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By Bernard S. Jackson

This e-book explains and illustrates quite a few semiotic concerns within the examine of biblical legislations. starting with a evaluate of appropriate literature in linguistics, philosophy, semiotics and psychology, it examines biblical legislation when it comes to its clients, its medium and its message. It criticizes our use of the proposal of 'literal meaning', on the point of either phrases and sentences, who prefer to work out that means built by way of the narrative photographs that the language inspires. those pictures might come from both social event or cultural narratives. Speech functionality is critical, either within the negotiation of the legislation and the narratives of its conversation. Non-linguistic semiotic phenomena, using different senses and concerning such notions as house and time, additionally must be taken under consideration. For the early biblical interval, a minimum of, conceptions of legislations established upon glossy versions have to be changed via the proposal of 'wisdom-laws'. among the problems addressed throughout the argument are the constitution of the Decalogue, the function within the legislations of (Greenberg's) 'postulates', 'covenant renewal' and 'talionic punishment'.

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He sometimes called his theory one of 'genetic epistemology', a theory of how individuals come to acquire and exercise the capacity to know. Advancing firstly through a sequence of 'prelogical' sub-stages, the child reaches at about the age of 7 the stage of 'concrete mental operations', and progresses at adolescence, around 11 or 12 years of age, into the stage of 'formal mental operations'. Piaget's theory relies fundamentally upon notions of systemic equilibrium within 'stages':24 each of the stages builds upon and reorganizes the cognitive level of the earlier stage.

28 Within this cognitive framework, Kohlberg argues that we have the capacity to develop a form of specifically moral sense, a sense that is 'intrinsically moral in nature, rather than a logical or social-cognitive structure applied to the moral domain' (1987: 15). Moral development is thus regarded as neither a different name for social development, nor a description of the way in which children describe and justify their social relations. Social development, and the accounts given by children of their social relations, constitute a parallel but distinct sphere: there is convincing data, he argues, that 'the domains of social conventional judgment and moral judgment are 28.

6; Mey 1993: Ch. 6; Schriffin 1994: Ch. 3) was that certain uses of language did not merely make statements, but performed actions. The classical ('direct') speech act was characterized by a particular grammatical form: the utterance 'I name this ship the Exodus' does not describe the naming of the ship or claim that the ship has that name: rather, it performs the act of naming. Before the utterance, the ship did not have that name; after the utterance, the ship does have that name. The utterance has an effect in the world (albeit the world of our social knowledge and consciousness).

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