Search results for 'Early Academy' (try it on Scholar)

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  1. Harold F. Cherniss (1980). The Riddle of the Early Academy. Garland Pub..score: 48.0
    Plato's lectures: a hypothesis for an enigma.--Speusippus, Xenocrates, and the polemical method of Aristotle.--The Academy: orthodoxy, heresy, or philosophical interpretation?
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  2. Frederick C. Copleston (1954). Greek Philosophy, Volume II, Aristotle, the Early Peripatetic School and the Early Academy. By C. J. De Vogel, Ph.D. (Leiden: E. J. Brill. 1953. Pp. Viii + 337.). [REVIEW] Philosophy 29 (110):270-.score: 45.0
  3. G. B. Kerferd (1954). Greek Philosophy C. J. De Vogel : Greek Philosophy. A Collection of Texts with Notes and Explanations. Vol. II : Aristotle, the Early Peripatetic School and the Early Academy. Pp. X+337. Leiden: Brill, 1953. Cloth, 12.50 G. [REVIEW] The Classical Review 4 (3-4):240-242.score: 45.0
  4. Josiah B. Gould (1994). Two Studies in the Early Academy R. M. Dancy Albany, NY: State University of New York Press, 1991, X + 219 Pp., $14.95. [REVIEW] Dialogue 33 (03):533-.score: 45.0
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  5. J. Tate (1946). The Riddle of The Academy Harold Cherniss: The Riddle of the Early Academy. Pp. 103. Berkeley and Los Angeles: University of California Press, 1945. Cloth, $1.50. [REVIEW] The Classical Review 60 (01):31-32.score: 45.0
  6. M. R. Wright (1992). R. M. Dancy: Two Studies in the Early Academy. (Suny Series in Ancient Greek Philosophy.) Pp. Xii + 219. Albany, N.Y.: State University of New York Press, 1991. Paper, $14.95. [REVIEW] The Classical Review 42 (02):457-458.score: 45.0
  7. Rudolf Allers (1946). The Riddle of the Early Academy. New Scholasticism 20 (3):288-290.score: 45.0
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  8. Jonathan Barnes (1993). Two Studies in the Early Academy (Review). Journal of the History of Philosophy 31 (2):280-282.score: 45.0
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  9. Patricia Kenig Curd (1993). Two Studies in the Early Academy. Review of Metaphysics 46 (3):605-607.score: 45.0
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  10. John Dillon (1993). Two Studies in the Early Academy. Ancient Philosophy 13 (2):433-434.score: 45.0
  11. Gail Fine (1992). Two Studies in the Early Academy. Canadian Journal of Philosophy 22 (3):393-409.score: 45.0
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  12. Charlotte M. Porter (1979). The Concussion of Revolution: Publications and Reform at the Early Academy of Natural Sciences, Philadelphia, 1812-1842. [REVIEW] Journal of the History of Biology 12 (2):273 - 292.score: 45.0
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  13. D. A. Rees (1957). Bipartition of the Soul in the Early Academy. Journal of Hellenic Studies 77:112.score: 45.0
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  14. R. M. Dancy (1991). Two Studies in the Early Academy. State University of New York Press.score: 45.0
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  15. D. E. Strong (1967). Jale Inan and Elizabeth Rosenbaum: Roman and Early Byzantine Portrait Sculpture in Asia Minor. Pp. Xxv+244; 187 Plates. London: Oxford University Press (for the British Academy), 1966. Cloth, £7. 7s. Net. [REVIEW] The Classical Review 17 (02):232-233.score: 36.0
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  16. Robert Browning (1971). Toivo Viljamaa: Studies in Greek Encomiastic Poetry of the Early Byzantine Period. Societas Scientiarum Fennica, Finnish Academy (Commentationes Humanarum Litterarum, 42. 4.) Pp. 156. Helsinki: 1968. Paper, 15 Mk. [REVIEW] The Classical Review 21 (01):140-141.score: 36.0
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  17. A. W. Lawrence (1936). Greek Sculpture in Italy and Sicily Bernard Ashmole : Late Archaic and Early Classical Greek Sculpture in Sicily and South Italy. Pp. 34; 84 Half-Tone Illustrations. (From the Proceedings of the British Academy, Vol. XX.) London: Milford, 1936. Paper, 7s. 6d. [REVIEW] The Classical Review 50 (05):188-189.score: 36.0
