Search results for 'Learning and scholarship' (try it on Scholar)

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  1. Mark D. Johnston (1996). The Evangelical Rhetoric of Ramon Llull: Lay Learning and Piety in the Christian West Around 1300. Oxford University Press.score: 72.0
    Ramon Llull (1232-1316), born on Majorca, was one of the most remarkable lay intellectuals of the thirteenth century. He devoted much of his life to promoting missions among unbelievers, the reform of Western Christian society, and personal spiritual perfection. He wrote over 200 philosophical and theological works in Catalan, Latin, and Arabic. Many of these expound on his "Great Universal Art of Finding Truth," an idiosyncratic dialectical system that he thought capable of proving Catholic beliefs to non-believers. This study offers (...)
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  2. Janette Ryan & Kam Louie (2007). False Dichotomy? 'Western' and 'Confucian' Concepts of Scholarship and Learning. Educational Philosophy and Theory 39 (4):404–417.score: 72.0
  3. Richard Wightman Fox & Robert B. Westbrook (eds.) (1998). In Face of the Facts: Moral Inquiry in American Scholarship. Press Syndicate of the University of Cambridge.score: 72.0
    Recently there has been a renewed interest in moral inquiry among American scholars in a variety of disciplines. This collection of accessible essays by scholars in philosophy, political theory, psychology, history, literary studies, sociology, religious studies, anthropology, and legal studies affords a view of the current state of moral inquiry in the American academy, and it offers fresh departures for ethically informed, interdisciplinary scholarship. Seeking neither to reduce values to facts nor facts to values, these essays aim to foster (...)
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  4. Paul T. Gibbs (2004). Trusting in the University: The Contribution of Temporality and Trust to a Praxis of Higher Learning. Kluwer Academic Publishers.score: 72.0
    The world changes and we are encouraged to change with it, but is all change good? This book asks us to stop and consider whether the higher education we are providing, and engaging in, for ourselves and our societies is what we ought to have, or what commercial interests want us to have. In claiming that there is a place for a higher education of learning, such as the university, amongst our array of tertiary options the book attempts to (...)
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  5. Christopher J. Berry (1994). David Allan Virtue, Learning and the Scottish Enlightenment: Ideals of Scholarship in Early Modern History, Edinburgh, Edinburgh University Press, 1993, Pp. Viii + 276. Utilitas 6 (02):332-.score: 72.0
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  6. Dong-Fang Shao (1998). Authority and Truth: The Tension Between Classical Learning and Historical Inquiry in Cui Shu's Scholarship. Journal of Chinese Philosophy 25 (3):321-344.score: 72.0
  7. E. J. Kenney (1966). Scholarship and Learning Dirk Carel Antonius Jacobus Schouten: Het Grieks Aan de Nederlandse Universiteiten in de Negentiende Eeuw, Bijzonder Gedurende de Periode 1815–1876. (Nijmegen Diss.) Pp. Xxxiv+543. Utrecht: Pressa Trajectina, 1964. Paper. [REVIEW] The Classical Review 16 (01):112-114.score: 72.0
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  8. Paul Oskar Kristeller (1974). Medieval Aspects of Renaissance Learning. Durham, N.C.,Duke University Press.score: 72.0
    The scholar and his public in the late Middle Ages and the Renaissance.--Thomism and the Italian thought of the Renaissance.--The contribution of religious orders to Renaissance thought and learning.--Bibliography (p. [115]-120).
     
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  9. John Emery Murdoch & Edith Dudley Sylla (eds.) (1975). The Cultural Context of Medieval Learning: Proceedings of the First International Colloquium on Philosophy, Science, and Theology in the Middle Ages--September 1973. D. Reidel Pub. Co..score: 66.0
    JOHN E. MURDOCH AND EDITH DUDLEY SYLLA INTRODUCTION Conferences and colloquia are held and their results often published, but very rarely is any account ...
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  10. Reginald Lane Poole (1920/1963). Illustrations of the History of Medieval Thought and Learning. Frankfurt A. M.,Minerva-Verlag.score: 66.0
    Not much of this work was done at Leip ig.
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  11. Dorothy L. Sayers (1948). The Lost Tools of Learning: Paper Read at a Vacation Course in Education, Oxford, 1947. Methuen.score: 66.0
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  12. John Francis McCormick (1937). Saint Thomas and Life of Learning. Milwaukee, Marquette University Press.score: 66.0
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  13. Jeffrey M. Perl (ed.) (2011). Peace and Mind: Civilian Scholarship From Common Knowledge. Davies Group, Publishers.score: 66.0
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  14. W. Stanford Reid (1966). Christianity and Scholarship. Nutley, N.J.,Craig Press.score: 66.0
     
