Interpreting Pedagogical Acts : Acts 8.26-40 and Narrative Reflexivity as Pedagogy*

This article foregrounds a fact so basic that it often goes unnoticed: stories frequently depict the acts of reading and/or interpreting stories; many narratives are themselves concerned with proper modes of narrative interpretation. I contend that such scenes work rhetorically to inculcate particul...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Dinkler, Michal Beth - 1979- [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2017

Schlagwörter:	Die Taufe des Äthiopiers / Erzähltechnik / Interpretation / Reflexivität
Schlagwörter:	Acts of the Apostles Ethiopian eunuch ancient pedagogy interpretation reflexivity rhetorical narratology

Übergeordnetes Werk:	Enthalten in: New Testament studies - Cambridge [u.a.] : Cambridge Univ. Press, 1954, 63(2017), 3, Seite 411-427
Übergeordnetes Werk:	volume:63 ; year:2017 ; number:3 ; pages:411-427

Links:	Volltext Volltext

DOI / URN:	10.1017/S0028688517000030

Katalog-ID:	1581977247

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Indexfelder

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publishDate	2017
allfields	10.1017/S0028688517000030 doi (DE-627)1581977247 (DE-576)511977247 (DE-599)BSZ511977247 DE-627 ger DE-627 rda eng 1 ssgn Dinkler, Michal Beth 1979- verfasserin (DE-588)1042985782 (DE-627)769923992 (DE-576)394354303 aut Interpreting Pedagogical Acts Acts 8.26-40 and Narrative Reflexivity as Pedagogy* Michal Beth Dinkler [2017] Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article foregrounds a fact so basic that it often goes unnoticed: stories frequently depict the acts of reading and/or interpreting stories; many narratives are themselves concerned with proper modes of narrative interpretation. I contend that such scenes work rhetorically to inculcate particular kinds of hermeneutical skills in their audiences, and thus can be read as pedagogical scenarios vis-à-vis implied readers. I begin the article by introducing the contemporary notion of narrative reflexivity and situating that concept within the broader literary sub-field of rhetorical narratology. Then, I turn to Acts 8.26-40 as a brief case study in order to demonstrate how narrative reflexivity can help us to think in fresh ways about the pedagogical force of ancient narratives. Specifically, I argue that this story in Acts reflexively commends the following hermeneutical principle for its readers: because reading is not synonymous with understanding, one ought to have an authoritative interpretive guide, and embrace a hermeneutic of hospitality towards the received narrative. Finally, I highlight several examples from ancient literature that demonstrate why my proposed reading coheres with ancient views about pedagogy and textual interpretation more broadly. Acts of the Apostles Ethiopian eunuch ancient pedagogy interpretation reflexivity rhetorical narratology u (DE-588)4253112-3 (DE-627)104733322 (DE-576)210528478 Die Taufe des Äthiopiers gnd s (DE-588)4124854-5 (DE-627)104353759 (DE-576)209571632 Erzähltechnik gnd s (DE-588)4072905-9 (DE-627)10609386X (DE-576)209188618 Interpretation gnd s (DE-588)4177342-1 (DE-627)104499788 (DE-576)209976950 Reflexivität gnd (DE-627) Enthalten in New Testament studies Cambridge [u.a.] : Cambridge Univ. Press, 1954 63(2017), 3, Seite 411-427 Online-Ressource (DE-627)300895283 (DE-600)1483312-8 (DE-576)079165583 1469-8145 nnns volume:63 year:2017 number:3 pages:411-427 https://doi.org/10.1017/S0028688517000030 Resolving-System lizenzpflichtig Volltext https://www.cambridge.org/core/journals/new-testament-studies/article/interpreting-pedagogical-acts-acts-82640-and-narrative-reflexivity-as-pedagogy/C63C031C66B7A23163553937227F5376 Verlag lizenzpflichtig Volltext GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 ISIL_DE-Tue135-1 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_121 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_286 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2088 GBV_ILN_2089 GBV_ILN_2093 GBV_ILN_2098 GBV_ILN_2107 GBV_ILN_2110 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2145 GBV_ILN_2158 GBV_ILN_2190 GBV_ILN_2193 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2924 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4277 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 BIIN AR 63 2017 3 411-427 2019 01 DE-Tü135 3028919583 00 --%%-- --%%-- --%%-- n l01 16-10-18 2019 12 DE-Tü135-1 3942865068 00 www --%%-- p --%%-- l01 01-07-21 2019 12 DE-Tü135-1 https://bibsearch.uibk.ac.at/permalink/f/1po5meu/UIB_alma51226981960003333 2019 01 DE-Tü135 00 (DE-627)1442044136 HC 2019 01 DE-Tü135 01 (DE-627)1442043857 CD 2019 01 DE-Tü135 02 (DE-627)144205381X VB
