Dissertations / Theses on the topic 'Historical-critical method'
To see the other types of publications on this topic, follow the link: Historical-critical method.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 19 dissertations / theses for your research on the topic 'Historical-critical method.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Noland, Martin R. "Hans-Georg Gadamer's hermeneutics as the end of the historical-critical method." Online full text .pdf document, available to Fuller patrons only, 1986. http://www.tren.com.
Full text
2
Cooke, Richard. "Modern theology and post-critical history : an examination of Wolfhart Pannenberg's proposals for re-formatting historical method." Thesis, University of Bristol, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319103.
Full text
3
Adams, Samuel V. "The reality of God and historical method : an examination of theological historiography in critical dialogue with N.T. Wright." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/6545.
Full textAbstract:
This thesis argues that any historiography that would contribute to theological knowledge must take into consideration, at a methodological level, the reality of God. This theological claim, in turn, has significant implications for historical knowledge and thus, historiography. The thesis moves ahead in five chapters. The first is an overview and description of N. T. Wright's historical and theological method as they both are grounded in his critical realist epistemology. The second chapter argues for a particular theological epistemology that goes beyond Wright's and corrects it, drawing primarily on the work of T. F. Torrance and Søren Kierkegaard. In the third and fourth chapters an ‘apocalyptic' theological approach is defined and articulated according to a progression from soteriology to Christology to creation. The final chapter builds upon this constructive theological work by articulating an ‘apocalyptic' theology of history which is then used to articulate some key considerations for a theological approach to historiography in critical dialogue with Wright's historical and theological method.
4
Grace, Michael James, and res cand@acu edu au. "The Use of Scripture in the Teaching of Religious Education in Victorian Catholic Secondary Schools." Australian Catholic University. School of Religious Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp31.29082005.
Full textAbstract:
This thesis examines the use of scripture by religious education teachers with their students in Victorian Catholic secondary schools in late 1999. The aims of the research were: to present a picture of the incorporation of scripture into the religious education program of Victorian Catholic secondary schools in 1999, and in particular the incorporation of the historical-critical method of modern biblical scholarship (focus will also be placed on the purpose for which scripture is used, the extent to which it is used and the methods employed in its use); to investigate how and to what extent VCE Texts and Traditions1 Units 1 to 4 have been adopted by senior Victorian Catholic secondary students and its influence on Years Seven to Ten religious education curriculum; and to extend the work of Stead (1996b) into the use of scripture in Victorian Catholic primary schools. This study is built on an understanding of religious education based on an educational rationale, and it examines the use of scripture in the light of modern critical biblical scholarship, particularly the historical-critical method. Religious Education Coordinators from 67 of the 99 Victorian Catholic secondary schools and 61 teachers of Years Seven to Ten religious education in these same schools completed self administering questionnaires in this area. The research demonstrated that while there is an extensive range of good modern biblical scholarship material present in these schools, there is no policy concerning how scripture is to be used in the curriculum, questionable translations of the bible are used, and there is a limited use of many sections of the bible. A key finding of the research is that a thematic, proof-texting use of scripture is prevalent in these schools. This thematic use can lead to a literal, fundamentalist use of scripture within Catholic secondary religious education. This approach is linked with many religious education teachers. predominantly catechetical understanding of the nature of religious education. The self administering questionnaires asked for an indication of the personal practice of respondents in their own religious education classrooms. The data indicated the presence of the historical-critical method in the classrooms of Victorian Catholic secondary schools, however there was an over-reliance on the student text and the predominance of a thematic, literal, non-critical use of scripture. This thesis indicates that this misuse of scripture comes about from teachers. catechetical understanding of the nature of religious education. In particular the study of scripture in Years 11 and 12 is an area of concern. Except for a small percentage of students studying Texts and Traditions (13%), the use of the historical-critical method of biblical studies is almost non-existent.
5
Marsh, Clive. "Albrecht Ritschl and the problem of the historical Jesus : a study in the relationship between historical-critical research into the canonical gospels and Christian theology with special reference to the theological method of Albrecht Ritschl." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670379.
