The Languagea collection of symbols, governed by rules, and used to convey messages
vIdentify at least two ways in which language has shaped perception
vIdentify at least two ways in which language reflects attitudes
Nature of Language
•Language is symbolic
•Language is Rule-Governed
•Phonological rules – how sounds are combined to form words
•Syntactic rules govern ways symbols can be arranged. (structure of language)
•Semantic rules govern meaning
•Regulative rules tell us what interpretation of a message is appropriate in a given context
Meanings Are in People, Not Words
“The spoken word belongs half to the one who speaks and half to the one who hears.” French proverb
Language Shapes Attitudes
•Culture
-the structure of a culture’s language shapes the world view of its members
Kaibigan Kapatid
Mano Po
•Naming
The perceptions we hold about people because of their names influence our behavior toward them.
•Credibility
•Status- judgments of attractiveness and status are strongly influenced by style of speech
•Self-esteem- the words we use to describe people’s roles or functions in society can also shape the way they feel about themselves.
Language Reflects Attitudes
•Power
Powerless language:
Hedges: I’m kinda disappointed…
I think we should…
I guess I’d like to…
Hesitations: “uh…” Well,…” “er”
Intensifiers: I’m not very hungry
Polite forms: excuse me, sir…
Disclaimers: I’m not really sure…
•Attraction and interest
üChoice of demonstrative pronoun: These vs Those
üNegation: It’s good vs It’s bad
üSequential placement: Brothers and Sisters
•Responsibility
ü“It” vs “I” statements
ü“You” vs “I” statements
ü“But” statements
üQuestion vs statements
Language of Misunderstanding
•Equivocal Language- have more than one correct dictionary definition
•Relative Terms – gain their meaning by comparison
•Emotive Language – contains words that sound as if they’re describing something when they are announcing the speaker’s attitude.
Characteristics of Non-Verbal
ØNonverbal Communication Exists
ØNonverbal Communication is Primarily Relational
ØNonverbal Communication is Ambiguous
ØMuch nonverbal Communication is Culture-bound
Functions of NonVerbal
•Repeating – Where’s PCU college?
•Substituting – Musta na?
•Complementing – nonverbal behaviors that accompany and support spoken words
•Accenting – nonverbal devices used to emphasize oral messages.
•Regulating- nonverbal behaviors that control the flow of verbal communication
•Contradicting – people simultaneously
express different and even contradicting messages.
Types of Nonverbal Communication
•Posture and Gestures
•Face and Eyes
•Voice
•Touch
Clothing
•Economic level
•Educational level
•Trustworthiness
•Social position
•Level of sophistication
•Economic background
•Social background
•Educational background
•Level of success
•Moral character
Distance
•Intimate Distance- skin contact to 18 inches
•Personal Distance – 18in to 4 ft
•Social Distance – 4 ft to 12 feet
•Public Distance –outward from 12 feet
Time
Territoriality- the way people use space
Environment
Friday, December 12, 2008
Developmental Reading
Developmental Reading
Objective of the Course
•Improve impression of reading
•gain appreciation of reading
Assessment
•Reading is a burden in study and life.
•Personally, it has not been useful in my studies.
•Reading is for men and women of great minds, however, they are avoided and set aside.
•Books are a sources of rest and enjoyment for me.
•The library is a boring place to stay and spend time in.
•Reading is just a requirement to get a degree.
All About READING
•Reading is to the mind what exercise is to the body. (Richard Sleete)
•After three days without reading, talk becomes flavorless. (Chinese proverb)
•Once you learn to read you will be forever free. (Frederich Douglass)
•Reading maketh a full man. (Francis Bacon)
All about BOOKS
•A book is garden carried in a pocket. (Chinese proverb)
•A man without books is a body without a soul. (Cicero)
•Books we must have though we lack bread. (Alice Williams Brotherston)
•You do not have to burn books to destroy a culture. Just get people to stop reading them. (Ray Bradbury)
History of Reading
“Reading—I discovered—comes before writing. A society can exist—many do exist—without writing, but no society can exist without reading.”
Alberto Manguel (1948 -)Argentinian writer.
