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1. |
Record Nr. |
UNISA996205068203316 |
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Titolo |
The Cambridge companion to biblical interpretation / / edited by John Barton [[electronic resource]] |
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Pubbl/distr/stampa |
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Cambridge : , : Cambridge University Press, , 1998 |
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ISBN |
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1-139-81546-6 |
1-139-00004-7 |
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Descrizione fisica |
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1 online resource (xv, 338 pages) : digital, PDF file(s) |
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Collana |
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Cambridge companions to religion |
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Disciplina |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Title from publisher's bibliographic system (viewed on 09 Nov 2015). |
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Nota di contenuto |
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Historical-critical approaches / John Barton -- Literary readings of the Bible / David Jasper -- The social world of the Bible / Keith W. Whitelam -- Poststructuralist approaches: new historicism and postmodernism / Robert P. Carroll -- Political readings of Scripture / Tim Gorringe -- Feminist interpretation / Ann Loades -- Biblical studies and theoretical hermeneutics / Anthony Thiselton -- The Bible and Christian theology / Robert Morgan -- Biblical study and linguistics / William Johnstone -- Aspects of the Jewish contribution to biblical interpretation / Stephan C. Reif -- The Bible in literature and art / Stephen Prickett -- The Pentateuch / Joseph Blenkinsopp -- The historical books of the Old Testament / Iain Provan -- The prophetic books / Robert R. Wilson -- The poetic and wisdom books / Robert Alter -- The Synoptic Gospels and the Acts of the Apostles telling the Christian story / Pheme Perkins -- John and the Johannine literature: the woman at the well / John Ashton -- The Pauline letters / James Dunn -- The non-Pauline letters / Frances Young -- Apocalyptic literature / James C. Vanderkam. |
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Sommario/riassunto |
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This book provides the first complete guide for students to the present state of biblical studies. The twenty-one specially commissioned chapters are written by established scholars from North America and Britain, and represent both traditional and contemporary points of view. The chapters in Part One cover all the methods and approaches currently practised in the academic study of the Bible, while those in Part Two examine the major categories of books in the Bible from the |
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perspective of recent scholarship - e.g. historical books of the Old Testament, Gospels, prophetic literature. Major issues raised are: the relation of modern 'critical' study of the Bible to 'pre-critical' and 'post-critical' approaches; the place of history in the study of the Bible; feminist, liberationist and new historicist concerns; the relation of Christian and Jewish scholarship; and recent interest in the Bible as literature. |
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2. |
Record Nr. |
UNINA9910783000703321 |
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Autore |
Doddington Christine |
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Titolo |
Child-centred education [[electronic resource] ] : reviving the creative tradition / / Christine Doddington and Mary Hilton |
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Pubbl/distr/stampa |
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Los Angeles, Calif. ; ; London, : SAGE, c2007 |
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ISBN |
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1-4462-1601-2 |
1-4462-2434-1 |
1-282-02122-2 |
9786612021220 |
1-84920-226-5 |
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Descrizione fisica |
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1 online resource (xxvii, 132 p.) : ill |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references (p. 119-126) and index. |
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Nota di contenuto |
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contents; preface; introduction; THE STRUCTURE OF THIS BOOK; Part I THE CHILD-CENTRED LEGACY; 1 THE ORIGINS OF CHILD-CENTRED EDUCATION; 2 CONTRASTING VISIONS: CONTRASTING LIVES; 3 PLOWDEN AND BEYOND; Part II FUNDAMENTAL VALUES; 4 THE 'WHOLE CHILD' AS A PERSON; 5 MAKING SENSE: THE IMPORTANCE OF MEANING AND COHERENCE; 6 INTERDEPENDENCE: THE NEED FOR OTHERS; Part III THE ROAD TO CHANGE; 7 CHILDREN AND THEIR TEACHERS: THE CREATIVE TRADITION REVIVED; bibliography; index |
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Sommario/riassunto |
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Against an increasingly authoritarian background of testing and instruction, concern is growing about disengagement and loss of depth |
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and quality in education at all levels. This book seeks to explore the role of primary education within this debate. |
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