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  18. Ellis H. Minns (1940). Visigothic Script MSS. 27 (S. 2g) and 107 (S. I29) of the Municipal Library of Autun, a Study of Spanish Half-Uncial and Early Visigothic Minuscule and Cursive Scripts, by R. P. Robinson. (Memoirs of the American Academy in Rome, Vol. XVI.) Pp. Ix+87; 73 Plates. New York: American Academy in Rome, 1939. Portfolio. [REVIEW] The Classical Review 54 (02):103-104.score: 36.0
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  19. Diane Dolan Bennett (2009). Susan Rankin, The Winchester Troper. Facsimile Edition and Introduction. (Early English Church Music, 50.) London: Stainer and Bell, for the British Academy, 2007. Pp. Xii, 108 Plus Many Color Facsimiles; Tables and Musical Examples. £95. [REVIEW] Speculum 84 (2):487-488.score: 36.0
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  20. Marleen Kassel (1993). Moral Education in Early-Modern Japan: The Kangien Confucian Academy of Hirose Tansō. Japanese Journal of Religious Studies 20 (4):297-310.score: 36.0
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  21. George Macdonald (1934). The Date of the Roman Denarius and Other Landmarks in Early Roman Coinage. By H. Mattingly and E. S. G. Robinson. Pp. 59; 3 Plates. (From the Proceedings of the British Academy, Volume XVIII.) London: Milford. Paper, 5s. Net. [REVIEW] The Classical Review 48 (02):89-90.score: 36.0
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  22. A. C. Moorhouse (1989). Haiim B. Rosén: Early Greek Grammar and Thought in Heraclitus: The Emergence of the Article. (The Israel Academy of Sciences and Humanities Proceedings, 7, 2.) Pp. 42. Jerusalem: The Israel Academy of Sciences and Humanities, 1988. Paper. [REVIEW] The Classical Review 39 (02):404-405.score: 36.0
  23. Victor D. Boantza (2010). Alkahest and Fire: Debating Matter, Chymistry, and Natural History at the Early Parisian Academy of Sciences. In. In Charles T. Wolfe & Ofer Gal (eds.), The Body as Object and Instrument of Knowledge. Springer. 75--92.score: 36.0
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  24. Don Brothwell (1973). Homo Sapiens: From Man to Demigod. By Bernhard Rensch. Pp. Ix + 228. (Methuen, London, 1972.) Price £3·00.Papers in Economic Prehistory. Studies by Members and Associates of the British Academy Major Research Project in the Early History of Agriculture. Edited by E. S. Higgs. Pp. X + 219. (Cambridge University Press, 1972.) Price £4·40. [REVIEW] Journal of Biosocial Science 5 (3):407-409.score: 36.0
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  25. Robert G. Calkins (1995). George Henderson, Early Medieval.(Medieval Academy Reprints for Teaching, 29.) Toronto, Buffalo, and London: University of Toronto Press, in Association with the Medieval Academy of America, 1993. Paper. Pp. 272; 150 Black-and-White Illustrations. $19.95. First Published in 1972 by Penguin Books Ltd. In the Series Style and Civilization. [REVIEW] Speculum 70 (3):633-633.score: 36.0
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  26. Maurice Crosland (2009). The French Academy of Sciences as a Patron of the Medical Sciences in the Early Nineteenth Century. Annals of Science 66 (2):247-265.score: 36.0
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  27. Ralph Hanna (2001). Richard Gameson, The Manuscripts of Early Norman England (C. 1066–1130).(A British Academy Postdoctoral Fellowship Monograph.) London: Oxford University Press, for the British Academy, 1999. Pp. Xviii, 190 Plus 24 Black-and-White Plates; Tables. $60. [REVIEW] Speculum 76 (4):1039-1040.score: 36.0
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  28. Walter Emil Kaegi (1987). Vladimír Vavřínek, Ed., From Late Antiquity to Early Byzantium. Proceedings of the Byzantinological Symposium in the 16th International Eirene Conference. Prague: Academia, for the Czechoslovak Academy of Sciences, 1985. Pp. 256. [REVIEW] Speculum 62 (4):1038-1039.score: 36.0