PROCESSES OF READING
•Physiological Process
•Cognitive Process
•Communication Process
•Psycho-Social Process
•Reading as a Process of Development
Reading as a Physiological Process
•Eyes seem identify, and recognize the printed word or images
•The cerebral cortex interprets the symbols
Eye movements
Ø fixation- most readers take four eye pauses per second; poor readers need more time to pause in order to see with accuracy
ØInter-fixation – or the eye moving from stopping to the other
Ø return sweeps – eyes swing back from end line to the next line.
ØSaccades – short quick hop and jump
ØRegressions – backward right to left movement
ØSpan of recognition – eyes recognition of a group of word
READING as a Cognitive Process
Comprehension – the mental or cognitive process in the perception of meaning.
- The process of discerning and understanding what the writer or speaker wants to put across to his readers or listeners by inference or by direct expression.
2Basic steps in Reading
Comprehension
•The extraneous process that creates a stimulus on the visual centers of the brain:
•Fusion/interpretation/construction of “meaning” by the mind out of the stimuli
Stimulus
•Word recognition or the written symbols
•Attentive adjustment by the reader on these symbols.
LEVELS OF COMPREHENSION
1. Literal – knowing what is read as is (who, what, where, when, why, how). The reader is expected to identify basic details, follow instructions, and understand specific rules and orders. (WORD MEANING, SYNTAX, COMPOSITION)
ØIdentify characters in the story
ØDescribe the roles each of the characters played in the story
ØIdentify the problems met by the principal characters
ØSummarize the story
2. Interpretative
-What is read combined with one’s subjective ideas.
-“Reading between the lines”
-The reader is expected to figure out what the author is implying in his work.
-Discern the implication of the situation mentioned in the story
-Interpreting by inference.
PRACTICE
“The house is full of cobwebs. It’s floor is covered with dust. The chairs and other household articles are in disarray.”
What does the author want to imply?
3. Critical Level
•This level calls for readers’ judgment on the wisdom, propriety or validity of one’s act.
•The critical level comprehension maybe developed by asking these questions:
ü If you were the author…
üIf your were in the shoes of the character…
üWas the ending of the story appropriate…
4.th Level: Application
•This level aims to enhance one’s ability to apply skills as the situation so demands.
•This develops one’s talent to profit from the vicarious experience gained through reading.
Reading as a Communication Process
•Reading relies much on language
•LANGUAGE is a code system used by humans to communicate.
•There are characteristics of language which is conducive to human’s reading recognition and appreciation.
Characteristics of Language
•CLARITY – concrete vs abstract or generalization:
Many students attended the student council meeting.
Ninety-five college students attended Tuesday’s student council meeting.
•SIMPLICITY – complex wording vs direct and to the point
Shall we partake of our repast?
Shall we eat?
Mother’s culinary dishes are exquisite.
Mother cooks well.
•ADAPTED LANGUAGE – words of expression should relate to the reader’s age, educational attainment, gender, ethnic origin, other personal factors.
4. FORCEFUL – stimulating language provides color, interest and excitement
5. VIVID LANGUAGE – vivid wording that is descriptive and stirs the senses.
He speaks at length while saying little.
He spews forth words – and says nothing.
Crackerjack persuader – very convincing salesman
Festering corruption – dishonest and evil
Seething hell – trouble spot
How dare you insinuate that I could tolerate such a diabolical insult from a mere speck of humanity like you.
Getting the Meaning
•Meaning of the word may either be
ØDenotative
ØConnotative
ØDenotative Meaning – the specific meaning of a word or a term as it is literally designated.
ØConnotative Meaning – the suggestive or associative meaning of a word or term. It is the meaning that carries what the word suggests or implies
•Denotative Meaning
ØNapoleon was defeated in Waterloo.
•Connotative Meaning
ØHe met his waterloo in the hands of his rival.
How to Determine Meaning of a Word
•Context Clue – the process of discovering the meaning of a new word by deducing the meaning of other words used in the sentence in association with the new word.
ØSemantic Clue
ØSyntactic Clue
ØPresentation Clue
Semantic Clue
•Semantic clues are either words, phrases or clauses used with the new words in the sentence which tend to tip off the meaning of the new word by:
ØDefinition. This is just an explanation of the conceptual meaning of a word as defined.
Edifice is a building or any other structure, particularly one that is large and imposing.
