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David and Zion
J. J. M. Roberts was graduated from Harvard University, taught at The Johns Hopkins University, and then spent the bulk of his teaching career at Princeton Theological Seminary, where he influenced and was well loved by several generations of students. Here, 21 colleagues and former students contribute essays that reflect Roberts' core interests.
For Us, but Not to Us
John H. Walton is a significant voice in Old Testament studies, who has influenced many scholars in this field as well as others. This volume is an acknowledgment from his students of Walton’s role as a teacher, scholar, and mentor. Each essay is offered by scholars (and former students) working in a range of fields—from Old and New Testament studies to archaeology and theology. They are offered as a testimony and tribute to Walton’s prolific career.”
Engaging the Bible in a Gendered World
In highly accessible essays, the book covers the history, achievements, and cutting-edge questions in the area of gender and biblical scholarship, including violence and the Bible, female biblical God imagery, and sexuality."--Jacket.
Monotheism and Divine Aggression
The aggression of the biblical God is notorious. The phrase 'Old Testament God' conjures up images of jealousy and wrath, smiting and judging. But is it only an accident that this god became capital-G God, the unique creator and sustainer of three world religions? Or is there a more substantive connection between monotheism and divine aggression? This Element proposes exactly this causal connection. In three case studies, it showcases ways that literarily treating one god alone as god amplifies divine destructiveness. This happens according to two dynamics: God absorbs the destructive power of other divine beings-and God monopolizes divinity such that other beings, even special ones like God's beloved king or the people of God, are rendered vulnerable to divine aggression. The Element also attends to the literary contexts and counterbalances within which the Hebrew Bible imagines divine aggression.
The Fruits of Madness
The Fruits of Madness: Perspectives on the Prophetic Movements in Judaism, Christianity, Islam, and in Literature brings together selected oral presentations given at the Seminar in Biblical Characters in Three Traditions (Judaism, Christianity, and Islam) and in Literature held at the University of Vienna, Austria, in July 2014 as part of the Annual International Meeting of the Society of Biblical Literature. The contributions include work on life on the fringes between two types of lifestyles; the Hebrew Bible/Old Testament prophetic movement phenomenon from the point of view of ancient concerns about the effectiveness of communication between the human and godly realms; resistance led by ...
The Transjordanian Palimpsest
This study analyzes several passages in the Former Prophets (2 Sam 19:12-44; 2 Kgs 2:1-18; Judg 8:4-28) from a literary perspective, and argues that the text presents Transjordan as liminal in Israel’s history, a place from which Israel’s leaders return with inaugurated or renewed authority. It then traces the redactional development of Samuel-Kings that led to this literary symbolism, and proposes a hypothesis of continual updating and combination of texts, beginning early in Israel’s monarchy and continuing until the final formation of the Deuteronomistic History. Several source documents may be isolated, including three narratives of Saul’s rise, two distinct histories of David’...
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Misunderstood Stories
Narratives in Genesis 1-11 have been misunderstood in many ways, but they especially have been used to oppress women and African Americans and to present a God of wrath and judgment. This commentary seeks to explain the real message behind those narratives, which is one that speaks of human dignity and equality, that affirms monotheism, that criticizes kings and tyrants, that declares our oneness with the animal realm and nature, and that proclaims a powerful message of divine grace with a deity personally involved in the human world. Humor may also be found in some of these stories. These biblical passages can be best explicated by close reading as well as by knowledge of comparable stories from the ancient Near East and from the classical world, and finally by knowledge of the concomitant social and political values connected with those other myths and narratives.
Real Classrooms, Real Teachers
As social studies standards shift to place a higher emphasis on critical thinking, inquiry, interaction, and expression, many teachers are scrambling to figure out how to appropriately shift their instruction accordingly. This book provides examples and ideas for working with elementary and middle school students to build social studies skills and knowledge in order to become independent learners and thinkers. Teaching these skills helps to support students in ways which are important to them, and to society at large. Real Classrooms, Real Teachers: The C3 Inquiry in Practice is aimed at in-service and pre-service teachers, grades 3-8. This text includes six sections: an introduction, one section for each of the four dimensions of the C3 Framework for Social Studies State Standards (National Council for the Social Studies, 2013), and a conclusion. Each chapter begins with a vignette based on a real-life social studies lesson authored by a practicing teacher or researcher. This is followed by a sample lesson plan associated with the vignette and suggestions for appropriate texts and supporting materials, as well as suggestions for modifications.
Comprehension Across the Curriculum
Successful students use comprehension skills and strategies throughout the school day. In this timely book, leading scholars present innovative ways to support reading comprehension across content areas and the full K?12 grade range. Chapters provide specific, practical guidance for selecting rewarding texts and promoting engagement and understanding in social studies, math, and science, as well as language arts and English classrooms. Cutting-edge theoretical perspectives and research findings are clearly explained. Special attention is given to integrating out-of-school literacies into instruction and developing comprehension in English language learners.
