816 research outputs found
Wisdom and apocalyptic in the Gospel of Matthew : a comparative study with 1 Enoch and 4QInstruction
No full textRecent scholarship has demonstrated that Matthew's gospel has significantly developed
both sapiential and apocalyptic elements within its narrative. Little attention has been paid,
however, to the question of how these two features of Matthew's gospel might relate to one
another. It is this gap in scholarly literature that the present study is intended to fill, by means of a
comparative study with two other texts of mixed genre: 1 Enoch and 4Qlnstruction.
An examination of these texts demonstrates that each is marked by an inaugurated
eschatology, within which the revealing of wisdom to an elect group, defined in distinction to the
Jewish parent group, serves as the pivotal moment of inauguration. In addition, within
4Qlnstruction the idea is developed that possession of this revealed wisdom allows the remnant
to live in fidelity to the will of the Creator and to the patterns built-in to the original creation.
Thus, possession of revealed wisdom facilitates a recovery of creation.
These findings provide lines of enquiry that may be brought to Matthew. Three sections
of the gospel are examined (chapters 5-7; 11-12; 24-25). It is argued that Jesus is presented as an
eschatological figure who reveals wisdom to an elect group. This wisdom cannot be reduced to
great moral insight or interpretation of Torah, but is presented as prophetic revelation, happening
in eschatological time. It remains the case, however, that Matthew presents it as wisdom and
presents Jesus as a sage.
More tentatively, it is suggested that creation provides the patterns for the ethical
requirements of Jesus' wisdom, thus indicating that the idea of restored creation is also at work in
Matthew. The fall of the temple may also be connected in Matthew's narrative to such a
restoration, but again, the evidence for this is not clear
Matthew’s Emmanuel Messiah: a paradigm of presence for god's people
No full textThe motif of divine presence is a clear phenomenon within the Gospel of Matthew. The modern critical means for assessing the ancient biblical text have multiplied to the point, some claim, of disparity. This study employs both narrative and redaction criticism in an attempt to respond authentically to the structural, historical and theological dimensions of Matthew's Gospel. This study begins with the presumption of the wholeness and integrity of Matthew's narrative, and assumes the gospel story to have an inherently dramatic structure which invites readers to inhabit imaginatively its narrative world and respond to its call. But since we are concerned with the role of both reader and author, this study also assumes a text with an historical author and context. The introduction focuses on the meta-critical dilemma facing New Testament students - what is the text and how do we read it? - and seeks some balance in terms of Krieger's analogy of the text as both window and mirror. Proposed is a narrative reading of Matthew's presence motif alongside a redaction critical assessment of it. In Chapter 2 the elements of narrative theory are introduced and relevant terms defined: the structure of narrative, the function of the narrator, points of view. Chapter 3 becomes an exercise in narrative reading, with Matthew's presence motif providing the focus, and the implied reader’s interaction with the story being predominant in interpretation. Characters, rhetorical devices, and points of view are discussed, to understand the motif's development throughout the story's progress. The thrust of Chapter 4 is thereafter to examine divine presence as a dominant motif within Matthew's most important literary context: the Jewish scriptures. Here the primary paradigms of divine presence provided by the Patriarchs, the Sinai experience, and the Davidic-Zion traditions are assessed. Chapter 5 follows with a more detailed examination of the OT "I am with you/God is with us" formula and its µeo' vµwv/ηuwv language, so strongly connected to Matthew's presence motif. Chapters 6-8 build on these investigations with a closer analysis of the three critical "presence passages" of Mt 1:23. 18:20 and 28:20. The passages and their contexts are probed from a redaction critical perspective, guided by the narrative investigation of Chapter 3, and the background from Chapters 4 and 5.The three major "presence passages" examined in Chapters 6-8 are also complimented by a number of secondary issues: worship, wisdom, the Spirit and the poor in Matthew, and their relation to Jesus' divine presence. These are discussed in Chapter 9. Chapter 10 summarizes and looks briefly at some implications. Matthew' presence motif proves to be an important element of the Gospel’s rhetorical design, redactional strategy and Christology. The presence of Jesus, the Emmanuel Messiah, exhibited in his risen authority, becomes the focus of his people's hopes and experiences in the post-Easter world. What the presence of Yahweh was to his people. Jesus now provides in a new paradigm for his people - his followers, the little ones, the poor and the marginalized, from all nations