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  15. H. Evan Runner (1967). The Relation of the Bible to Learning. Rexdale, Ont.,Association for Reformed Scientific Studies.score: 66.0
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  16. Robyn Barnacle (2009). Gut Instinct: The Body and Learning. Educational Philosophy and Theory 41 (1):22-33.score: 54.0
    In the current socio-political climate pedagogies consistent with rationalism are in the ascendancy. One way to challenge the purchase of rationalism within educational discourse and practice is through the body, or by re-thinking the nature of mind-body relations. While the orientation of this paper is ultimately phenomenological, it takes as its point of departure recent feminist scholarship, which is demonstrating that attending to physiology can provide insight into the complexity of mind-body relations. Elizabeth Wilson's account of the role of (...)
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  17. Edward Grant (2001). God and Reason in the Middle Ages. Cambridge University Press.score: 54.0
    Between 1100 and 1600, the emphasis on reason in the learning and intellectual life of Western Europe became more pervasive and widespread than ever before in the history of human civilization. Of crucial significance was the invention of the university around 1200, within which reason was institutionalized and where it became a deeply embedded, permanent feature of Western thought and culture. It is therefore appropriate to speak of an Age of Reason in the Middle Ages, and to view it (...)
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  18. Guillermo Marini (2014). Aristotelic Learning Through the Arts. Studies in Philosophy and Education 33 (2):171-184.score: 54.0
    The field of Philosophy and Education seems to be experiencing a renewed interest in the work of Aristotle. As recently reviewed by Curren (Oxf Rev Educ 36(5):543–559, 2010), most of this attention aligns with the virtue ethics movement where themes like moral development in education, and the inquiry on human flourishing as the aim of education are prevalent. For sources, this scholarship relies heavily and extensively on the Nicomachean Ethics and Politics’ Book VIII where Aristotle develops his single, clearly (...)
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  19. Gregg Stern (2009). Philosophy and Rabbinic Culture: Jewish Interpretation and Controversy in Medieval Languedoc. Routledge.score: 54.0
    Jewish learning and thought in Languedoc -- 1250-1300: implications of original philosophic work and the diffusion of philosophic learning in Languedoc -- 1250-1300: Jewish contacts with Christian intellectuals and Jewish thought regarding Christianity -- Meiri's transformation of Talmud study: philosophic spirituality in a halakhic key -- 1300: on the eve of the controversy -- 1300-1304: knowledge and authority in dispute -- 1304-1306: the controversy peaks -- The effects of the expulsion: Jewish philosophic culture in Roussillon and Provence.
     
