"To Teach" in Ancient Israel

Name: "To Teach" in Ancient Israel | A Cognitive Linguistic Study of a Biblical Hebrew Lexical Set
Brand: De Gruyter
Price: 124.95 EUR
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A Cognitive Linguistic Study of a Biblical Hebrew Lexical Set

Wendy L. Widder(Autor*in)

De Gruyter (Verlag)

1. Auflage

Erschienen am 22. August 2014

XVIII, 238 Seiten

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978-3-11-037292-2 (ISBN)

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Beschreibung

This book employs cognitive linguistics to determine the foundational elements of the ancient Israelites' concept of teaching as reflected in the text of the Hebrew Bible and Ben Sira. It analyzes four prominent lexemes that comprise a lexical set referring to the act of teaching: ???-H, ???-D, ???-H, and ???-D. The study concludes that, in its most basic form, the concept of teaching in ancient Israel was that a teacher creates the conditions in which learning can occur.
The methodology employed in this project is built on a premise of cognitive studies, namely, that because teaching is a universal human activity, there is a universal concept of teaching: one person A recognizes that another person B lacks knowledge, belief, skills, and the like (or has incomplete or distorted knowledge, etc.), and person A attempts to bring about a changed state of knowledge, belief, or skill in person B. This universal concept provides the starting place for understanding the concept of teaching that Biblical Hebrew reflects, and it also forms the conceptual base against which the individual lexemes are profiled.
The study incorporates a micro-level analysis and a macro-level analysis. At the micro-level, each lexeme is examined with respect to its linguistic forms (the linguistic analysis) and the contexts in which the lexeme occurs (the conceptual analysis). The linguistic analysis considers the clausal constructions of each instantiation and determines what transitivity, ditransitivity, or intransitivity contributes to the meaning. Collocations of the lexeme, including prepositional phrases, adverbial adjuncts, and parallel verbs, are evaluated for their contribution to meaning. The conceptual analysis of each lexeme identifies the meaning potential of each word, as well as what aspect of the meaning potential each instantiation activates. The study then determines the lexeme's prototypical meaning, which is profiled on the base of the universal concept of teaching. This step of profiling represents an important adaptation of the cognitive linguistics tool of profiling to meet the special requirements of working with ancient texts in that it profiles prototype meanings, not instantiations.
In the macro-analysis, the data of all four lexemes in the lexical set are synthesized. The relationships among the lexemes are assessed in order to identify the basic level lexeme and consider whether the lexemes form a folk taxonomy. Finally, the profiles of the four prototype meanings are collated and compared in order to describe the ancient Israelite concept of teaching.
The study finds that the basic level item of the lexical set is ???-D based on frequency of use and distribution. In its prototypical definition, ???-D means to intentionally put another person in a state in which s/he can acquire a skill or expertise through experience and practice. In contrast to this sustained kind of teaching, the prototypical meaning of ???-H is situational in nature: a person of authority or expertise gives specific, situational instruction to someone who lacks knowledge about what to do. The lexemes ???-D and ???-H represent the most restricted and the most expansive lexemes, respectively: the prototypical meaning of ???-D is to attempt to bring about changed behavior in another person through verbal or physical means, often to the point of causing pain; the prototypical meaning of ???-H is that a person of authority causes another person to be in a state of knowing something from the divine realm or related to experiences with the divine realm. The study determines that while the four lexemes of the Biblical Hebrew lexical set "to teach" have significant semantic overlap, they cannot be construed in a folk taxonomy because the words are not related in a hierarchical way.

