<p>Genesis is central to both hegemonic and counterhegemonic conceptions of communal identity. Read one way, the book undergirds contemporary assumptions about the nature of communality and the categories through which it is constructed. Read another way, however, it undermines them. This project considers these two readings of Genesis, their asymmetrical approaches to the book, and the intersection between them. </p><p>Using family storytelling as an approach to biblical interpretation allows this study to hold together the constitution of the reading community and the interpretation of the biblical text. In a Eurocentric reading of Genesis, the constitution of the reading community governs engagement of the biblical text. Conversely, in the YHWH-centric reading advocated here, the biblical text governs the constitution of the reading community. This study reopens the question of what it means to be an "us" rather than leaving participation in an "us" as an (often unacknowledged) a priori condition of all interpretation. In doing so it does not deny the existence or the significance of such preexisting commitments, but rather it refuses to regard those commitments as fixed and final. </p><p>From an exegetical standpoint, this study challenges Eurocentrism by finding in Genesis a vision of communality that, in emphasizing the importance of living out the relatedness of all humans to one another and to God, holds the potential for more fruitful relationships between communities. From a methodological standpoint, it offers a reading of Genesis that incorporates features of the text that have been neglected by colonizing readings and avoids the difficulties and internal inconsistencies from which they suffer. Making use of Benedict Anderson's account of the relationship between the imagined community of the nation and religiously imagined communities, as well as Jonathan Sheehan's account of the Enlightenment Bible, this study argues that certain ways of reading the Bible arose to help the West articulate its sense of itself and its others. Drawing attention to the text's reception and the way in which Eurocentric approaches displace Jews and marginalize (the West's) others, this project considers alternative ways of conceptualizing the relationship between the Bible and those who call it their own.</p> / Dissertation

Boston University. University Professors Program Senior theses. / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-02

Thesis (Magisterarbeit)--Universität Freiburg (Breisgau), 2006. / Includes bibliographical references.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-14T15:38:34Z No. of bitstreams: 1 deborafajardopontes.pdf: 1602460 bytes, checksum: 181d50cf0dfba54cfc37b9ebde967401 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-14T15:55:32Z (GMT) No. of bitstreams: 1 deborafajardopontes.pdf: 1602460 bytes, checksum: 181d50cf0dfba54cfc37b9ebde967401 (MD5) / Made available in DSpace on 2015-12-14T15:55:32Z (GMT). No. of bitstreams: 1 deborafajardopontes.pdf: 1602460 bytes, checksum: 181d50cf0dfba54cfc37b9ebde967401 (MD5) Previous issue date: 2015-01-20 / Essa dissertação tem como proposta identificar as representações da sexualidade feminina em revistas brasileiras contemporâneas dirigidas à mulher. O objetivo é verificar o quanto essas representações distam, ou se aproximam, dos estereótipos femininos construídos ao longo da civilização ocidental. O corpus da pesquisa é formado por três publicações de editoras consolidadas no mercado brasileiro: Nova e Lola (já extinta), da Editora Abril, e Marie Claire, da Editora Globo, colecionadas por seis meses – de janeiro a junho de 2013. A fundamentação teórica inclui trabalhos de estudiosos do feminismo, da história das mulheres no mundo ocidental, da identidade como construção narrativa, das interações sociais e da comunicação. A Análise de Conteúdo categorial, como proposta por Laurence Bardin, foi a metodologia usada para analisar o material selecionado. Procedeu-se ainda a uma pesquisa de recepção com leitoras das respectivas revistas, cujo objetivo é averiguar a sua percepção relativa a esse produto. A pesquisa aponta para a ideia de “modernizar para não transformar” - característica encontrada nas revistas e acentuada nas últimas décadas. / The purpose of this dissertation is to identify different forms of female sexuality representation in contemporary Brazilian magazines aimed at female audiences. The specific aim is to verify how much these representations get close or far from long-standing feminine stereotypes built in Western civilization. The research corpus is composed of three publications by some traditional Brazilian printing houses: the Nova and Lola magazines (the last one already extinct) by Editora Abril and Marie Claire by Editora Globo, collected along six months – from January through June 2013. Theoretical fundamentals used in this work include results of research about feminism, the history of women in the Western world, identity as a narrative construction, social interactions and communication. Categorical content analysis, as a proposal by Laurence Bardin was the methodology used to analyze the selected material. A research work about the reception of this product has also been conducted. The overall conclusion suggests the existence of an idea of “modernizing in order not to transform” a characteristic that has been found in magazines and seems to have been highlighted in the last decades.