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  29. Oded Rabinovitch (2013). Chameleons Between Science and Literature: Observation, Writing, and the Early Parisian Academy of Sciences in the Literary Field. History of Science 51:33-62.score: 36.0
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  30. H. J. Rose (1926). Italic Hut Urns and Hut Cemeteries: A Study in the Early Iron Age of Latium and Etruria. By W. R. Bryan. (Papers and Monographs of the American Academy in Rome, Vol. IV.) Pp. Xiv + 204. 25 Illustrations in 7 Plates. Rome: Sindicato Italiano Arti Grariche (for the American Academy), 1925.The Faliscans in Prehistoric Times. By Louise Adams Holland. (Papers and Monographs of the American Academy in Rome, Vol. V.) Pp. Viii + 162. 13 Plates. Rome: Sindicato Italiano Arti Grafiche (for the American Academy), 1925. [REVIEW] The Classical Review 40 (04):138-.score: 36.0
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  31. Charles Brittain & John Palmer (2001). The New Academy's Appeals to the Presocratics. Phronesis 46 (1):38 - 72.score: 21.0
    Members of the New Academy presented their sceptical position as the culmination of a progressive development in the history of philosophy, which began when certain Presocratics started to reflect on the epistemic status of their theoretical claims concerning the natures of things. The Academics' dogmatic opponents accused them of misrepresenting the early philosophers in an illegitimate attempt to claim respectable precedents for their dangerous position. The ensuing debate over the extent to which some form of scepticism might properly (...)
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  32. Leonid Grinin (2004). Early State and Democracy. In Leonid Grinin, Robert Carneiro, Dmitri Bondarenko, Nikolay Kradin & Andrey Korotayev (eds.), The Early State, Its Alternatives and Analogues. ‘Uchitel’ Publishing House. 419--463.score: 21.0
    The present article is devoted to the problem which is debated actively to-day, namely whether Greek poleis and the Roman Republic were early states or they represented a specific type of stateless societies. In particular, Moshe Berent examines this problem by the example of Athens in his contribution to this volume. He arrives at the conclusion that Athens was a stateless society. However, I am of the opinion that this conclusion is wrong: and I believe that Athens and Rome (...)
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  33. Ruth Ellen Wennersten & John R. Wennersten (1992). From Negro Academy to Black Land Grant College: The Maryland Experience 1886–1910. [REVIEW] Agriculture and Human Values 9 (1):15-21.score: 21.0
    As an institution serving “the youth of Maryland of the colored race,” the evolution of Princess Anne Academy as a land grant school depicts the problems and successes of the early black land grant schools of the South. It responded to the prevailing economic and social forces of its time. Despite the rhetoric of the federal 1890 Land Grant Act, Princess Anne Academy, like other 1890 schools, did not enjoy the equal financial support accorded the 1862 schools. (...)
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  34. Jan C. Westerhoff (2001). A World of Signs: Baroque Pansemioticism, the Polyhistor and the Early Modern Wunderkammer. Journal of the History of Ideas 62 (4):633-650.score: 18.0
    This paper is an attempt to argue that there existed a very prominent view of signs and signification in late sixteenth- and seventeenth-century Europe which can help us to understand several puzzling aspects of baroque culture. This view, called here "pansemioticism," constituted a fundamental part of the baroque conception of the world. After sketching the content and importance of pansemioticism, I will show how it can help us to understand the (from a modern perspective) rather puzzling concept of the polymath, (...)
