Hebraica veritas in the Brest Bible

Abstract

The Brest Bible is regarded traditionally as the first translation of the entire Scriptures from the original languages into Polish. This study assesses this claim. A cursory analysis reveals that the Brest translators generally followed the hebraica veritas. They made use of Stephanus's Latin Bible (1556/57) whose Old Testament text was the literal Latin translation of the Hebrew Bible by Santes Pagnini (Pagnino); the Vulgate text was also included. It is shown that where there are significant differences between the printed editions of the Hebrew Bible of the sixteenth century and Pagnini's version, the Brest Bible follows Pagnini. Its translators followed Pagnini in Stephanus's edition verse by verse, and also applied the latter's division into chapters and verses to the Polish text. It is, then, suggested that there is doubt whether the Brest translators translated directly from the original version, it being more likely that they availed themselves chiefly of Pagnini's Latin version.     

Schleiermacher's sermon at Nathanael's grave

The writer provides a translation of the sermon delivered by the German theologian Friedrich Schleiermacher at the grave of his nine-year-old son Nathanael in 1829. An analysis of the sermon explores this most personal statement of Schleiermacher's attitude toward death and reveals the consonance between his theological reflections and the substance of his life.His article first appeared in theJournal of Religion 57 (January 1977):64–75,and is reprinted with the publisher's permission.     

Tyndale's Disagreement with Luther in the Prologue to the Epistle to the Romans

Abstract

Although it is generally assumed that Tyndale's Prologue to the Epistle to Romans (1526) is a translation of Luther's Preface (1522), this article examines those places where Tyndale deviated from a straight translation of Luther's text, and supports Thomas More's statement that Tyndale was a worse heretic than Luther. Tyndale's doctrine of God, the Father, Christ, and especially of the Holy Spirit, faith, righteousness, flesh and spirit, the state of fallen man and the temporal regiment show Tyndale was not doctrinally a Lutheran when he wrote his Prologue to Romans.     

F. Hegelmaier: On memory for the length of a line

Summary A very early student project undertaken by Friedrich Hegelmaier (1833–1906), published in German in 1852, is republished in English translation. Slight though the experimental work is, it nevertheless occupies a unique place in the history of experimental psychology. It is the source whence Fechner had the method of constant stimuli, a method that continued in use as the preferred psychophysical method, substantially in the form described here, for more than a century. The experiment is arguably the first experiment in the modern sense of a systematic preplanned body of observations and has the glaring faults that one would expect in a very first experiment. Finally, Hegelmaier suggests the use of two simultaneous tasks as a means to investigate human performance, a full hundred years before that idea was realized in practice. If only he had continued in experimental psychology!     

History of experimental psychology from an Estonian perspective

A short review of the development of experimental psychology from an Estonian perspective is presented. The first rector after the reopening of the University of Dorpat (Tartu) in 1802, Georg Friedrich Parrot (1767–1852) was interested in optical phenomena which he attempted to explain by introducing the concept of unconscious inferences, anticipating a similar theory proposed by Herman von Helmholtz 20 years later. One of the next rectors, Alfred Wilhelm Volkmann (1800–1878) was regarded by Edwin Boring as one of the founding fathers of the experimental psychology. Georg Wilhelm Struve (1793–1864) played an essential part in solving the problem of personal equations. Arthur Joachim von Oettingen (1836–1920) developed a theory of music harmony, which stimulated his student Wilhelm Friedrich Ostwald (1853–1932) to study colour harmony. Emil Kraepelin (1856–1926), the founder of modern psychiatry, is by far the most important experimental psychologist who has worked in Estonia. His successor Wladimir von Tchisch (1855–1922), another student of Wilhelm Wundt, continued Kraepelin’s work in experimental psychology. The lives of Wolfgang Köhler (1887–1967), who was born in Reval (Tallinn), and Oswald Külpe (1862–1915), who graduated from the University of Dorpat, extended the link between the history of experimental psychology and Estonia. Karl Gustav Girgensohn (1875–1925), the founder of the Dorpat School of the psychology of religion, stretched the use of experimental methods to the study of religious experience.     