Full text
6
Gama, Matheus Guimarães Guerra. "O PERDÃO DAS DÍVIDAS NA ORAÇÃO DO PAI NOSSO." Pontifícia Universidade Católica de Goiás, 2010. http://localhost:8080/tede/handle/tede/809.
Full textAbstract:
Made available in DSpace on 2016-07-27T13:47:55Z (GMT). No. of bitstreams: 1
MATHEUS GUIMARAES GUERRA GAMA.pdf: 4070660 bytes, checksum: 8ee24dd470a4077797ebb4ce7eae61a8 (MD5)
Previous issue date: 2010-08-31This research aims at investigating the occurrence, content and theology of the term 'debt relief', present in the Lord's Prayer, recorded in Matthew 6.9-13. The paper seeks above all point the full sense of the word 'debts from its counterpart in the original language. It intends, therefore, apply the historicalcritical method to accomplish the exegesis of this text in order to identify a good interpretation for it. It will also develop some jubilee traditions present in the Old Testament about forgiveness, in order to better understand this concept and its applicability. Finally, from the historical-effectual hermeneutic, it considers some perspectives of reading in which it will be possible reflect and which can be discussed.
Esta pesquisa tem como objetivo principal analisar a ocorrência, o conteúdo e a teologia da expressão perdão das dívidas , presente na Oração do Pai Nosso, registrada em Mateus 6,9-13, buscando, sobretudo, apontar o sentido pleno da palavra dívidas a partir de seu correspondente no idioma de origem. Pretendo, assim, aplicar o método histórico-crítico para realizar a exegese desse texto, a fim de identificar uma boa interpretação para o mesmo. Procurarei também desenvolver algumas tradições jubilares presentes no Antigo Testamento acerca do perdão, com o intuito de entender melhor esse conceito e sua aplicabilidade. Finalmente, a partir da hermenêutica histórico-efeitual, apontarei algumas perspectivas de leitura nas quais se poderão refletir e com as quais se poderão debater.
7
Janzen, Loewen Patricia. "Critical and edifying? A historiography of Christian biography." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/3958.
Full textAbstract:
This dissertation argues that edifying dialogue is an appropriate and satisfying component of historically critical biography. It has been a part of biography. The edifying and critical intent is traced through pre-modern biography to demonstrate that this was the case in the Hebrew, Greek, Roman, Early Christian and Medieval eras. Key authors examined include the author(s) of the Pentateuch, the Gospel writers and the authors of the Biblical epistles, Herodotus, Polybius, Livy, Plutarch, Tacitus, Athanasius, Jerome, Sulpicius Severus, and John Capgrave. It can be a part of biography even given the challenges of contemporary theory posed by the extreme positions of positivism and postmodernism (or their chastened re-formulations). Important authors discussed in this section include Arthur Marwick, Keith Jenkins, David Harlan and Peter Novick. It is a part of some biographies meant for a particular audience (such as feminist works). And hopefully it will be increasingly looked upon as the preferred way of writing biography. My dissertation follows these stages. I begin with what biography has been and argue that the Greek and Roman historians believed that the intent of biography was critical and edifying. In fact, critical and edifying intent is notable also in Biblical and medieval biographies. The next section argues that edifying discourse is compatible with both traditional and postmodern theories of history-writing. The third section of the dissertation moves from theoretical considerations to the work of two notable Christian historians, George Marsden and Harry Stout. I note that these two scholars in particular are, in theory, open to my argument but that they can hesitate to engage in edifying discourse in biography. Finally, I briefly examine a few authors who write edifying and critical biography. Toril Moi, Carolyn Heilbrun, and the Bollandists are discussed in this section.
8
Malé, Ribera Joaquim. "El Nou Testament i la història. Estudi sobre la interpretació contemporània de la sagrada escriptura." Doctoral thesis, Universitat de Girona, 2016. http://hdl.handle.net/10803/399247.
