Results for 'Wilhelm J. Wessels'

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  1.  5
    שָׁלוֹם proclamations in the Book of Jeremiah: The dilemma of Jeremiah 4:10 and 23:17.Wilhelm J. Wessels - 2022 - HTS Theological Studies 78 (4):8.
    The use of the noun שָׁלוֹם in the Book of Jeremiah, as it occurs in prophetic proclamations, is of interest for this article. From an overview of a number of passages, it seems that the utterances in Jeremiah 4:10 and 23:17 are contradictory. In Jeremiah 4:10, Jeremiah utters the phrase שָׁלוֹם יִהְיֶה לָכֶם, but in 23:17 he rebukes prophets for proclaiming the very same message. The author argues that the prophet Jeremiah, as he is portrayed in the Book of Jeremiah, (...)
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  2.  6
    שָׁלוֹם proclamations in the Book of Jeremiah: The dilemma of Jeremiah 4:10 and 23:17.Wilhelm J. Wessels - 2023 - HTS Theological Studies 79 (1):8.
    The use of the noun שָׁלוֹם in the Book of Jeremiah, as it occurs in prophetic proclamations, is of interest for this article. From an overview of a number of passages, it seems that the utterances in Jeremiah 4:10 and 23:17 are contradictory. In Jeremiah 4:10, Jeremiah utters the phrase שָׁלוֹם יִהְיֶה לָכֶם, but in 23:17 he rebukes prophets for proclaiming the very same message. The author argues that the prophet Jeremiah, as he is portrayed in the Book of Jeremiah, (...)
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  3.  10
    Prophetic sensing of Yahweh’s word.Wilhelm J. Wessels - 2015 - HTS Theological Studies 71 (3):9.
    This article focuses on Jeremiah 23:18, which implies that the prophet stood in the council of Yahweh (sôd) to see and hear the word of Yahweh. In this verse, it seems that the senses of the prophet played a role in receiving Yahweh’s words. Verse 18 forms part of 23:16–22 in which Jeremiah warned the people of Judah not to listen to prophets who mislead them with optimistic messages. In this article, attention is given to the question whether standing in (...)
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  4.  8
    At the potter’s workshop. Jeremiah 18:1–12: A narrative that reveals more than meets the eye.Wilhelm J. Wessels - 2020 - HTS Theological Studies 76 (4):1-8.
    Jeremiah 18:1–12 is a favourite passage often quoted and preached from pulpits. This prose passage however is much more complicated than taken at the face level. A one-dimensional reading misses the intricacies of these verses. The potter scene in verses 1–4 has its first application in verses 5–6 and again in verses 11–12. It is a question how verses 7–10 relate to the other sections in this narrative. The argument presented in this article is that verses 18:7–10 present a different (...)
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  5.  11
    Cultural sensitive readings of Nahum 3:1–7.Wilhelm J. Wessels - 2018 - HTS Theological Studies 74 (1):7.
    The text of the book of Nahum poses many challenges to exegetes and readers of the text. Nahum 3 in particular, challenges modern readers with its violent imagery and the derogatory language towards women. The article attempts to propose cultural sensitive readings of two different ‘cultures’, namely, reading Nahum in its historical context and from a perspective of feminist interpretation. Most serious exegetes agree that the reading of texts, in this case, a prophetic text, should first and foremost be interpreted (...)
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  6.  10
    Engaging Old Testament prophetic literature in traumatic times of loss and grief.Wilhelm J. Wessels - 2021 - HTS Theological Studies 77 (4):7.
    This article addresses not only the matter of loss and grief but also hope and recovery. The coronavirus disease 2019 (COVID-19) has hugely affected not only South Africans but also people globally. One of the key features of this pandemic is loss and the associated grief. To explore these topics, the author has engaged prophetic literature, more specifically the books of Isaiah and Jeremiah, which present compelling cases of loss and grief. An attempt was made to identify similarities between the (...)
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  7.  11
    The trauma of Nineveh’s demise and downfall: Nahum 2:2–11.Wilhelm J. Wessels & Elizabeth Esterhuizen - 2020 - HTS Theological Studies 76 (4):6.
    Trauma is left, right and centre in the whole book of Nahum. The book reflects the oppression and hardship that Judah had experienced at the hands of the imperial power Assyria. For many a reader, the violent and derogative content of this book is in itself a traumatic experience. In this article, the focus is on Nahum 2:2–11 (Masoretic Text [MT]), which depicts the downfall of Nineveh and its traumatic effects on its citizens. Besides the analysis of the text, a (...)