spelling	10.1017/S0028688517000030 doi (DE-627)1581977247 (DE-576)511977247 (DE-599)BSZ511977247 DE-627 ger DE-627 rda eng 1 ssgn Dinkler, Michal Beth 1979- verfasserin (DE-588)1042985782 (DE-627)769923992 (DE-576)394354303 aut Interpreting Pedagogical Acts Acts 8.26-40 and Narrative Reflexivity as Pedagogy* Michal Beth Dinkler [2017] Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article foregrounds a fact so basic that it often goes unnoticed: stories frequently depict the acts of reading and/or interpreting stories; many narratives are themselves concerned with proper modes of narrative interpretation. I contend that such scenes work rhetorically to inculcate particular kinds of hermeneutical skills in their audiences, and thus can be read as pedagogical scenarios vis-à-vis implied readers. I begin the article by introducing the contemporary notion of narrative reflexivity and situating that concept within the broader literary sub-field of rhetorical narratology. Then, I turn to Acts 8.26-40 as a brief case study in order to demonstrate how narrative reflexivity can help us to think in fresh ways about the pedagogical force of ancient narratives. Specifically, I argue that this story in Acts reflexively commends the following hermeneutical principle for its readers: because reading is not synonymous with understanding, one ought to have an authoritative interpretive guide, and embrace a hermeneutic of hospitality towards the received narrative. Finally, I highlight several examples from ancient literature that demonstrate why my proposed reading coheres with ancient views about pedagogy and textual interpretation more broadly. Acts of the Apostles Ethiopian eunuch ancient pedagogy interpretation reflexivity rhetorical narratology u (DE-588)4253112-3 (DE-627)104733322 (DE-576)210528478 Die Taufe des Äthiopiers gnd s (DE-588)4124854-5 (DE-627)104353759 (DE-576)209571632 Erzähltechnik gnd s (DE-588)4072905-9 (DE-627)10609386X (DE-576)209188618 Interpretation gnd s (DE-588)4177342-1 (DE-627)104499788 (DE-576)209976950 Reflexivität gnd (DE-627) Enthalten in New Testament studies Cambridge [u.a.] : Cambridge Univ. Press, 1954 63(2017), 3, Seite 411-427 Online-Ressource (DE-627)300895283 (DE-600)1483312-8 (DE-576)079165583 1469-8145 nnns volume:63 year:2017 number:3 pages:411-427 https://doi.org/10.1017/S0028688517000030 Resolving-System lizenzpflichtig Volltext https://www.cambridge.org/core/journals/new-testament-studies/article/interpreting-pedagogical-acts-acts-82640-and-narrative-reflexivity-as-pedagogy/C63C031C66B7A23163553937227F5376 Verlag lizenzpflichtig Volltext GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 ISIL_DE-Tue135-1 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_121 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_286 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2088 GBV_ILN_2089 GBV_ILN_2093 GBV_ILN_2098 GBV_ILN_2107 GBV_ILN_2110 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2145 GBV_ILN_2158 GBV_ILN_2190 GBV_ILN_2193 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2924 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4277 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 BIIN AR 63 2017 3 411-427 2019 01 DE-Tü135 3028919583 00 --%%-- --%%-- --%%-- n l01 16-10-18 2019 12 DE-Tü135-1 3942865068 00 www --%%-- p --%%-- l01 01-07-21 2019 12 DE-Tü135-1 https://bibsearch.uibk.ac.at/permalink/f/1po5meu/UIB_alma51226981960003333 2019 01 DE-Tü135 00 (DE-627)1442044136 HC 2019 01 DE-Tü135 01 (DE-627)1442043857 CD 2019 01 DE-Tü135 02 (DE-627)144205381X VB