Using a Training-of-Trainers Approach and Proactive Technical Assistance to Bring Evidence Based Programs to Scale: An Operationalization of the Interactive Systems Framework’s Support System

Bringing evidence based programs to scale was a major initial impetus for the development of the Interactive Systems Framework for Dissemination and Implementation (ISF). The ISF demonstrates the importance of the Support System in facilitating the uptake of innovations in the community (the Delivery System). Two strategies that members of the Support System commonly use are training‐of‐trainers (TOT) models and technical assistance (TA). In this article, we focus on the role of the Support System in bringing evidence‐based programs (EBPs) to scale in the Delivery System using a case example, with special attention on two strategies employed by Support Systems—training‐of‐trainers (TOT) and proactive technical assistance. We then report on findings from a case example from the Promoting Science Based Approaches to Teen Pregnancy Prevention project that furthers our conceptualization of these strategies and the evidence base for them. We also report on the limitations in the literature regarding research on TOTs and proactive TA and provide suggestions for future research on TOTs and proactive TA that will enhance the science and practice of support in the ISF. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith     

AN ARCHIMEDEAN POINT FOR PHILOSOPHY

Abstract: According to an orthodox account of meaning and translation, meaning is a property of expressions of a language, and translation is a matching of synonymous expressions across languages. This linguistic account of translation gives rise to well‐known skeptical conclusions about translation, objectivity, meaning, and truth, but it does not conform to our best translational practices. In contrast, I argue for a textual account of meaning based on the concept of a text‐type that does conform to our best translational practices. With their semantic function in view, text‐types are Archimedean points for their respective disciplines. The text‐type of philosophy is no exception. Culture‐transcendent conceptual analysis can proceed on firm footing without having to deny the reality of radical cultural and linguistic difference by treating components of text‐types as the concepts to be analyzed. Analyses of central philosophical concepts are provided as a means of adjudicating philosophical controversy.     

Developing a Prevention Synthesis and Translation System to Promote Science‐Based Approaches to Teen Pregnancy,HIV and STI Prevention

The Interactive Systems Framework for Dissemination and Implementation (ISF) is a multi‐system framework that can guide research‐to‐practice efforts by building and supporting the work of three interacting systems: the Prevention Delivery, Support, and Synthesis and Translation Systems. The Synthesis and Translation system is vital to bridging science and practice, yet how to develop it and train support system partners to use it is under‐researched. This article bridges this gap by offering a case example of the planning, development, and use of a synthesis and translation product called Promoting Science‐based Approaches to Teen Pregnancy Prevention using Getting To Outcomes. The case presented documents the process used for developing the synthesis and translation product, reports on efforts to engage the Prevention Support system to use the product, and how we approached building interaction between the Synthesis and Translation System and the Support System partners. Practice‐oriented evaluation data are also presented. Implications for practice, policy and research are discussed. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith     

Employment and health among married women with children

A sample of nearly 500 urban married women with children was used to evaluate the possible effect of outside-the-home employment on the mental and physical health of married mothers. Six measures of health were used, some drawn from interviews with the women, others from a medical examination. After controlling for ethnicity, education, and age of the women, the husband's occupation, number of children in the family, and length of time the woman has been married, it was found that wives who had been employed for more than a year were healthier than wives not employed outside the home and wives who had worked less than one year. Housewives who had never worked outside the home were healthier, on the whole, than wives who had been employed at some time in the past. Poor marital relationships and having no preschool age children seemed to increase the health advantage of long-term employed wives over those in the housewife categories. The occupational status of wife and husband did not seem to change these health differences very much.An earlier version of this paper was presented at the annual meeting of the Southwest Social Science Association, San Antonio, March 1975. The authors would like to thank Donna Duvall, Ministry of State for Urban Affairs, Ottawa; Elaine Hess, University of Nebraska at Omaha; and David R. Johnson, University of Nebraska — Lincoln for their comments. Gilles Robert and Marie Josepha Hebert ably assisted with various aspects of this project. Support for the project was provided by the Ministry of State for Urban Affairs, but the views expressed here are those of the authors and not necessarily those of the Ministry.     