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  8. Spontaneität und Normen im menschlichen Werden.Wilhelm J. Revers - 1983 - In Georg Pfligersdorffer (ed.), Blickpunkte philosophischer Anthropologie: fünf Vorträge. Salzburg: Universitätsverlag Pustet.
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  9.  95
    General Problems of Classification of African Languages.Wilhelm J. G. Möhlig & Wilhelm Möhlig - 1987 - Diogenes 35 (137):113-133.
    On principle, there are no language classifications which are right or wrong, but only classifications which are more or less useful or useless. This statement at the beginning of my paper is intended to indicate the teleological perspective in which I want to view the more general problems involved in the classification of African languages. I shall discuss these within a framework which I derive from the four main components of any language classification, namely:1.the aims and objectives of language classification,2.the (...)
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  10.  12
    Black Christ and Cross-Roads Jesus for white South African Christians.Wilhelm J. Verwoerd - 2020 - HTS Theological Studies 76 (3).
    A significant factor undermining real racial reconciliation in post-1994 South Africa is widespread resistance to shared historical responsibility amongst South Africans racialised as white. In response to the need for localised ‘white work’, this article aims to contribute to the uprooting of white denialism, specifically amongst Afrikaans-speaking Christians from Reformed backgrounds. The point of entry is two underexplored, challenging, contextualised crucifixion paintings, namely, Black Christ and Cross-Roads Jesus. Drawing on critical whiteness studies, extensive local and international experience as a ‘participatory’ (...)
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  11. Cognitive science: From information-processing to acts of meaning.Wilhelm J. Jordaan - 1993 - South African Journal of Philosophy 12 (4):91-102.
  12.  23
    The cognitive, emotional, and social impact of the September 11th Attacks: Group differences in memory for the reception context and its determinants.Olivier Luminet, Antonietta Curci, Elizabeth J. Marsh, Ineke Wessel, Ticu Constantin, Faruk Gencoz, Masao Yogo, Boicho N. Kokinov & William Hirst - 2003 - In B. Kokinov & W. Hirst (eds.), Constructive Memory. New Bulgarian University.
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  13. The Semantic Tradition from Kant to Carnap. To the Vienna Station.J. Alberto Coffa, Linda Wessels, Michael Dummett, Claire Ortiz Hill & Joan Weiner - 1995 - Synthese 105 (1):123-139.
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  14. Schelling's Transcendental Idealism, a Critical Exposition.John Watson & Friedrich Wilhelm J. von Schelling - 1882
     
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  15.  47
    A Modern Arabic Biography of Muḥammad: A Critical Study of Muḥammad Husayn Haykal's Hayāt MuḥammadA Modern Arabic Biography of Muhammad: A Critical Study of Muhammad Husayn Haykal's Hayat Muhammad.Robert B. Campbell S. J., Antonie Wessels, Muḥammad & Muhammad - 1975 - Journal of the American Oriental Society 95 (2):303.
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  16.  8
    Jeremiah 23:23–24 as polemic against prophets’ views on Yahweh’s presence.Wilhelm Wessels - 2016 - HTS Theological Studies 72 (3):7.
    Jeremiah 23:23–24 is a short passage in the cycle of oracles in which the prophet Jeremiah is supposedly in conflict with other prophets in his society. It is possible that this short passage first had an independent existence before it became part of the collection of oracles in 23:9-40 This article argues that as an independent oracle the passage claims that Yahweh is not just a localised god, but an omnipresent God from whom no person can hide. When read as (...)
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  17.  23
    YHWH, the God of new beginnings: Micah’s testimony.Wilhelm Wessels - 2013 - HTS Theological Studies 69 (1):01-08.
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  18.  14
    Grundgedanken einer Typenfreien Logik.Wilhelm Ackermann, Y. Bar-Hillel, E. I. J. Poznanski, M. O. Rabin & A. Robinson - 1967 - Journal of Symbolic Logic 32 (2):259-260.
  19.  92
    Executive functions and self-regulation.Wilhelm Hofmann, Brandon J. Schmeichel & Alan D. Baddeley - 2012 - Trends in Cognitive Sciences 16 (3):174-180.
  20.  41
    Non-Invasive Brain Stimulation: An Interventional Tool for Enhancing Behavioral Training after Stroke.Maximilian J. Wessel, Máximo Zimerman & Friedhelm C. Hummel - 2015 - Frontiers in Human Neuroscience 9.
  21.  22
    Grundriss der Psychologie.J. E. C. & Wilhelm Wundt - 1896 - Philosophical Review 5 (3):331.
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  22.  20
    Tradition and Reflection: Explorations in Indian Thought.J. L. Brockington & Wilhelm Halbfass - 1992 - Journal of the American Oriental Society 112 (3):545.
