luke-Acts. They study a variety of themes and pericopes. From Luke’s view of money and property, the relationship of tamid and eucharist, to the reception of Luke-Acts in Cyprian’s work, it brings new insights to the fore. The essays on individual passages interact with the Jewish and pagan contexts of the work and approach their topics through several different methodological approaches. Editors and authors offer this collection as a token of friendship and gratitude to Bart J. Koet, collected at the occasion of his retirement.