allfields_unstemmed	10.1017/S0028688517000030 doi (DE-627)1581977247 (DE-576)511977247 (DE-599)BSZ511977247 DE-627 ger DE-627 rda eng 1 ssgn Dinkler, Michal Beth 1979- verfasserin (DE-588)1042985782 (DE-627)769923992 (DE-576)394354303 aut Interpreting Pedagogical Acts Acts 8.26-40 and Narrative Reflexivity as Pedagogy* Michal Beth Dinkler [2017] Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article foregrounds a fact so basic that it often goes unnoticed: stories frequently depict the acts of reading and/or interpreting stories; many narratives are themselves concerned with proper modes of narrative interpretation. I contend that such scenes work rhetorically to inculcate particular kinds of hermeneutical skills in their audiences, and thus can be read as pedagogical scenarios vis-à-vis implied readers. I begin the article by introducing the contemporary notion of narrative reflexivity and situating that concept within the broader literary sub-field of rhetorical narratology. Then, I turn to Acts 8.26-40 as a brief case study in order to demonstrate how narrative reflexivity can help us to think in fresh ways about the pedagogical force of ancient narratives. Specifically, I argue that this story in Acts reflexively commends the following hermeneutical principle for its readers: because reading is not synonymous with understanding, one ought to have an authoritative interpretive guide, and embrace a hermeneutic of hospitality towards the received narrative. Finally, I highlight several examples from ancient literature that demonstrate why my proposed reading coheres with ancient views about pedagogy and textual interpretation more broadly. Acts of the Apostles Ethiopian eunuch ancient pedagogy interpretation reflexivity rhetorical narratology u (DE-588)4253112-3 (DE-627)104733322 (DE-576)210528478 Die Taufe des Äthiopiers gnd s (DE-588)4124854-5 (DE-627)104353759 (DE-576)209571632 Erzähltechnik gnd s (DE-588)4072905-9 (DE-627)10609386X (DE-576)209188618 Interpretation gnd s (DE-588)4177342-1 (DE-627)104499788 (DE-576)209976950 Reflexivität gnd (DE-627) Enthalten in New Testament studies Cambridge [u.a.] : Cambridge Univ. Press, 1954 63(2017), 3, Seite 411-427 Online-Ressource (DE-627)300895283 (DE-600)1483312-8 (DE-576)079165583 1469-8145 nnns volume:63 year:2017 number:3 pages:411-427 https://doi.org/10.1017/S0028688517000030 Resolving-System lizenzpflichtig Volltext https://www.cambridge.org/core/journals/new-testament-studies/article/interpreting-pedagogical-acts-acts-82640-and-narrative-reflexivity-as-pedagogy/C63C031C66B7A23163553937227F5376 Verlag lizenzpflichtig Volltext GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 ISIL_DE-Tue135-1 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_121 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_286 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2088 GBV_ILN_2089 GBV_ILN_2093 GBV_ILN_2098 GBV_ILN_2107 GBV_ILN_2110 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2145 GBV_ILN_2158 GBV_ILN_2190 GBV_ILN_2193 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2924 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4277 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 BIIN AR 63 2017 3 411-427 2019 01 DE-Tü135 3028919583 00 --%%-- --%%-- --%%-- n l01 16-10-18 2019 12 DE-Tü135-1 3942865068 00 www --%%-- p --%%-- l01 01-07-21 2019 12 DE-Tü135-1 https://bibsearch.uibk.ac.at/permalink/f/1po5meu/UIB_alma51226981960003333 2019 01 DE-Tü135 00 (DE-627)1442044136 HC 2019 01 DE-Tü135 01 (DE-627)1442043857 CD 2019 01 DE-Tü135 02 (DE-627)144205381X VB
allfieldsGer	10.1017/S0028688517000030 doi (DE-627)1581977247 (DE-576)511977247 (DE-599)BSZ511977247 DE-627 ger DE-627 rda eng 1 ssgn Dinkler, Michal Beth 1979- verfasserin (DE-588)1042985782 (DE-627)769923992 (DE-576)394354303 aut Interpreting Pedagogical Acts Acts 8.26-40 and Narrative Reflexivity as Pedagogy* Michal Beth Dinkler [2017] Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article foregrounds a fact so basic that it often goes unnoticed: stories frequently depict the acts of reading and/or interpreting stories; many narratives are themselves concerned with proper modes of narrative interpretation. I contend that such scenes work rhetorically to inculcate particular kinds of hermeneutical skills in their audiences, and thus can be read as pedagogical scenarios vis-à-vis implied readers. I begin the article by introducing the contemporary notion of narrative reflexivity and situating that concept within the broader literary sub-field of rhetorical narratology. Then, I turn to Acts 8.26-40 as a brief case study in order to demonstrate how narrative reflexivity can help us to think in fresh ways about the pedagogical force of ancient narratives. Specifically, I argue that this story in Acts reflexively commends the following hermeneutical principle for its readers: because reading is not synonymous with understanding, one