Hidden Criticism of the Angry Tyrant in Early Judaism and the Acts of the Apostles adds to the current literature of imperial-critical New Testament readings with an examination of Luke’s hidden criticism of imperial Rome in the Acts of the Apostles and in Paul’s speech on the Areopagus in Acts 17. Focusing on discursive resistance in the Hellenistic world, Drew J. Strait examines the relationship between hidden criticism and persuasion and between subordinates and the powerful, and he explores the challenge to the dissident voice to communicate criticism while under surveillance. Strait argues that Luke confronts the idolatrous power and iconic spectacle of gods and kings with the Gospel of the Lord of all—a worldview that is incompatible with the religions of Rome, including emperor worship.

Over the past years, studies have begun not only to identify the factors that impeded the full participation of women artists in French cultural life, such as women’s limited access to professional art education, but also to bring to light the considerable artistic accomplishments of women occluded by historians for over a century. A similar effort at historical revision has been under way for French women writers. Works of fiction that enjoyed many editions in the nineteenth-century receded from our field of vision for almost a century before being rediscovered and reissued during the last decades of the twentieth century. Such efforts have resulted in scholarship that has helped revise the history of both artistic and literary expression in nineteenth-century France. Similarly, many women in nineteenth-century France had their art criticism published both in journal reviews and in book form, often for decades, in a number of the most influential venues of their day. However, it is perplexing that they remain almost totally invisible in histories of French culture. Women Art Critics in Nineteenth-Century France: Vanishing Acts is the first sustained effort to bring these prolific and influential critics out from the shadows. Although each of the chapters in this volume results from an interdisciplinary approach, the fact that they are written by scholars in art history and in literature means that there will be inevitable differences in approach and methodology. Thus, we study the women’s reception of specific artworks and aesthetic movements, discuss intersections of aesthetics and politics in their essays and the literary styles and rhetorical strategies of individual critics, explore the social conditions that allowed or impeded their successes, and suggest reasons for their all but disappearance in the twentieth century. In bringing to light for twenty-first-century readers the “vanished” writings of heretofore unrecognized or underrecognized women art critics, the authors hope to contribute to the ongoing revision of women’s role in cultural history. The multifaceted approaches to word/image studies modeled in this book, and the many avenues for further research it identifies, will inspire scholars in a number of disciplines to continue the work of reinscribing women in the history of cultural life.

This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1974.

Addresses the fundamental humanity and necessity of the visual arts : what they are about, why artists are indispensible, and why art and artists matter.

Disrupting recent fashionable debates on secularism, this book raises the stakes on how we understand the space of the secular, independent of its battle with the religious, as a space of radical democratic politics that refuse to be theologized.

New Testament Interpretation through Rhetorical Criticism provides readers of the Bible with an important tool for understanding the Scriptures. Based on the theory and practice of Greek rhetoric in the New Testament, George Kennedy's approach acknowledges that New Testament writers wrote to persuade an audience of the truth of their messages. These writers employed rhetorical conventions that were widely known and imitated in the society of the times. Sometimes confirming but often challenging common interpretations of texts, this is the first systematic study of the rhetorical composition of the New Testament. As a complement to form criticism, historical criticism, and other methods of biblical analysis, rhetorical criticism focuses on the text as we have it and seeks to discover the basis of its powerful appeal and the intent of its authors. Kennedy shows that biblical writers employed both "external" modes of persuasion, such as scriptural authority, the evidence of miracles, and the testimony of witnesses, and "internal" methods, such as ethos (authority and character of the speaker), pathos (emotional appeal to the audience), and logos (deductive and inductive argument in the text). In the opening chapter Kennedy presents a survey of how rhetoric was taught in the New Testament period and outlines a rigorous method of rhetorical criticism that involves a series of steps. He provides in succeeding chapters examples of rhetorical analysis, looking closely at the Sermon on the Mount, the Sermon on the Plain, Jesus' farewell to the disciples in John's Gospel, the distinctive rhetoric of Jesus, the speeches in Acts, and the approach of Saint Paul in Second Corinthians, Thessalonians, Galatians, and Romans.

Originally published in 1981. The meaning and objectives of literature, argues David Bleich, are created by the reader, who depends on community consensus to validate his or her judgements. Bleich proposes that the study of English be consciously reoriented from a knowledge-finding to a knowledge-making enterprise. This involves a new explanation of language acquisition in childhood, a psychologically disciplined concept of linguistic and literary response, and a recognition of the intellectual authority of pedagogical communities to originate and establish knowledge. Amplifying his theoretical model with subjective responses drawn from his own classroom experience, Bleich suggests ways in which the study of language and literature can become more fully integrated with each person's responsibility for what he or she knows.