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Enregistrement W7141369828 · doi:10.15699/tc.17.2012.09

J.R. Hull Jr., The Story of the New Testament Text: Movers, Materials, Motives, Methods, and Models

2012· article· en· W7141369828 sur OpenAlexaff
David A. Kaden

Notice bibliographique

RevueTC A Journal of Biblical Textual Criticism · 2012
Typearticle
Langueen
DomaineArts and Humanities
ThématiqueBiblical Studies and Interpretation
Établissements canadiensToronto Public Health
Organismes subventionnairesnon disponible
Mots-clésNew TestamentHull

Résumé

récupéré en direct d'OpenAlex

Robert Hull Jr.'s book is both informed and informative, providing readers with a narrative history of textual criticism as a discipline, and issuing a summons to a new generation of scholars to join the field.The book would serve as an excellent textbook for an advanced undergraduate or early graduate level course in NT textual criticism, though advanced graduate students would also benefit from its map-like overview of this sometimes arcane area of study.[2] Like bookends, the introduction and final five pages (pp.1-6 and 186-191, respectively) articulate the book's goals.Hull intends not only to summarize the field, but also to demonstrate need for future research by charting a course for prospective studies (p.191).To this end, he outlines ten "future tasks" that need attention, from, for example, careful examination of manuscripts along the lines of David Parker's work on Codex Bezae, to further analysis of patristic quotations of scripture, lectionaries, and allusions to the NT in non-continuous sources (inscriptions, amulets, letters, etc.), to the need for creative uses of electronic resources for the editing of texts (pp.189-190).Hull is optimistic that his book can help generate interest among a new crop of researchers (p.191), as it weaves together into one the periodic history of the discipline and the best of its scholarship to provide an "avenue of access" (p.4) for the novice.The book provides a careful, fair, and thoughtful summation of the field.[3] It is also innovative.Chapters 2-9 are all structured mnemonically around themes: movers, materials, motives, methods, and models."Movers" are the protagonists in the story of text criticism, from pioneers to contemporary scholars."Materials" address the textual witnesses, including how they were discovered and collated."Motives" state the goals of text criticism (e.g.questing after an "original text", and debating the usefulness of such a quest)."Methods" deal with methodology, especially parsing the kinds of eclecticisms text critics employ.Lastly, "models" are the intermittent landmark studies that have advanced the discipline (pp.4-5).The categories are like lenses through which the goals, methods, tools, and discoveries are filtered to allow the reader a panoramic view of the field, while gathering a sufficient glimpse of its detail.To assist the reader along the way, block summaries and charts are provided that outline the most influential manuscripts, methods, and people (pp.16, 43, 51, 81, 118, 121, 124).There is also a glossary of terms at the beginning (pp.xiii-xiv), a thorough bibliography at the end (pp.193-215), and mostly in-text citations instead of extensive footnoting in between. [4]Each chapter juxtaposes key contributors with the manuscripts discovered in the era in which they lived.Moving chronologically, ch. 2 ("The Precritical Age") discusses the period from Origen and Jerome to Erasmus, highlighting historical exigencies like Diocletian's belligerence toward early Christian texts and the resulting diminution of available manuscripts, Constantine's request for fifty copies of the scriptures and the resulting professionalization of copying, and the printing press as game-changer.Hull introduces the reader to the early versions and patristic citations of scripture, and underscores the shift from Latin to Greek as a "catalyst" for modern textual criticism (p.38), exemplified in the Complutensian Polyglot and Erasmus' multiple editions of the Greek NT.[5]Ch. 3 ("The Age of Collecting, Collating, and Classifying") covers the two hundred years from Robert Stephanus and Theodore Beza to Johann Albrecht Bengel and Johann Salomo Semler.Each contribution from such "movers" is conveniently accessible and instructional.The discussion of Bengel, for example, includes his alpha to epsilon grading scale for marginal readings, his articulation of text critical rules of thumb (e.g.weighing manuscripts takes priority over counting them; the harder reading is preferred), and his deduction that

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.

Comment cette classification a été obtenuedéplier

Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,001
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesaucune
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Sans objet · Signal consensuel: aucune
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,699
Score d'incertitude au seuil0,963

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0010,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0000,001
Communication savante0,0000,001
Science ouverte0,0000,000
Intégrité de la recherche0,0000,000
Charge utile insuffisante (le modèle a refusé de juger)0,0010,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,052
Tête enseignante GPT0,310
Écart entre enseignants0,257 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle

Classification

machine, non validée

Prédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.

Les modèles n’ont appliqué aucune catégorie : rien dans la taxonomie ne correspondait à ce travail.
Devis d'étudeSans objet
Domainenon disponible
GenreEmpirique

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations0
Publié2012
Routes d'admission1
Résumé présentoui

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