ought to have an authoritative interpretive guide, and embrace a hermeneutic of hospitality towards the received narrative. Finally, I highlight several examples from ancient literature that demonstrate why my proposed reading coheres with ancient views about pedagogy and textual interpretation more broadly. Acts of the Apostles Ethiopian eunuch ancient pedagogy interpretation reflexivity rhetorical narratology u (DE-588)4253112-3 (DE-627)104733322 (DE-576)210528478 Die Taufe des Äthiopiers gnd s (DE-588)4124854-5 (DE-627)104353759 (DE-576)209571632 Erzähltechnik gnd s (DE-588)4072905-9 (DE-627)10609386X (DE-576)209188618 Interpretation gnd s (DE-588)4177342-1 (DE-627)104499788 (DE-576)209976950 Reflexivität gnd (DE-627) Enthalten in New Testament studies Cambridge [u.a.] : Cambridge Univ. Press, 1954 63(2017), 3, Seite 411-427 Online-Ressource (DE-627)300895283 (DE-600)1483312-8 (DE-576)079165583 1469-8145 nnns volume:63 year:2017 number:3 pages:411-427 https://doi.org/10.1017/S0028688517000030 Resolving-System lizenzpflichtig Volltext https://www.cambridge.org/core/journals/new-testament-studies/article/interpreting-pedagogical-acts-acts-82640-and-narrative-reflexivity-as-pedagogy/C63C031C66B7A23163553937227F5376 Verlag lizenzpflichtig Volltext GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 ISIL_DE-Tue135-1 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_121 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_286 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2088 GBV_ILN_2089 GBV_ILN_2093 GBV_ILN_2098 GBV_ILN_2107 GBV_ILN_2110 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2145 GBV_ILN_2158 GBV_ILN_2190 GBV_ILN_2193 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2924 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4277 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 BIIN AR 63 2017 3 411-427 2019 01 DE-Tü135 3028919583 00 --%%-- --%%-- --%%-- n l01 16-10-18 2019 12 DE-Tü135-1 3942865068 00 www --%%-- p --%%-- l01 01-07-21 2019 12 DE-Tü135-1 https://bibsearch.uibk.ac.at/permalink/f/1po5meu/UIB_alma51226981960003333 2019 01 DE-Tü135 00 (DE-627)1442044136 HC 2019 01 DE-Tü135 01 (DE-627)1442043857 CD 2019 01 DE-Tü135 02 (DE-627)144205381X VB
allfieldsSound	10.1017/S0028688517000030 doi (DE-627)1581977247 (DE-576)511977247 (DE-599)BSZ511977247 DE-627 ger DE-627 rda eng 1 ssgn Dinkler, Michal Beth 1979- verfasserin (DE-588)1042985782 (DE-627)769923992 (DE-576)394354303 aut Interpreting Pedagogical Acts Acts 8.26-40 and Narrative Reflexivity as Pedagogy* Michal Beth Dinkler [2017] Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article foregrounds a fact so basic that it often goes unnoticed: stories frequently depict the acts of reading and/or interpreting stories; many narratives are themselves concerned with proper modes of narrative interpretation. I contend that such scenes work rhetorically to inculcate particular kinds of hermeneutical skills in their audiences, and thus can be read as pedagogical scenarios vis-à-vis implied readers. I begin the article by introducing the contemporary notion of narrative reflexivity and situating that concept within the broader literary sub-field of rhetorical narratology. Then, I turn to Acts 8.26-40 as a brief case study in order to demonstrate how narrative reflexivity can help us to think in fresh ways about the pedagogical force of ancient narratives. Specifically, I argue that this story in Acts reflexively commends the following hermeneutical principle for its readers: because reading is not synonymous with understanding, one ought to have an authoritative interpretive guide, and embrace a hermeneutic of hospitality towards the received narrative. Finally, I highlight several examples from ancient literature that demonstrate why my proposed reading coheres with ancient views about pedagogy and textual interpretation more broadly. Acts of the Apostles Ethiopian eunuch ancient pedagogy interpretation reflexivity rhetorical narratology u (DE-588)4253112-3 (DE-627)104733322 (DE-576)210528478 Die Taufe des Äthiopiers gnd s (DE-588)4124854-5 (DE-627)104353759 (DE-576)209571632 Erzähltechnik gnd s (DE-588)4072905-9 (DE-627)10609386X (DE-576)209188618 Interpretation gnd s (DE-588)4177342-1 (DE-627)104499788 (DE-576)209976950 Reflexivität gnd (DE-627) Enthalten in New Testament studies Cambridge [u.a.] : Cambridge Univ. Press, 1954 63(2017), 3, Seite 411-427 