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dc.contributor.authorRüggemeier , Jan
dc.contributor.authorShively, Elizabeth E.
dc.identifier.citationRüggemeier  , J & Shively , E E 2021 , ' Introduction: towards a cognitive theory of New Testament characters : methodology, problems, and desiderata ' , Biblical Interpretation: A Journal of Contemporary Approaches , vol. 29 , no. 4-5 , pp. 403-429 .
dc.identifier.otherPURE: 275451740
dc.identifier.otherPURE UUID: ffe017ed-9b0b-41f9-9c4a-faab2ae34ee7
dc.identifier.otherORCID: /0000-0002-3389-2426/work/104252402
dc.identifier.otherScopus: 85120573983
dc.identifier.otherWOS: 000721281600001
dc.description.abstractThis Introduction provides an overview of a cognitive-narratological approach to characters and characterization in New Testament narratives. We begin by comparing conventional and cognitive approaches to New Testament characters and characterization, and delineating a practical methodology designed to sensitize readers to a variety of interpretative possibilities that arise from the cognitive turn within narratology. Afterwards, we apply that methodology in three ways. First, we acquaint readers with the prospect of tracing characters within one New Testament narrative. Then, we hint at the analysis of character migration, that is, a character’s development across more than one narrative. Finally, we provide insight into the analysis of character emotions and the readers’ empathy with characters. To illustrate these aspects, we focus on examples from the Gospel of Mark.
dc.relation.ispartofBiblical Interpretation: A Journal of Contemporary Approachesen
dc.rightsCopyright © Jan Rüggemeier and Elizabeth E. Shively, 2021. This is an open access article distributed under the terms of the CC BY-NC-ND 4.0 license.en
dc.subject(Non-)cognitive approachesen
dc.subjectCharacter developmenten
dc.subjectCharacter migrationen
dc.subjectBR Christianityen
dc.titleIntroduction: towards a cognitive theory of New Testament characters : methodology, problems, and desiderataen
dc.typeJournal articleen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews. Centre for Higher Education Researchen
dc.contributor.institutionUniversity of St Andrews. School of Divinityen
dc.description.statusPeer revieweden

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