[PDF] Language Contact Colonial Administration And The Construction Of Identity In Ancient Israel eBook
Language Contact Colonial Administration And The Construction Of Identity In Ancient Israel Book in PDF, ePub and Kindle version is available to download in english. Read online anytime anywhere directly from your device. Click on the download button below to get a free pdf file of Language Contact Colonial Administration And The Construction Of Identity In Ancient Israel book. This book definitely worth reading, it is an incredibly well-written.
In Language Contact, Colonial Administration, and the Construction of Identity in Ancient Israel, Boyd offers the first book-length incorporation of language contact theory with data from the Bible. It allows for a reexamination of the nature of contact between biblical authors and the Assyrian, Babylonian, and Achaemenid empires.
In Babel: Political Rhetoric of a Confused Legacy, Samuel L. Boyd offers a new reading of the Tower of Babel in Genesis 11:1-9. Using recent insights on the rhetoric of Neo-Assyrian politics and its ideology of governance as well as advances in biblical studies, Boyd shows how the Tower of Babel was not originally about a tower, Babylon, or the advent of multilingualism, at least in the earliest phases of the history and literary context of the story. Rather, the narrative was a critique against the Assyrian empire using themes of human overreach found in many places in Genesis 1-11. Boyd clarifies how idioms of Assyrian governance could have found their way into the biblical text, and how the Hebrew of Genesis 11:1-9 itself leads to a different translation of the passage than found in versions of the Bible, one that does not involve language. This new reading sheds light on how the story became about language. Boyd argues that this new understanding of Babel also illuminates aspects of the call of Abram when the Tower of Babel is interpreted as a story about something other than the origin of multilingualism. Finally, he frames the historical-critical research on the biblical passage and its reception in ancient Jewish, Christian, and Islamic sources with the uses of the Tower of Babel in modern politics of language and nationalism. He demonstrates how and why Genesis 11:1-9 has become so useful, in often detrimental ways, to the modern nation-state. Boyd explores this intellectual history of the passage into current events in the twenty-first century and offers perspectives on how a new reading of the Tower of Babel can speak to the current cultural and political moment and offer correctives on the uses and abuses of the Bible in the public sphere.
Learning any language is no small task, not least one that sounds as unusual as Hebrew does to most English speakers’ ears. Going Deeper with Biblical Hebrew primarily aims to equip second-year grammar students of biblical Hebrew to read the Hebrew Scriptures. Using a variety of linguistic approaches, H. H. Hardy II and Matthew McAffee offer a comprehensive and up-to-date textbook for professors and students.
This indispensable monograph synthesizes current debates and offers a new historical and literary analysis of the book of Deuteronomy “In this exciting addition to the Anchor Yale Bible Reference Library, Stackert offers something genuinely new: he brilliantly weaves together biblical scholarship, cuneiform literature, and contemporary literary theory. This clearly written and engaging volume examines how the concept of scripture shaped ancient readers’ understanding of Deuteronomy.”—Bernard M. Levinson, University of Minnesota The book of Deuteronomy introduces and develops many of the essential ideas, events, and texts of both Judaism and Christianity, and it has thus been a resource—and in some instances even a starting point—for investigations of themes and concepts beyond it. In this volume, Jeffrey Stackert deftly guides the reader through major topics in the interpretation of Deuteronomy and its relationship to the other four pentateuchal books. Considering subjects such as the relationship between law and narrative, the role of Deuteronomy in Israel’s history, its composition and reception history, the influence of cuneiform legal and treaty traditions, textual and archaeological evidence from the Levant and Mesopotamia, and the status of Deuteronomy within the larger biblical canon, this book introduces ongoing debates surrounding the book of Deuteronomy and offers a contemporary evaluation of the latest textual and material evidence.
In Exile, Incorporated, author Rosanne Liebermann argues that the biblical book of Ezekiel makes rhetorical use of the human body to construct a specific in-group identity for its ancient Judean audience--namely Judeans who experienced forced migration to Babylon in the sixth century BCE. As Liebermann shows, Ezekiel encourages certain bodily practices within this group that identifies them as "true" Judeans, while also evoking feelings of disgust regarding the bodies of those who do not conduct such practices. In this way, Ezekiel encouraged an isolationist Judean identity that could survive displacement from the homeland.
Translation and multilingualism are an integral part of Iberian culture, having shaped its literary traditions and cultural production for centuries, contributing to the transmission of knowledge and texts, and to the formation of the religious, linguistic, and ethnic identities.
Deuteronomy and the inscribed texts depicted within it are often called “books.” Moreover, its treatment of writing has earned it a prominent place in historical accounts of the religion of ancient Israel and Judah. Neither Deuteronomy nor its text-artifacts, however, are books in any conventional sense of the term. This interdisciplinary study reorients the analysis of Deuteronomic textuality around the materiality, visuality, and rhetoric of ancient rather than modern media. It argues that the Deuteronomic composition adapts the media aesthetics of ancient treaty tablets and monumental inscriptions to a story that is itself transformed into an artifact of the past.
