This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1895 Excerpt: ...Ex. E.6107.. Love and faith are circumstanced in the internal man at are heat and light in the external corporeal man... and therefore the luminaries are said to have been set 'in the expanse of the heavens, ' or in the internal man; the great luminary in his will, and the lesser one in his understanding. But they only appear in the will and understanding, as the light of the sun does in objects. It is the mercy of the Lord alone which sleets the will with love, and the understanding with Truth or faith. 31. That 'the great luminaries' = love and faith; and that they are alio named 'the sun, moon, and stars, ' is evident from the Prophets. 111.. As 'luminaries' represented and signified love and faith in th-Lord, it was commanded in the Jewish Church that there should be a perpetual luminary kindled from evening to morning... 32. Love and faith are first called 'great luminaries, ' and afterwards love is called 'the great luminary, ' and faith 'the lesser luminary.' Ex. That it is the Lord from whom is all love, was also represented by the great luminary, or sun, when He was transfigured... 39. After the 'great luminaries' hare been kindled, and placed in the internal man, and the external man receives light thence, he then first begins to live... I532e. 'Her luminary as a stone most precious' (Rev. iii.n). ( = truth from the Divine. 5922.") ( = the truth of faith, and the derivative intelligence. 9872s.) 6015s. 'Luminaries' = goods and truths. 9473. 'Oil for the luminary' (Ex.xxv.6) = the internal good which is in mutual love and in charity... "The luminary ' = mutual love and charity. The reason 'the luminary' = mutual love, is from the flame, by which is signified this love; and the reason it=charity, is from the heat and light thence... 9712. Last...
The first guide to teaching Latino/a literature, Latino/a Literature in the Classroom provides tools for teaching one of the most rapidly growing areas of literary study. Essays by established scholars offer a comprehensive approach, attending to how formal techniques give idiosyncratic and particular shape to literature by and about Latinos/as. Accessible to different levels of instruction and utilizing an array of approaches, chapters focus on the teaching of the novel, short story, graphic novel, film, plays, poetry, and performance art in a variety of established and emerging storytelling shapes: postmodernism, magical realism, science fiction, young adult and children's fiction, and others. They consider the importance of historical period and region in the making and consuming of Latino/a literature, covering both popular and undervisited authors.
The essays will help teachers create courses that pay attention to:
Issues of form such as style, voice, perspective
Issues of content such as theme and character
Issues of histories of dislocation and settlement
Issues of socio-economic push and pull factors in the rural and urban relocation
Issues of linguistic, cultural, and ancestral difference
Contributors place key texts of the Latino/a teaching canon in dialogue with trends of a hemispheric, postcolonial, and transnational nature. Acknowledging the contexts of literatures from Mexico, Cuba, Dominica, Puerto Rico, and Central and South America, Latino/a Literature in the Classroom situates the teaching of Latino/a Literature within global theoretical paradigms and the broader humanities curriculum. This valuable collection of teaching methods will be useful to instructors and scholars seeking sources for intercultural and transnational literary courses.
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