The purpose of this thesis is to reflect on the importance that deception has had on the efficient functioning of societies and the development of individuals. I attempt to do so by adopting an historical perspective, analysing the development of the notion of lawful deception during the Middle Ages and, mainly, the Early Modern Age through theological and political discourses. The scope of my investigation is pan-European. I examine sources from the major Western territories, but I pay special attention to those produced in the Spanish-Habsburg Empire, which was a major political and cultural entity during this period. My claim is that between the thirteenth and seventeenth centuries, the West witnessed the formation of what I call an "Ethics of Deception:" a trend of thought that, without challenging the Augustinian prohibition of lying, recognised deception as intrinsic to nature and mankind, thereby justifying its use from moral and political perspectives. I explain how this intellectual process was conducted, fostered by new social realities, and helped by the flourishing of casuistry, tacitism and neostoicism. Furthermore, I argue that the acceptance of deception contributed to the creation of a new view of the world, language and human interaction. A view that is in the very basis of some of the most characteristic features of Baroque art and that opened the door to some of the most transcendental cultural changes of the period, such as the creation of politics governed by reason rather than faith, the secularisation of social behaviour, and the emergence of the notions of individualism, privacy and freedom of thought. For these reasons, I claim that deception played an important role in the shaping of Modernity.

No description available.

L’histoire des femmes et l’histoire du genre se sont développées conjointement depuis plus d’une trentaine d’années. Pourtant, elles ne sont pas encore pleinement reconnues par les institutions universitaires, et encore moins par les institutions collégiales, les progrès historiographiques dans ces domaines étant exclus du cursus enseigné. Du moins, c’est ce que nous avons observé au niveau collégial au Québec, à la suite d’une évaluation de la trame narrative des manuels francophones et anglophones utilisés pour le cours Histoire de la civilisation occidentale. En effet, grâce à une analyse des chapitres couvrant la période moderne, soit de 1500 à 1800 environ, des manuels les plus utilisés pour l’enseignement de ce cours, nous avons pu établir que l’histoire des femmes et l’histoire du genre ne sont pas intégrées et qu’une différence existe entre la trame du manuel francophone et celle du manuel anglophone. Nous avons constaté que le seul cours d’histoire obligatoire au niveau collégial, qui tend à former des citoyens et des citoyennes éclairé(e)s ainsi qu’à transmettre une culture générale de base, exclut la moitié de la population de leurs enseignements. Aussi ce mémoire propose-t-il trois façons de remédier à cette situation. / Women and gender history have developed in conjunction for more than thirty years. Nevertheless, these domains are still not fully recognized by the university institutions, and even less by the college institutions, as the historiographical advances in these areas are being excluded from the curriculum. Indeed, this is the situation we have observed at the college level in Quebec, following an evaluation of the narrative transmitted by French and English textbooks used in the History of western civilization courses. In fact, thanks to an analysis of the chapters covering the early modern period, which ranges approximately from 1500 to 1800, in the most often used textbooks for the teaching of this course, we were able to establish that the history of women and the history of gender are not integrated in the narrative and that a difference exists between the narrative of the French and English textbooks. We observed that the only mandatory history course at the college level, which endeavours to form enlightened male and female citizens as well as to transmit a basic general culture, excludes half of the population of their teachings. Thus, this work proposes three solutions to remedy this situation.