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Inhalt

1 - Acknowledgments [Seite 7]
2 - List of Tables and Figures [Seite 15]
3 - List of Abbreviations [Seite 17]
4 - 1 Introduction [Seite 19]
4.1 - 1.1 Introduction [Seite 19]
4.2 - 1.2 Previous Related Studies [Seite 20]
4.2.1 - 1.2.1 Human Education [Seite 21]
4.2.2 - 1.2.2 Divine Education [Seite 23]
4.2.3 - 1.2.3 Human and Divine Education [Seite 24]
4.2.4 - 1.2.4 Semantic Analysis [Seite 25]
4.3 - 1.3 Thesis [Seite 29]
4.4 - 1.4 Methodology [Seite 29]
4.4.1 - 1.4.1 Corpus [Seite 29]
4.4.2 - 1.4.2 Textual Constraints of Study [Seite 30]
4.4.3 - 1.4.3 Cognitive Semantics [Seite 30]
4.5 - 1.5 Conclusion [Seite 32]
5 - 2 Methodology [Seite 33]
5.1 - 2.1 Introduction [Seite 33]
5.2 - 2.2 Macro-Level Analysis [Seite 33]
5.2.1 - 2.2.1 A Starting Place: The Universal Concept of Teaching [Seite 33]
5.2.2 - 2.2.2 The Lexical Set: Constraints, Folk Taxonomies, and Basic Level Items [Seite 35]
5.3 - 2.3 Micro-Level Analysis [Seite 38]
5.3.1 - 2.3.1 Conceptual System [Seite 39]
5.3.1.1 - 2.3.1.1 Meaning Potential [Seite 39]
5.3.1.2 - 2.3.1.2 Prototypes [Seite 41]
5.3.2 - 2.3.2 Linguistic System [Seite 43]
5.3.2.1 - 2.3.2.1 Clausal Constructions [Seite 43]
5.3.2.1.1 - 2.3.2.1.1 Transitive Clausal Constructions [Seite 44]
5.3.2.1.2 - 2.3.2.1.2 Ditransitive Clausal Constructions [Seite 46]
5.3.2.1.3 - 2.3.2.1.3 Intransitive Clausal Constructions [Seite 47]
5.3.2.2 - 2.3.2.2 Collocations [Seite 47]
5.3.2.3 - 2.3.2.3 Linguistic System: Summary [Seite 48]
5.3.3 - 2.3.3 Profiling Prototype Definitions [Seite 48]
5.4 - 2.4 Synthesis [Seite 49]
5.5 - 2.5 Conclusion [Seite 49]
6 - 3 ... in the Hiphil [Seite 50]
6.1 - 3.1 Introduction [Seite 50]
6.2 - 3.2 Linguistic Data of ...-H [Seite 52]
6.2.1 - 3.2.1 Ditransitive Clausal Constructions with ...-H [Seite 53]
6.2.2 - 3.2.2 Transitive Clausal Constructions with ...-H [Seite 55]
6.2.3 - 3.2.3 Transitive or Ditransitive? Prepositions with ...-H [Seite 58]
6.2.3.1 - 3.2.3.1 Preposition .. [Seite 59]
6.2.3.2 - 3.2.3.2 Preposition .. [Seite 60]
6.2.3.3 - 3.2.3.3 Preposition . [Seite 61]
6.2.4 - 3.2.4 Intransitive Clausal Constructions with ...-H [Seite 63]
6.2.5 - 3.2.5 Collocations with ...-H: Parallel Verbs [Seite 64]
6.2.6 - 3.2.6 Summary of Linguistic Data for ...-H [Seite 67]
6.3 - 3.3 Conceptual Data for ...-H [Seite 67]
6.3.1 - 3.3.1 Meaning Potential of ...-H [Seite 67]
6.3.1.1 - 3.3.1.1 ...-H Definition 1: Visual - To direct someone's eyes to a specific something previously unseen [Seite 68]
6.3.1.2 - 3.3.1.2 ...-H Definition 2: Cognitive - A person of authority or expertise informs someone who lacks particular knowledge [Seite 69]
6.3.1.2.1 - 3.3.1.2.1 ...-H Definition 2a: To give specific, situational instruction [Seite 69]
6.3.1.2.2 - 3.3.1.2.2 ...-H Definition 2b: To give instruction or information in a general sense [Seite 75]
6.3.1.3 - 3.3.1.3 ...-H Definition 3: A person of authority offers ongoing advice and guidance about right behavior to a learner [Seite 77]
