LEADER 05439nam 2200637 450 001 9910788819703321 005 20230808211408.0 010 $a3-11-039196-1 010 $a3-11-025540-5 024 7 $a10.1515/9783110255409 035 $a(CKB)3360000000514862 035 $a(EBL)4618881 035 $a(MiAaPQ)EBC4618881 035 $a(DE-B1597)123642 035 $a(OCoLC)953984228 035 $a(DE-B1597)9783110255409 035 $a(Au-PeEL)EBL4618881 035 $a(CaPaEBR)ebr11241223 035 $a(CaONFJC)MIL943480 035 $a(OCoLC)956276861 035 $a(EXLCZ)993360000000514862 100 $a20160826h20162016 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aLuke the historian of Israel's legacy, theologian of Israel's Christ $ea new reading of the gospel Acts of Luke /$fDavid Paul Moessner 210 1$aBerlin, [Germany] ;$aBoston, [Massachusetts] :$cDe Gruyter,$d2016. 210 4$d©2016 215 $a1 online resource (388 p.) 225 1 $aBeihefte zur Zeitschrift fu?r die neutestamentliche Wissenschaft,$x0171-6441 ;$vVolume 182 300 $aDescription based upon print version of record. 311 $a3-11-061043-4 311 $a3-11-025539-1 320 $aIncludes bibliographical references and index. 327 $tFrontmatter --$tTable of contents --$tAbbreviations --$tBible translations --$tIntroduction: Enigma in Two Volumes --$tPart I: Luke?s ?Gospel Acts? and the Genre of the Gospels --$tPart II: Luke?s Prologues and Hellenistic Narrative Hermeneutics --$tPart III: Luke among Hellenistic Historians --$tPart IV: Luke?s Theologia Crucis. The Suffering Servant(s) of the Lord: Moses, David, The Suffering Righteous, and Jesus and ?All The Prophets? --$tPart V: Luke, the Church, and Israel?s Legacy --$tConclusion. Luke the Hellenistic Historian of Israel?s Legacy, Theologian of Israel?s ?Christ? --$tFinale: Luke the Historian, Biblical Theologian of Israel?s ?Christ? --$tBibliography --$tSubject Terms for Luke the Historian --$tScripture (other than Luke and Acts) --$tDeutero-Canonical, Pseudepigrapha, Rabbinic, and Qumran Texts --$tChristian Writings --$tOther Ancient Sources --$tModern Authors 330 $aDavid Moessner proposes a new understanding of the relation of Luke?s second volume to his Gospel to open up a whole new reading of Luke?s foundational contribution to the New Testament. For postmodern readers who find Acts a ?generic outlier,? dangling tenuously somewhere between the ?mainland? of the evangelists and the ?Peloponnese? of Paul?diffused and confused and shunted to the backwaters of the New Testament by these signature corpora?Moessner plunges his readers into the hermeneutical atmosphere of Greek narrative poetics and elaboration of multi-volume works to inhale the rhetorical swells that animate Luke?s first readers in their engagement of his narrative. In this collection of twelve of his essays, re-contextualized and re-organized into five major topical movements, Moessner showcases multiple Hellenistic texts and rhetorical tropes to spotlight the various signals Luke provides his readers of the multiple ways his Acts will follow "all that Jesus began to do and to teach" (Acts 1:1) and, consequently, bring coherence to this dominant block of the New Testament that has long been split apart. By collapsing the world of Jesus into the words and deeds of his followers, Luke re-configures the significance of Israel?s "Christ" and the "Reign" of Israel?s God for all peoples and places to create a new account of ?Gospel Acts,? discrete and distinctively different than the "narrative" of the "many" (Luke 1:1). Luke the Historian of Israel?s Legacy combines what no analysis of the Lukan writings has previously accomplished, integrating seamlessly two ?generically-estranged? volumes into one new whole from the intent of the one composer. For Luke is the Hellenistic historian and simultaneously ?biblical? theologian who arranges the one "plan of God" read from the script of the Jewish scriptures?parts and whole, severally and together?as the saving ?script? for the whole world through Israel?s suffering and raised up "Christ," Jesus of Nazareth. In the introductions to each major theme of the essays, this noted scholar of the Lukan writings offers an epitome of the main features of Luke?s theological ?thought,? and, in a final Conclusions chapter, weaves together a comprehensive synthesis of this new reading of the whole. 410 0$aBeihefte zur Zeitschrift fu?r die neutestamentliche Wissenschaft und die Kunde der a?lteren Kirche ;$vVolume 182. 606 $aRELIGION / Biblical Criticism & Interpretation / New Testament$2bisacsh 610 $aActs. 610 $aBiblical Theology. 610 $aGospel of Luke. 610 $aHistoriography. 610 $aScriptures of Israel. 615 7$aRELIGION / Biblical Criticism & Interpretation / New Testament. 676 $a226.406 686 $aBC 7260$2rvk 700 $aMoessner$b David P.$f1949-$01524223 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910788819703321 996 $aLuke the historian of Israel's legacy, theologian of Israel's Christ$93764862 997 $aUNINA LEADER 03089nam 2200457 450 001 9910821240303321 005 20230105202212.0 010 $a90-04-40687-5 024 7 $a10.1163/9789004406872 035 $a(CKB)4920000000127010 035 $a(nllekb)BRILL9789004406872 035 $a(MiAaPQ)EBC5992977 035 $a(EXLCZ)994920000000127010 100 $a20191227d2020 uy 0 101 0 $aeng 135 $aurun| uuuua 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $2rdacarrier 200 10$aShare engage educate $eseeding change for a better world /$fby Vinesh Chandra 210 1$aLeiden ;$aBoston :$cBrill,$d2020. 215 $a1 online resource 311 $a90-04-40071-0 311 $a90-04-40686-7 320 $aIncludes bibliographical references and index. 330 $aThere is no doubt that our world is becoming increasingly more connected through digital technologies. For meaningful participation in this environment we need to be digitally literate, yet there are many children in developing countries who have yet to touch a computer because of social disadvantage. For these children, schools are the only place where they can build this capacity. Regrettably, many schools in these communities are under resourced. They do not have sufficient and relevant library books, let alone digital resources. As a consequence, teaching and learning strategies have remained unchanged for decades. The field of critical pedagogy evolved through the initial work of Paulo Freire. This theory is underpinned by critical thinking about societal issues followed by action and reflection. When citizens are armed with such knowledge and skills, they can positively impact on the lives of the underprivileged. Critical pedagogy, however, is still struggling to find its meaningful place, particularly in higher education. This is largely due to the lack of effective strategies and critical educators. Share Engage Educate is an auto-ethnography which presents accounts of the initiatives that were undertaken to promote print and digital literacy in rural and remote schools in eight developing countries. It highlights the experiences of school leaders, teachers, university staff and students, and globally minded citizens working alongside local communities to enhance the quality of education for over 15,000 children in these schools. 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