Hermeneutics, accreting receptions, hypermedia: A tool for reference versus a tool for instruction

We provide a select overview of tools supporting traditional Jewish learning. Then we go on to discuss our own HyperJoseph/HyperIsaac project in instructional hypermedia. Its application is to teaching, teacher training, and self-instruction in given Bible passages. The treatment of two narratives has been developed thus far. The tool enables an analysis of the text in several respects: linguistic, narratological, etc. Moreover, the Scriptures' focality throughout the cultural history makes this domain of application particularly challenging, in that there is a requirement for the tool to encompass the accretion of receptions in the cultural repertoire, i.e., several layers of textual traditions—either hermeneutic (i.e., interpretive), or appropriations—related to the given core passage, thus including "secondary" texts (i.e., such that are responding or derivative) from as disparate realms as Roman-age and later homiletics, Medieval and later commentaries or supercommentaries, literary appropriations, references to the arts and modern scholarship, etc. in particular, the Midrash (homiletic expansions) is adept at narrative gap filling, so the narratives mushroom at the interstices where the primary text is silent. The genealogy of the project is rooted in Weiss' index of novelist Agnon's writings, which was eventually upgraded into a hypertextual tool, including Agnon's full-text and ancillary materials. Those early tools being intended primarily for reference and research-support in literary studies, the Agnon hypertext system was initially emulated in the conception of HyperJoseph, which is applied to the Joseph story from Genesis. Then, the transition from a tool for reference to an instructional tool required a thorough reconception in an educational perspective, which led to HyperIsaac, on the sacrifice of Isaac, and to a redesign and upgrade of HyperJoseph as patterned after HyperIsaac.

Jung as a writer

Jung as a Writer traces a relationship between Jung and literature by analysing his texts using the methodology of literary theory. This investigation serves to illuminate the literary nature of Jung’s writing in order to shed new light on his psychology and its relationship with literature as a cultural practice. Jung employed literary devices throughout his writing, including direct and indirect argument, anecdote, fantasy, myth, epic, textual analysis and metaphor. Susan Rowland examines Jung’s use of literary techniques in several of his works, including Anima and Animus, On the Nature of the Psyche, Psychology and Alchemy and Synchronicity and describes Jung’s need for literature in order to capture in writing his ideas about the unconscious. Jung as a Writer succeeds in demonstrating Jung’s contribution to literary and cultural theory in autobiography, gender studies, postmodernism, feminism, deconstruction and hermeneutics and concludes by giving a new culturally-orientated Jungian criticism. The application of literary theory to Jung’s works provides a new perspective on Jungian Psychology that will be of interest to anyone involved in the study of Jung, Psychoanalysis, literary theory and cultural studies. [From the Publisher]