This paper examines a rhetorical case-Mother Teresa's narrative-for evidence of prophetic qualities, including social calls to action. Mother Teresa's story is considered through established methods of investigating prophecy, such as themes of announcements of judgment and reason and the messenger formula. Her rhetoric is also examined through the theoretical lens of Walter Fisher's narrative coherence for evidence of biblical ideals and body language. Her lived experiences are also considered evidence of her prophetic nature. Mother Teresa's narrative is read and better valued as part of a wider context of social action consistent with prophecy.Artykuł omawia retoryczny przypadek narracji Matki Teresy w celu określenia jego prorockich elementów, takich jak wezwanie do działania. Opowieść Matki Teresy jest rozważana z punktu widzenia określonych metod badania proroctwa, w tym motywów zapowiedzi sądu i formuły posłańca. Retoryka Matki Teresy omówiona jest także z użyciem teorii koherencji narracyjnej Waltera Fishera w odniesieniu do biblijnych ideałów i mowy ciała. Ponadto elementy biografi czne w życiorysie Matki Teresy zdają się potwierdzać jej profetyczny charakter. Narracja Matki Teresy może być doceniona jako część szerszego kontekstu działania społecznego nawiązującego do proroctwa.
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Researchers have long established that people who believe they are attractive have higher self-esteem (Aronson & Linder, 1965). Recent studies show that students with higher self-esteem have less speaking apprehension (Elfering & Grebner, 2012). Teachers in higher education can help students rethink their attractiveness in an attempt to help boost their self-esteem through an in-class activity that demonstrates Flashed Face Distortion Effect. This improved self-appraisal can reduce speaking apprehension in any class that includes a public presentation element. This interpretive qualitative research presents a novel single-class activity that can be useful in any course that includes a public presentation element. The objective of the activity is to lower student speaking apprehension when they publically present.
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