Interpretive Community, Intersubjective Experiences, and Supervisees’ Paradoxes

2020 ◽  
Vol 36 (3) ◽  
pp. 497-512
Author(s):  
Hanoch Yerushalmi
Keyword(s):  
Interpretive Community

Consensus, Authority, and the Interpretive Community in the Thought of Muḥammad b. Jarīr al-Ṭabarī

2016 ◽  
Vol 18 (2) ◽  
pp. 130-179 ◽  
Author(s):  
Devin J. Stewart
Keyword(s):  
Interpretive Community ◽  
Lower Tier ◽  
The Past ◽  
Qur'anic Exegesis

Examination of al-Ṭabarī’s oeuvre as a whole reveals certain patterns that cut across fields. The following article addresses the concept of ḥujja, which is related to his understanding of consensus. It has been pointed out that al-Ṭabarī uses the term ḥujja (‘proof’) with two quite different meanings in his Qur'anic commentary, Jāmiʿ al-bayān. In one sense, ḥujja designates a proof such as a Qur'anic verse, a ḥadīth report, or an instance of consensus. In the second sense, ḥujja refers to particular people, scholars of the past whom al-Ṭabarī considers the most prominent authorities in a particular field. Al-Ṭabarī uses the term in a similar fashion in the extant sections of his legal work Ikhtilāf al-fuqahāʾ, and examination of the two works in combination reveals regularities in al-Ṭabarī’s understanding of hermeneutics across fields, including law, Qur'anic variants (qirāʾāt), and Qur'anic exegesis (tafsīr). His use of the term ḥujja implies that he conceived of the interpretive community in tafsīr and other fields as comprised of two tiers, a lower tier of all competent scholars and an upper tier—the ḥujja—of those scholars whose opinions were instrumental in shaping discourse in the field in question.

The power of the cover: Symbolic contests around the Boston bombing suspect’s Rolling Stone cover

Journalism ◽  
2016 ◽  
Vol 18 (3) ◽  
pp. 281-297 ◽  
Author(s):  
Joy Jenkins ◽  
Edson C Tandoc
Keyword(s):  
Qualitative Analysis ◽  
Critical Incident ◽  
Boundary Work ◽  
Cultural Meaning ◽  
Cover Story ◽  
Interpretive Community ◽  
Rolling Stone ◽  
Boston Marathon ◽  
Journalistic Field ◽  
Shed Light

Rolling Stone ignited a debate in July 2013 when it published a cover featuring alleged Boston Marathon bomber Dzhokhar Tsarnaev. The online version of the cover story drew comments expressing criticism and support of the cover. A qualitative analysis of comments posted within the first week of the cover story shed light on the image’s institutional meaning for Rolling Stone and cultural meaning for readers. Assessing this cover as a critical incident, this study shows how readers, through their comments, participated in the ongoing boundary work in the journalistic field, joining journalism’s interpretive community in defining professional roles, norms, and routines.

Teacher Persistence in Implementing EE: Implications for the Interpretive Community

2007 ◽  
Vol 12 (1) ◽  
pp. 51-65 ◽  
Author(s):  
Julie Athman Ernst
Keyword(s):  
Environmental Literacy ◽  
Educational Setting ◽  
Teacher Persistence ◽  
Interpretive Community ◽  
Teaching Context ◽  
School Based ◽  
Teachers And Students ◽  
Literacy Knowledge ◽  
K 12 ◽  
Do So

There are a variety of barriers that deter teachers from using environmental education (EE), including state curriculum standards and testing, lack of funding and transportation, lack of training, and misconceptions about what EE is. Despite these barriers, some teachers persist in using EE. Because teachers and students in the formal educational setting often are a key audience for interpretive centers, it would be useful to understand teachers’ motivations for using EE and what helps them overcome barriers to integrating EE into their curriculum. Survey research was conducted with 70 K–12 teachers to investigate what they perceive as the strongest influences on their decisions to implement EE and their abilities to do so. Results indicated personal environmental literacy knowledge and skills, environmental sensitivity, and teaching context as key influences on teachers’ use of EE. Implications for the interpretive community related to providing teacher training and marketing school-based programs are discussed.

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