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Sonstige beteiligte Institutionen
Acknowledgements
(2023)
In der Arbeit „Abschied vom Schöpfergott?“ wird der Frage nachgegangen, inwiefern sich Jugendliche in Westdeutschland zunehmend vom christlichen Glauben an einen göttlichen Erschaffer der Welt distanzieren. Bezüglich der Gottesfrage herrscht in der empirischen Forschung seit über 20 Jahren ein Dissens: Löst sich in einer religiös individualisierten Gesamtsituation der christliche Kern jugendlicher Transzendenzkonzepte mehr und mehr auf oder wird sich auch in Zukunft bei jungen Leuten eine Pluralität von diversen (und teilweise auch christlichen) Antworten auf die Gottesfrage ausmachen lassen? Im Fokussieren der Frage auf eine mögliche Rolle Gottes bei der Welterschaffung, der creatio originalis, wurde die Problemlösung qualitativ-empirisch angegangen. In problemzentrierten Leitfaden-Interviews wurden 14 (angehende) nordbayerische Abiturientinnen und Abiturienten darüber befragt, wie sie sich die Entstehung der Welt vorstellen. Ihre sog. Welterklärungen, die sowohl religiöse als auch naturwissenschaftliche Ansätze enthalten, wurden mit Hilfe der neueren Grounded Theory offen und typologisch kodiert. Neben den Transzendenz- und Schöpferkonzepten der jungen Erwachsenen lagen weitere Brennpunkte der Analyse auf ihren Kosmologiekonzepten sowie den Bibelverständnissen von Genesis 1-3. Im Anschluss daran wurde der empirische Befund religionspädagogisch im Blick auf den Religionsunterricht der gymnasialen Oberstufe diskutiert.
A New International
(2023)
A Case Study of the Basic Learners’ Struggles in Guessing from Context to Retain Words Learned
(2022)
Guessing meaning from context is a challenging strategy for Second Language Learners (SLLs). In using the strategy, research found that poor students or low proficiency learners struggled in their attempts to use it. Mainly, it was reported that it was due to their vocabulary knowledge was limited. In another aspect, retaining vocabulary learnt is also important. Such is essential since learning vocabulary does not mean knowing the definition only. Yet, learners must also be able to use the vocabulary as they engage in language skills such as reading, writing, speaking and listening. The study aims at finding the hindrances faced among poor students’ using contextual clues in retaining vocabulary. The study employed a case study to collect data from two basic students studying at a tertiary level. The study found that their hindrances in guessing meaning contexts were due to their being confused in guessing meaning when reading a sentence. Also, it was found that they were not able to find clues since they lacked vocabulary to guess correctly. The study implied that guessing meaning from context required sizeable vocabulary knowledge. Therefore, more training is necessary to assist basic learners in being successful in guessing from contexts.
English language is being taught as a second foreign language in India. For most of the learners in India, English still a foreign language or target language. The study of this language is important to fulfill different kinds of academic and professional requirements. Still, there is a big gulf between demand and supply for which the failure of the system is largely responsible as its main emphasis on to adherence to the foreign curriculum. The government tries to impose this curriculum on English teachers, but, in fact, the curriculum is outdated.
59. Schale (Typus B)
(1991)
56. Schale (Typus B)
(1991)
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Following the narration of a rescue from a hopeless situation the book of Judith ends with a hymnically fashioned song, which combines the gratitude for the rescue with a review on what occurred. Remarkably, this narratological important part of the narrative ends with a phrasing which not only differs from the characteristic style of the final speech but also cites the end of the book of Isaiah (66:24). This is the point of departure for the considerations. They are going to trace the meaning and literary function of this foreign imagery from Isaiah 66:24 in the narrative of Judith.
No abstract available.
"Entartete" Musik im KZ
(1994)
No abstract available
"...using different names, as Zeus and Dis" (Arist 16). Concepts of "God" in the letter of Aristeas
(2016)
The “Letter of Aristeas” recounts the translations of the Hebrew Bible into Greek. Probably originating in the 2nd century BCE1, the book tells a legend of how the translation of the Torah into Greek came into being. This shows that translating a holy, canonical text or the first time needed explication. Notably, the translation of the godly nomos (Arist 3) comparatively takes up little space (Arist 301–307). And it has to be noted, that “God” is seldom a topic in the Book of Aristeas. The word (ὁ) θεός “God” is found in only three contexts: in the dialogue between king Ptolemaios and Aristeas (Arist 15–21), in the dialogue of the high priest Eleazar and Aristeas (Arist 121–171; above all 128; 130–141; 155–166; 168) and in the question-and-answer-speech during the symposium at the Ptolemaic royal court between the king and the Jewish scholars (Arist 184–294).
In analysing the different statements regarding God, the frame of the narrative is of decisive importance: In the Book of Aristeas, “Aristeas” (Ἀριστέας), who writes in Greek, presents himself as the author, but he is also part of the story. Accordingly, Aristeas is the narrator, who tells the story from his own point of view, and at the same time, he is a character in the ‘world’ of the text. This Aristeas presents himself as a Greek and a Non-Jew (Arist 16; 121–171), who already wrote a book (Arist 6) and plans further publications (Arist 322). In the double-role as narrator of the text and protagonist in the text, Aristeas has to be differentiated from the (real) writer/author of the Book of Aristeas, who possibly was Jewish. That means that the (real, probably Jewish) author of the Book of Aristeas presents (or invents) “Aristeas” and gives him the role of the narrator of his text.3 The author portrays Aristeas as a Greek, non-Jewish character, who is a servant of the royal court. This differentiation between narrator and writer/author is of crucial importance for the question of the different conceptions of God in the Book of Aristeas.
" ... der Schuld, Vergehen und Sünde vergibt" (Ex 34,7): Sünde und Schuld in der Hebräischen Bibel
(2012)
No abstract available.