ØAppositive. This is a descriptive word, phrase, or clause used to explain the meaning of the unknown term. It is set off by commas within the sentence
Homicide, the killing of a person by another without deliberate intent, is not murder.
ØContrast. This is a way of giving the dissimilarity or opposite meaning of the words by using the conjunction but, however, or nevertheless
Maria is industrious but her sister is indolent.
ØSimile. The words as, as if, or like are used to suggest the meaning of the new word.
Like her mother who is beautiful, Sarah is dainty in her new gown.
ØExposition. This is the process of giving an explanation, a commentary or interpretation of one’s state of being.
Maria was so timid that she could hardly speak before the class.
Practice
•My father is not easily discouraged. He has an indomitable conviction to face problems.
•He who enjoys the company of others is gregarious.
•Juan does not deserve the award. He won the contest clandestinely.
•A person who is active and is always on- the-go would not appreciate a sedentary job.
5. My son is indolent. He does not like to work.
•Obstinate children are usually hard to discipline.
•I can’t sleep in my room. I smell something obnoxious.
•Mary has a mansion. She could actually buy a number of cars of her choice. She is affluent.
•Gerry lives with a woman who is not his wife. He has a paramour.
Reading as a Process of Development
Respond to these concepts:
ØThere are stages of individual development in reading.
ØThese stages are interrelated, each stage being a preparation for the next.
ØDevelopment proceeds sequentially in an upward movement starting with the simplest to increasing levels of complexity.
•There are level of difficulties in reading skills acquisition
•Development is influenced by one’s personal maturation, social demands, values and aspirations.
Stages Reading Development
•Reading Readiness – Nursery and kindergarten pupils
•Beginning reading – Grades 1 and 2
•Period of rapid growth or expanding ability – Grades 3 and 4
•Period of refinement in the use of the reading tool – Grade 6, high school and college
Reading Readiness
•Prepares pupil for learning how to read
•Guides the child in acquiring functional listening and speaking vocabulary
•Initiates activities using real/concrete objects such as alphabet blocks, toys, picture books, etc.
•Imparts skills in auditory and visual discrimination, motor-ocular coordination
•Introduces fun experiences such as listening to stories, reading rhymes and children’s poems
•Imparts inquisition by the child of basic sight vocabulary using pictures, configurations, actions and context clues
•Introduces phonetic and structural lessons
•Imparts lessons to make the child ready for other studies such as in Language, Science, Mathematics, Social Studies and the Arts.
Beginning Reading
In this stage, the learner begins to recognize and remember words, phrases, and sentences as symbols for ideas that corresponds to early experience.
ØIntroduce words, seeing to it that these words relate to real-life situations
•Initiates both oral and silent reading, with preference to oral reading in order to aid the child in recall, correct pronunciations and clear enunciation of words. Should have at least 200 reading vocabulary words
•Engage the child in repetitive, interesting and meaningful vocabulary building activities.
Objective of the Course
•Improve impression of reading
•gain appreciation of reading
Assessment
•Reading is a burden in study and life.
•Personally, it has not been useful in my studies.
•Reading is for men and women of great minds, however, they are avoided and set aside.
•Books are a sources of rest and enjoyment for me.
•The library is a boring place to stay and spend time in.
•Reading is just a requirement to get a degree.
All About READING
•Reading is to the mind what exercise is to the body. (Richard Sleete)
•After three days without reading, talk becomes flavorless. (Chinese proverb)
•Once you learn to read you will be forever free. (Frederich Douglass)
•Reading maketh a full man. (Francis Bacon)
All about BOOKS
•A book is garden carried in a pocket. (Chinese proverb)
•A man without books is a body without a soul. (Cicero)
•Books we must have though we lack bread. (Alice Williams Brotherston)
•You do not have to burn books to destroy a culture. Just get people to stop reading them. (Ray Bradbury)
History of Reading
“Reading—I discovered—comes before writing. A society can exist—many do exist—without writing, but no society can exist without reading.”
Alberto Manguel (1948 -)Argentinian writer.
PROCESSES OF READING
•Physiological Process
•Cognitive Process
•Communication Process
•Psycho-Social Process
•Reading as a Process of Development
Reading as a Physiological Process
•Eyes seem identify, and recognize the printed word or images
•The cerebral cortex interprets the symbols
Eye movements
Ø fixation- most readers take four eye pauses per second; poor readers need more time to pause in order to see with accuracy
ØInter-fixation – or the eye moving from stopping to the other
Ø return sweeps – eyes swing back from end line to the next line.
