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

1000+ found
Sort by:
  1. W. Stanford Reid (1966). Christianity and Scholarship. Nutley, N.J.,Craig Press.score: 354.0
     
    My bibliography  
     
    Export citation  
  2. H. Evan Runner (1967). The Relation of the Bible to Learning. Rexdale, Ont.,Association for Reformed Scientific Studies.score: 219.0
    No categories
     
    My bibliography  
     
    Export citation  
  3. Gregg Stern (2009). Philosophy and Rabbinic Culture: Jewish Interpretation and Controversy in Medieval Languedoc. Routledge.score: 198.0
    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.
     
    My bibliography  
     
    Export citation  
  4. Jeffry C. Davis, Philip Graham Ryken & Leland Ryken (eds.) (2012). Liberal Arts for the Christian Life. Crossway.score: 189.0
     
    My bibliography  
     
    Export citation  
  5. Mark D. Johnston (1996). The Evangelical Rhetoric of Ramon Llull: Lay Learning and Piety in the Christian West Around 1300. Oxford University Press.score: 152.0
    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 (...)
    Direct download  
     
    My bibliography  
     
    Export citation  
  6. Stanley P. Saunders (2002). Learning Christ” Eschatology and Spiritual Formation in New Testament Christianity. Interpretation 56 (2):155-167.score: 128.0
    The rhetoric of eschatology was formative of early Christian spirituality. Through such discourse the New Testament writers reshaped the community's perception of time and space, and enabled their audiences to “learn Christ.”.
    No categories
    Direct download (3 more)  
     
    My bibliography  
     
    Export citation  
  7. Janette Ryan & Kam Louie (2007). False Dichotomy? 'Western' and 'Confucian' Concepts of Scholarship and Learning. Educational Philosophy and Theory 39 (4):404–417.score: 120.0
  8. 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: 120.0
    No categories
    Direct download (6 more)  
     
    My bibliography  
     
    Export citation  
  9. 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: 120.0
  10. 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: 120.0
    Translate to English
    | Direct download (2 more)  
     
    My bibliography  
     
    Export citation  
  11. David Heywood (2003). Divine Revelation and Human Learning: A Christian Theory of Knowledge /C David Heywood. Ashgate.score: 90.7
    For Christian education, this book provides a theological rationale for the use of methods of teaching and learning of educationally proven effectiveness.
    No categories
    Direct download  
     
    My bibliography  
     
    Export citation  
  12. 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: 84.0
    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 (...)
    Direct download  
     
    My bibliography  
     
    Export citation  
  13. Paul T. Gibbs (2004). Trusting in the University: The Contribution of Temporality and Trust to a Praxis of Higher Learning. Kluwer Academic Publishers.score: 84.0
    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 (...)
    Direct download  
     
    My bibliography  
     
    Export citation  
  14. Paul Oskar Kristeller (1974). Medieval Aspects of Renaissance Learning. Durham, N.C.,Duke University Press.score: 84.0
    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).
     
    My bibliography  
     
    Export citation  
  15. 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: 78.0
    JOHN E. MURDOCH AND EDITH DUDLEY SYLLA INTRODUCTION Conferences and colloquia are held and their results often published, but very rarely is any account ...
    Direct download  
     
    My bibliography  
     
    Export citation  
  16. Reginald Lane Poole (1920/1963). Illustrations of the History of Medieval Thought and Learning. Frankfurt A. M.,Minerva-Verlag.score: 78.0
    Not much of this work was done at Leip ig.
    Direct download  
     
    My bibliography  
     
    Export citation  
  17. Dorothy L. Sayers (1948). The Lost Tools of Learning: Paper Read at a Vacation Course in Education, Oxford, 1947. Methuen.score: 78.0
    Direct download  
     
    My bibliography  
     
    Export citation  
  18. John Francis McCormick (1937). Saint Thomas and Life of Learning. Milwaukee, Marquette University Press.score: 78.0
    No categories
     
    My bibliography  
     
    Export citation  
  19. Jeffrey M. Perl (ed.) (2011). Peace and Mind: Civilian Scholarship From Common Knowledge. Davies Group, Publishers.score: 78.0
    No categories
     
    My bibliography  
     
    Export citation  
  20. Robyn Barnacle (2009). Gut Instinct: The Body and Learning. Educational Philosophy and Theory 41 (1):22-33.score: 66.0
    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 (...)
    Direct download (7 more)  
     
