By Raymond A. Blacketer
This research examines Jean Calvin’s try to nurture a godly society and additional his imaginative and prescient of ecclesiastical and societal reform by way of sound pedagogy and persuasive rhetoric. the point of interest of this paintings is Calvin’s interpretation of the latter Pentateuch, and especially the booklet of Deuteronomy. the writer examines Calvin’s exegesis and rhetoric in his statement at the latter Pentateuch, in addition to the sermons that Calvin preached on Deuteronomy—material that has obtained little scholarly realization. Calvin’s interpretations are in comparison with the previous exegetical culture and along with his contemporaries, and consistently thought of within the contexts of the early glossy curiosity in classical rhetoric and that of the reform of church, theology, and society in Switzerland and past. normally held assumptions approximately Calvin’s technique, corresponding to his alleged aversion to rhetoric and the scholarly fixation on his laconic sort, are challenged, nuanced, and corrected.
Because of its clean, contextual method of Calvin’s notion, this research may be an incredible source for college students of the background of exegesis in addition to for Calvin students, and it'll attract seminary in addition to collage students.
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Extra info for The School of God: Pedagogy and Rhetoric in Calvin’s Interpretation of Deuteronomy
Payne (Boston: D. C. Heath, 1899): 113. More careful scholars have begun to realize the central role of instruction in Calvin’s program of reform. , Robert White, “The School in Calvin’s Thought and Practice,” Journal of Christian Education 12 (1969): 5-26; and Reinhold Hedtke, Erziehung durch die Kirche bei Calvin (Heidelberg: Quelle & Meyer, 1969). 3 For more objective views of the Genevan Academy see Charles Borgeaud, Histoire de l’Université de Genève, 3 vols. , 1900-1934); Paul-Frederic Geisendorf, L’Université de Genève: Quatre siècles d’histoire (Geneva: Alexandre Jullien, 1959); Karin Maag, Seminary or University?
3 For more objective views of the Genevan Academy see Charles Borgeaud, Histoire de l’Université de Genève, 3 vols. , 1900-1934); Paul-Frederic Geisendorf, L’Université de Genève: Quatre siècles d’histoire (Geneva: Alexandre Jullien, 1959); Karin Maag, Seminary or University? The Genevan Academy and Reformed Higher Education, 1560-1620, St. Andrews Studies in Reformation History (Aldershot: Scolar Press, 1995); and cf. Henri Fazy, L’instruction primaire à Genève (Geneva: Kundig, 1896). 4 In addition to the studies of Calvin’s preaching already noted, see Erwin Mülhaupt, “Calvins Auffassung von der Predigt,” Monatschrift für Pastoraltheologie 26 (1930): 312-318; idem, Die Predigt Calvins: ihre Geschichte, ihre Form, und ihre religiösen Grundgedanken (Berlin and Leipzig: Walter de Gruyter, 1931).
55 Had Golding paid closer attention to the first sermon, he might have seen that this was somewhat redundant. , Calvin’s initial sermons on Job (CO 30: 21-24), Galatians (CO 50: 273-278), Ephesians (CO 51: 241-249), I Timothy (CO 53: 5-7), II Timothy (CO 54: 6-10), and Titus (CO 54: 377-379). Parker observes this as well, Calvin’s Preaching, 81-82. Cf. Calvin’s lectures on Jeremiah, wherein the first part of the opening lecture comprises the introduction to the book (CO 37: 469-72). , the prefaces to his commentaries on Genesis, Psalms, and Daniel.