6.3.2 - 3.3.2 Prototype Meaning of ...-H [Seite 82]
6.3.3 - 3.3.3 Summary of Conceptual Data for ...-H [Seite 82]
6.4 - 3.4 Putting It All Together: Linguistic and Conceptual Data for ...-H [Seite 82]
6.4.1 - 3.4.1 Priests and Prototypicality [Seite 83]
6.4.2 - 3.4.2 Transitivity and Teaching [Seite 84]
6.4.3 - 3.4.3 Prepositions: "In the Way" Again [Seite 85]
6.5 - 3.5 Substantives of the Root ... [Seite 86]
6.5.1 - 3.5.1 Participle .... [Seite 86]
6.5.2 - 3.5.2 .... [Seite 87]
6.6 - 3.6 Profiling the Prototype Meaning [Seite 88]
6.7 - 3.7 Conclusion [Seite 89]
7 - 4 ... in the Qal and Piel [Seite 90]
7.1 - 4.1 Introduction [Seite 90]
7.2 - 4.2 ...-G [Seite 92]
7.2.1 - 4.2.1 Linguistic Data of ...-G [Seite 92]
7.2.1.1 - 4.2.1.1 Transitive Clausal Constructions with ...-G [Seite 93]
7.2.1.2 - 4.2.1.2 Intransitive Clausal Constructions with ...-G [Seite 95]
7.2.1.3 - 4.2.1.3 Collocations with ...-G [Seite 95]
7.2.1.4 - 4.2.1.4 Summary of Linguistic Data for ...-G [Seite 96]
7.2.2 - 4.2.2 Conceptual Data for ...-G [Seite 96]
7.2.2.1 - 4.2.2.1 Meaning Potential of ...-G [Seite 97]
7.2.2.1.1 - 4.2.2.1.1 ...-G Definition 1: To acquire a skill or habit through active engagement [Seite 97]
7.2.2.1.1.1 - 4.2.2.1.1.1 ...-G Definition 1a: To acquire expertise through experience and practice [Seite 97]
7.2.2.1.1.2 - 4.2.2.1.1.2 ...-G Definition 1b: To acquire a habit by engaging in a particular behavior [Seite 98]
7.2.2.1.2 - 4.2.2.1.2 ...-G Definition 2: To actively acquire cognitive awareness that results in a particular action or attitude [Seite 100]
7.2.2.1.2.1 - 4.2.2.1.2.1 ...-G Definition 2a: Words, statutes, judgments, and commandments [Seite 100]
7.2.2.1.2.2 - 4.2.2.1.2.2 ...-G Definition 2b: Other teachings and wisdom [Seite 103]
7.2.2.2 - 4.2.2.2 Prototype Meaning of ...-G [Seite 104]
7.2.2.3 - 4.2.2.3 Summary of ...-G Conceptual Data [Seite 104]
7.2.3 - 4.2.3 Putting It All Together: Linguistic and Conceptual Data for ...-G [Seite 105]
7.2.3.1 - 4.2.3.1 Communicating Culpability [Seite 105]
7.2.3.2 - 4.2.3.2 Learning the Ways [Seite 105]
7.2.3.3 - 4.2.3.3 Learning in Deuteronomy and Psalm 119 [Seite 107]
7.3 - 4.3 ...-D [Seite 107]
7.3.1 - 4.3.1 Linguistic Data of ...-D [Seite 107]
7.3.1.1 - 4.3.1.1 Ditransitive Clausal Constructions with ...-D [Seite 109]
7.3.1.2 - 4.3.1.2 Transitive Clausal Constructions with ...-D [Seite 112]
7.3.1.3 - 4.3.1.3 Intransitive Clausal Constructions with ...-D [Seite 114]
7.3.1.4 - 4.3.1.4 Collocations with ...-D [Seite 114]
7.3.1.4.1 - 4.3.1.4.1 Teaching War, a Way, and Knowledge (..., ..., .....) [Seite 115]
7.3.1.4.2 - 4.3.1.4.2 Teaching Statutes and Judgments (.... .......) [Seite 115]
7.3.1.4.3 - 4.3.1.4.3 Teaching, Doing, and Hearing (..., ...) [Seite 115]
7.3.1.4.4 - 4.3.1.4.4 Teaching and Parallel Verbs [Seite 116]
7.3.1.5 - 4.3.1.5 Summary of Linguistic Data for ...-D [Seite 118]
7.3.2 - 4.3.2 Conceptual Data for ...-D [Seite 119]
7.3.2.1 - 4.3.2.1 Meaning Potential of ...-D [Seite 119]