Full textAbstract:
This dissertation studies some of the historiographical approaches that have been carried out with regard to the writings of the New Testament. Part I presents a critical history of the historiography of Jesus of Nazareth that differs largely from stereotypical presentations of the Quests’ paradigm. Part II discusses the contributions of some authors of recent decades that we have considered of high interest and that often have been neglected (Marie-Françoise Baslez, Anthony Le Donne, Kenneth E. Bailey and Dale C. Allison Jr.), so we claim them as authoritative voices to be considered in future inquiries. Lastly we incorporate a brief reflection on the methods we think that future researches of the biblical studies field (and, in a general fashion, at exegetical level) must incorporate it. It is a summary of that we have studied that provides a theoretical mark, which should spur more inquiries in this areaAquesta tesi estudia algunes de les aproximacions historiogràfiques que s’han dut a terme a propòsit dels escrits que componen el Nou Testament (especialment la figura de Jesús de Natzaret). La primera part és una història crítica de la historiografia sobre la figura de Jesús distinta del paradigma de les tres recerques. En la segona part s’analitzen les aportacions d’alguns autors que hem considerat d’alt interès i que sovint han estat menystinguts (Marie-Françoise Baslez, Anthony Le Donne, Kenneth E. Bailey i Dale C. Allison Jr.), de tal manera que pretenem reivindicar-los com a veus autoritzades a tenir en compte en les investigacions futures. En darrer lloc incorporem una breu reflexió sobre aquells mètodes que pensem que cal incorporar en futures recerques en el camp dels estudis bíblics del Nou Testament. Es tracta d’una recapitulació d’allò que s’ha estudiat que aporta un marc teòric que pugui esperonar més recerques en aquest àmbit
9
Soares, Paulo Sérgio. "CONTRIBUIÇÃO DA HERMENÊUTICA BÍBLICA PARA O DIÁLOGO ENTRE TEOLOGIA E CIÊNCIA, A PARTIR DE JOSUÉ 10,12-14." Pontifícia Universidade Católica de Goiás, 2015. http://localhost:8080/tede/handle/tede/773.
Full textAbstract:
Made available in DSpace on 2016-07-27T13:46:33Z (GMT). No. of bitstreams: 1
PAULO SERGIO SOARES.pdf: 1819144 bytes, checksum: 46c1970907dfda3019e553fac5ee1358 (MD5)
Previous issue date: 2015-02-13Theology and Science are distinct areas of knowledge s construction that can dialogue to each other, because both seek to explain the world. Is this dialogue possible, today, especially considering the extraordinary advances in Science and, on the other hand, the stagnation of Theology in its classic schema based on Revelation and Tradition, as well as the loss of its cognitive character? Efforts are being undertaken by representatives from both areas, in various directions, aiming at rapprochement between them. This requires, for both, renounce any confrontation, but also renounce the claim that there isn t any contradiction between Bible and Science, and follow the way of mutual collaboration, through a "critical-constructive interaction", as proposes Hans Küng. Since the Bible is one of the sources of theological knowledge, to the biblical hermeneutics this imposes the task of contributing with its specificity in this process. Texts that defy scientific knowledge, as the "stop of the Sun and the Moon", in Joshua 10,12-14, were in the midst of the crisis that resulted in disagreement and detachment between Theology and Science, since Galileo s case". Such texts are asking today to be revisited, in order to no longer obstruct the dialogue. With the historical-critical exegesis and the criticalconstructive hermeneutics of the referred text of Joshua, associated to some epistemological considerations, the present thesis wishes to contribute to the consolidation of a secure base for the bridge which has been building between the two areas.