Online-Ressource (DE-627)300895283 (DE-600)1483312-8 (DE-576)079165583 1469-8145 nnns volume:63 year:2017 number:3 pages:411-427 https://doi.org/10.1017/S0028688517000030 Resolving-System lizenzpflichtig Volltext https://www.cambridge.org/core/journals/new-testament-studies/article/interpreting-pedagogical-acts-acts-82640-and-narrative-reflexivity-as-pedagogy/C63C031C66B7A23163553937227F5376 Verlag lizenzpflichtig Volltext GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 ISIL_DE-Tue135-1 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_121 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_286 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2088 GBV_ILN_2089 GBV_ILN_2093 GBV_ILN_2098 GBV_ILN_2107 GBV_ILN_2110 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2145 GBV_ILN_2158 GBV_ILN_2190 GBV_ILN_2193 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2924 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4277 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 BIIN AR 63 2017 3 411-427 2019 01 DE-Tü135 3028919583 00 --%%-- --%%-- --%%-- n l01 16-10-18 2019 12 DE-Tü135-1 3942865068 00 www --%%-- p --%%-- l01 01-07-21 2019 12 DE-Tü135-1 https://bibsearch.uibk.ac.at/permalink/f/1po5meu/UIB_alma51226981960003333 2019 01 DE-Tü135 00 (DE-627)1442044136 HC 2019 01 DE-Tü135 01 (DE-627)1442043857 CD 2019 01 DE-Tü135 02 (DE-627)144205381X VB
language	English
source	Enthalten in New Testament studies 63(2017), 3, Seite 411-427 volume:63 year:2017 number:3 pages:411-427
sourceStr	Enthalten in New Testament studies 63(2017), 3, Seite 411-427 volume:63 year:2017 number:3 pages:411-427
format_phy_str_mv	Article
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topic_facet	Acts of the Apostles Ethiopian eunuch ancient pedagogy interpretation reflexivity rhetorical narratology Die Taufe des Äthiopiers Erzähltechnik Interpretation Reflexivität
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container_title	New Testament studies
authorswithroles_txt_mv	Dinkler, Michal Beth @@aut@@
publishDateDaySort_date	2017-01-01T00:00:00Z
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spellingShingle	Dinkler, Michal Beth 1979- ssgn 1 misc Acts of the Apostles misc Ethiopian eunuch misc ancient pedagogy misc interpretation misc reflexivity misc rhetorical narratology gnd Die Taufe des Äthiopiers gnd Erzähltechnik gnd Interpretation gnd Reflexivität Interpreting Pedagogical Acts Acts 8.26-40 and Narrative Reflexivity as Pedagogy*
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topic_title	1 ssgn Interpreting Pedagogical Acts Acts 8.26-40 and Narrative Reflexivity as Pedagogy* Michal Beth Dinkler Acts of the Apostles Ethiopian eunuch ancient pedagogy interpretation reflexivity rhetorical narratology u (DE-588)4253112-3 (DE-627)104733322 (DE-576)210528478 Die Taufe des Äthiopiers gnd s (DE-588)4124854-5 (DE-627)104353759 (DE-576)209571632 Erzähltechnik gnd s (DE-588)4072905-9 (DE-627)10609386X (DE-576)209188618 Interpretation gnd s (DE-588)4177342-1 (DE-627)104499788 (DE-576)209976950 Reflexivität gnd (DE-627)
topic	ssgn 1 misc Acts of the Apostles misc Ethiopian eunuch misc ancient pedagogy misc interpretation misc reflexivity misc rhetorical narratology gnd Die Taufe des Äthiopiers gnd Erzähltechnik gnd Interpretation gnd Reflexivität
topic_unstemmed	ssgn 1 misc Acts of the Apostles misc Ethiopian eunuch misc ancient pedagogy misc interpretation misc reflexivity misc rhetorical narratology gnd Die Taufe des Äthiopiers gnd Erzähltechnik gnd Interpretation gnd Reflexivität
topic_browse	ssgn 1 misc Acts of the Apostles misc Ethiopian eunuch misc ancient pedagogy misc interpretation misc reflexivity misc rhetorical narratology gnd Die Taufe des Äthiopiers gnd Erzähltechnik gnd Interpretation gnd Reflexivität
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title	Interpreting Pedagogical Acts Acts 8.26-40 and Narrative Reflexivity as Pedagogy*
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title_full	Interpreting Pedagogical Acts Acts 8.26-40 and Narrative Reflexivity as Pedagogy* Michal Beth Dinkler
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title_sub	Acts 8.26-40 and Narrative Reflexivity as Pedagogy*
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title_sort	interpreting pedagogical actsacts 8.26-40 and narrative reflexivity as pedagogy*
title_auth	Interpreting Pedagogical Acts Acts 8.26-40 and Narrative Reflexivity as Pedagogy*
