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Cimabue Santa Trinita Madonna Giotto Ognisanti Madonna   Duccio Ruccelai Madonna
Keynote Presentation - David White
David White
 (student)
Keynote Presentation - David White
A ball
A bag
A purse
A cat
Unrelated
signs…
Meaning
depends
how they
   are
combined
What
does she
make of
it?
Creative imitation simplifies
       in order to reveal
Look at text:

   Symbols inspire thought

   Creative metaphor refigures reality
       Relational: I say it, you interpret it

       Surplus of meaning

       Can’t be translated into descriptive
        language
   Narrative configures reality
       the plot asserts cause
       history tells us why things are as
        they are
       fiction tells us how things might be
   Understanding lies between text and
    reader
   Reading in the hermeneutic circle for
    fuller understanding
    1.   naive reading
    2.    explanation –internal coherence
    3.     suspicion – does it mean what it
               seems?
    4.       understanding – seeing the world
               it projects
    5.         appropriation – buying into that
                 world
   What it means depends (partly)
    on who reads
Thank you.
I think I
understand.
   Challenge
                               set aside belief-systems
                                and read as educator
   Rich fund of               Take distance:
     stories                      hear it afresh
     metaphors                    let it speak
     symbols                Learn
    told over centuries       in encounter between
                              world of text and
                              our world
                                 interfaces between
                                  fields of knowledge are
                                  loci of creativity
   Teachers:
   128 references to
                                    Jesus
    teachers and teaching
    43 references to                Paul
    learning                     mediated by text
   Teaching is relational          the text itself is
    and student-centred              teaching



Expect principles rather than technical solutions
   Uses many forms and
    genres
       metaphors
       stories (parables)      Jesus and Paul
       principles               pull crowds
       exhortation             Different from
       poetry                   traditional teacher
       action                   Tyrranus?
       letters
   Relational and
    interactive
The light shines in the darkness

but the darkness has not overcome it
   What might it mean
   Jesus tells stories that       to someone in
    invite the listener to         distance learning?
    find meaning                      efforts are scattered
    (parables)                         widely
   “A sower went out to              much is wasted
    sow...”                           still yield huge
   What does it mean                  returns
    to you?                       A story of
                                   encouragement...
   Identify with them
       “puts his tent in their camp”
   Homes
   Gatherings
   Targets the socially excluded
   Goes to “the other side”...
   Double story
       crossing the lake in a storm; and
       encounter with Gadarene man with demons
   Story told three times
    (by Matthew, Mark and Luke)
       Apart from words of Jesus, every word is different
       But same steps
   Any story can be told in many ways
The storm on the lake
   Facing trouble and danger to do the job
   Echoes of Jonah, who ran away; and
   Julius Caesar, who turned back
   Asks a question:
       Not “How did he do this?” But
       “Who is this?”
At the other side...
 Man with demons prefers the dead to the
  living
       world is upside-down
       distinguish man from demons
       demons in one man v demons in crowd
       political subtext
   Man pleased to have world put right-way up
   Townspeople preferred things as they were
   Tension maintained between
       building on what we have
        “not to abolish, but to fulfil”
        so work in stages; and
       turning the world upside down
        “puts down the mighty... and exalts the humble”
        breaking in
   A method, not an answer
   Travelled to lay
    foundations
   Lectured and debated
     could be long-winded         Built an organisation
     sometimes hard to            Placed key leaders and
      understand                    managers
     could be lyrical             Sent colleagues to run
   Wrote letters                   tutorials
     his metaphors cross
      cultural barriers
     adapts what is familiar
   Theology is about relationships
       Where we are in the order of things
       How to relate to others

   Learned in community
   Needs someone to
    exhort, guide, encourage, accompany
                           παρὰκλητὸς
                           parakletos
   Traditional Jewish festival
    celebrates gifts to Israel
   Pentecost in New Testament
    turns towards others
   And provides us with...
ὑμῖν τοῖς μακρὰν καὶ τοῖς ἐγγύς

