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In The Semantics of Glory, Marilyn Burton offers a new model for a cognitive semantic approach to ancient languages, and in particular Classical Hebrew, demonstrating this model through its application to the semantic domain of the term “Glory” in Classical Hebrew.
Radical Frame Semantics and Biblical Hebrew by Stephen Shead Pdf
Drawing on various modern linguistic models, including cognitive linguistics, frame semantics, and construction grammar, this book presents a new, integrated approach to lexical semantic analysis of biblical Hebrew, applying it in a detailed study of words related to “exploring.”
Author : Kurt Feyaerts Publisher : Peter Lang Publishing Page : 308 pages File Size : 41,5 Mb Release : 2003 Category : Language Arts & Disciplines ISBN : STANFORD:36105113090737
The Bible Through Metaphor and Translation by Kurt Feyaerts Pdf
Oxford, Bern, Berlin, Bruxelles, Frankfurt/M., New York, Wien. This volume assembles selected proceedings of a conference held at the University of Leuven in July 1998. It sheds light on the tension between 'change' and 'preservation' in religious language. More specifically, the volume focuses on metaphor and translation as two sources of linguistic (semantic) change, which both play an important role in the continuous process of interpreting and re-interpreting discourse, i.e. the Bible. Although operating on different grounds with different intensity and range, both processes face the same challenge of finding new, historically and co(n)textually appropriate linguistic means to express a complex content. With regard to the cultural (religious) and historical embeddedness of different communities, the requirement of linguistic appropriateness inevitably leads to a continuous process of semantic adjustment ('reinterpretation') of earlier versions of a text. In dealing with religious language, however, this process of semantic change, which from a linguistic point of view may seem inevitable, sometimes faces severe opposition from the religious community itself. This very tension between the natural process of semantic change and the strong preserving power relating to the sacred content of religious language renders religious language a unique object of study for linguists, theologians, exegetes and others. Contents: Kurt Feyaerts: Introduction - Lieven Boeve: Linguistica ancilla Theologiae: The Interest of Fundamental Theology in Cognitive Semantics - Pierre Van Hecke: To Shepherd, Have Dealings and Desire: On the Lexical Structure of the Hebrew Root r'h - Olaf Jakel: How Can MortalMan Understand the Road He Travels? Prospects and Problems of the Cognitive Approach to Religious Metaphor - Greg Johnson: The Economies of Grace as Gift and Moral Accounting: Insights from Cognitive Linguistics - Ralph Bisschops: Are Religious Metaphors Rooted in Experience? On Ezekiel's Wedding Metaphors - Brian Doyle: How Do Single Isotopes Meet? 'Lord it' (b'l) or 'Eat it' (bl'): A Rare Word Play Metaphor in Isaiah 25 - Kjell Magne Yri: Recreating Religion. The Translation of Central Religious Terms in the Light of a Cognitive Approach to Semantics - Kristin De Troyer: 'And God Was Created...'. On Translating Hebrew into Greek - Katrin Hauspie: The Contribution of Semantic Flexibility to Septuagint Greek Lexicography - David Tuggy: The Literal-Idiomatic Bible Translation Debate from the Perspective of Cognitive Grammar - Eugene A. Nida: A Contextualist Approach to Biblical Interpretation.
From Linguistics to Hermeneutics by Pierre Van Hecke Pdf
Drawing on the insights of functional grammar and cognitive semantics, this book offers a detailed linguistic analysis of Job 12-14 and a fresh exegetical reading of Job's longest and central speech in the book.
Conceptualizing Words for God Within the Pentateuch by Terrance Randall Wardlaw Pdf
This book contributes to scholarship by demonstrating methodologically how traditional comparative philology has identified the meaning of YHWH, Elohim, and El within the text of the Pentateuch.
In the dynamic interchange between authors, texts, and readers that occurs during the reading process, readers are stimulated by the author to create complex inner representations of the reality presented in a text. The cognitive linguistic approach outlined in the first part of Inner Worlds offers a set of analytical tools that can be instructively applied to the book of Jonah to examine how the text presents its own reality to the reader. Retranslated with an eye to the distinct nuances in the Hebrew, the text of Jonah reveals a range of suggestive dynamic patterns that show the irony of Jonah’s limited perspectives on his misfortunes compared with the transcendent perspective of a gracious God.