Teologia e Ciência são áreas distintas de construção do conhecimento que podem dialogar entre si, pois ambas pretendem explicar o mundo. Será possível esse diálogo, hoje, sobretudo considerando os extraordinários avanços da Ciência e, em contrapartida, a estagnação da Teologia em seu esquema clássico baseado na Revelação e na Tradição, bem como a perda de seu caráter cognitivo? Esforços vêm sendo empreendidos por representantes de ambas as áreas, em diversas direções, visando a reaproximação entre elas. Isso exige, para ambas, renunciar a toda confrontação, como também ao "concordismo", à alegação de que não existe qualquer contradição entre Bíblia e Ciência, e seguir o caminho da mútua colaboração, por meio de uma interação crítico-construtiva , como propõe Hans Küng. Já que a Bíblia é uma das fontes do saber teológico, impõe-se para a hermenêutica bíblica a tarefa de contribuir com sua especificidade nesse processo. Textos que desafiam o conhecimento científico, como o da parada do sol e da lua , em Josué 10,12-14, estiveram no bojo da crise que resultou no desentendimento e afastamento entre a Teologia e a Ciência, a partir do caso Galileu . Tais textos pedem hoje uma revisita, de forma a não mais obstaculizar o diálogo. Com a exegese histórico-crítica e a hermenêutica crítico-construtiva do referido texto de Josué, associadas a algumas considerações epistemológicas, a presente tese deseja contribuir para a consolidação de uma base segura para a ponte que se vem construindo entre as duas áreas.
10
Bordignon, Jeferson Carlos. "Psicologia e adolesc?ncia: o que revelam as pesquisas?" Pontif?cia Universidade Cat?lica de Campinas, 2015. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/343.
Full textAbstract:
Made available in DSpace on 2016-04-04T18:28:20Z (GMT). No. of bitstreams: 1
JEFERSON CARLOS BORDIGNON.pdf: 1541651 bytes, checksum: ecec97d87d28d54a99acdf0d97e86e08 (MD5)
Previous issue date: 2015-02-13How the adolescent phenomenon has been studied and understood in psychology in the last ten years? From this issue and assuming as a theoretical framework the historic-cultural psychology, this bibliographic research objective contribute to a critical reflection on the subject. The analysis of article abstracts and keywords returned by the Scielo database between 2003 and 2013, which were constituted as our research material, reveals the difficulty in accessing information in this way, since lack basic information about the research in the abstracts. It is evident, also, certain vagueness of what "method" since the dispersion of methods and techniques to study the adolescence of psychology point of view and the concentration of these techniques (application of standardized instruments). As the dispersion of theories, with the concurrent concentration of one of them (psychoanalysis) and the unequal distribution of publications in the Brazilian regions (South and Southeast regions produced ? of the total). Adolescence related issues are in your majority fragmented or focus pathologies. It is concluded that this issue, adolescence is a complex phenomenon and can be approached by different points of view and studied by various methods and techniques, however, there is not a minimum consensus on how to study it. This dispersion of contradictory theories and methodologies hinders the advancement of psychology as a field of knowledge, because there is no formulation that is adolescence to psychology, but definitions restricted to its numerous approaches.
Como vem sendo estudado e compreendido o fen?meno da adolesc?ncia no campo da psicologia nos ?ltimos dez anos? Partindo dessa problem?tica e assumindo como referencial te?rico a Psicologia Hist?rico-Cultural, esta pesquisa de natureza bibliogr?fica objetiva contribuir para uma reflex?o cr?tica sobre o tema. A an?lise dos resumos de artigos e palavras-chave retornados pela base de dados Scielo no per?odo entre 2003 e 2013, que se constitu?ram como nosso material de pesquisa, revela a dificuldade em acessar informa??es por esta via, visto que faltam dados fundamentais sobre as pesquisas nos resumos. Evidencia-se, tamb?m, certa indefini??o do que seja m?todo visto a dispers?o de m?todos e t?cnicas para se estudar a adolesc?ncia do ponto de vista da psicologia e a concentra??o de uma dessas t?cnicas (aplica??o de instrumentos padronizados). Assim como a dispers?o de teorias, com a concorrente concentra??o de uma delas (psican?lise) e a distribui??o desigual de publica??es nas regi?es brasileiras (regi?es Sul e Sudeste produziram ? do total). Assuntos relacionados ? adolesc?ncia s?o em sua maioria fragmentados ou focalizam patologias. Conclui-se que esta tem?tica, a adolesc?ncia, ? um fen?meno complexo, podendo ser abordado por diversos pontos de vista e estudado atrav?s de diversos m?todos e t?cnicas, por?m, n?o h? um consenso m?nimo sobre como se deve estud?-la. Essa dispers?o de teorias e metodologias contradit?rias dificulta o avan?o da psicologia enquanto ?rea do conhecimento, pois n?o h? uma formula??o do que seja a adolesc?ncia para a psicologia, mas defini??es restritas ?s suas in?meras abordagens.