abstract	This article foregrounds a fact so basic that it often goes unnoticed: stories frequently depict the acts of reading and/or interpreting stories; many narratives are themselves concerned with proper modes of narrative interpretation. I contend that such scenes work rhetorically to inculcate particular kinds of hermeneutical skills in their audiences, and thus can be read as pedagogical scenarios vis-à-vis implied readers. I begin the article by introducing the contemporary notion of narrative reflexivity and situating that concept within the broader literary sub-field of rhetorical narratology. Then, I turn to Acts 8.26-40 as a brief case study in order to demonstrate how narrative reflexivity can help us to think in fresh ways about the pedagogical force of ancient narratives. Specifically, I argue that this story in Acts reflexively commends the following hermeneutical principle for its readers: because reading is not synonymous with understanding, one ought to have an authoritative interpretive guide, and embrace a hermeneutic of hospitality towards the received narrative. Finally, I highlight several examples from ancient literature that demonstrate why my proposed reading coheres with ancient views about pedagogy and textual interpretation more broadly.
abstractGer	This article foregrounds a fact so basic that it often goes unnoticed: stories frequently depict the acts of reading and/or interpreting stories; many narratives are themselves concerned with proper modes of narrative interpretation. I contend that such scenes work rhetorically to inculcate particular kinds of hermeneutical skills in their audiences, and thus can be read as pedagogical scenarios vis-à-vis implied readers. I begin the article by introducing the contemporary notion of narrative reflexivity and situating that concept within the broader literary sub-field of rhetorical narratology. Then, I turn to Acts 8.26-40 as a brief case study in order to demonstrate how narrative reflexivity can help us to think in fresh ways about the pedagogical force of ancient narratives. Specifically, I argue that this story in Acts reflexively commends the following hermeneutical principle for its readers: because reading is not synonymous with understanding, one ought to have an authoritative interpretive guide, and embrace a hermeneutic of hospitality towards the received narrative. Finally, I highlight several examples from ancient literature that demonstrate why my proposed reading coheres with ancient views about pedagogy and textual interpretation more broadly.
abstract_unstemmed	This article foregrounds a fact so basic that it often goes unnoticed: stories frequently depict the acts of reading and/or interpreting stories; many narratives are themselves concerned with proper modes of narrative interpretation. I contend that such scenes work rhetorically to inculcate particular kinds of hermeneutical skills in their audiences, and thus can be read as pedagogical scenarios vis-à-vis implied readers. I begin the article by introducing the contemporary notion of narrative reflexivity and situating that concept within the broader literary sub-field of rhetorical narratology. Then, I turn to Acts 8.26-40 as a brief case study in order to demonstrate how narrative reflexivity can help us to think in fresh ways about the pedagogical force of ancient narratives. Specifically, I argue that this story in Acts reflexively commends the following hermeneutical principle for its readers: because reading is not synonymous with understanding, one ought to have an authoritative interpretive guide, and embrace a hermeneutic of hospitality towards the received narrative. Finally, I highlight several examples from ancient literature that demonstrate why my proposed reading coheres with ancient views about pedagogy and textual interpretation more broadly.
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title_short	Interpreting Pedagogical Acts
url	https://doi.org/10.1017/S0028688517000030 https://www.cambridge.org/core/journals/new-testament-studies/article/interpreting-pedagogical-acts-acts-82640-and-narrative-reflexivity-as-pedagogy/C63C031C66B7A23163553937227F5376
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Interpreting Pedagogical Acts : Acts 8.26-40 and Narrative Reflexivity as Pedagogy*

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