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  35. Carol Aubrey (ed.) (2000). Early Childhood Educational Research: Issues in Methodology and Ethics. Routledgefalmer Press.score: 18.0
    Provision of education for children under five has recently become a political concern. At the same time, this relatively small field has been attracting increased research attention, with many early years practitioners seeking routes to initial and higher degrees. This book offers essential guidance for researchers and newcomers to the field, outlining opportunities in research as well as useful, sensitive and appropriate methods for researching childhood education.
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  36. Sandy Farquhar (2012). Narrative Identity and Early Childhood Education. Educational Philosophy and Theory 44 (3):289-301.score: 18.0
    An intensification of interest in early childhood by government, parents, and employers, focuses primarily on the provision of private early childhood education services outside of the home. With a focus on New Zealand, the paper argues that the form of early education now promoted is a particular form of care and education that moves children away from family and community narratives embedded in the historical, cultural and humanist intentions of the national curriculum Te Whāriki (Ministry of Education, (...)
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  37. Harry Morgan (1999). The Imagination of Early Childhood Education. Bergin & Garvey.score: 18.0
    Explores the impact that imagination in preschool and early childhood education has had on the lives of various populations.
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  38. Matthias Schemmel (2014). Medieval Representations of Change and Their Early Modern Application. Foundations of Science 19 (1):11-34.score: 18.0
    The article investigates the role of symbolic means of knowledge representation in concept development using the historical example of medieval diagrams of change employed in early modern work on the motion of fall. The parallel cases of Galileo Galilei, Thomas Harriot, and René Descartes and Isaac Beeckman are discussed. It is argued that the similarities concerning the achievements as well as the shortcomings of their respective work on the motion of fall can to a large extent be attributed to (...)
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  39. Peter Anstey & Alberto Vanzo (2012). The Origins of Early Modern Experimental Philosophy. Intellectual History Review 22 (4):499-518.score: 18.0
    This paper argues that early modern experimental philosophy emerged as the dominant member of a pair of methods in natural philosophy, the speculative versus the experimental, and that this pairing derives from an overarching distinction between speculative and operative philosophy that can be ultimately traced back to Aristotle. The paper examines the traditional classification of natural philosophy as a speculative discipline from the Stagirite to the seventeenth century; medieval and early modern attempts to articulate a scientia experimentalis; and (...)
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  40. Gunilla Dahlberg (2006). Beyond Quality in Early Childhood Education and Care: Languages of Evaluation. Routledge.score: 18.0
    What this book is about -- Theoretical perspectives : modernity and postmodernity, power and ethics -- Constructing early childhood institution : what do we think it is? -- Constructing the early childhood institution : what do we think they are for? -- Beyond the discourse of quality to the discourse of meaning making -- The stockholm project : constructing a pedagogy that speaks in the voice of the child, the pedagogue and the parent -- Pedagogical documentation : a (...)
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  41. Dachun Yang (2008). Representationalism and the Linguistic Question in Early Modern Philosophy. Frontiers of Philosophy in China 3 (4):595-606.score: 18.0
    The view of language is greatly changed from early modern philosophy to later modern philosophy and to postmodern philosophy. The linguistic question in early modern philosophy, which is characterized by rationalism and empiricism, is discussed in this paper. Linguistic phenomena are not at the center of philosophical reflections in early modern philosophy. The subject of consciousness is at the center of the philosophy, which makes language serve purely as an instrument for representing thoughts. Locke, Leibniz and Descartes (...)
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  42. Fabio Zampieri, Alberto Zanatta & Maurizio Rippa Bonati (2011). Iconography and Wax Models in Italian Early Smallpox Vaccination. Medicine Studies 2 (4):213-227.score: 18.0
    Luigi Sacco (1769–1863) was the main protagonist of early vaccination campaign in Italy. He found a native source of vaccine lymph: with that, he personally vaccinated more than 500,000 people and furnished all Italy and some Middle East countries too. Starting from the pictures of his books, Sacco proposed to create wax models of real and spurious smallpox pustules in human, cow, sheep and horse; just to permit, not only to doctors, but also to all other health operators, the (...)