11
Tully-Needler, Kelly Lynn. "Last Word in Art Shades: The Textual State of James Joyce's Ulysses." Thesis, Connect to resource online, 2007. http://hdl.handle.net/1805/1605.
Full textAbstract:
Thesis (M.A.)--Indiana University, 2007.Title from screen (viewed on March 6, 2008). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ken Davis, Jonathan R. Eller, William F. Touponce. Includes vitae. Includes bibliographical references (leaves 214-228).
12
Snow, Nancy Joyce. "Imitation pedagogy: The ongoing debate." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1368.
Full textAbstract:
Imitation was one of the five teaching methods passed down from the Greeks and was, from antiquity down to the nineteenth century, highly respected among scholars and educators. However, imitation has lost status as a viable pedagogy, and especially perhaps in the field of composition studies.
13
Mujacic, Asmir, and Tim Palmkvist. "Balansgången mellan bekräftande och omprövande undervisning - historielärares uppfattningar om ämnets syfte." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29539.
Full textAbstract:
This student thesis seeks answers on history teachers´ view on the purpose of their subject, how their view on the purpose affects their teaching and how all of this affects the possibilities given to the students who study the past. The Swedish teaching plan and the curriculum of the subject history are loaded with tension. Based on this tension Swedish students attending secondary school are, on one hand supposed to affirm a certain way of understanding the past while on the other hand be educated in critical and independent thinking. In other words, the subject of history could either confirm a certain view of the past or critically view it. It is also worth pointing out that one does not cancel the other out. History teaching can contain both perspectives. While it would be interesting to apply our main questions on the whole course of the subject of history the main focus of this thesis lies within the theme of genocide. Based on interviews with Swedish history teachers this thesis explores what they see as the purpose of their subject and in particular the purpose in the theme of genocide teaching. What approach does teachers have in their teaching and how does this affect the possibilities given to the students? The result shows that history teachers´ main focus lies in more concrete knowledge, thereby excluding the previous statement about critical thinking. History teachers are also dissatisfied with the time given to the subject of history in upper secondary school. Although the teachers mainly focus on confirming certain views of the past there are teachers who, in some cases, lean towards a teaching method with critical thinking as the focal point. The respondents also vary in the way they give students possibilities to meet the past. These possibilities are often predetermined by the teachers and students’ possibilities to express critical thinking is therefore reduced and limited. While this student thesis is based around the theme of genocide teaching, the result does not necessarily suggest that the students never get the opportunity to express free critical thinking. Therefore, the result shows that the purpose of the subject of history, as presented by the interviewees, is multilayered and seldom based around only one given perspective.
14
Dijkhuizen, Pieternella. "An investigation into the historical, hermeneutical and Gospel-critical parameters for the interpretation of the symbol of resurrection." Diss., 2007. http://hdl.handle.net/10500/2140.
Full textAbstract:
`Resurrection' can be approached from several angles. The most common angle is what this study avoids: pressing for a `yes' or a `no' answer as to whether `Jesus really rose from the dead'. That is, demanding a definitive and final outcome from the discipline of historical-critical research. This study treats resurrection as a symbol. Symbols intrinsically generate multiple meanings. Historical, hermeneutical and gospel-critical parameters are the constraints within which reflection on the symbol of resurrection must take place, and the validity of perspectives be established.
John Dominic Crossan's view of the resurrection is the focal point of discussion in this thesis, for two reasons. (1) He has clearly mapped out his method. (2) He occupies a middle position, by interpreting resurrection metaphorically and theologically. This sets him apart from those who interpret the resurrection literally and historically and those who accept the negative or uncertain outcome from the side of historical-critical inquiry as the death sentence for Christian faith.New Testament
M.Th. (New Testament)
15
Kindlová, Šárka. "Feminismus v českém mediálním diskurzu: případová studie." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-357918.