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  20. Jennifer Wilson Mulnix & M. J. Mulnix (2010). Using a Writing Portfolio Project to Teach Critical Thinking Skills. Teaching Philosophy 33 (1):27-54.score: 50.0
    In this paper, we present an especially effective tool for helping students to learn and apply the skills of critical reasoning. Our Writing Portfolio Project is a set of nine progressively staged writing assignments that guide students through the formulation and development of an argumentative paper. The set of assignments are designed to reinforce, reintroduce, and repeat critical reasoning skills. In this paper, we articulate the potential uses for the Writing Portfolio Project, give a brief explanation of the reasoning behind (...)
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  21. F. Edward Cranz (2006). Reorientations of Western Thought From Antiquity to the Renaissance. Ashgate.score: 48.0
    The definitions and distinctions of thematics in this collection are of intrinsic interest, then, to Classical and Late Antique, Medieval, Renaissance, and ...
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  22. Sa'idu Sulaiman (1998). Islamization of Knowledge: Background, Models and the Way Forward. The International Institute of Islamic Thought.score: 48.0
    On the implementation aspect of the Islamization of knowledge programme, there were also suggestions that my paper should provide readers with Al-Faruqi's ...
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  23. Daniel B. Schwartz (2012). The First Modern Jew: Spinoza and the History of an Image. Princeton University Press.score: 48.0
    Ex-Jew, eternal Jew: early representations of the Jewish Spinoza -- Refining Spinoza: Moses Mendelssohn's response to the Amsterdam heretic -- The first modern Jew: Berthold Auerbach's Spinoza and the beginnings of an image -- A rebel against the past, a revealer of secrets: Salomon Rubin and the east European Maskilic Spinoza -- From the heights of Mount Scopus: Yosef Klausner and the Zionist rehabilitation of Spinoza -- Farewell, Spinoza: I. B. Singer and the tragicomedy of the Jewish Spinozist.
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  24. Steve Fuller (2009). The Sociology of Intellectual Life: The Career of the Mind in and Around the Academy. Sage.score: 48.0
    1. The Place of Intellectual Life: The University -- The University as an Institutional Solution to the Problem of Knowledge -- The Alienability of Knowledge in Our So-called Knowledge Society -- The Knowledge Society as Capitalism of the Third Order -- Will the University Survive the Era of Knowledge Management? -- Postmodernism as an Anti-university Movement -- Regaining the University's Critical Edge by Historicizing the Curriculum -- Affirmative Action as a Strategy for Redressing the Balance Between Research and Teaching -- (...)
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  25. Franz Rosenthal (1970/2007). Knowledge Triumphant: The Concept of Knowledge in Medieval Islam. Brill.score: 48.0
    In "Knowledge Triumphant," Franz Rosenthal observes that the Islamic civilization is one that is essentially characterized by knowledge ("'ilm"), for "ilm is ...
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  26. Thomas A. Wilson (1995). Genealogy of the Way: The Construction and Uses of the Confucian Tradition in Late Imperial China. Stanford University Press.score: 48.0
    Beginning in the Southern Sung, one Confucian sect gradually came to dominate literati culture and, by the Ming dynasty, was canonized as state orthodoxy. This book is a historical and textual critique of the process by which claims to exclusive possession of the truth came to serve power. The author analyzes the formation of the Confucian canon and its role in the civil service examinations, the enshrinement of worthies in the Confucian temple, and the emergence of the Confucian anthology, activities (...)
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  27. Peter Becker & William Clark (eds.) (2001). Little Tools of Knowledge: Historical Essays on Academic and Bureaucratic Practices. University of Michigan Press.score: 48.0
    This volume brings historians of science and social historians together to consider the role of "little tools"--such as tables, reports, questionnaires, dossiers, index cards--in establishing academic and bureaucratic claims to authority and objectivity. From at least the eighteenth century onward, our science and society have been planned, surveyed, examined, and judged according to particular techniques of collecting and storing knowledge. Recently, the seemingly self-evident nature of these mundane epistemic and administrative tools, as well as the prose in which they are (...)
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  28. Enrique Correa Molina & Lynn Thomas (2013). Le Praticien Réflexif : Mythe Ou Réalité En Formation à l'Enseignement ? Phronesis 2 (1):1-7.score: 48.0
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  29. Klaus M. Girardet (ed.) (2004). Bildung: Ziele, Wege, Probleme: Ringvorlesung der Philosophischen Fakultäten I-Iii der Universität des Saarlandes Im Wintersemester 2001/2002. Röhrig Universitätsverlag.score: 48.0
    "Die Bildung muss auf die volle Entfaltung der menschlichen Persönlichkeit und auf die Stärkung der Achtung vor den Menschenrechten und Grundfreiheiten gerichtet sein.
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  30. Christelle Lison (2013). La pratique réflexive en enseignement supérieur : d'une approche théorique à une perspective de développement professionnel. Phronesis 2 (1):15-27.score: 48.0
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  31. Vasile Țapoc (2005). Teoria Și Metodologia Științei Contemporane: Concepte Și Orientări. Cep Usm.score: 48.0
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  32. Gérald Berthoud & Beat Sitter-Liver (eds.) (1996). The Responsible Scholar: Ethical Considerations in the Humanities and Social Sciences. Watson Pub. International.score: 48.0
  33. Ruoshui Chen & Fansen Wang (eds.) (2005). Si Xiang Yu Xue Shu. Zhongguo da Bai Ke Quan Shu Chu Ban She.score: 48.0
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  34. Jeffry C. Davis, Philip Graham Ryken & Leland Ryken (eds.) (2012). Liberal Arts for the Christian Life. Crossway.score: 48.0
     