The effect of signaling in dependence on the extraneous cognitive load in learning environments

Text-based learning media are often used in primary, secondary and university education. Therefore, text designers can support the learner by highlighting the most relevant information by using visual cues. Despite this signaling effect’s broad empirical basis, the extent to which the effectiveness of educational signals is dependent on moderator variables, like the design and layout of the text has not been investigated to date. In the current experiment, 138 university students learned about the formation of tsunamis from an instructional text. The text was manipulated in terms of signaling (color cues vs. no color cues) and induced learning-irrelevant extraneous cognitive load (fluent text font vs. disfluent text font). The results revealed that learners who had received the signaled text outperformed those who received the non-signaled text in terms of transfer performance. These results are explained by cognitive load, which was reduced in the signaling condition. The text font had no influence on the learning outcomes. Extraneous load induction further led to higher metacognitive accuracy and invested effort, while cognitive load and frustration were also increased. Interaction effects only occurred in terms of testing time, ease of learning and navigation. Results indicate that signaling is beneficial for transfer performance, independent of the font design of text.

     

An Eastern Heritage in a Western Rite: A Study of Source and Method for Archbishop Cranmer's Inclusion of ‘A Prayer of Chrysostome‘ in the English Litany of 1544

Abstract

Representing the first officially authorized printing of an English-language text, Thomas Cranmer's Litany (1544)—a direct precursor of the 1549 Book of Common Prayer—is an important historical document. It also has linguistic significance, since ‘in setting forth certain godly prayers and suffrages in our native English tongue', Cranmer went beyond simple translation of the Latin. Among his innovations was the insertion of ‘A Prayer of Chrysostome', taken directly from an Eastern Orthodox source. The English rendering of the prayer has long been considered a masterly translation. However, while beautifully executed, Cranmer's version (compared with earlier Greek and Latin texts) is peculiar at points and raises theological questions. This study reviews and critiques scholarship on the matter while offering new insights into Cranmer's connections to Christian Orthodox thought and practice.     

What Is Islam? The Importance of Being Islamic in Christian Theological Schools

This article argues for reconceptualizing islām as ‘wholeness making, peacemaking, well-being making, and safety making’ in the institutional setting of theological schools. A small number of Protestant seminaries have hired Muslim faculty and introduced Islamic studies programmes, thereby allowing for approaches to the study of Islam that focus on theology, professional practice and the lived experience of religion. Using the lens of translation studies, this article analyses the semantic and functional equivalence of this fourfold meaning in the Arabic source language and context, as well as the English target language and context, focusing on Emmanuel College of Victoria University in the University of Toronto as an example. The article demonstrates how this translation is linguistically more accurate than ‘submission’ and other conceptualizations and contextually better suited to meeting the theological and professional needs of students who venture into the workplace. Furthermore, the article shows how this fourfold translation serves as an overarching ethos in ethical reasoning, rendering the central theory of the objectives of the law (maqā?id al-sharī?a) functional and pragmatic. At the same time, it provides a foundation for dealing with diversity and difference in interreligious and intercultural settings.     

Albert Pighius's Controversial Work on Original Sin

Abstract

Pighius's Controversies were first published in 1541 and apparently went through nine separate editions by 1586, although one of these never existed and two others incorporate copies of earlier editions. The first of the sixteen ‘controversies’, on original sin, proved to be controversial and was later branded as semi-Pelagian. Pighius had it printed on his way from the Worms to the Regensburg Colloquy, but was prevented from publishing the volume until after the collapse of the latter. He announced that he had been displeased with the first printed version and that he had had the first signature reprinted. The Cambridge University Library has a copy of the first edition with two different A signatures, the first of these being a unique and hitherto unnoticed examplar of the earlier, cancelled, printing. This copy also contains two hand-written notes banning the publication of the first controversy for the time being. The most likely explanation is that Nicholas Granvella, the imperial chancellor, wrote these notes, banning (until the conclusion of the Regensburg Colloquy) first the publication of the first controversy and later the publication of the entire first volume of the Controversies, comprising the first nine controversies. The article concludes with the cancelled text, collated with the text found in all of the later versions.     

