03134nam 2200601 450 991078966180332120231201232337.01-283-19247-097866131924790-567-10020-0(CKB)2670000000107133(EBL)743144(OCoLC)741691702(SSID)ssj0000524446(PQKBManifestationID)11345890(PQKBTitleCode)TC0000524446(PQKBWorkID)10547463(PQKB)10647692(MiAaPQ)EBC743144(Au-PeEL)EBL743144(CaPaEBR)ebr10869387(CaONFJC)MIL319247(OCoLC)893335931(EXLCZ)99267000000010713320020225h20022002 uy| 0engur|n|---|||||txtccrNew light on Luke its purpose, sources and literary context /Barbara ShellardLondon ;New York :Sheffield Academic Press,[2002]©20021 online resource (345 p.)Journal for the study of the New Testament. Supplement series ;215Library of New Testament studiesDescription based upon print version of record.1-84127-236-1 Includes bibliographical references (pages [292]-312) and indexes.CONTENTS; Acknowledgments; Abbreviations; INTRODUCTION; Chapter 1; CLEARING THE GROUND: THE GENRE, DATE AND LOCATION OF LUKE-ACTS; Chapter 2; THE NATURE OF LUKE'S INTENDED AUDIENCE; Excursus; THE PROBLEM OF EPHESIANS; Chapter 3; LUKE AND MATTHEW: THE SYNOPTIC PROBLEM; Chapter 4; LUKE'S CENTRAL SECTION (1): LUKE 9.51-14.35; Chapter 5; LUKE'S CENTRAL SECTION (2): LUKE 15.1-19.27; Chapter 6; LUKE AND THE JOHANNINE TRADITION: COMMON IDEAS AND THEMES; Excursus; AN EXAMINATION OF THE CONNECTIONS BETWEEN LUKE-ACTS, 1 ENOCH 92-105 AND REVELATION; Chapter 7; THE GOSPELS OF LUKE AND JOHN; Chapter 8LUKE'S AIM: A CORRECTIVE GOSPELChapter 9; CONCLUSION; Bibliography; Index of References; Index of AuthorsThis radical new interpretation reveals many connections between Luke and Johannine traditions. Comparison of pericopae shared by Luke and John suggests that the usual assumptions of Lukan priority may be mistaken; instead his may be chronologically the fourth gospel. Luke nevertheless treats his sources in different ways, his response being both critical and creative. He aims to give security to Christians by including as much as possible and reconciling conflicting traditions, while firmly excluding heretical misinterpretation. Shellard also includes a consideration of Luke's use of possiblLibrary of New Testament studies.Journal for the study of the New Testament.Supplement series ;215.226.4066Shellard Barbara1514578MiAaPQMiAaPQMiAaPQBOOK9910789661803321New light on Luke3749823UNINA05392nam 2200697 a 450 991077976530332120230803020945.01-118-70917-91-118-70906-3(CKB)2550000001064648(EBL)1216291(OCoLC)851160778(SSID)ssj0000971349(PQKBManifestationID)12439333(PQKBTitleCode)TC0000971349(PQKBWorkID)10930254(PQKB)10173100(OCoLC)851417422(MiAaPQ)EBC1216291(Au-PeEL)EBL1216291(CaPaEBR)ebr10722535(CaONFJC)MIL499165(EXLCZ)99255000000106464820150303d2013 uy 0engur|n|---|||||txtccrContemplative studies in higher education[electronic resource] /Linda A. Sanders, editorSan Francisco, Calif. Jossey-Bassc20131 online resource (114 p.)New Directions for Teaching and Learning ;Number 134"Summer 2013."1-118-70098-8 1-299-67915-3 Includes bibliographical references at the end of each chapters and index.Title page; Copyright page; Contents; From the Series Editor; About This Publication; About This Volume; Preface; 1: Peak Oil, Peak Water, Peak Education; The Big Picture; Characteristics of Contemplative Education; Theism and Secularism.; Listening to Others.; Diversity.; Listening to Oneself.; Contemplative Listening Online; Nature and "Interbeing"; Of Birds and Dinosaurs; References; 2: Contemplative Science: An Insider Prospectus; Part 1: How a Deemphasis of First-Person Experience Has Affected Science and Medicine; Science.; Medicine.; Part 2: The Science of Contemplative PracticesThe Self in the Brain.Meditation and the Self.; Meditation in Medicine: Effects on Clinicians.; Part 3: Contemplative Institutions; Postscript; References; 3: Contemplative Practices and the Renewal of Legal Education; The Good News: The Increasing Embrace of Contemplative Approaches to Law Within the Academy; What's Going On?; Why This Is Really, Really Good News.; The Challenges: Evidence of Reluctance to Embrace Mindfulness and Other Contemplative Practices; What a Supportive (or Merely Curious) Law Faculty Member Can Do to Help; Conclusion; References4: Birthing Internal Images: Employing the Cajita Project as a Contemplative Activity in a College ClassroomThe Cajita Project; Birthing Internal Images: Employing The Cajita Project; Step I. Introducing the Cajita Project.; Step II. Conceptualizing and Creating the Cajita.; Step III. Cajita Gallery Walk.; Preparation for the Cajita Project.; Challenges to Implementing the Cajita Project.; References; 5: Integrating Contemplative Education and Contemporary Performance; MFA Faculty Characterize Contemplative Education; MFA Students Characterize Contemplative EducationContemplative Education and the Development of Presence-in-PerformanceContemplative Education and the Development of Aesthetic Perspectives; Learning as Embodied Meaning Making; Conclusion; Postscript; References; 6: The Formation and Development of the Mindful Campus; The Mindful Campus Faculty Group; The Mindful Campus Student Group; The Mindful Campus: AY 2011-2012; References; 7: Koru: Teaching Mindfulness to Emerging Adults; Emerging Adults; Mindfulness; Critical Teaching Elements; Organizational Factors.; Teaching Factors.; Student Factors.; Koru and Transformation; References8: Contemplative Pedagogy: A Quiet Revolution in Higher EducationThe Practices; Mindfulness.; Concentration.; Open Awareness.; Sustaining Contradictions.; Transformative Education; The Deeper Significance of Knowing; The Quiet Contemplative Revolution; The Ethic, Epistemology, and Ontology of Our Teaching; References; Index The complexities of 21st-century life-personal, social, cultural, and environmental-demand thoughtful responses, responses fostered and enhanced through contemplative experience. Contemplative education includes studies of the history, psychology, and socialcultural context of such experience, as well as the development of experiential knowledge through one or more personal practices. Contemplative education has recently emerged in the academy. Although there has been significant published discussion of postsecondary courses and programs that incorporate contemplative views and practiNew directions for teaching and learning ;no. 134.ContemplationStudy and teaching (Higher)MeditationStudy and teaching (Higher)Universities and collegesCurriculaEducation, HigherCurriculaContemplationStudy and teaching (Higher)MeditationStudy and teaching (Higher)Universities and collegesCurricula.Education, HigherCurricula.248.34Sanders Linda A1490111MiAaPQMiAaPQMiAaPQBOOK9910779765303321Contemplative studies in higher education3711266UNINA