LEADER 03414oam 2200673I 450 001 9910460460003321 005 20200520144314.0 010 $a1-136-87347-3 010 $a1-283-04297-5 010 $a9786613042972 010 $a0-203-83785-1 024 7 $a10.4324/9780203837856 035 $a(CKB)2670000000068459 035 $a(EBL)604156 035 $a(OCoLC)701703610 035 $a(SSID)ssj0000470733 035 $a(PQKBManifestationID)12157314 035 $a(PQKBTitleCode)TC0000470733 035 $a(PQKBWorkID)10415758 035 $a(PQKB)10491442 035 $a(OCoLC)701718110 035 $a(MiAaPQ)EBC604156 035 $a(Au-PeEL)EBL604156 035 $a(CaPaEBR)ebr10447738 035 $a(CaONFJC)MIL304297 035 $a(EXLCZ)992670000000068459 100 $a20180706d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aKnowledge and identity $econcepts and applications in Bernstein's sociology /$fedited by Gabrielle Ivinson, Brian Davies, and John Fitz 210 1$aNew York :$cRoutledge,$d2011. 215 $a1 online resource (205 p.) 300 $aDescription based upon print version of record. 311 $a1-138-97405-6 311 $a0-415-58209-1 327 $aBook Cover; Title; Copyright; Contents; Contributors; 1 From monasteries to markets: Will universities survive?; Part I: Knowledge and knowers in late modernity; 2 Knowledge-building: Analysing the cumulative development of ideas; 3 Social life in disciplines; 4 Knowledge theory and praxis: On the Anglo- French debate on reproduction; Part II: Shifting cargo: From singulars to regions and generic knowledge forms; 5 Changing knowledge in higher education; 6 Teachers' conceptions of knowledge structures and pedagogic practices in higher education 327 $a7 Curriculum development processes in a Journalism and Media Studies Department8 Vocational qualifications and access to knowledge; Part III: Multiply anchored subjectivities; 9 'Psychic defences' and institutionalised formations of knowledge; 10 Positioning the regulative order; 11 Bernstein, body pedagogies and the corporeal device; Index 330 $aWhat in the digital era is knowledge? Who has knowledge and whose knowledge has value? Postmodernism has introduced a relativist flavour into educational research such that big questions about the purposes of education have tended to be eclipsed by minutiae. Changes in economic and financial markets induce a sense that we are also experiencing an intellectual credit crunch. Societies can no longer afford to think about the role of education merely in relation to national markets and national citizenry. There is growing recognition that, once again, we need big thinking using b 606 $aKnowledge, Theory of 606 $aKnowledge, Sociology of 606 $aEducational sociology 608 $aElectronic books. 615 0$aKnowledge, Theory of. 615 0$aKnowledge, Sociology of. 615 0$aEducational sociology. 676 $a306.4/2 701 $aDavies$b Brian$f1938-$0892396 701 $aFitz$b John$0892397 701 $aIvinson$b Gabrielle$0892398 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910460460003321 996 $aKnowledge and identity$91992888 997 $aUNINA LEADER 00921nam0 2200289 450 001 9910566898103321 005 20220526081420.0 010 $a9789723619317 100 $a20220526d2022----km y0itay50 ba 101 2 $apor$aeng 102 $aPT 105 $aa 001yy 200 1 $aNenhum sítio é deserto$eÁlvaro Siza$ePiscina de Marés, 1960-2021$gTeresa Cunha Ferreira, Luís Martinho Urbano 210 $aPorto$cEdições Afrontamento$d2022 215 $a189 p.$cill.$d25 cm 510 1 $aNo place is deserted$eocean swimming pool, 1620-2021 610 0 $aLeça da Palmeira$aPorto (PT) 700 1$aSiza,$bÁlvaro$0334261 702 1$aFerreira,$bTeresa Cunha 702 1$aUrbano,$bLuís Martinho 801 0$aIT$bUNINA$gREICAT$2UNIMARC 901 $aBK 912 $a9910566898103321 952 $a50.725$b1/2022$fDARST 959 $aDARST 996 $aNenhum sítio é deserto$92842565 997 $aUNINA LEADER 03212nam 2200469 450 001 9910796714103321 005 20230814223012.0 010 $a90-04-37329-2 024 7 $a10.1163/9789004373297 035 $a(CKB)4100000004840449 035 $a(MiAaPQ)EBC5449725 035 $a(OCoLC)1045040830 035 $a(nllekb)BRILL9789004373297 035 $a(EXLCZ)994100000004840449 100 $a20180728d2018 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aSpeech-in-character, diatribe, and Romans 3:1-9 $ewho's speaking when and why it matters /$fby Justin King 210 1$aLeiden ;$aBoston :$cBrill,$d[2018] 210 4$d©2018 215 $a1 online resource (347 pages) 225 1 $aBiblical interpretation series ;$vVolume 163 300 $aDescription based upon print version of record. 311 $a90-04-37328-4 320 $aIncludes bibliographical references and index. 327 $aFront Matter -- Copyright page -- Dedication -- Acknowledgments -- List of Illustrations and Tables -- Introduction -- Speech-in-Character -- Introduction to Part 1 -- Speech-in-Character in the Rhetorical Handbooks -- Speech-in-Character in the Progymnasmata -- Speech-in-Character: A Synthesis -- Examples of Speech-in-Character in Paul -- Diatribe -- Introduction to Part 2 -- Portrayals of Diatribe -- Examples of Diatribal Dialogue -- Romans 3:1?9 -- Introduction to Part 3 -- Traditional Readings of the Dialogue in Rom 3:1?9 and Its Role in the Letter -- Rescriptive Readings of the Dialogue in Romans 3:1?9 and Its Role in the Letter -- Romans 1?2: The Ethnically Inclusive and Impartial Gospel and the Characterization of the Interlocutor -- Romans 3:1?9 and the Argument of Romans -- Conclusion -- Back Matter -- Bibliography. 330 $aIn Speech-in-Character, Diatribe, and Romans 3:1-9 , Justin King argues that the rhetorical skill of speech-in-character ( prosopopoiia, sermocinatio, conformatio ) offers a methodologically sound foundation for understanding the script of Paul?s imaginary dialogue with an interlocutor in Romans 3:1-9. King focuses on speech-in-character?s stable criterion that attributed speech should be appropriate to the characterization of the speaker. Here, speech-in-character helps to inform which voice in the dialogue speaks which lines, and the general goals of diatribe help shape how an ?appropriate? understanding of the script is best interpreted. King?s analyses of speech-in-character, diatribe, and Romans, therefore, make independent contributions while simultaneously working together to advance scholarship on a much debated passage in one of history?s most important texts. 410 0$aBiblical interpretation series ;$vVolume 163.$x0928-0731 606 $aSpeech acts (Linguistics) 615 0$aSpeech acts (Linguistics) 676 $a227/.1066 700 $aKing$b Justin$01521899 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910796714103321 996 $aSpeech-in-character, diatribe, and Romans 3:1-9$93761359 997 $aUNINA