Drawing on primary documents such as farmer's diaries, small rural papers of the 19th century, and the publications of state agricultural societies, this provocative study presents an intelligent overview into the driving forces of that shaped American history in the Northeast.
This book presents the first extended study of the representation of Egypt in the writings of Philo of Alexandria. Philo is a crucial witness, not only to the experiences of the Jews of Alexandria, but to the world of early Roman Egypt in general. As historians of Roman Alexandria and Egypt are well aware, we have access to very few voices from inside the country in this era; Philo is the best we have. As a commentator on Jewish Scripture, Philo is also one of the most valuable sources for the interpretation of Egypt in the Pentateuch. He not only writes very extensively on this subject, but he does so in ways that are remarkable for their originality when compared with the surviving literature of ancient Judaism. In this book, Sarah Pearce tries to understand Philo in relation to the wider context in which he lived and worked. Key areas for investigation include: defining the 'Egyptian' in Philo's world; Philo's treatment of the Egypt of the Pentateuch as a symbol of 'the land of the body'; Philo's emphasis on Egyptian inhospitableness; and his treatment of Egyptian religion, focusing on Nile veneration and animal worship.
English literature is studied, at some stage or the other, by almost every middle- and upper-class person in India. Its importance as a discipline, or as a body of texts, that shapes the minds, attitudes, behaviour and social aspirations of India's educated urban elites - who occupy powerful positions in government, business and industry - is often fundamental and certainly undoubted. Yet some of the most basic questions about English literary studies in India - such as their relevance and validity, their social functions, their institutional contexts, their pedagogic and publishing practices - are never posed. This volume, taken as a whole, breaks the long silence and asks why. It comprises seventeen essays, fourteen of which are by women academics. Collectively, they seek to show up the sorts of conservative orthodoxies, bureaucratic power structures, fossilized thought processes, unacademic institutions, colonial worldviews, outdated theoretical frameworks, gross cultural premises and crassly commercialized situations which frequently define what it means to study and teach English literature in India. The essays appear in eight sections; the first has two pieces which situate English within British and post-Independence India; the second has an essay on teaching English in the colonial context; the third has one on teaching it today. The fourth section focuses on three widely-prescribed English literary texts and analyses Indian classroom responses to these. The fifth section examines ideological and business contexts: an essay on publishing outlines the markets for anthologies, textbooks and monographs; another essay provides a critique of England's mediations in India via theBritish Council. The sixth section looks at the broad types of students and teachers that exist in university departments of English, as well as at the attitudes, aspirations and academic situations that commonly prevail. The seventh section has a piece on the sorts of intellectual resistance that dominate Indian academia, specifically the resistance to those new and changing parameters of thinking about English literature which question both the sacred canon of Eng. Lit. and the professorial guardians of that canon. The final section has essays on the position of English in a post-colonial society, and on the desirability of using linguistic tools to penetrate the paradigms of literary criticism. An annexure on landmarks in Indian education policy serves as conclusion. The contributors to this volume are all Indian academics who have taught English in the country's major universities, and some of whom are now highly - reputed expatriate professors of English in the West. Their book is a pioneering attempt to situate, define, analyse, historicize, destabilize and problematize the study of English in India. This volume will seem invaluable to teachers and students of sociology, history, colonialism and culture, and to all who teach or study English literature anywhere in the world.
This book deals with many aspects of the land of Israel. In the first part, the emphasis is on descriptions of the land in Joshua and other books of the Hebrew anf Greek Bible. In the second part, the focus shifts to the land in history and theology: reception-history of biblical texts dealing with the land, archaeology of Palestine, and theological-hermeneutical implications of taking the land traditions of the Bible seriously. The result is a rich collection of articles on one of the main themes of the Old Testament; a theme that has a fascinating, although not always unproblematic reception history.
The historian Flavius Josephus remains crucial for understanding numerous problems central to the study of Judaism and Christian origins. C.D. Elledge's book provides a comprehensive analysis of what Josephus reveals about Jewish hope in life after death, including such crucial passages of Josephus' works as his portrayal of Abraham, the Essenes, Pharisees, Sadducees, and Eleazar ben Jair. When viewed as a recurrent motif throughout his writings, Josephus uses life after death as a device that offers apologetical praise of Judaism to outsiders, addresses the problem of theodicy, and reinforces the moral ideals of his presentation of history.
Dwight Young taught ancient Near Eastern Languages at Brandeis University for many years. More than 20 essays are presented by students and friends in his honor. Indexes of authors and scripture references complete the volume.