L’histoire des femmes et l’histoire du genre se sont développées conjointement depuis plus d’une trentaine d’années. Pourtant, elles ne sont pas encore pleinement reconnues par les institutions universitaires, et encore moins par les institutions collégiales, les progrès historiographiques dans ces domaines étant exclus du cursus enseigné. Du moins, c’est ce que nous avons observé au niveau collégial au Québec, à la suite d’une évaluation de la trame narrative des manuels francophones et anglophones utilisés pour le cours Histoire de la civilisation occidentale. En effet, grâce à une analyse des chapitres couvrant la période moderne, soit de 1500 à 1800 environ, des manuels les plus utilisés pour l’enseignement de ce cours, nous avons pu établir que l’histoire des femmes et l’histoire du genre ne sont pas intégrées et qu’une différence existe entre la trame du manuel francophone et celle du manuel anglophone. Nous avons constaté que le seul cours d’histoire obligatoire au niveau collégial, qui tend à former des citoyens et des citoyennes éclairé(e)s ainsi qu’à transmettre une culture générale de base, exclut la moitié de la population de leurs enseignements. Aussi ce mémoire propose-t-il trois façons de remédier à cette situation. / Women and gender history have developed in conjunction for more than thirty years. Nevertheless, these domains are still not fully recognized by the university institutions, and even less by the college institutions, as the historiographical advances in these areas are being excluded from the curriculum. Indeed, this is the situation we have observed at the college level in Quebec, following an evaluation of the narrative transmitted by French and English textbooks used in the History of western civilization courses. In fact, thanks to an analysis of the chapters covering the early modern period, which ranges approximately from 1500 to 1800, in the most often used textbooks for the teaching of this course, we were able to establish that the history of women and the history of gender are not integrated in the narrative and that a difference exists between the narrative of the French and English textbooks. We observed that the only mandatory history course at the college level, which endeavours to form enlightened male and female citizens as well as to transmit a basic general culture, excludes half of the population of their teachings. Thus, this work proposes three solutions to remedy this situation.

The dissertation firstly looks at how the Arabic essay and short story developed in Egypt since the beginning of the nineteenth century. Then a discussion follows on the life and contribution of the Egyptian author, Mustafā Lutfī al-Manfalūtī, as representative of this literary evolution. The general influences on Egyptian literature are discussed, and the general development of Arabic prose from 1850 onwards is then detailed, including the efforts to save Arabic literature from stagnation and degeneration. Following this, the focus is on the origins of the essay and short story. This leads to dealing with the growth and advancement of the essay and short story, together with the revival of the Arabic heritage and how the Arabic novel came into being. Then Mustafā Lutfī al-Manfalūtīs biography, environmental circumstances and personalities that influenced his writings are focused on. Afterwards, the core discussion is Al-Manfalūtīs seven literary works, and his ideas and opinions as reflected in his writings. In conclusion, the relevance of his writings and an appraisal of his literary contributions are detailed. / Religious Studies & Arabic / M.A. (Arabic)

The dissertation firstly looks at how the Arabic essay and short story developed in Egypt since the beginning of the nineteenth century. Then a discussion follows on the life and contribution of the Egyptian author, Mustafā Lutfī al-Manfalūtī, as representative of this literary evolution. The general influences on Egyptian literature are discussed, and the general development of Arabic prose from 1850 onwards is then detailed, including the efforts to save Arabic literature from stagnation and degeneration. Following this, the focus is on the origins of the essay and short story. This leads to dealing with the growth and advancement of the essay and short story, together with the revival of the Arabic heritage and how the Arabic novel came into being. Then Mustafā Lutfī al-Manfalūtīs biography, environmental circumstances and personalities that influenced his writings are focused on. Afterwards, the core discussion is Al-Manfalūtīs seven literary works, and his ideas and opinions as reflected in his writings. In conclusion, the relevance of his writings and an appraisal of his literary contributions are detailed. / Religious Studies and Arabic / M.A. (Arabic)