This study sought to investigate the ontological paradox of computer-based technologies used in education and learning. The argument of this article is that today, the use of computer-based technologies to enhance learning and disseminate knowledge is indispensable; however, this leads to an onto-educational shift in the way we regard intellectual development of learners as a subjective factor in education and the employed learning technologies themselves; a natural human subjective element of learning and knowledge is considered to be ineffective, while technologically stored and transferred facts of knowledge are given higher regard. Computer-based technologies used in education are appraised and institutionalized to the height that learners are sometimes unable to reflect on their own without recourse to the aid of such technologies. It is not enough to employ technology and technologically enhance learning, but also we have to question its impact on the intellectual development of learners. Appropriating Heidegger’s phenomenology, the ontology of the human subject provides a philosophical and normative foundation for a comprehensive analysis of the use of computer-based learning in the technological frame since it allows us to rethink more seriously about subjective factors in education in today's growing technological society. This article recommends that the embracement of educational and learning technologies should consider both subjective and technological aspects; a blended education and learning system would be appropriate.

No abstract

Concepts in the New Testament Biblical literature cannot be deciphered aptly without rationalization for successful interpretation. This needs a key to unlock the knowledge in it due to the fact that the language used to address specific issues in a particular society might be misunderstood literally by other societies otherwise, without proper contextualization. In this article, however, it was discovered that reading the New Testament Biblical literature with a parochial attitude is misleading and distorting. Scholars have affirmed that a mere conventional approach to the study of the New Testament Biblical literature is an injustice in literary terms and hence the need to tackle it. In tackling such issues, the study analyzed literary works by a variety of authors by use of the phenomenological approach. Different literary genres such as figurative speeches, parables, symbols, types and antitypes, proof texts, narratives, Epistles, allegories, metaphors, among others were discussed. Linguistic issues surfaced herein and played a pivotal role in resolving unnecessary conflicts. The study found out interlink between contextualization and proper interpretation of the New Testament Biblical literature.