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  23.  15
    Retrieval‐induced forgetting of autobiographical memory details.Beatrijs J. A. Hauer & Ineke Wessel - 2006 - Cognition and Emotion 20 (3-4):430-447.
  24.  24
    Fostering Flexibility in the New World of Work: A Model of Time-Spatial Job Crafting.Christina Wessels, Michaéla C. Schippers, Sebastian Stegmann, Arnold B. Bakker, Peter J. van Baalen & Karin I. Proper - 2019 - Frontiers in Psychology 10.
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  25.  11
    Notes and News.M. J. Wessel - 1911 - Journal of Philosophy, Psychology and Scientific Methods 8 (12):335.
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  26.  18
    Use of the Social Cognitive Theory to Frame University Students’ Perceptions of Cheating.Maria T. Wessel, Theresa M. Enyeart Smith & Audrey J. Burnett - 2016 - Journal of Academic Ethics 14 (1):49-69.
    The purpose of this qualitative study was to examine the perceptions related to ethics and cheating among a representative sample of primarily female undergraduate students, compared to trends reported in the literature. Focus groups were organized to discuss nine scripted questions. Transcripts and audiotapes were analyzed and four main themes emerged: demographics of those who cheat, students’ perceptions of cheating, the role of technology in cheating, and consequences of cheating, including students’ attitudes and behaviors related to reporting cheating incidents. Bandura’s (...)
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  27.  39
    Use of the Social Cognitive Theory to Frame University Students’ Perceptions of Cheating.Audrey J. Burnett, Theresa M. Enyeart Smith & Maria T. Wessel - 2016 - Journal of Academic Ethics 14 (1):49-69.
    The purpose of this qualitative study was to examine the perceptions related to ethics and cheating among a representative sample of primarily female undergraduate students, compared to trends reported in the literature. Focus groups were organized to discuss nine scripted questions. Transcripts and audiotapes were analyzed and four main themes emerged: demographics of those who cheat, students’ perceptions of cheating, the role of technology in cheating, and consequences of cheating, including students’ attitudes and behaviors related to reporting cheating incidents. Bandura’s (...)
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  28.  29
    Lectures on Human and Animal Psychology.Wilhelm Wundt, J. E. Creighton & E. B. Titchener - 1895 - Philosophical Review 4 (1):90-93.
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  29.  9
    The Harveian Oration on Experimental Psychology and Hypnotism. [REVIEW]M. J. Wessel - 1911 - Journal of Philosophy, Psychology and Scientific Methods 8 (12):331-332.
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  30.  14
    Exceptionalisms in the ethics of humans, animals and machines.Wilhelm E. J. Klein - 2019 - Journal of Information, Communication and Ethics in Society 17 (2):183-195.
    Purpose This paper aims to examine exceptionalisms in ethics in general and in the fields of animal and technology ethics in particular. Design/methodology/approach This paper reviews five sample works in animal/technology ethics it considers representative for particularly popular forms of “exceptionalism”. Findings The shared feature of the exceptionalisms exhibited by the chosen samples appears to be born out of the cultural and biological history, which provides powerful intuitions regarding the on “specialness”. Research limitations/implications As this paper is mostly a critique (...)
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  31.  16
    System der Philosophie.J. E. C. & Wilhelm Wundt - 1898 - Philosophical Review 7 (1):102.
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  32. Melanchthon and Bucer.Wilhelm Pauck, Lowell J. Satre & Paul Larkin - 1969
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  33.  11
    Jeremiah 33:15-16 as a reinterpretation of Jeremiah 23:5-6.W. J. Wessels - 1991 - HTS Theological Studies 47 (1).
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  34. Journals and New Books.M. J. Wessel - 1911 - Journal of Philosophy, Psychology and Scientific Methods 8 (12):333.
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  35.  61
    Preferential processing of visual trauma-film reminders predicts subsequent intrusive memories.Johan Verwoerd, Ineke Wessel, Peter J. de Jong & Maurice Mw Nieuwenhuis - 2009 - Cognition and Emotion 23 (8):1537-1551.
  36.  10
    Editorial: Mechanisms Underlying the Interplay Between Cognition and Motor Control: From Bench to Bedside.Thomas Carsten, Gerard Derosiere, Maximilian J. Wessel, Friedhelm C. Hummel & Julie Duque - 2022 - Frontiers in Human Neuroscience 16.
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  37.  9
    Ethik. Eine Untersuchung der Thatsachen und Gesetze des Sittlichen Lebens.J. G. S. & Wilhelm Wundt - 1893 - Philosophical Review 2 (1):117.