Kylie Minogue poses for soldiers' souvenir photographs with Captain Brad Kilpatrick, Balibo, East Timor, 20 December 1999 [picture] /
No full textPart of the collection: Tour of Duty, winning hearts and minds in East Timor, 1999.; Title from acquisition documentation, see file 204/20/00164.; Also available in an electronic version via the Internet at: http://nla.gov.au/nla.pic-an24813414.; Exhibited: "In a New Light 2", National Library of Australia, 2 December 2004 - 28 March 2005. AuCNL. "Brad played 'Brain' on the 1980s series 'The Henderson Kids' which also starred Kylie." -- Acquisition documentation
The philosophy of education of William H. Kilpatrick
No full textEste trabalho consiste em uma pesquisa bibliográfica que visa à exposição dos elementos essenciais da filosofia da educação de William Heard Kilpatrick. Buscou-se, também, averiguar de que modo esses elementos mantiveram-se pertinentes para o autor ao longo de sua trajetória intelectual. Metodologicamente, realizou-se a leitura das obras de Kilpatrick e da bibliografia pertinente. Ao final da pesquisa, constatou-se que no núcleo do pensamento kilpatrickiano está o princípio da permanente mudança da natureza, tributário do pensamento darwiniano. Esse princípio, o da mudança, ecoará no pensamento filosófico, pedagógico e psicológico de Kilpatrick. Seu pensamento é tributário, além de Charles Darwin, do pensamento de John Dewey, Charles S. Peirce, William James, Edward L. Thorndike e George H. Mead. Também constatou-se que Kilpatrick, ao longo da vida, realizara um movimento teórico ao encontro da integração indivíduo-sociedade, cujos passos foram: a) do ponto de vista da psicologia: a crítica à visão mecanicista de ser humano e a defesa de uma psicologia favorável ao desenvolvimento da criatividade humana e à relação ética entre pessoa e grupo; b) do ponto de vista da educação: a crítica à prefixação de conteúdo, à padronização da avaliação e ao autoritarismo; a defesa do respeito à personalidade e a defesa de uma educação concebida de forma atual e reflexiva; c) do ponto de vista ético-político: a defesa de uma sociedade democrática e a defesa do livre pensamento e da livre expressão da personalidade.This work consists of a bibliographic research that aims to expose the essential elements of William Heard Kilpatrick\'s philosophy of education. It also sought to know how these elements remain relevant to the author along his intellectual trajectory. Methodologically, it was made a reading of Kilpatrick\'s works and the relevant bibliography. At the end of the research, it noted that the Kilpatricks thought core is the principle of permanent change of nature, tributary of Darwinian thought. This principle of change will echo in Kilpatrick\'s philosophical, pedagogical, and psychological thinking. His thinking is tributary, in addition to Charles Darwin, the thinking of John Dewey, Charles S. Peirce, William James, Edward L. Thorndike, and George H. Mead. It also noted that throughout his life, Kilpatrick did a theoretical movement towards the integration member-society, whose steps were: a) in the psychology point of view: the criticism of the mechanistic view of the human being and the defense of a favorable psychology to the development of the human creativity and the ethical relationship between person and group; b) in the education point of view: a critique of the prefixing of contents, the standardization of evaluation and authoritarianism; a defense of respect for personality and a defense of a current and reflexively conceived education; c) in the ethical and political point of view: a defense of a democratic society and a defense of the free thinking and expression of personality
The relationship between textual criticism and the synoptic question: a study based on the passion narrative
No full textSince the eighteenth century, various hypotheses have been proposed by scholars in an attempt to solve the Synoptic Question. Most of these scholars have used more or less the same Greek text, yet they have come up with different conclusions. So, the question arises whether it is possible to find a trend in the manuscripts dating up to the fifth century which sheds additional clues on the relationships among the Synoptic Gospels. To address this, I have taken the text of the 27th edition of Nestle-Aland as the basis for analysis through the use of the colour-coded scheme proposed by the Karawara Gospels Project. However, in the same colour-coding exercise, the variant readings from the relevant manuscripts are also displayed. This facilitates the identification of any particularities.