    My bibliography  
     
    Export citation  
  21. Guillermo Marini (2014). Aristotelic Learning Through the Arts. Studies in Philosophy and Education 33 (2):171-184.score: 66.0
    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 (...)
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  22. 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 (...)
    Direct download  
     
    My bibliography  
     
    Export citation  
  23. Andrew Wright (2011). In Praise of the Spiritual Turn: Critical Realism and Trinitarian Christianity. Journal of Critical Realism 10 (3):331-357.score: 54.0
    In Against the Spiritual Turn: Marxism, Realism and Critical Theory Sean Creaven sets out to reject Christian theism on materialist grounds. This paper critiques Creaven’s argument from a critically realist Trinitarian Christian standpoint. His failure to engage with Christian theologians, philosophers and biblical scholars, on the a priori ground that since Christianity is inherently irrational Christian scholarship must also be inherently irrational, effectively locks his argument in a vicious intellectual circle. His self-imposed alienation from Christian scholarship generates (...)
    No categories
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  24. Steve Payne & Jerry Calton (2007). Learning to Teach From the Heart. Proceedings of the International Association for Business and Society 18:536-540.score: 54.0
    This discussion applies a “scholarship of teaching and learning” (SOTL) perspective with regard to the authors’ introduction of “learning or wisdom circles” inbusiness ethics and business & society courses. Building upon the use of wisdom circles conducted at the 2005 and 2006 International Association of Business and Society (IABS) meetings and descriptions of “circles of trust” or learning circles for college classes found in several academic disciplines, we have set aside significant class time during academic semesters (...)
    No categories
    Direct download (3 more)  
     
    My bibliography  
     
    Export citation  
  25. Alan Blackwell, Alex McLean, James Noble & Julian Rohrhuber, Collaboration and Learning Through Live Coding (Dagstuhl Seminar 13382).score: 54.0
    This report documents the program and the outcomes of Dagstuhl Seminar 13382 "Collaboration and learning through live coding". Live coding is improvised interactive programming, typically to create electronic music and other digital media, done live with an audience. Our seminar was motivated by the phenomenon and experience of live coding. Our conviction was that those represent an important and broad, but seldom articulated, set of opportunities for computer science and the arts and humanities. The seminar participants included a broad (...)
    No categories
    Direct download  
     
    My bibliography  
     
    Export citation  
  26. G. Charuty (2005). 'Standing Upright Before the Heavens': Metamorphoses of Customary Christianity. Diogenes 52 (1):67-81.score: 54.0
    The methods employed by structuralist anthropology in the European area to free lived Christianity from its categorization as a popular religion steeped in ‘pagan relics’ also facilitate the analytical description of social practices and rituals that in France are part of the anti-clerical struggle of the late 19th century. More than forms of philosophical or militant atheism, the spiritualist movements introduce ‘Science’ as a symbolic entity in order to revive learning of counter-empirical ideas at the heart of a (...)
    No categories
    Direct download (6 more)  
     
    My bibliography  
     
    Export citation  
  27. Heather Hoffmann & Adam Safron (2012). Introductory Editorial to 'The Neuroscience and Evolutionary Origins of Sexual Learning'. Socioaffective Neuroscience and Psychology 2.score: 54.0
    We (your guest editors) have established a productive professional and personal relationship through discussions of the role of experience and, in particular, basic learning processes in shaping sexuality in humans and animals. We are grateful to Harold Mouras as well as our contributors for allowing us to organize this special issue of Socioaffective Neuroscience & Psychology , which highlights what we believe to be an underrepresented perspective in the scientific study of sexual behavior and psychology. Craig (1912, 1918) suggested, (...)
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  28. Judy Nagy (2011). Scholarship in Higher Education: Building Research Capabilities Through Core Business. British Journal of Educational Studies 59 (3):303 - 321.score: 54.0
    As performativity within the academy continues to escalate, this paper considers the place for building research capacities through a scholarship in teaching and learning initiative at an Australian university. While the tensions that exist between discipline research and scholarship in teaching and learning remain, evaluation data for a central higher education research group suggests that an alternative research pathway is possible through collegial structures. The drive towards performativity is not unique to Australia and the evidence presented (...)
    No categories
    Direct download (3 more)  
     
    My bibliography  
     
    Export citation  
  29. 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 (...)
    Direct download (5 more)  
     
