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...
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| Medienart: | Elektronisch Aufsatz |
| Sprache: | Englisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
Cambridge Univ. Press
[2017]
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| In: |
New Testament studies
Jahr: 2017, Band: 63, Heft: 3, Seiten: 411-427 |
| normierte Schlagwort(-folgen): | B
Die Taufe des Äthiopiers
/ Erzähltechnik
/ Interpretation
/ Reflexivität
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| RelBib Classification: | CD Christentum und Kultur HC Neues Testament VB Logik; philosophische Hermeneutik; philosophische Erkenntnislehre |
| weitere Schlagwörter: | B
ancient pedagogy
B Reflexivity B rhetorical narratology B Ethiopian eunuch B Interpretation B Acts of the Apostles |
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| Zusammenfassung: | 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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| ISSN: | 1469-8145 |
| Enthält: | Enthalten in: New Testament studies
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| Persistent identifiers: | DOI: 10.1017/S0028688517000030 |