Full textAbstract:
This diploma thesis deals with the critical discourse analysis (CDA) of the media texts concerning the abolition of the Women's Scenes Photographic Exhibition: Scenes in the Library within the framework of the Week of Science and Technology Week of the Academy of Sciences of the Czech Republic. The aim of the thesis is to map out linguistic and narrative strategies aimed at achieving communication success and dominance within the discourse of the event. During the elaboration of the theme, a corpus was created, containing 61 texts published in printed media, Internet media, radio and television news coverage during October 2015 to January 2016. The analysis criticizes Ruth Wodak's qualitative discourse- historical method (DHA) for central themes, concepts, social Actors and stereotypes, and these findings are confronted with the relevant socio-historical context of the development of the women's movement in the world and Czech context, the education of women and their position in society.
16
Holeka, Matouš. "Pohled na Písmo a hermeneutická východiska pro jeho výklad v různých křesťanských tradicích." Doctoral thesis, 2021. http://www.nusl.cz/ntk/nusl-448306.
Full textAbstract:
Matouš Holeka's dissertation examines various interpretation methods of the Scriptures by theologians in the Roman-Catholic, Orthodox and Protestant traditions. These interpretation methods can be most clearly identified in the relationship between the Scriptures and tradition, in historical-critical methodology, and in political-cultural readings of the biblical texts. In this dissertation, these themes are shown as representing different ways of common critical reading of the sacred texts. As well as the historical-critical approach, there are also pre-critical and ideological readings. The dissertation starts by looking at this diversity in documents of the World Council of Churches. It shows that the differences in understanding the Scriptures are no longer connected primarily to the specific views of the respective traditions, but rather that similarities or differences in readings across churches. Christians within these traditions refer to their own sources: in the case of the Roman-Catholics to Church documents, in the case of the Orthodox to the Church Fathers and as far as Protestants are concerned, to the Confessions. However, their reception in each of these traditions only confirms the diversity of readings. This is also true for the theological interpretation of the Scriptures, which...
17
Kuenzel, Karl Edwin. "The doctrine of the church and its ministry according to the Evangelical Lutheran Synod of the USA." Thesis, 2006. http://hdl.handle.net/10500/1608.
Full textAbstract:
Nothing has influenced and affected the Lutheran Church in the U.S.A. in the past century more than the doctrine of the Church and its Ministry. When the first Norwegian immigrants entered the U.S. in the middle of the 19th century, there were not enough Lutheran pastors to minister to the spiritual needs of the people. Some of these immigrants resorted to a practice that had been used in Norway, that of using lay-preachers. This created problems because of a lack of proper theological training. The result was the teaching of false doctrine. Some thought more highly of the lay-preachers than they did of the ordained clergy. Consequently clergy were often viewed with a discerning eye and even despised. This was one of the earliest struggles within the Norwegian Synod. Further controversies involved whether the local congregation is the only form in which the church exists. Another facet of the controversy involves whether or not the ministry includes only the pastoral office; whether or not only ordained clergy do the ministry; whether teachers in the Lutheran schools are involved in the ministry; and whether or not any Christian can participate in the public ministry. Is a missionary, who serves on behalf of the entire church body, a pastor? If only the local congregation can call a pastor, then a missionary cannot be a pastor because he serves the entire church body in establishing new congregations. Is a seminary professor, who trains future pastors, a pastor? If only the local congregation can call a pastor, a seminary professor cannot be a pastor because he is called by the seminary board of control and not one particular congregation. In seeking to develop a statement that clearly defines the doctrine of the Church and its Ministry, a controversy exists within the church body known as the Evangelical Lutheran Synod (ELS), the successor synod to the Norwegian Synod. The reason for the controversy is that two different views of how to develop a doctrinal statement exist in the ELS. Some go directly to Scripture and set forth a position. Others follow an example found in C.F.W. Walther's theses on Church and Ministry. They misunderstand and misuse this approach that was developed only for use in a controversy against an erring Lutheran pastor, Johannes Grabau of the Buffalo Synod. Many of those who utilize this approach are former members of the Lutheran Church Missouri Synod (LCMS), of which Walther was one of the founders. As a result of the two distinct approaches, there has been an inability to unanimously agree on the wording of the statements on the doctrine of the Church and its Ministry. It is the conclusion of the author that it is this reliance on statements made by individuals in previous centuries regarding particular situations that has caused the struggle to develop and serves to prolong it.Systematic Theology and Theological Ethics
D. Th. (Systematic Theology)
18
Mtshiselwa, Vincent Ndikhokele Ndzondelelo. "Re-reading the Israelite Jubilee in Leviticus 25:8-55 in the context of land redistribution and socio-economic justice in South Africa : an African liberationist perspective." Thesis, 2015. http://hdl.handle.net/10500/19149.