Since the Synoptic Gospels contain too much to cover within the constraints of this research project, there is a need to select enough material to make the study relevant. The passion narrative has been selected on the basis of its content and the generally agreed closeness of the texts in all three Synoptic Gospels. So, all the sections, as defined in the Aland Synopsis, in the Triple Tradition are colour-coded and analysed. The relevant variant readings in these sections are also taken into consideration. To display the colour-coding more accurately, it was found that a commonly used and available format is more appropriate since printing is still not a viable alternative. Thus, all the colour-coded sections, as found on the attached CD ROM, are converted into the PDF format and the Adobe Acrobat Reader, widely available through the Internet, can be used to view them. This study has pointed out that in spite of the commonly agreed closeness of the texts, that of Luke varies quite markedly from the other two
Post-typhoon prevalence of post-traumatic stress disorder, major depressive disorder, panic disorder, and generalized anxiety disorder in a Vietnamese sample
No full textIn 2006, typhoon Xangsane disrupted a multiagency health needs study of 4,982 individuals in Vietnam. Following this disaster, 798 of the original participants were reinterviewed to determine prevalence and risk factors associated with posttraumatic stress disorder (PTSD), major depressive disorder (MDD), panic disorder (PD), and generalized anxiety disorder (GAD). Posttyphoon prevalences were PTSD 2.6%, MDD 5.9%, PD 9.3%, and GAD 2.2%. Of those meeting criteria for a disorder, 70% reported only one disorder, 15% had two, 14% had three, and 1% met criteria for all four disorders. Risk factors for posttyphoon psychopathology differed among disorders, but generally were related to high typhoon exposure, prior trauma exposure, and in contrast to Western populations, higher age, but not gender
Heeding the great commission: The significance of Matthew's gospel for Baptismal theology and practice in a post-Christian age.
No full textThis thesis represents a worked example in the application of Scripture to a contemporary theological situation. The Scripture applied is Matthew's Gospel and the theological situation is the ongoing practice of Christian baptism by paedo-baptising churches in the context of a post-Christian cultural milieu. Matthew's Gospel is a particularly relevant text with respect to baptism as the church traditionally has cited the baptismal command of Matthew 28.19 as a warrant for its baptising activity. The interpretation of Matthew m this thesis has emerged from a reflection on practice and is also directed back towards practice. The notion of 'performance’, therefore, is regarded as an especially helpful metaphor for interpretation: the believing community 'performs' its Scripture as a company of players would perform a play or a musical score. The formulation of this metaphor in the work of Kevin J. Vanhoozer is particularly utilised m the thesis. Vanhoozer suggests that Scripture testifies to the dramatic saving activity of God (the theo-drama) in which the church is called to participate. Therefore it is important to understand the plot of the drama as it is communicated m Scripture so that the church can work to continue the action faithfully. As such this thesis functions as a case study in 'performance' hermeneutics and will be of interest both in the academy and in the church. In terms of exegesis, therefore, this thesis is concerned with the place of baptism տ Matthew's presentation of the theo-drama. I argue that baptism in the name of the Father, Son and Holy Spirit (28.19), in the context of the Matthean narrative, is a symbol of narrative inclusion for a new disciple. Christian baptism makes connection with key moments in the Gospel such that it declares the gospel of the kingdom whilst enabling a rich expression of repentance and acceptance of a call to discipleship. The theo-dramatic significance of baptism is then considered alongside the challenges of paedo-baptismal ministry in post-Christian contexts. This creative interaction leads to strategies for baptismal performance being imagined that are not only faithful to the Great Commission but which are also culturally meaningful
Conceptions of knowledge and curriculum on W. Kilpatrick and implications of the project method
No full textEsta dissertação de mestrado, circunscrita à área de Didática, teorias de ensino e práticas escolares tem, como objeto de estudo, a produção pedagógica do professor William Heard Kilpatrick (18711965), tema pouco explorado no campo das pesquisas em educação. Herdeiro de John Dewey, mas com uma reflexão singular, o autor tem uma contribuição relevante no que se refere ao reconhecimento da necessidade de raciocínio filosófico e da reflexão para sublinhar os efeitos e possibilidades políticas da educação. A análise das concepções de Kilpatrick e da sua atuação no movimento de educação progressista do início do século XX demonstrou que suas ideias também continuam a ser pertinentes e relevantes para as discussões que têm ocorrido nos últimos anos, nas quais é observado um esforço para compreender as mudanças sociais, os propósitos democráticos da escolaridade, bem como a necessidade de vincular esses fins com ações pedagógicas concretas. Assim, a opção de analisar a obra desse autor justifica-se por sua relevância histórica, pela lacuna de pesquisas que se dediquem ao tema e, à medida do que é possível, encontrar na vanguarda da pedagogia atual referências a muitas de suas ideias, além de importantes releituras e aplicações do método de projetos.O estudo visa contribuir para a contextualização da obra pedagógica de Kilpatrick à luz de suas concepções mais amplas, enfocando as ideias de currículo e aprendizagem e descrevendo o método de projetos por ele proposto; também busca investigar as aproximações e distâncias entre o método de projetos apresentado por Kilpatrick e a apropriação feita por Fernando Hernández, presente em seu método