The shift to Hebrew as a national language is at the root of the creation of Israel, yet many Jewish immigrants still use the language of their country of origin. Ultra-orthodox communities retain their own codes, and the use of Arabic remains a clear marker of the Israeli-Arab town and village. At the same time Israel's position in international affairs has encouraged a wide penetration of the society, along class lines, by languages of world-wide communication. These very same languages, for example English and French, have different values in their local context, and play active and different roles in the formation of social boundaries. In his analysis, Ben-Rafael focuses on linguistic resources and symbols which reflect and reveal the complex structure of class, ethnic, religious, and national identities and cleavages in Israeli society. More generally, he uses the Israeli case to show how sociolinguistic ideas may be related to sociological approaches to test some general sociological propositions about social aspects of language use.
Always spoken for, never speaking. Always the object of discourse, never the subject. Constant focus upon Israel in the biblical texts by the interpretative tradition in the modern context has resulted, whether consciously or not, in the eclipse of voices of Israel's Palestinian neighbors. Interpretations reinforce the liminality of ethnic groups like the Edomites, Moabites, Ammonites, and Samaritans effected initially through re-presentation. Stereotyping becomes an ethno-typing strategy that establishes the presumed superiority of 'Israel', the identity construction of the 'others' as anything but superior, and the placement of each group stereotyped on the 'border'. A postcolonial perspective, however, reveals that the focus of the commentary tradition extends liminality beyond the temporal. This study brings to speech the constructed voices of marginalized ethnic groups by juxtaposing those of fifth-century Yehud with those of nineteenth-century America placed there by stereotypic re-presentations. The examination of these re-presentations, though they intend to establish separation through an identity of difference, reveal instead a reflection of the identity of 'self' within 'other' despite efforts by an ethnic group identifying itself as 'Israel'.
This book employs cognitive linguistics to determine the foundational elements of the ancient Israelites’ concept of teaching as reflected in the text of the Hebrew Bible and Ben Sira. It analyzes four prominent lexemes that comprise a lexical set referring to the act of teaching: ירה-H, למד-D, ידע-H, and יסר-D. The study concludes that, in its most basic form, the concept of teaching in ancient Israel was that a teacher creates the conditions in which learning can occur. The methodology employed in this project is built on a premise of cognitive studies, namely, that because teaching is a universal human activity, there is a universal concept of teaching: one person A recognizes that another person B lacks knowledge, belief, skills, and the like (or has incomplete or distorted knowledge, etc.), and person A attempts to bring about a changed state of knowledge, belief, or skill in person B. This universal concept provides the starting place for understanding the concept of teaching that Biblical Hebrew reflects, and it also forms the conceptual base against which the individual lexemes are profiled. The study incorporates a micro-level analysis and a macro-level analysis. At the micro-level, each lexeme is examined with respect to its linguistic forms (the linguistic analysis) and the contexts in which the lexeme occurs (the conceptual analysis). The linguistic analysis considers the clausal constructions of each instantiation and determines what transitivity, ditransitivity, or intransitivity contributes to the meaning. Collocations of the lexeme, including prepositional phrases, adverbial adjuncts, and parallel verbs, are evaluated for their contribution to meaning. The conceptual analysis of each lexeme identifies the meaning potential of each word, as well as what aspect of the meaning potential each instantiation activates. The study then determines the lexeme’s prototypical meaning, which is profiled on the base of the universal concept of teaching. This step of profiling represents an important adaptation of the cognitive linguistics tool of profiling to meet the special requirements of working with ancient texts in that it profiles prototype meanings, not instantiations. In the macro-analysis, the data of all four lexemes in the lexical set are synthesized. The relationships among the lexemes are assessed in order to identify the basic level lexeme and consider whether the lexemes form a folk taxonomy. Finally, the profiles of the four prototype meanings are collated and compared in order to describe the ancient Israelite concept of teaching. The study finds that the basic level item of the lexical set is למד-D based on frequency of use and distribution. In its prototypical definition, למד-D means to intentionally put another person in a state in which s/he can acquire a skill or expertise through experience and practice. In contrast to this sustained kind of teaching, the prototypical meaning of ירה-H is situational in nature: a person of authority or expertise gives specific, situational instruction to someone who lacks knowledge about what to do. The lexemes יסר-D and ידע-H represent the most restricted and the most expansive lexemes, respectively: the prototypical meaning of יסר-D is to attempt to bring about changed behavior in another person through verbal or physical means, often to the point of causing pain; the prototypical meaning of ידע-H is that a person of authority causes another person to be in a state of knowing something from the divine realm or related to experiences with the divine realm. The study determines that while the four lexemes of the Biblical Hebrew lexical set “to teach” have significant semantic overlap, they cannot be construed in a folk taxonomy because the words are not related in a hierarchical way.