ØSaccades – short quick hop and jump
ØRegressions – backward right to left movement
ØSpan of recognition – eyes recognition of a group of word
READING as a Cognitive Process
Comprehension – the mental or cognitive process in the perception of meaning.
- The process of discerning and understanding what the writer or speaker wants to put across to his readers or listeners by inference or by direct expression.
2Basic steps in Reading
Comprehension
•The extraneous process that creates a stimulus on the visual centers of the brain:
•Fusion/interpretation/construction of “meaning” by the mind out of the stimuli
Stimulus
•Word recognition or the written symbols
•Attentive adjustment by the reader on these symbols.
LEVELS OF COMPREHENSION
1. Literal – knowing what is read as is (who, what, where, when, why, how). The reader is expected to identify basic details, follow instructions, and understand specific rules and orders. (WORD MEANING, SYNTAX, COMPOSITION)
ØIdentify characters in the story
ØDescribe the roles each of the characters played in the story
ØIdentify the problems met by the principal characters
ØSummarize the story
2. Interpretative
-What is read combined with one’s subjective ideas.
-“Reading between the lines”
-The reader is expected to figure out what the author is implying in his work.
-Discern the implication of the situation mentioned in the story
-Interpreting by inference.
PRACTICE
“The house is full of cobwebs. It’s floor is covered with dust. The chairs and other household articles are in disarray.”
What does the author want to imply?
3. Critical Level
•This level calls for readers’ judgment on the wisdom, propriety or validity of one’s act.
•The critical level comprehension maybe developed by asking these questions:
ü If you were the author…
üIf your were in the shoes of the character…
üWas the ending of the story appropriate…
4.th Level: Application
•This level aims to enhance one’s ability to apply skills as the situation so demands.
•This develops one’s talent to profit from the vicarious experience gained through reading.
Reading as a Communication Process
•Reading relies much on language
•LANGUAGE is a code system used by humans to communicate.
•There are characteristics of language which is conducive to human’s reading recognition and appreciation.
Characteristics of Language
•CLARITY – concrete vs abstract or generalization:
Many students attended the student council meeting.
Ninety-five college students attended Tuesday’s student council meeting.
•SIMPLICITY – complex wording vs direct and to the point
Shall we partake of our repast?
Shall we eat?
Mother’s culinary dishes are exquisite.
Mother cooks well.
•ADAPTED LANGUAGE – words of expression should relate to the reader’s age, educational attainment, gender, ethnic origin, other personal factors.
4. FORCEFUL – stimulating language provides color, interest and excitement
5. VIVID LANGUAGE – vivid wording that is descriptive and stirs the senses.
He speaks at length while saying little.
He spews forth words – and says nothing.
Crackerjack persuader – very convincing salesman
Festering corruption – dishonest and evil
Seething hell – trouble spot
How dare you insinuate that I could tolerate such a diabolical insult from a mere speck of humanity like you.
Getting the Meaning
•Meaning of the word may either be
ØDenotative
ØConnotative
ØDenotative Meaning – the specific meaning of a word or a term as it is literally designated.
ØConnotative Meaning – the suggestive or associative meaning of a word or term. It is the meaning that carries what the word suggests or implies
•Denotative Meaning
ØNapoleon was defeated in Waterloo.
•Connotative Meaning
ØHe met his waterloo in the hands of his rival.
How to Determine Meaning of a Word
•Context Clue – the process of discovering the meaning of a new word by deducing the meaning of other words used in the sentence in association with the new word.
ØSemantic Clue
ØSyntactic Clue
ØPresentation Clue
Semantic Clue
•Semantic clues are either words, phrases or clauses used with the new words in the sentence which tend to tip off the meaning of the new word by:
ØDefinition. This is just an explanation of the conceptual meaning of a word as defined.
Edifice is a building or any other structure, particularly one that is large and imposing.
ØAppositive. This is a descriptive word, phrase, or clause used to explain the meaning of the unknown term. It is set off by commas within the sentence
Homicide, the killing of a person by another without deliberate intent, is not murder.
