Using a variation of reader-response criticism, Melchert engages
thewisdom texts in an effort to determine why the sages said and
taught asthey did. He also explores what contemporary teachers and
learnersmight pick up from the wisdom texts about teaching,
learning, and beingwisely religious in a postmodern world. Melchert
argues that the wisdomtexts presumably embody not only what these
teachers wanted readers tolearn but also how it was to be learned.
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