    My bibliography  
     
    Export citation  
  30. John Makransky (2011). Thoughts on Why, How, and What Buddhists Can Learn From Christian Theologians. Buddhist-Christian Studies 31 (1):119-133.score: 48.7
    No categories
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  31. 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 ...
    Direct download  
     
    My bibliography  
     
    Export citation  
  32. Malcolm A. Jeeves (1997/2006). Human Nature: Reflections on the Integration of Psychology and Christianity. Templeton Foundation Press.score: 48.0
    Approaching modern psychology -- Science and faith: learning from the past -- Neuropsychology: linking mind and brain -- Neuropsychology and spiritual experience -- Linking the brain and behavior -- Human nature: biblical and psychological portraits -- Human nature and animal nature: are they different? -- Personology and psychotherapy: confronting the challenges -- Human needs: psychological and theological perspectives -- Consciousness now: a contemporary issue -- Explaining consciousness now: a contemporary issue -- Determinism, freedom, and responsibility -- The future of (...)
    Direct download  
     
    My bibliography  
     
    Export citation  
  33. 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 ...
    Direct download  
     
    My bibliography  
     
    Export citation  
  34. 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.
    Direct download  
     
    My bibliography  
     
    Export citation  
  35. Michael Luntley (2008). Training and Learning. Educational Philosophy and Theory 40 (5):695-711.score: 48.0
    Some philosophers of education think that there is a pedagogically informative concept of training that can be gleaned from Wittgenstein's later writings: training as initiation into a form of life. Stickney, in 'Training and Mastery of Techniques in Wittgenstein's Later Philosophy: A response to Michael Luntley'takes me to task for ignoring this concept. In this essay I argue that there is no such concept to be ignored. I start by noting recent developments in Wittgenstein scholarship that raise serious issues (...)
    Direct download (9 more)  
     
    My bibliography  
     
    Export citation  
  36. 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 -- (...)
    No categories
    Direct download  
     
    My bibliography  
     
    Export citation  
  37. 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 ...
    Direct download  
     
    My bibliography  
     
    Export citation  
  38. 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 (...)
    Direct download  
     
    My bibliography  
     
    Export citation  
  39. 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 (...)
    Direct download  
     
    My bibliography  
     
    Export citation  
  40. 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
    Direct download (7 more)  
     
    My bibliography  
     
    Export citation  
  41. 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.
    Translate to English
    | Direct download  
     
    My bibliography  
     
    Export citation  
  42. 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
    Translate to English
    | Direct download (3 more)  
     
    My bibliography  
     
    Export citation  
  43. Vasile Țapoc (2005). Teoria Și Metodologia Științei Contemporane: Concepte Și Orientări. Cep Usm.score: 48.0
    No categories
    Translate to English
    |
     
    My bibliography  
     
    Export citation  
  44. Gérald Berthoud & Beat Sitter-Liver (eds.) (1996). The Responsible Scholar: Ethical Considerations in the Humanities and Social Sciences. Watson Pub. International.score: 48.0
  45. Ruoshui Chen & Fansen Wang (eds.) (2005). Si Xiang Yu Xue Shu. Zhongguo da Bai Ke Quan Shu Chu Ban She.score: 48.0
    No categories
    Translate to English
    |
     
    My bibliography  
     
    Export citation  
  46. Hong Deng (2008). "Nan Xun Lu" Jiao Zhu. Wuhan Li Gong da Xue Chu Ban She.score: 48.0
    No categories
    Translate to English
    |
     
    My bibliography  
     
    Export citation  
  47. 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
    No categories
    Translate to English
    |
     
    My bibliography  
     
    Export citation  
  48. Keli Fang (2005). Fang Keli Wen Ji =. Shanghai Ci Shu Chu Ban She.score: 48.0
    Translate to English
    |
     
    My bibliography  
     
    Export citation  
  49. Sinian Fu (2006). Zhongguo Gu Dai Si Xiang Yu Xue Shu Shi Lun. Guangxi Shi Fan da Xue Chu Ban She.score: 48.0
    No categories
    Translate to English
    |
     
    My bibliography  
     
    Export citation  
  50. Bashir S. Galadanci (ed.) (2000). Islamization of Knowledge: A Research Guide. International Institute of Islamic Thought, Nigeria Office.score: 48.0
     
    My bibliography  
     
    Export citation  
1 — 50 / 1000