ØContrast. This is a way of giving the dissimilarity or opposite meaning of the words by using the conjunction but, however, or nevertheless
Maria is industrious but her sister is indolent.
ØSimile. The words as, as if, or like are used to suggest the meaning of the new word.
Like her mother who is beautiful, Sarah is dainty in her new gown.
ØExposition. This is the process of giving an explanation, a commentary or interpretation of one’s state of being.
Maria was so timid that she could hardly speak before the class.
Practice
•My father is not easily discouraged. He has an indomitable conviction to face problems.
•He who enjoys the company of others is gregarious.
•Juan does not deserve the award. He won the contest clandestinely.
•A person who is active and is always on- the-go would not appreciate a sedentary job.
5. My son is indolent. He does not like to work.
•Obstinate children are usually hard to discipline.
•I can’t sleep in my room. I smell something obnoxious.
•Mary has a mansion. She could actually buy a number of cars of her choice. She is affluent.
•Gerry lives with a woman who is not his wife. He has a paramour.
Reading as a Process of Development
Respond to these concepts:
ØThere are stages of individual development in reading.
ØThese stages are interrelated, each stage being a preparation for the next.
ØDevelopment proceeds sequentially in an upward movement starting with the simplest to increasing levels of complexity.
•There are level of difficulties in reading skills acquisition
•Development is influenced by one’s personal maturation, social demands, values and aspirations.
Stages Reading Development
•Reading Readiness – Nursery and kindergarten pupils
•Beginning reading – Grades 1 and 2
•Period of rapid growth or expanding ability – Grades 3 and 4
•Period of refinement in the use of the reading tool – Grade 6, high school and college
Reading Readiness
•Prepares pupil for learning how to read
•Guides the child in acquiring functional listening and speaking vocabulary
•Initiates activities using real/concrete objects such as alphabet blocks, toys, picture books, etc.
•Imparts skills in auditory and visual discrimination, motor-ocular coordination
•Introduces fun experiences such as listening to stories, reading rhymes and children’s poems
•Imparts inquisition by the child of basic sight vocabulary using pictures, configurations, actions and context clues
•Introduces phonetic and structural lessons
•Imparts lessons to make the child ready for other studies such as in Language, Science, Mathematics, Social Studies and the Arts.
Beginning Reading
In this stage, the learner begins to recognize and remember words, phrases, and sentences as symbols for ideas that corresponds to early experience.
ØIntroduce words, seeing to it that these words relate to real-life situations
•Initiates both oral and silent reading, with preference to oral reading in order to aid the child in recall, correct pronunciations and clear enunciation of words. Should have at least 200 reading vocabulary words
•Engage the child in repetitive, interesting and meaningful vocabulary building activities.
Bible As Literature
BIBLE as LITERATURE
2nd Semester, 2008
Objectives of the Course
-Be able to identify the different literary genres that make up the entire Bible
-Gain appreciation of the Bible as a Literature
-Interpret selected Biblical text using Literary Criticism.
Course Outline
Part I- Introduction
1. The Biblical Library: The Bible as a Body of Literature
Books in the Old Testament
Books in the New Testament
2. Literary Criticism: An Approach to Reading the Bible
Part II: Book by Book study of the Bible and their representative genres
2nd Semester, 2008
Objectives of the Course
-Be able to identify the different literary genres that make up the entire Bible
-Gain appreciation of the Bible as a Literature
-Interpret selected Biblical text using Literary Criticism.
