{"response":{"docs":[{"system_create_dtsi":"2024-12-04T02:20:21Z","system_modified_dtsi":"2024-12-04T02:20:22Z","has_model_ssim":["Etd"],"id":"a4e0ec76-b2a4-4a68-a8d8-e7f304291874","accessControl_ssim":["75f67550-93f6-4511-b335-c295a64b0554"],"depositor_ssim":["library@covenantseminary.edu"],"depositor_tesim":["library@covenantseminary.edu"],"title_tesim":["Reading poetry as learning : the pedagogical impact of the readerly interpretive process in Proverbs 31:1-9"],"date_uploaded_dtsi":"2024-12-04T02:20:20Z","date_modified_dtsi":"2024-12-04T02:20:20Z","isPartOf_ssim":["admin_set/default"],"hasEmbargo_ssim":["01958a40-0c42-4998-b9d0-33d24176219d"],"hasLease_ssim":["958e8d07-0151-41ac-9ab2-d5abd844c57e"],"show_pdf_viewer_tesim":["1"],"show_pdf_download_button_tesim":["1"],"institution_tesim":["Atla RIM"],"degree_tesim":["Master of Arts in Exegetical Theology"],"degree_granting_institution_tesim":["Covenant Theological Seminary"],"year_tesim":["2022"],"resource_type_tesim":["Thesis"],"types_tesim":["Text"],"creator_tesim":["Tatko, Victoria K."],"subject_tesim":["Bible. Proverbs","Hebrew poetry, Biblical","Reader-response criticism","Criticism, interpretation, etc"],"abstract_tesim":["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. \r\n\r\nStandard 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.\r\n\r\nThe 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.\r\n\r\nThe tested hypothesis was determined as confirmed: the canonical readerly interpretive process does contribute meaningfully to the poetic pedagogy of Proverbs 31:1-9."],"rights_statement_tesim":["https://rightsstatements.org/vocab/InC/1.0/"],"related_url_tesim":["https://www.covenantlibrary.org/etd/2022/Tatko_Victoria_MAET_2022.pdf"],"thumbnail_path_ss":"/assets/work-a3b75da7abded620ab321410c80d102e5e2417b71c54de7ba7d4b0363da904f7.png","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-approving","admin_set/default-default-depositing","admin_set/default-default-managing"],"workflow_state_name_ssim":["deposited"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"account_cname_tesim":["rim.ir.atla.com"],"human_readable_type_tesim":["Etd"],"read_access_group_ssim":["public","work_editor"],"edit_access_group_ssim":["admin"],"edit_access_person_ssim":["library@covenantseminary.edu"],"_version_":1817474575114436608,"timestamp":"2024-12-04T02:20:23.007Z","score":1.0},{"system_create_dtsi":"2023-10-12T19:54:46Z","system_modified_dtsi":"2024-02-17T08:15:34Z","has_model_ssim":["Etd"],"id":"03767757-0094-449d-b3f8-e7d47b001ba0","accessControl_ssim":["910a16c1-6cba-4400-9dab-6ae5500626b3"],"depositor_ssim":["ckarpinski@atla.com"],"depositor_tesim":["ckarpinski@atla.com"],"title_tesim":["Increasing Emotional Intelligence in College Youth Ministry Students Preparing for Ministry"],"date_uploaded_dtsi":"2023-10-12T19:54:46Z","date_modified_dtsi":"2024-02-16T22:13:14Z","isPartOf_ssim":["f6c99b2a-5c91-4444-8946-01a1837f1fd8"],"hasEmbargo_ssim":["4ba6d235-71b7-4717-bd08-8acc106fb638"],"hasLease_ssim":["fa18f463-ab5b-493a-98b3-a6ee878c2c9d"],"show_pdf_viewer_tesim":["1"],"show_pdf_download_button_tesim":["1"],"institution_tesim":["Atla RIM"],"degree_tesim":["Doctor of Ministry"],"discipline_tesim":["Leadership"],"degree_granting_institution_tesim":["Denver Seminary"],"advisor_tesim":["Angie Ward D.Min."],"year_tesim":["2022"],"resource_type_tesim":["D.Min. Project"],"types_tesim":["Text"],"creator_tesim":["Johnson, Jason K."],"keyword_tesim":["Tests and measurements in religion"],"subject_tesim":["Bible. Proverbs","Students--Religious life","Spiritual formation","Youth--Religious life","Leadership--Religious aspects"],"language_tesim":["English"],"abstract_tesim":["The purpose of this research was to seek improvement in the area of Emotional Intelligence (EI) for undergraduate students preparing to enter youth ministry. The project tested the hypothesis that a six-class emphasis on EI followed by four weeks of journaling exercises would increase EI levels in students preparing for ministry. In addition, the researcher established the link between wisdom in the book of Proverbs and its’ connection with EI. The researcher used an EI inventory, developed by Richard Boyatzis and Daniel Goleman (ESCI-U), designed for the university setting. Five categories are assessed by the ESCI-U: Self-Awareness, Self-Management, Social Awareness, Relationship Management, and Cognitive Competencies. There are twelve competencies organized into four clusters. Self-Awareness is the first cluster area, and the competency measured is Emotional Self-Awareness. The second cluster is Self-Management. In this cluster, there are four competencies: Achievement Orientation, Adaptability, Emotional Self-Control, and Positive Outlook. In the third cluster, Social Awareness, Empathy, and Organizational Awareness competencies are assessed. Finally, the fourth cluster area includes five competencies: Conflict Management, Coach and Mentor, Influence, Inspirational Leadership, and Teamwork. Following the presentation of the class material, the students engaged in four weeks of practicing The Daily Examen and journaling. After the four weeks of reflection, the students retook the EI inventory. The beginning and ending scores were compared. The project successfully improved EI levels because each student showed an increase in at least three of the twelve competencies, according to the ECSI-U inventory. 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