Child age, parent and child gender, and domain differences in parents’ attributions and responses to children’s outcomes

The influence of children’s age, and parents’ and children’s gender on parents’ attributions and emotional and behavioral responses to their children’s successful and unsuccessful social and academic outcomes, was investigated. Seventy-six dual-parent families (mothers and fathers) of fifth (n=28), eighth (n=23), and eleventh grade (n=25) children participated. The results of this study suggest that from fifth grade on, at least, the ways parents explain the causes of and respond to their children’s social behavior and academic outcomes involves a complex interaction of children’s age, children’s gender, parents’ gender, domain, and outcome. Results are discussed in terms of children’s socialization. This paper is based in part on a master’s thesis at Clark University by the first author. An earlier version of this paper was presented at the annual meeting of the Eastern Psychological Association, Providence, RI, April 1994. The authors would like to thank the parents, teachers, and school administrators of Holden and Auburn, Massachusetts, who participated in this project. We would also like to thank Kristen Rotis and Leslie Edwards for their tireless help in revising and preparing the questionnaires, and for entering data for this project.     

20th Century Russian Philosophy Of Science: A Philosophical Discussion

This article is based on a discussion held in Athens in April 2002, in the framework of a research visit, supported by the National Technical University of Athens, among the following participants: Alexander Pavlovits Ogurtsov (APO), Svetlena Sergeevna Neretina (SSN), and Michalis Assimakopoulos (MA) who translated and annotated the Russian text. The later wishes to thank his Russian teachers in philosophy, E.A. Mamchur and language, A.A. Nekrasova The translation was reviewed and emended by E.M. Swiderski, editor of SEET.Svetlana Neretina is senior researcher in the Institute of Philosophy of the Russian Academy of Sciences (RAS), doctor of philosophy, titled professor for medieval philosophy, author of: The Conceptualism of Peter Abelard (1994), Believing Reason (1995), Tropes and Concepts (1999), Time of Culture (2000, with A. Ogurtsov), articles and translations on Philosophy of culture, email, neretina@iph.ras.ruAlexander Ogurtsov is head of the Department of Philosophy of Science and Technology in the Institute of Philosophy RAS, doctor of philosophy, author of: Disciplinary structure of Science (1988), From Philosophy of Nature to Logic of Science (1995), Philosophy of Science in the Age of the Enlightenment (1995), Time of Culture (2000, with S. Neretina), articles on different issues, email, neretina@iph.ras.ruM. Assimakopoulos is assistant professor at the National Techical University, Athens, has held visiting research posts at the Institute of Philosophy of the Soviet Academy of Sciences, MIT, and Harvard University, has published articles on various topics in Science and Technology Studies, and has edited Greek translations of related books, email, massim@central.,ntua.gr     

'Dancing cannot start too soon': Spiritual education in the thought of Jean Paul Friedrich Richter

Johann Paul Friedrich Richter (1763-1825) adopted the pen-name 'Jean Paul' in honour of Jean Jaques Rousseau. His Levana or the doctrine of education (Levana oder Erziehlehre) was once a standard text and required reading in teacher education. Outside Germany the name of Jean Paul is now little known and the seminal educational text for which he was famous is rarely read. This neglect of Jean Paul is undeserved. What Jean Paul owed to Rousseau is apparent, but his work is rich in insight of his own. Three principles undergird Jean Paul's understanding of spiritual education (geistige Erziehung). Jean Paul insisted that spiritual education is essentially counter-cultural, that it is promoted by play and that it is grounded in love. Such education can never be at home in a curriculum which, however lofty are its stated objectives, is ultimately politically controlled. Jean Paul's insistence that play is constitutive of education needs to be heeded in an educational culture in which the playful is always at risk of displacement by what the government of the day deems to be of greater consequence. The heart of Jean Paul's understanding of education can be expressed succinctly, 'We love to teach and we teach to love'.     