Semantics, World View and Bible Translation by Gerrit van Steenbergen Pdf
This study draws a number of disciplines together from a Bible translation perspective. It offers a thorough semantic analysis of selected Hebrew lexical items referring to negative moral behaviour in the book of Isaiah, and discusses the implications of the analysis for Hebrew lexicography. The book first offers a critical appraisal of componential analysis of meaning, followed by a number of proposals to improve this analytical tool in order to bring it in line with modern insights from cognitive linguistics.
"To Teach" in Ancient Israel by Wendy L. Widder Pdf
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.
Author : Ellen Van Wolde Publisher : Penn State Press Page : 417 pages File Size : 54,7 Mb Release : 2009-06-23 Category : History ISBN : 9781575066202
Until recently, biblical studies and studies of the written and material culture of the ancient Near East have been fragmented, governed by experts who are confined within their individual disciplines’ methodological frameworks and patterns of thinking. The consequence has been that, at present, concepts and the terminology for examining the interaction of textual and historical complexes are lacking. However, we can learn from the cognitive sciences. Until the end of the 1980s, neurophysiologists, psychologists, pediatricians, and linguists worked in complete isolation from one another on various aspects of the human brain. Then, beginning in the 1990s, one group began to focus on processes in the brain, thereby requiring that cell biologists, neurologists, psychiatrists, psychologists, linguists, and other relevant scientists collaborate with each other. Their investigation revealed that the brain integrates all kinds of information; if this were not the case, we would not be able to catch even a glimpse of the brain’s processing activity. By analogy, van Wolde’s proposal for biblical scholarship is to extend its examination of single elements by studying the integrative structures that emerge out of the interconnectivity of the parts. This analysis is based on detailed studies of specific relationships among data of diverse origins, using language as the essential device that links and permits expression. This method can be called a cognitive relational approach. Van Wolde bases her work on cognitive concepts developed by Ronald Langacker. With these concepts, biblical scholars will be able to study emergent cognitive structures that issue from biblical words and texts in interaction with historical complexes. Van Wolde presents a method of analysis that biblical scholars can follow to investigate interactions among words and texts in the Hebrew Bible, material and nonmaterial culture, and comparative textual and historical contexts. In a significant portion of the book, she then exemplifies this method of analysis by applying it to controversial concepts and passages in the Hebrew Bible (the crescent moon; the in-law family; the city gate; differentiation and separation; Genesis 1, 34; Leviticus 18, 20; Numbers 5, 35; Deuteronomy 21; and Ezekiel 18, 22, 33).
From Linguistics to Hermeneutics by Pierre van Hecke Pdf
Drawing on the insights of functional grammar and cognitive semantics, this book offers a detailed linguistic analysis of Job 12-14 and a fresh exegetical reading of Job's longest and central speech in the book.
New Perspectives in Biblical and Rabbinic Hebrew by Aaron D. Hornkohl,Geoffrey Khan Pdf
Most of the papers in this volume originated as presentations at the conference Biblical Hebrew and Rabbinic Hebrew: New Perspectives in Philology and Linguistics, which was held at the University of Cambridge, 8–10th July, 2019. The aim of the conference was to build bridges between various strands of research in the field of Hebrew language studies that rarely meet, namely philologists working on Biblical Hebrew, philologists working on Rabbinic Hebrew and theoretical linguists. This volume is the published outcome of this initiative. It contains peer-reviewed papers in the fields of Biblical and Rabbinic Hebrew that advance the field by the philological investigation of primary sources and the application of cutting-edge linguistic theory. These include contributions by established scholars and by students and early career researchers.
This collection of articles by an international group of specialists presents original research, new lines of inquiry, and novel insights on subjects related to ancient Hebrew linguistics, Bible translation, and biblical interpretation.
"To Teach" in Ancient Israel by Wendy L. Widder Pdf
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.