de projetos de trabalho, dentro de uma perspectiva de busca de sentido da abordagem contemporânea do método de projetos. Configurou-se como método pertinente a esta pesquisa a leitura analítica da bibliografia selecionada: obras específicas de Kilpatrick, que abarcam suas concepções educacionais, parte do referencial acadêmico acerca da obra do autor e de suas matrizes teóricas e obras sobre o método de projetos que compõem o objeto de análise. Os resultados da pesquisa apontam que, compreender o uso dos projetos na escola contemporânea requer um diálogo com a perspectiva de Kilpatrick proposta em acordo com a ideia da construção e consolidação da sociedade democrática e que sua obra é material relevante para pesquisas educacionais.This dissertation, confined to the area of Didactics, theories of teaching and school practices has, as its object of study, the pedagogical production of Professor William Heard Kilpatrick (1871-1965), a subject little explored in the field of research in education. Disciple of John Dewey, but with its own singular reflection, the author has an important contribution regarding to the recognition of the need for philosophical reasoning and reflection to emphasize the effects and political possibilities of education. The analysis of the conceptions of Kilpatrick and his performance in the progressive education movement of the early twentieth century also showed that his ideas remain pertinent and relevant to the discussions that have occurred in recent years, which is observed in an effort to understand the social changes, the democratic purposes of schooling, as well as the need to link these purposes with concrete pedagogical actions. Thus, the option to review the work of this author is justified by its historical relevance, the lack of research devoted to the topic and, to the extent that is possible, to find at the forefront of current teaching references to many of his ideas, as well of important readings and applications of the project method. The study aims to contextualize the pedagogical work of Kilpatrick in light of his broader conceptions, focusing on the ideas of curriculum and learning and describing the project method proposed by him; also investigates the approximations and the distances between the project method of Kilpatrick and the appropriation made by Fernando Hernández, present in his method of work projects, within a perspective of seeking contemporary approach towards the project method. It was configured as a relevant method to this research, the analytical readings of selected bibliography: Kilpatricks specific works, which covers his educational concepts, part of the academic references about the author\'s work and his theoretical frameworks and works on the project method that composes the object of analysis. The results of the research indicates that, understanding the use of projects in the contemporary school, requires a dialogue with the prospect of Kilpatricks proposal in accordance with the idea of building and consolidating the democratic society and that his work is a relevant material for educational research
Jack Frederick Kilpatrick, Oklahoma's Cherokee Composer: An Analysis of Six Intermediate Collections for Solo Piano
No full textJack Frederick Kilpatrick (1915 – 1967) was the first Cherokee to receive widespread acclaim as a composer. Born in Stilwell, OK, Kilpatrick learned music at an early age and earned music degrees from the University of Redlands and American Catholic University. Kilpatrick was eventually awarded an honorary doctorate in music from the University of Redlands in 1950. In addition to working as a composer, Kilpatrick was also a professor of theory at the U.S. Naval Academy of Music, and later Southern Methodist University where he served on the faculty until his death in 1967. Many of Kilpatrick’s nearly 550 works were lost until their recent discovery in 2018, when 31 boxes of his manuscript scores were discovered in Catlett Music Center at the University of Oklahoma. Among this discovery were 58 individual works for solo piano across 26 opus numbers, whose difficulty ranges from early intermediate to advanced concert works.
This document analyzes six of Kilpatrick’s collections for solo piano suitable for intermediate students. Analyses include an investigation of compositional features, stylistic influences, and pedagogical considerations. Each collection is leveled according to the system presented in Jane Magrath’s Piano Literature for Teaching and Performance. Chapter 1 provides the overview, purpose, and procedures for the study. Chapter 2 reviews literature related to Kilpatrick’s life and the appropriation of Native American music; due to the lack of existing literature on Native American piano composers, Chapter 2 also reviews extant works for solo piano by Native American composers. Kilpatrick’s known biography and summaries of his piano collections are presented in Chapter 3.
Chapter 4 analyzes two collections for early intermediate students (levels 3 – 4): Two Country Store Yarns, Op. 111, and From the Ranch Next Door, Op. 133. Chapter 5 examines two mid-intermediate collections (levels 5 – 6): Three Little Pieces for Children, Op. 33, and Two Pieces for Piano, Op. 110. Chapter 6 evaluates the following two collections for late intermediate students (levels 7 – 8): Two Vignettes of Cherokee Life, Op. 106, and Two Pieces for Piano, Op. 88.
The conclusion in Chapter 7 summarizes the findings of this research, including a review of Kilpatrick’s style and contributions as a composer and scholar. The author also offers possible avenues of future research. By studying Kilpatrick’s newly discovered works for piano, pianists and teachers can now explore the significant musical contributions of history’s most prolific Cherokee composer
New and old in Matthew 11-13 : normativity in the development of three theological themes.
No full textSIGLEAvailable from British Library Document Supply Centre-DSC:DXN026380 / BLDSC - British Library Document Supply CentreGBUnited Kingdo
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