A Dissertation Submitted to the Faculty of Theology and Religion Studies in Fulfilment of the requirements for the Degree of Master of Arts (Biblical Studies), at the University of Zululand, South Africa, 2003. / This study endeavours to ascertain whether or not eschatological scenarios propounded by certain writers of highly influential and popular "end-time" texts are biblically sustainable, according to the hermeneutical methods employed by them. Firstly, the hermeneutical methods utilised by Christianity's exegetical predecessors, namely, the rabbinical Pharisees and the Qumran sectaries of the Second Temple period, are considered. Such methods, and the eschatological convictions ensuing therefrom, are apparent from canonical and non-canonical literature relevant to these two groups. Thereafter, the applicability of these methods to a Second Testament context is examined, the rationale being that if the use of such methods is significantly evident in the Second Testament, then they should, it is proposed, be germane to Christian scholars of both earlier and modem times since Christianity arose from the matrix of early Judaism. This is particularly so as regards the writers of popular eschatology whose end-time positions are then examined in the light of early Jewish hermeneutical methods, and their own interpretative stance. The conclusion is reached that the Second Testament does reflect extensive use of the hermeneutical methods of early Judaism and that, consequently, subsequent Christian scholars should endorse these methods. It appears, though, that Christians through the ages have ignored such methods. It is further concluded that the main eschatological issues promoted by the popuiarisers cannot easily be defended solely through the use of the exegetical methods employed by them. However, it is submitted that many such issues can be substantially justified through the use of traditional Jewish hermeneuticai methods, as employed by the Second Testament redactors and Jesus himself.

Daugelyje Lietuvos mokyklų vyrauja tradicinė ugdymo sistema, orientuota į žinių perdavimą. Tačiau šiais spartaus progreso laikais pilnavertis ugdymas negali likti vien tik žinių perdavimu pasyviai jas priimantiems mokiniams. Šiuolaikinis švietimas turi ugdyti proto aktyvumą. Jaunas žmogus privalo išmokti kritiškai mąstyti, žinoti loginio protavimo modelius, išmokti klasifikuoti, gebėti apibendrinti, kelti hipotezes. Pastarieji protavimo ypatumai yra būdingi X – XII klasių mokiniams, kuomet jų mąstymas pereina į formaliųjų operacijų intelekto stadiją. Klasikinės ugdymo sistemos, kurios remiasi žinių perdavimo principu yra taikomos ir meno istorijos pamokose. Pilnaverčiu mokslu ji tampa įgijusi sisteminį, metodinį meno reiškinių aiškinimo ir jų prasmės įžvalgų bei supratimo pavidalą. Meno istorijos X – XII klasių vadovėliai pateikia orientacinių nuorodų į meno istorijos sritį, tačiau nesuteikia informacijos ar pasiūlymų kaip toliau tyrinėti meno kūrinius, neskatina mokinių pasinerti į intelektualinę – kūrybinę veiklą. Būdama aprašomoji ir interpretacinė disciplina meno istorija nuolatos jaučia metodologinių orientyrų stygių. Iš čia kyla tyrimo problema - dailės tyrimų metodai kaip X – XII klasių mokinių meno istorijos pažinimą skatinantis veiksnys bei išskiriamas tyrimo objektas – dailės tyrimų metodų pažinimas, sąlygojantis meno istorijos pažinimą. Dailės tyrimų metodai: formalistinis, ikonografinis – ikonologinis, semiotinis, socialinis istorinis, hermeneutinis, - duoda meno... [toliau žr. visą tekstą] / In many Lithuanian schools a traditional educational system which is oriented towards a conveyance of knowledge prevails. However, in the time of a rapid progress completely developed education cannot be just a conveyance of knowledge to school students who accept it passively. Contemporary education must train mind activity. A young individual must learn to think critically, be aware of models of logical cognition, and learn how to classify, to sum up, and to hypothesize. The latter cognition peculiarities are typical of school students of X – XII grades when their contemplation proceeds to the stage of intellect of formal operations. Classical education systems that are supported by the principle of a conveyance of knowledge are applied in the art history lessons as well. It becomes a completely developed study acquiring a systematic and methodical form of explanation of art phenomena and the insight and understanding of their meaning. Art history textbooks for X – XII grades provide leading references to the field of art history, but they do not provide any information or suggestions on how to analyze works of art, they do not stimulate school students to submerge in intellectual – creative activity. Since art history is a descriptive and interpretative discipline, the lack of methodological guidelines is constantly felt. This is the cause of the problem of the analysis - methods of fine arts analyses as a stimulating factor for knowledge of art history among school... [to full text]