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  38.  26
    Integrating Instruction in Ethical Reasoning into Undergraduate Business Courses.William J. Wilhelm - 2008 - Journal of Business Ethics Education 5 (1):5-34.
    This article presents findings from a series of research studies designed to identify classroom teaching practices that can enhance moral reasoning of undergraduate students in business foundational courses. The research, conducted over five semesters at a Midwestern university, resulted in the development of teaching methods and materials that can, when properly sequenced and integrated into undergraduate business courses, increase levels of student moral reasoning as measured by the revised version of the Defining Issues Test (DIT-2). Findings in this research demonstrate (...)
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  39.  8
    Integrating Instruction in Ethical Reasoning into Undergraduate Business Courses.William J. Wilhelm - 2008 - Journal of Business Ethics Education 5:5-34.
    This article presents findings from a series of research studies designed to identify classroom teaching practices that can enhance moral reasoning of undergraduate students in business foundational courses. The research, conducted over five semesters at a Midwestern university, resulted in the development of teaching methods and materials that can, when properly sequenced and integrated into undergraduate business courses, increase levels of student moral reasoning as measured by the revised version of the Defining Issues Test (DIT-2). Findings in this research demonstrate (...)
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  40.  19
    Studies in Indian Philosophy. A Memorial Volume in Honour of Pandit Sukhlalji Sanghvi.Wilhelm Halbfass, Dalsukh Malvania & Nagin J. Shah - 1984 - Journal of the American Oriental Society 104 (4):788.
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  41.  13
    Sallekhanā Is Not SuicideJayanta Bhaṭṭa's Nyāyamañjarī (Prathama Āhnika)Bauddhadharmadarśananī pāyānī vibhāvanāSallekhana Is Not SuicideJayanta Bhatta's Nyayamanjari (Prathama Ahnika)Bauddhadharmadarsanani payani vibhavana.Wilhelm Halbfass, T. K. Tukol & Nagin J. Shah - 1979 - Journal of the American Oriental Society 99 (3):537.
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  42.  17
    Collection of Jaina Philosophical Tracts.Wilhelm Halbfass & Nagin J. Shah - 1975 - Journal of the American Oriental Society 95 (1):151.
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  43.  26
    A History of Chinese Civilization.J. K. Shryock, Richard Wilhelm & Joan Joshua - 1930 - Journal of the American Oriental Society 50:168.
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  44. Platonis Opera Omnia.J. G. Plato, Johann Kaspar von Baiter, August Wilhelm Orelli, Winckelmann & Meyer & Zeller - 1839 - Impensis Meyeri & Zelleri.
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  45.  58
    The Phenomenology of Mind.Georg Wilhelm Friedrich Hegel & J. B. Baillie - 1911 - Philosophical Review 20 (3):310.
  46. Are "implicit" attitudes unconscious?Bertram Gawronski, Wilhelm Hofmann & Christopher J. Wilbur - 2006 - Consciousness and Cognition 15 (3):485-499.
    A widespread assumption in recent research on attitudes is that self-reported evaluations reflect conscious attitudes, whereas indirectly assessed evaluations reflect unconscious attitudes. The present article reviews the available evidence regarding unconscious features of indirectly assessed “implicit” attitudes. Distinguishing between three different aspects of attitudes, we conclude that people sometimes lack conscious awareness of the origin of their attitudes, but that lack of source awareness is not a distinguishing feature of indirectly assessed versus self-reported attitudes, there is no evidence that people (...)
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  47.  11
    Fewer intrusions after an attentional bias modification training for perceptual reminders of analogue trauma.Johan Verwoerd, Ineke Wessel & Peter J. de Jong - 2012 - Cognition and Emotion 26 (1):153-165.
  48.  6
    The Moral Foundations of Civil Society.William J. Campbell & Wilhelm Roepke - 1996 - Routledge.
    Wilhelm Roepke may have been the soundest economist of the twentieth century. He understood the limitations as well as the strengths of his discipline. Economists are often tempted to take the easy way out, by denying reality to aspects of human existence and reducing them to arbitrary and subjective tastes and preferences. Roepke never does this, and this is his strength. He realizes that all of these are legitimate aspects of human experience which must be satisfied in a balanced (...)
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  49. Halblass and the Openness of the Comparative Project.F. X. Clooney & S. J. Wilhelm - 1997 - Poznan Studies in the Philosophy of the Sciences and the Humanities 59:29-48.
     
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  50.  15
    Deutsch-Persisches Wörterbuch, Lieferung 4Deutsch-Persisches Worterbuch, Lieferung 4.M. J. Dresden & Wilhelm Eilers - 1964 - Journal of the American Oriental Society 84 (3):297.
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