Velázquez's fable of arachne (Las Hilanderas): A continuing story

In contrast to Velázquez's most debated painting,Las Meninas, no consensus has yet coalesced around the interpretation of hisLas Hilanderas. On the one hand this is due to the fact that this painting defies iconographical classification, and on the other hand to the favored method of interpretation which excludes formal elements. The starting-point of art-historical interpretation should be the indivisibility of form and content. As the author demonstrates in his article this approach produces surprising as well as convincing results.This essay is based on a lecture delivered at the Institute for Art History of the University of Amsterdam on 26 April 1991 and was first pulbished in Simiolus 21 (1992) 296-305. I am indebted to the Instituto Olandese in Florence, Paul van den Akker and Liesbeth Helmus for assistance and advice. The text was translated from the Dutch by Michael Hoyle.     

BETWEEN TRANSLATION AND COMMENTARY

Translation played an important role in the history of Old Yiddish literature. To highlight the problems posed by translation, I have chosen to analyse an ethical-mystical bilingual text, the Kav ha-Yosher by Tsvi Hirsh Koidanover (Frankfurt, 1705 and 1709). This text demonstrates the popularization of Kabbalah in Jewish Ashkenazi culture (seventeenth to eighteenth centuries). I analyse the discrepancies between the Hebrew and the Yiddish texts. The vernacular text is a midrashic commentary, which intertwines the literal adaptation of the original Hebrew text and interpretative extensions. I study the discursive structures, the changes due to the shifts of readership and the differences in cultural tradition between “lay” and “learned” tradition, especially concerning magic, demonology, social criticism, tales, legends and censorship. The Kav ha-Yosher is a remarkable laboratory for an understanding of the nature of translation in vernacular Jewish literature.     

The Bible and psychology, an interdisciplinary pilgrimage

This article discusses the semantic issues regarding such terminology as the integration and interface of the discreet disciplines of Psychology, Theology, and Biblical Studies. It then defines a set of principles relevant to the interdisciplinary enterprise of relating these sciences. It suggests ideas for the illumination of psychological models with theological and biblical perspectives as well as for the employment of psychology as a new perspective from which to see the biblical text, offering new depths of understanding. This project is illustrated and illumined by observations upon the efforts of the Christian Association for Psychological Studies to wrestle with these issues, particularly through its main published organ, The Journal of Psychology and Christianity.This inevitably unfolds some of the story of the author's fifteen year pilgrimage as Editor of JPC and Executive Director of CAPS and endeavor to relate the sciences of Psychology and Theology, psychological experience and spirituality, emotional health and biblical faith. It is the first claim of this paper that the relationship of Psychology and the Bible is less a matter of integration of the two into each other's framework, scientifically or intuitively, and more a matter of that kind of interface between them which affords the mutual illumination of the two phenomena, knowing that these are two sources of insight and information in which truth is revealed about us, and therefore, presumably, about God who created, sustains, and heals us. It is the second claim of this paper that biblical interpretation, as text analysis, cultural understanding, literary-historical appreciation, and theology formation is an enterprise upon which all the tools of human inquiry must be brought to bear in order to distill from the text the full range of cognitive and affective import which it carries and offers the inquirer. Among these took are historical criticism, literary criticism, form criticism, redaction criticism, textual criticism proper, and many others. Lately, some scholars such as Howard Clark Kee have attempted to bring sociological perspectives to biblical studies. Gerd Theissen has written on the psychological aspects of Pauline thought. This paper argues that the science and models of Psychology can be employed as a lens through which to see any text in fresh ways with productive results in new dimensions of insight.J. Harold Ellens isExecutive Director Emeritus of the Christian Association for Psychological Studies, Founding Editor and Editor in Chief Emeritus of the Journal of Psychology and Christianity, a retired Presbyterian theologian and pastor, and a licensed psychotherapist. He holds graduate degrees of MDiv from Calvin Theological Seminary, a ThM from Princeton Theological Seminary, and a PhD from Wayne State University.