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1	Using Process Drama Strategies to Support Students’ Co-Construction of Meanings from Literary and Religious Texts: The Experience of an Islamic School in the United States Rifai, Irfan 03 July 2019 (has links) No description available. Language Arts Literacy Literature Reading Instruction Process drama strategies literacy instruction literary texts religious texts
2	Does the Church of England present a coherent theology of the devil and the demonic in its liturgical formulae? Clammer, Thomas January 2017 (has links) An examination of the Common Worship liturgical resources of the Church of England with attention to references to the devil, the demonic, and evil. The study begins by discussing the methods by which the Church of England has articulated the relationship between liturgy and theology over its history, drawing particularly on examples from the Homilies and the Tracts to demonstrate various methodologies used. The liturgical history of the Church of England is briefly reviewed with particular attention given to the way in which the devil and the demonic are referenced within the texts which were in use variously from 1549 until the last years of the 20th century. The core methodology is that of structural analysis. By analysing individual liturgical units of a given liturgy, the theologies articulated within the service are identified and compared. Building upon the method of structural analysis, this study develops a new methodology for analysing liturgical texts by structural analysis in order to identify the theologies of the devil and the demonic in the baptismal, healing and deliverance liturgies of the Church of England. The key texts for analysis are Holy Baptism and A Celebration of Wholeness and Healing from Common Worship. Deliverance liturgies are not authorised centrally and so these have been sourced from various individual dioceses, as well as other provinces in the Church. Structural analysis is carried out following the same methodology in each case, and reflections are drawn at the end of each section prior to the more substantive conclusion. It is demonstrated that there is significant diversity of theological assertion within the currently available texts as well as between Common Worship and the Book of Common Prayer. The study concludes with a suggestion for further development of this methodology to treat other texts within the Common Worship library.
3	Z papyrů prožraných červy : Texty rakví z hrobky kněze Iufay v Abúsíru / From worm-eaten papyri: Coffin Texts from the tomb of priest Iufaa at Abusir Míčková, Diana January 2016 (has links) The aim of the present thesis is translation, detailed analysis and interpretation of the Coffin Texts of the Late-period tomb of Iufaa at Abusir. The corpus of these texts is unique, because except for a few text sequences, which were common in the Late Period, there are texts that are not preserved elsewhere in the Late Period and sometimes only exist in highly fragmentary Middle Kingdom versions. The Coffin Texts found on Iufaa's outer sarcophagus and on the walls of his burial chamber consist only of such uncommon texts. Some of these are also placed on the inner sarcophagus, whereall theremaining Coffin Texts spells are also located. The thesis presents a translation and analysis of the individual texts, focusing on their development, tradition and changes between the Middle Kingdom and the Late Period, including commentaries on grammar and language use as well as on the content. Iufaa's versions of these texts significantly contribute to our understanding and interpretation of some Coffin Texts spells and present a wider view on Egyptian religious texts and their interpretation, as well as on the textual transmission and work of Egyptian priests and scribes themselves.
4	AFRICAN AMERICAN SPIRITUALS AND THE BIBLE: SELECTING TEXTS FOR SECONDARY EDUCATION INSTRUCTION Michael James Greenan (9719168) 15 December 2020 (has links) <p>The research in this thesis attempts to select texts from the African American Spirituals and the Bible that are appropriate for secondary language arts instruction, specifically for grades 9-12. The paper first gives an overview of legal justifications and educational reasons for teaching religious literature in public schools. Then, relevant educational standards are discussed, and, using the standards as an initial guide, I identify common themes within the Spirituals and Bible, which, from my analysis of various literatures, are slavery, chosenness, and coded language. Next, I describe my systematic effort to choose texts from the Spirituals and the Bible. To help accomplish this, I draw primarily from two tomes: <i>Go Down Moses: Celebrating the African-American Spiritual</i> and <i>Biblical Literacy: The Essential Bible Stories Everyone Needs to Know</i>. After I describe the research process of selecting texts, I form judgments about which biblical passages and African American Spirituals are particularly worthy of study, along with their applicable and mutual themes. </p> Education African American Spirituals Bible Spirituals English Education African Americans Slavery Chosenness Coded Language Themes Secondary Education High School Curriculum Texts Interpretation Religion Christianity Judaism Scripture Critical Thinking Hebrew Bible New Testament Literature Blacks Selecting Texts Exodus Revelation Go Down Moses Biblical Literacy Standards Religious Texts Bound for Canaan Land Daniel Obama Religious texts in public schools language arts secondary instruction negro spirituals Moses Frederick Douglass John Brown's Body A Promised Land biblical interpretation biblical allusions allusions sorrow songs W.E.B. Du Bois Book of Revelation apocalypse in literature apocalypse biblical apocalypse Book of Daniel Genesis religion in public schools Black Spirituals African American religion Bible as literature African American history American slavery slavery in Bible Book of Exodus chosen high school curriculum religion in curriculum religious texts religious literature

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