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  43. Brian Bruya (2003). Review of Geaney's On the Epistemology of the Senses in Early Chinese Thought. [REVIEW] China Review International 10 (1):157-164.score: 18.0
    This is a full length review in which I discuss the strengths and weaknesses of Jane Geaney's On the Epistemology of the Senses in Early Chinese Thought. Geaney's strengths lie in her refusal to import Western epistemological presuppositions into depictions of Early Chinese philosophy, her meticulous canvassing of key Warring States texts, and her insightful reconstruction of Early Chinese epistemology as based on perception rather than abstract concepts. Her weaknesses are the limited range of her representative texts (...)
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  44. Joseph Soltis (2004). The Signal Functions of Early Infant Crying. Behavioral and Brain Sciences 27 (4):443-458.score: 18.0
    In this article I evaluate recent attempts to illuminate the human infant cry from an evolutionary perspective. Infants are born into an uncertain parenting environment, which can range from indulgent care of offspring to infanticide. Infant cries are in large part adaptations that maintain proximity to and elicit care from caregivers. Although there is not strong evidence for acoustically distinct cry types, infant cries may function as a graded signal. During pain-induced autonomic nervous system arousal, for example, neural input to (...)
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  45. Anke Timmermann (2008). Doctor's Order: An Early Modern Doctor's Alchemical Notebooks. Early Science and Medicine 13 (1):25-52.score: 18.0
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  46. Jeff Frank (2012). The Significance of the Poetic in Early Childhood Education: Stanley Cavell and Lucy Sprague Mitchell on Language Learning. [REVIEW] Studies in Philosophy and Education 31 (4):327-338.score: 18.0
    This paper begins with a discussion of Stanley Cavell’s philosophy of language learning. Young people learn more than the meaning of words when acquiring language: they learn about (the quality of) our form of life. If we—as early childhood educators—see language teaching as something like handing some inert thing to a child, then we unduly limit the possibilities of education for that child. Cavell argues that we must become poets if we are to be the type of representatives of (...)
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  47. Leonid Grinin (2008). Early State, Developed State, Mature State: The Statehood Evolutionary Sequence. Social Evolution and History 7 (1).score: 18.0
    In the theory of the early state it was fundamentally new and important from a methodological point of view to define the early state as a separate stage of evolution essentially different from the following stage, the one of the full-grown or mature state. ‘To reach the early state level is one thing, to develop into a full-blown, or mature state is quite another’ (Claessen and Skalník 1978b: 22). At the same time they (as well as a (...)
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  48. Hillevi Lenz-Taguchi (2010). Going Beyond the Theory/Practice Divide in Early Childhood Education: Introducing an Intra-Active Pedagogy. Routledge.score: 18.0
    Going beyond the theory/practice and discourse/matter divides -- Learning and becoming in an onto-epistemology -- The tool of pedagogical documentation -- An intra-active pedagogy and its dual movements -- Transgressing binary practices in early childhood teacher education -- The hybrid-writing-process: going beyond the theory/practice divide in academic writing -- An ethics of immanence and potentialities for early childhood education.
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  49. Tao Liang (2010). Political Thought in Early Confucianism. Frontiers of Philosophy in China 5 (2):212-236.score: 18.0
    The political philosophy of early Confucianism mainly focuses on the “ shi ± (scholar).” It is built on ideas such as that of “establishing a ruler in consideration of the people,” “taking yi 义 (righteousness) as li 利 (benefit)” and “following the Dao but not the ruler,” which demonstrate the foundations of political legitimacy, justice as a political principle, and principles of a scholar to become an official. Although the political thought of early Confucianism has its historical limitations, (...)
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  50. Marleen Rozemond (2013). Pasnau on the Material–Immaterial Divide in Early Modern Philosophy. Philosophical Studies:1-14.score: 18.0
    In Metaphysical Themes: 1274–1671, Robert Pasnau compares the medieval and early modern approaches to the material-immaterial divide and suggests the medievals held the advantage on this issue. I argue for the opposite conclusion. I also argue against his suggestion that we should approach the divide through the notion of a special type of extension for immaterial entities, and propose that instead we should focus on their indivisibility.
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