Reading poetry as learning : the pedagogical impact of the readerly interpretive process in Proverbs 31:1-9

Tatko, Victoria K.

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Reading poetry as learning : the pedagogical impact of the readerly interpretive process in Proverbs 31:1-9

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MLA citation style (9th ed.)

Tatko, Victoria K. Reading Poetry As Learning : the Pedagogical Impact of the Readerly Interpretive Process In Proverbs 31:1-9. rim.ir.atla.com/concern/etds/a4e0ec76-b2a4-4a68-a8d8-e7f304291874?locale=es.

APA citation style (7th ed.)

T. V. K. Reading poetry as learning : the pedagogical impact of the readerly interpretive process in Proverbs 31:1-9. https://rim.ir.atla.com/concern/etds/a4e0ec76-b2a4-4a68-a8d8-e7f304291874?locale=es

Chicago citation style (CMOS 17, author-date)

Tatko, Victoria K. Reading Poetry As Learning : the Pedagogical Impact of the Readerly Interpretive Process In Proverbs 31:1-9. https://rim.ir.atla.com/concern/etds/a4e0ec76-b2a4-4a68-a8d8-e7f304291874?locale=es.

Note: These citations are programmatically generated and may be incomplete.

Creador

Tatko, Victoria K.

Declaración de derechos

In Copyright

Abstracto

Proverbs 31:1-9 is often interpreted as if readers’ interpretive process does not contribute meaningfully to its pedagogy. Launching from recent work by Anne Stewart and Suzanna Millar (including leveraging of high-level cognitive linguistics theories), this study tested the hypothesis that the readerly process for 31:1-9— participating in its poetry and navigating its many hermeneutic difficulties—does contribute significantly to its pedagogy. Standard exegetical and literary methods enabled close reading of 31:1-9 attentive to temporal readerly interpretation through two sequential readings by an imagined early canonical readership. Readerly engagement in the unit’s poetry was traced at multiple points per verse using three dynamics adapted from Millar: openness/closure, resonance/dissonance, and trust/scrutiny. Qualitative measurements were graphed and discussed. The readerly process of 31:1-9 was found to be undulating and complex, and its pedagogy richly multi-faceted. The inferred pedagogy for canonical readers certainly includes what mainstream scholarship discerns: leaders must reject indulgent living and advocate for the poor. Yet considering the interpretive process uncovered more: a poetic pedagogy designed to shape the whole person toward right living within God’s covenant. The text’s interpretive challenges were seen to propel readers deep into the unit’s text, Proverbs, and the canon, leading to key framing contexts, e.g., 1 Samuel 1-4, Psalm 2, and Proverbs 9. Relevance theory suggests the text’s persistent ambiguity reflects second-order communication (showing versus telling) designed to engage the imagination of God’s people, calling them to remember, trust in His coming deliverance, and reflect His character in consecrated living. The interpretive process developed discernment, uncovering calls of hope and warning. Such showing suggests an intended sense of the difficult משא (31:1) as ‘oracle’, inviting rereading with a hermeneutic appropriate to prophetic material. The tested hypothesis was determined as confirmed: the canonical readerly interpretive process does contribute meaningfully to the poetic pedagogy of Proverbs 31:1-9.

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