Course Outline
Part I- Introduction
1. The Biblical Library: The Bible as a Body of Literature
Books in the Old Testament
Books in the New Testament
2. Literary Criticism: An Approach to Reading the Bible
Part II: Book by Book study of the Bible and their representative genres
Prelim: Pentateuch, Historical,
MidTerm: Poetical and Prophetic Books
Final: New Testament books
Part III: Requirements:
Reporting
Compilation of Biblical texts representative of literary genres
The Bible as a Body of Literature
MidTerm: Poetical and Prophetic Books
Final: New Testament books
Part III: Requirements:
Reporting
Compilation of Biblical texts representative of literary genres
The Bible as a Body of Literature
THE FOUR-FOLD DIVISION of OLD TESTAMENT
The LAW:
Genesis, Exodus, Leviticus, Numbers and Deuteronomy
The HISTORIES:
Joshua, Judges, Ruth, 1 & 2 Samuel, 1 & 2 Kings, 1 & 2 Chronicles, Ezra, Nehemiah and Esther
The POETICAL Books:
Job, Psalms, Proverbs, Ecclesiastes, Song of Songs, and Lamentations
The PROPHETIC Books:
Major Prophets: Isaiah, Jeremiah, Ezekiel, Daniel
Minor Prophets: Hosea, Joel, Amos, Obadiah, Jonah, Micah, Nahum, Habakkuk, Zephaniah,
Genesis, Exodus, Leviticus, Numbers and Deuteronomy
The HISTORIES:
Joshua, Judges, Ruth, 1 & 2 Samuel, 1 & 2 Kings, 1 & 2 Chronicles, Ezra, Nehemiah and Esther
The POETICAL Books:
Job, Psalms, Proverbs, Ecclesiastes, Song of Songs, and Lamentations
The PROPHETIC Books:
Major Prophets: Isaiah, Jeremiah, Ezekiel, Daniel
Minor Prophets: Hosea, Joel, Amos, Obadiah, Jonah, Micah, Nahum, Habakkuk, Zephaniah,
Haggai, Zechariah, Malachi
Four-Fold Division of New Testament
Gospel: Matthew, Mark, Luke, John
History: Acts of the Apostles
Epistles:
Pauline Letters: Romans, 1&2 Corinthians, Galatians, Ephesians, Philippians, Colossians,
Four-Fold Division of New Testament
Gospel: Matthew, Mark, Luke, John
History: Acts of the Apostles
Epistles:
Pauline Letters: Romans, 1&2 Corinthians, Galatians, Ephesians, Philippians, Colossians,
1&2 Thessalonians, 1&2 Timothy, Titus and Philemon
Non Pauline Letters: Hebrews, James, 1&2 Peter, 1,2&3 John, Jude
Prophecy: Revelation
Oral and Literary Forms of the Old Testament
The Law
Narratives, sagas, legends, myths, genealogies, tribal lists, law codes, cultic regulations, speeches, prayers, songs, blessings, curses
Non Pauline Letters: Hebrews, James, 1&2 Peter, 1,2&3 John, Jude
Prophecy: Revelation
Oral and Literary Forms of the Old Testament
The Law
Narratives, sagas, legends, myths, genealogies, tribal lists, law codes, cultic regulations, speeches, prayers, songs, blessings, curses
The Histories
Narratives, riddles, proverbs, battle reports, court archives, building projects, genealogies, letters, memoirs, accounts of visions, oracles, speeches, prayer, songs, hymns, laments
The Poetical Books
Didactic stories, maxims, proverbs, narratives, legends, songs, hymns, laments, court poetry, prayers
The Prophetic Books
Narratives, oracles, first-and-third person reports, accounts of visions, diatribes, letters, blessings, curses, myths, proverbs, legends, didactic
Narratives, riddles, proverbs, battle reports, court archives, building projects, genealogies, letters, memoirs, accounts of visions, oracles, speeches, prayer, songs, hymns, laments
The Poetical Books
Didactic stories, maxims, proverbs, narratives, legends, songs, hymns, laments, court poetry, prayers
The Prophetic Books
Narratives, oracles, first-and-third person reports, accounts of visions, diatribes, letters, blessings, curses, myths, proverbs, legends, didactic
Oral and Literary Forms of the New Testament
The Gospel
Narratives, pronouncements stories, parables, maxims, prayers, exhortations, sayings, discourses, reported oracles.
A History
Narratives, memoirs, sermons, oracles, prayers, hymns, exhortations, discourses
The Epistles
Exhortations, moral instructions, Catechisms, confessions of faith, hymns, prayers, formal greetings
A Prophecy
Exhortations, letters, moral instructions, reports and visions, prayers, hymns
Definition of Terms
Etiology – literally, the study of causes. Etiological stories are designed to explain the origins of something, such as a name, a custom, or an institution, often by linking it to a hero or legendary event.
Legend - a story set in the past that tells of the special qualities and deeds of a central person, in order to transmit history and cultural values or traditions to people of another time. The focus is on the religious qualities and gifts of the central figure and aim to edify the reader.
