By Naoto Kamano
During this rhetorical-critical learn of Ecclesiates, the writer elucidates how Qoheleth teaches in his discourse, paying specific realization to using the cosmological texts (1:4-11 and 3:1-8) and the first-person speeches.
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Extra info for Cosmology and Character: Qoheleth's Pedagogy from a Rhetorical-Critical Perspective
Main report (Hauptbericht): Theological reflection (3:1-13) Each main report (C'-A') ends with the theme of "luck" (2:10, 24-26; 3:12-13). 13 The foregoing review of the proposed structures of Ecclesiastes 1-3 alerts us to the complexity of the evidence present in the text. Michel is frustrated by an inability to include the repetition of the thematic question in 1:3 and 3:9. Fischer, who tries to take some of the evidence into account, neglects other evidence already noted and introduces new evidence that is less clear than that which he neglects.
Such a detailed consideration must be made upon each case to elucidate the function of each passage within Ecclesiastes. E. Conclusion To conclude this review of the use of rhetorical criticism with respect to Ecclesiastes, three points need to be made. First, there is a lack of studies that take into account all the possible characteristics that the text of Ecclesiastes exhibits. Second, the repetitions of certain words and phrases that have been understood as self-quotation, cross-reference, and narrative flashback must be re-examined to determine their exact functions in the literary context.
He believes a text to represent a speech that is delivered in a specific situation in order to respond to a particular problem, so that the audience may believe or act differently or more profoundly in such a situation. The inclusion of invention in the fourth step, which Muilenburg does not preclude in his method, comes from the same interest. While the overlap of the two methods are apparent—as Trible has already pointed out 105 —, the difference in their emphasis should be noted. 106 The purpose of this study is to identify Qoheleth's pedagogy and its relationship to his message.