Search results for 'Daniel A. Augsburger' (try it on Scholar)

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  1. Daniel A. Augsburger (1987). Calvin and the Sixth Commandment. In Peter De Klerk (ed.), Calvin and Christian Ethics: Papers and Responses Presented at the Fifth Colloquium on Calvin & Calvin Studies Sponsored by the Calvin Studies Society Held at the Calvin Theological Seminary, Grand Rapids, Michigan, on May 8 and 9, 1985. Calvin Studies Society.score: 870.0
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  2. Constance Hoffman Berman (2010). Daniel E. Bornstein, Ed., A People's History of Christianity, 4: Medieval Christianity. Minneapolis: Augsburg Fortress, 2009. Pp. Xx, 409 Plus Color Plates; Many Black-and-White Figures. $35. [REVIEW] Speculum 85 (1):118-119.score: 135.0
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  3. Celso Kraemer & Luiz Guilherme Augsburger (2013). Esclarecimento E amizade: O governo dos indivíduos no iluminismo através da moral / clarification and friendship: The government of individuals in enlightenment through moral. Synesis 5 (2):27-41.score: 120.0
    RESUMO Trabalhar o tema da amizade a partir de textos de Hume e Kant, no âmbito do debate do Iluminismo constitui o objeto deste trabalho. O Iluminismoé o período em que o desejo de esclarecimento e a atitude crítica têm seu ápice, na racionalidade moderna. A partir do espaço constituído pela amizade, da imbricação do Iluminismo como lugar de produção e profissão da verdade e da moral, esse trabalho questiona: Quais eram as relações entre a amizade e esclarecimento nesses textos (...)
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  4. Keith Ward (1992). Gijsbert van den Brink, Luco J. Van den Brom and Marcel Sarot. Ed. Christian Faith and Philosophical Theology. Pp. 295. (Kok Pharos, Kampen, 1992.)Don Cupitt. The Time Being. Pp. 195. (SCM Press, London, 1992.) £9.95.Harold A. Netland. Dissonant Voices. Pp. 323. (Eerdmans, Grand Rapids, 1991) £14.95.Steven Heine, Ed. A Study of Dogen, Masao Abe. Pp. 251. (SUNY, New York, 1991.)Brian Davies. The Thought of Thomas Aquinas. Pp. 391. (Clarendon, Oxford, 1992.) £45.Norman Solomon. Judaism and World Religion. Pp. 295. (Macmillan, London, 1991.) £40.Joseph Mitsuo Kitagawa. The Quest for Human Unity. Pp. 288. (Fortress, Minneapolis, 1990.)Langdon Gilkey. Through the Tempest. Pp. 252. (Augsburg Fortress, Minneapolis, 1991.)William J. Jackson, Ed. J. L. Mehta on Heidegger, Hermeneutics and Indian Tradition. Pp. 309. (Brill, Leiden, 1991.). [REVIEW] Religious Studies 28 (3):433.score: 40.0
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  5. Jean Borel (2005). MARVIN A. SWEENEY, Zephaniah. A Commentary, Minneapolis, Augsburg Fortress Press, 2003, 228 P. Revue de Théologie Et de Philosophie 137:394.score: 40.0
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  6. F. W. J. Schelling (2010). Introdução ao Projeto de um Sistema da Filosofia da Natureza ou Sobre o Conceito da Física Especulativa e A Organização interna de um Sistema desta Ciência. Princípios 17 (28):257-307.score: 18.0
    Traduçáo do original alemáo: Schelling, F. W. J. "Einleitung zu dem Entwurf eines Systems der Naturphilosophie oder über den Begriff der speculativen Physik und die innere Organisation eines Systems dieser Wissenschaft". In: Schelling, K. F. A. (Org.). Sämmtliche Werke. 14 Bdn. 1 Abt. I-X; 2 Abt. I-IV, Stuttgart/Augsburg: Cota, 1856-1861.
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  7. Jasper Hopkins, Nicholas of Cusa's Didactic Sermons: A Selection.score: 18.0
    The title of this present volume tends to be misleading. For it suggests that Nicholas’s didactic sermons are to be distinguished from his non-didactic ones—ones that are, say, more inspirational and less philosophical, or more devotional and less theological, or more situationally oriented and less Scripturally focused. Yet, in truth, all 293 of Nicholas’s sermons are highly didactic, highly pedagogical, highly exegetical.1 To be sure, there are inspirational and devotional elements; but they are subordinate to the primary purpose of teaching. (...)
     
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  8. Jasper Hopkins, Didactic Sermons: A Selection.score: 18.0
    The title of this present volume tends to be misleading. For it suggests that Nicholas’s didactic sermons are to be distinguished from his non-didactic ones—ones that are, say, more inspirational and less philosophical, or more devotional and less theological, or more situationally oriented and less Scripturally focused. Yet, in truth, all 293 of Nicholas’s sermons are highly didactic, highly pedagogical, highly exegetical.1 To be sure, there are inspirational and devotional elements; but they are subordinate to the primary purpose of teaching. (...)
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  9. Kärin Nickelsen (2006). The Challenge of Colour: Eighteenth-Century Botanists and the Hand-Colouring of Illustrations. Annals of Science 63 (1):3-23.score: 8.0
    Summary Colourful plant images are often taken as the icon of natural history illustration. However, so far, little attention has been paid to the question of how this beautiful colouring was achieved. At a case study of the eighteenth-century Nuremberg doctor and botanist, Christoph Jacob Trew, the process of how illustrations were hand-coloured, who was involved in this work, and how the colouring was supervised and evaluated is reconstructed, mostly based on Trew's correspondence with the engraver and publisher of his (...)
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  10. Tanya Augsburg (2014). Becoming Transdisciplinary: The Emergence of the Transdisciplinary Individual. World Futures 70 (3-4):233-247.score: 4.0
    This article develops the idea of becoming a transdisciplinary individual, and begins by tracing the origins and contemporary currents of transdisciplinarity (from 1972 to present day). Using Nicolescu's earlier concept of a transdisciplinary attitude as an intellectual springboard, this article explores the traits of individuals involved in transdisciplinary projects. Emergent from the literature are four overarching dimensions of understanding what is entailed in becoming and being a transdisciplinary individual: (a) an appreciation of an array of skills, characteristics, and personality traits (...)
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