Oracle – A communication from God spoken through a priest or prophet, often recorded in poetic form.
The Gospel
Narratives, pronouncements stories, parables, maxims, prayers, exhortations, sayings, discourses, reported oracles.
A History
Narratives, memoirs, sermons, oracles, prayers, hymns, exhortations, discourses
The Epistles
Exhortations, moral instructions, Catechisms, confessions of faith, hymns, prayers, formal greetings
A Prophecy
Exhortations, letters, moral instructions, reports and visions, prayers, hymns
Definition of Terms
Etiology – literally, the study of causes. Etiological stories are designed to explain the origins of something, such as a name, a custom, or an institution, often by linking it to a hero or legendary event.
Legend - a story set in the past that tells of the special qualities and deeds of a central person, in order to transmit history and cultural values or traditions to people of another time. The focus is on the religious qualities and gifts of the central figure and aim to edify the reader.
Oracle – A communication from God spoken through a priest or prophet, often recorded in poetic form.
Saga – a traditional imaginative story, set in the past and lacking exact historical documentation that records the heroic deeds of ancestors or famous leaders who overcame great difficulties.
MYTH. ancient story, a traditional story about heroes or supernatural beings, often attempting to explain the origins of natural phenomena or aspects of human
Reading the Bible as a Literature
Literary Approach of Reading the Bible
The text is understood as having its own voice, and as the words of a text is read, the textual voice speaks.
Literary Paradigm
Text
universe
reader
writer
MYTH. ancient story, a traditional story about heroes or supernatural beings, often attempting to explain the origins of natural phenomena or aspects of human
Reading the Bible as a Literature
Literary Approach of Reading the Bible
The text is understood as having its own voice, and as the words of a text is read, the textual voice speaks.
Literary Paradigm
Text
universe
reader
writer
The act of interpretation is in how the text relates to each points of the triangle
Features of Literary Paradigm
1. Ahistorical and Atemporal View of Texts. History and time are not the defining category in interpretation. Literary paradigm views a text as a finished product.
2. Autonomy of Text. It stands by itself, speaks for itself, and provides clues within it that serve as the basis for interpretation. The text is understood to have its own voice
Final form of the text
Text is viewed as a whole
3.Texts are intrinsically meaningful.
4.Meaning as Aesthetics. What is it’s meaning vs. what did it mean?
Structuralism
The recognition that language is a structure system
Features of Literary Paradigm
1. Ahistorical and Atemporal View of Texts. History and time are not the defining category in interpretation. Literary paradigm views a text as a finished product.
2. Autonomy of Text. It stands by itself, speaks for itself, and provides clues within it that serve as the basis for interpretation. The text is understood to have its own voice
Final form of the text
Text is viewed as a whole
3.Texts are intrinsically meaningful.
4.Meaning as Aesthetics. What is it’s meaning vs. what did it mean?
Structuralism
The recognition that language is a structure system
Wednesday, December 03, 2008
Ang Tagal Kong Nawala!!! Welcome Back to Me
Eto ako ngayon....
Ang dami nang nangyari since the last time I posted. When was that?
I forgot my password kasi, e. And when I told my friend the reason why I couldn't post, sabihin ba naman niya na, "Ay may memory gap ka na?"
Ok, I admit, may memory gap na ako. But there are things I still vividly remember:
I remember the days at UTS, where we would peacefully sit at the steps of the Salakot chapel after a day of academic (ayokong gamitin ang scholarly) engagement ended. Wala lang, we would talk from nonsense to "what's your favorite lovesong?" I was asked this question after a gruelling afternoon dissecting and analyzing a case study in Pastoral Care and Counselling. Ang hirap palang magshift ng mode from analytical to creative mode ano? Basta, we would love to sit at the steps of Salakot and watch the beautiful sunset.
That was then - when we, even if we stand on opposing political, theological, ideological positions, could sit together and establish a semblance of acceptance, accomodation and friendship.
Are those days gone? Are those days something to be remembered by and no longer a reality of the present? Ang lungkot naman.
If those days would remain a memory, then, I pray that memory gap will not erase those memories. At least, I can live today and say that I've lived a life in UTS where people from different theological and whatever persuasions could sit at the steps of Salakot and enjoy the setting of the sun.
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