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  35. Hong Deng (2008). "Nan Xun Lu" Jiao Zhu. Wuhan Li Gong da Xue Chu Ban She.score: 48.0
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  36. Zhifeng Deng (2004). Wang Xue Yu Wan Ming de Shi Dao Fu Xing Yun Dong. She Hui Ke Xue Wen Xian Chu Ban She.score: 48.0
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  37. Keli Fang (2005). Fang Keli Wen Ji =. Shanghai Ci Shu Chu Ban She.score: 48.0
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  38. Sinian Fu (2006). Zhongguo Gu Dai Si Xiang Yu Xue Shu Shi Lun. Guangxi Shi Fan da Xue Chu Ban She.score: 48.0
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  39. Bashir S. Galadanci (ed.) (2000). Islamization of Knowledge: A Research Guide. International Institute of Islamic Thought, Nigeria Office.score: 48.0
     
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  40. Zhaoguang Ge (2006). Xi Chao You Dong Feng: Wan Qing Min Chu Si Xiang, Zong Jiao Yu Xue Shu Shi Jiang. Shanghai Gu Ji Chu Ban She.score: 48.0
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  41. Val Gillies & Helen Lucey (eds.) (2007). Power, Knowledge and the Academy: The Institutional is Political. Palgrave Macmillan.score: 48.0
    Power is everywhere. But what is it and how does it infuse personal and institutional relationships in higher education? Power, Knowledge and the Academy: The Institutional is Political takes a close-up and critical look at both the elusive and blatant workings and consequences of power in a range of everyday sites in universities. Chapters focus on specific locations in which power shapes personal and institutional knowledge including student-supervisor relationships, research teams, networking, the Research Assessment Exercise in the UK, and literature (...)
     
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  42. Bendong Gong (2009). Zhongguo Xian Dai Xue Shu Yan Jin: Cong Zhang Taiyan Dao Cheng Qianfan. Beijing da Xue Chu Ban She.score: 48.0
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  43. Thomas Groh & Jörn Lorenz (eds.) (2010). Interpretatio Mundi: Wie Deuten Wissenschaften Ihre Welt? Thelem.score: 48.0
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  44. Mohamed Aslam Haneef (2005). A Critical Survey of Islamization of Knowledge. International Islamic University Malaysia.score: 48.0
  45. Yousen He (2009). He Yousen Xian Sheng Xue Shu Lun Wen Ji. Guo Li Tai Wan da Xue Chu Ban Zhong Xin.score: 48.0
    Shang ce. Ru xue yu si xiang -- xia ce. Qing dai xue shu si chao.
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  46. Michał Heller (2009). Jak Być Uczonym. Znak.score: 48.0
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  47. Ludger Honnefelder (ed.) (2011). Albertus Magnus Und der Ursprung der Universitätsidee: Die Begegnung der Wissenschaftskulturen Im 13. Jahrhundert Und Die Entdeckung des Konzepts der Bildung Durch Wissenschaft. Berlin University Press.score: 48.0
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  48. Ludger Honnefelder (ed.) (2011). Albertus Magnus Und der Ursprung der Universitätsidee: Die Begegnung der Wissenschaftskulturen Im 13. Berlin University Press.score: 48.0
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  49. Xuechun Hu (2009). Zhen: Taizhou Xue Pai Mei Xue Fan Chou. She Hui Ke Xue Wen Xian Chu Ban She.score: 48.0
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  50. Miriam Iacomini (2008). Le Parole E le Immagini: Saggio Su Michel Foucault. Quodlibet.score: 48.0
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