       To those far off
              and
     to those who are near
Cimabue Santa Trinita Madonna Giotto Ognisanti Madonna   Duccio Ruccelai Madonna
Keynote Presentation - David White

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Keynote Presentation - David White

  • 1. Cimabue Santa Trinita Madonna Giotto Ognisanti Madonna Duccio Ruccelai Madonna
  • 10. Meaning depends how they are combined
  • 12. Creative imitation simplifies in order to reveal
  • 13. Look at text:  Symbols inspire thought  Creative metaphor refigures reality  Relational: I say it, you interpret it  Surplus of meaning  Can’t be translated into descriptive language
  • 14. Narrative configures reality  the plot asserts cause  history tells us why things are as they are  fiction tells us how things might be  Understanding lies between text and reader
  • 15. Reading in the hermeneutic circle for fuller understanding 1. naive reading 2. explanation –internal coherence 3. suspicion – does it mean what it seems? 4. understanding – seeing the world it projects 5. appropriation – buying into that world  What it means depends (partly) on who reads
  • 16. Thank you. I think I understand.
  • 17. Challenge  set aside belief-systems and read as educator  Rich fund of  Take distance:  stories  hear it afresh  metaphors  let it speak  symbols  Learn told over centuries in encounter between world of text and our world  interfaces between fields of knowledge are loci of creativity
  • 18. Teachers:  128 references to  Jesus teachers and teaching 43 references to  Paul learning mediated by text  Teaching is relational  the text itself is and student-centred teaching Expect principles rather than technical solutions
  • 19. Uses many forms and genres  metaphors  stories (parables)  Jesus and Paul  principles pull crowds  exhortation  Different from  poetry traditional teacher  action Tyrranus?  letters  Relational and interactive
  • 20. The light shines in the darkness but the darkness has not overcome it
  • 21. What might it mean  Jesus tells stories that to someone in invite the listener to distance learning? find meaning  efforts are scattered (parables) widely  “A sower went out to  much is wasted sow...”  still yield huge  What does it mean returns to you?  A story of encouragement...
  • 22. Identify with them  “puts his tent in their camp”  Homes  Gatherings  Targets the socially excluded  Goes to “the other side”...
  • 23. Double story  crossing the lake in a storm; and  encounter with Gadarene man with demons  Story told three times (by Matthew, Mark and Luke)  Apart from words of Jesus, every word is different  But same steps  Any story can be told in many ways
  • 24. The storm on the lake  Facing trouble and danger to do the job  Echoes of Jonah, who ran away; and  Julius Caesar, who turned back  Asks a question:  Not “How did he do this?” But  “Who is this?”
  • 25. At the other side...  Man with demons prefers the dead to the living  world is upside-down  distinguish man from demons  demons in one man v demons in crowd  political subtext  Man pleased to have world put right-way up  Townspeople preferred things as they were
  • 26. Tension maintained between  building on what we have “not to abolish, but to fulfil” so work in stages; and  turning the world upside down “puts down the mighty... and exalts the humble” breaking in  A method, not an answer
  • 27. Travelled to lay foundations  Lectured and debated  could be long-winded  Built an organisation  sometimes hard to  Placed key leaders and understand managers  could be lyrical  Sent colleagues to run  Wrote letters tutorials  his metaphors cross cultural barriers  adapts what is familiar
  • 28. Theology is about relationships  Where we are in the order of things  How to relate to others  Learned in community  Needs someone to exhort, guide, encourage, accompany παρὰκλητὸς parakletos
  • 29. Traditional Jewish festival celebrates gifts to Israel  Pentecost in New Testament turns towards others  And provides us with...
  • 30. ὑμῖν τοῖς μακρὰν καὶ τοῖς ἐγγύς To those far off and to those who are near
  • 31. Cimabue Santa Trinita Madonna Giotto Ognisanti Madonna Duccio Ruccelai Madonna