7.3.2.1.1 - 4.3.2.1.1 ...-D Definition 1: To put another in a state whereby s/he can acquire a skill or habit through active engagement [Seite 119]
7.3.2.1.1.1 - 4.3.2.1.1.1 ...-D Definition 1a: To intentionally put another in a state in which s/he can acquire a skill or expertise through experience and practice [Seite 119]
7.3.2.1.1.2 - 4.3.2.1.1.2 ...-D Definition 1b: To put another in a state whereby s/he can acquire a habit by engaging in a particular behavior [Seite 121]
7.3.2.1.2 - 4.3.2.1.2 ...-D Definition 2: To put another in a state whereby s/he can acquire and master cognitive knowledge so that it can be enacted [Seite 127]
7.3.2.1.2.1 - 4.3.2.1.2.1 ...-D Definition 2a: YHWH's words, statutes, judgments, and commandments [Seite 128]
7.3.2.1.2.2 - 4.3.2.1.2.2 ...-D Definition 2b: Other teachings, wisdom [Seite 132]
7.3.2.2 - 4.3.2.2 Prototype Meaning of ...-D [Seite 134]
7.3.2.3 - 4.3.2.3 Summary of Conceptual Data for ...-D [Seite 134]
7.3.3 - 4.3.3 Putting It All Together: Linguistic Data and Conceptual Data for ...-D [Seite 135]
7.3.3.1 - 4.3.3.1 Ezra 7:10 [Seite 135]
7.3.3.2 - 4.3.3.2 Why the Piel? [Seite 135]
7.3.3.3 - 4.3.3.3 Deuteronomy, Psalm 119, and Prototypicality [Seite 136]
7.3.3.4 - 4.3.3.4 Deuteronomy, Jeremiah, and Ironic Commentary [Seite 136]
7.4 - 4.4 Substantives of the Root ... [Seite 138]
7.5 - 4.5 Profiling the Prototype Meaning [Seite 139]
7.6 - 4.6 Conclusion [Seite 140]
8 - 5 ... in the Hiphil [Seite 142]
8.1 - 5.1 Introduction [Seite 142]
8.2 - 5.2 Linguistic Data of ...-H [Seite 144]
8.2.1 - 5.2.1 Ditransitive Clausal Constructions with ...-H [Seite 145]
8.2.2 - 5.2.2 Transitive Clausal Constructions with ...-H [Seite 148]
8.2.3 - 5.2.3 Intransitive Clausal Constructions with ...-H [Seite 151]
8.2.4 - 5.2.4 Collocations with ...-H [Seite 152]
8.2.4.1 - 5.2.4.1 "Causing to Know" a Way (...) [Seite 152]
8.2.4.2 - 5.2.4.2 Parallel Verbs [Seite 152]
8.2.5 - 5.2.5 Summary of Linguistic Data for ...-H [Seite 155]
8.3 - 5.3 Conceptual Data for ...-H [Seite 155]
8.3.1 - 5.3.1 Meaning Potential of ...-H [Seite 155]
8.3.1.1 - 5.3.1.1 ...-H Definition 1: To make another aware of something [Seite 155]
8.3.1.1.1 - 5.3.1.1.1 ...-H Definition 1a: To inform or direct a passive Recipient with knowledge from the divine realm [Seite 156]
8.3.1.1.2 - 5.3.1.1.2 ...-H Definition 1b: To inform or direct a passive Recipient with knowledge from the non-divine realm [Seite 161]
8.3.1.2 - 5.3.1.2 ...-H Definition 2: To make another understand something cognitively [Seite 165]
8.3.1.2.1 - 5.3.1.2.1 ...-H Definition 2a: To inform or direct with knowledge from the divine realm so that a Recipient, often active, perceives, grasps, or understands [Seite 165]
8.3.1.2.2 - 5.3.1.2.2 ...-H Definition 2b: To inform or direct with knowledge from the non-divine realm so that a Recipient, often active, perceives, grasps, or understands [Seite 168]
8.3.1.2.3 - 5.3.1.2.3 ...-H Definition 2c: People cause other people to understand YHWHâ?Ts power by recounting their (tradition of) experience with his deeds [Seite 171]