Full textAbstract:
The main question of this research which focuses on the role of the Old Testament in the South African context is: If reread from an African liberationist perspective in the context of land redistribution and socio-economic justice in South Africa, could the Israelite Jubilee legislation in Leviticus 25:8-55 offer liberating and empowering possibilities for the poor in South Africa? Methodologically, both the historical-critical method and the African liberationist approach are employed in the present study. The exegesis of Leviticus 25:8-55 in which the historical-critical method is employed lays the foundation for the contextualisation of the issues arising from the exegesis. Furthermore, within the African liberationist framework, the South African context served as a lens to interpret Leviticus 25:8-55.
Significantly, this study shows the misuse of power on the part of the rich élites to confiscate productive land from the poor Israelites in the pre-exilic setting. Not only were the rich élites elevated at the expense of the poor, the Levites were equally favoured economically in the Babylonian period. In post-exilic Yehud, of significance is the fact that the Jews were faced with the challenge of loss of land, indebtedness and poverty. The striking parallels between the contexts from which the text of Leviticus 25:8-55 emerged and the context of the modern reader of the Bible in South Africa are shown. It is revealed that African-South Africans who lost their productive land during the colonial and apartheid eras continue to experience indebtedness and poverty. At the same time, the political élites contribute to the present disproportionate benefits from land ownership and socio-economic injustice in the country. Like the context of Leviticus 25:8-55, in South Africa, the rich continue to be richer while many African-South Africans are trapped in the poverty cycle.
In the end, it is argued that when re-read from an African liberationist perspective and in the context of the land redistribution and socio-economic justice discourse, Leviticus 25:8-55 can contribute positively to the redress of inequality and consequently to poverty alleviation in South Africa.Philosophy, Practical & Systematic Theology
D. Litt. et Phil. (Biblical Studies (Old Testament))
19
Beer, Leilani. "The role of the priests in Israelite identity formation in the exilic/post-exilic period with special reference to Leviticus 19:1-19a." Thesis, 2021. http://hdl.handle.net/10500/27842.
Full textAbstract:
Bibliography: leaves 289-298Source-criticism of the Pentateuch suggests that the priests (Source P) alone authored the Holiness Code – the premise being that Source P forms one religious, literate and elite group of several. Through the endeavor to redefine Israelite identity during the Neo-Babylonian Empire of 626–539 BCE and the Achaemenid Persian Empire of 550–330 BCE, various ideologies of Israelite identity were produced by various religious, literate and elite groups. Possibly, the Holiness Code functions as the compromise reached between two such groups, these being: the Shaphanites, and the Zadokites. Moreover, the Holiness Code functions as the basis for the agreed identity of Israel as seen by the Shaphanites and the Zadokites. Specifically, in Leviticus 19:1-19a – as being the Levitical decalogue of the Holiness Code, and which forms the emphasis of this thesis – both Shaphanite and Zadokite ideologies are expressed therein. The Shaphanite ideology is expressed through the Mosaic tradition: i.e., through the Law; and the Zadokite ideology is expressed through the Aaronide tradition: i.e., through the Cult. In the debate between the supremacy of the Law, or the Cult – i.e., Moses or Aaron – the ancient Near Eastern convention of the ‘rivalry between brothers’ is masterfully negotiated in Leviticus 19:1-19a.
Old Testament and Ancient Near Eastern Studies
D. Phil. (Old Testament)