8.3.1.3 - 5.3.1.3 ...-H Definition 3: To make another understand experientially [Seite 173]
8.3.2 - 5.3.2 Prototype Meaning of ...-H [Seite 177]
8.3.3 - 5.3.3 Summary of Conceptual Data for ...-H [Seite 177]
8.4 - 5.4 Putting It All Together: Linguistic and Conceptual Data for ...-H [Seite 177]
8.4.1 - 5.4.1 Trying to Teach Experience [Seite 178]
8.4.2 - 5.4.2 Prominent Priests [Seite 179]
8.4.3 - 5.4.3 What about the Niphal? [Seite 181]
8.5 - 5.5 Substantives of the Root ... [Seite 181]
8.6 - 5.6 Profiling the Prototype Meaning [Seite 182]
8.7 - 5.7 Conclusion [Seite 183]
9 - 6 ... in the Piel [Seite 184]
9.1 - 6.1 Introduction [Seite 184]
9.2 - 6.2 Linguistic Data of ...-D [Seite 187]
9.2.1 - 6.2.1 Transitive Clausal Constructions [Seite 187]
9.2.2 - 6.2.2 Collocations with ...-D: Adjuncts [Seite 191]
9.2.3 - 6.2.3 Collocations with ...-D: Parallel Verbs [Seite 192]
9.2.4 - 6.2.4 Summary of Linguistic Data of ...-D [Seite 194]
9.3 - 6.3 Conceptual Data for ...-D [Seite 194]
9.3.1 - 6.3.1 Meaning Potential of ...-D [Seite 194]
9.3.1.1 - 6.3.1.1 ...-D Definition 1: To instruct in order to shape another's behavior [Seite 194]
9.3.1.2 - 6.3.1.2 ...-D Definition 2: To punish - sometimes severely - in order to correct another's undesired behavior [Seite 201]
9.3.1.3 - 6.3.1.3 ...-D Definition 3: To punish another severely for undesirable behavior with no intent (or need) to correct [Seite 204]
9.3.2 - 6.3.2 Prototype Meaning of ...-D [Seite 205]
9.3.3 - 6.3.3 Summary of Conceptual Data for ...-D [Seite 206]
9.4 - 6.4 Putting It All Together: Linguistic and Conceptual Data for ...-D [Seite 206]
9.4.1 - 6.4.1 Quality and Quantity [Seite 206]
9.4.2 - 6.4.2 Fighting for First Place: ...-H and ...-D [Seite 208]
9.4.3 - 6.4.3 The Same, Yet Different: Psalm 94 and ...-D and ...-D [Seite 209]
9.5 - 6.5 The Substantive of the Root ....: ... [Seite 210]
9.6 - 6.6 Profiling the Prototype Meaning [Seite 211]
9.7 - 6.7 Conclusion [Seite 212]
10 - 7 Synthesis and Summary [Seite 214]
10.1 - 7.1 Introduction [Seite 214]
10.2 - 7.2 Synthesis of Semantic Data [Seite 214]
10.2.1 - 7.2.1 The Basic Level Item: ...-D [Seite 215]
10.2.2 - 7.2.2 Relationship among the Four Lexemes [Seite 217]
10.2.3 - 7.2.3 The Lexemes in Ben Sira [Seite 218]
10.3 - 7.3 The Ancient Israelite Concept of Teaching [Seite 219]
10.4 - 7.4 YHWH as Teacher [Seite 220]
10.4.1 - 7.4.1 YHWH and the BH Lexical Set "Teach" [Seite 221]
10.4.2 - 7.4.2 YHWH's Students [Seite 221]
10.4.3 - 7.4.3 "...For Learning to Occur" What YHWH Taught [Seite 222]
10.4.4 - 7.4.4 "Creating the Conditions...": How YHWH Taught [Seite 224]
10.4.5 - 7.4.5 Special Cases of YHWH as a Teacher: Psalm 25 and Psalm 119 [Seite 225]
10.4.6 - 7.4.6 Summary of YHWH as a Teacher [Seite 227]
10.5 - 7.5 Conclusion [Seite 228]
11 - Appendix A: Prototype Meanings and Profiles of ...-H, ...-D, ...-H, ...-D [Seite 231]
12 - Appendix B: Meaning Potentials of a BH Lexical Set "Teach" [Seite 233]
13 - List of References [Seite 236]
14 - Scripture Index [Seite 248]

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