Search results for 'Universities and colleges History' (try it on Scholar)

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  1.  1
    John R. Hinnells (1973). P. Ramsey and John F. Wilson, Editors. The Study of Religion in Colleges and Universities. Pp. Ix + 353. $10.00.U. Bianchi and C. J. Bleeker and A. Bausani, Editors. Problems and Methods of the History of Religions. Pp. X + 122. 38 Glds. [REVIEW] Religious Studies 9 (3):371.
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  2. Charles B. Schmitt (1965/1984). The Aristotelian Tradition and Renaissance Universities. Variorum Reprints.
     
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  3.  25
    Edward Grant (2001). God and Reason in the Middle Ages. Cambridge University Press.
    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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  4. Renate Simpson (1983). How the Phd Came to Britain: A Century of Struggle for Postgraduate Education. Society for Research Into Higher Education.
     
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  5. 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.
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  6. Ludger Honnefelder (ed.) (2011). Albertus Magnus Und der Ursprung der Universitätsidee: Die Begegnung der Wissenschaftskulturen Im 13. Berlin University Press.
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  7. Yisheng Wang (2012). Da Xue Wen Hua Zhe Xue: Da Xue Wen Hua Ji Shi Yi Zhong Cun Zai Geng Shi Yi Zhong Xin Yang. Zhongshan da Xue Chu Ban She.
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  8.  3
    Kipton E. Jensen (forthcoming). Pedagogical Personalism at Morehouse College. Studies in Philosophy and Education:1-19.
    This essay describes a visionary philosophy of education at Morehouse College. The educational process at Morehouse, construed here as a form of pedagogical personalism, is personified in three luminaries of Morehouse College: Benjamin Elijah Mays, Howard Washington Thurman, and Martin Luther King. The educational process at Morehouse should be interpreted as an ambivalent response to segregation and discrimination in Jim Crow America. Like all black institutions in the South, Morehouse was subject to racist constraints; Morehouse was created and existed in (...)
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  9. Anthony T. Kronman (2007). Education's End: Why Our Colleges and Universities Have Given Up on the Meaning of Life. Yale University Press.
    The question of what living is for—of what one should care about and why—is the most important question a person can ask. Yet under the influence of the modern research ideal, our colleges and universities have expelled this question from their classrooms, judging it unfit for organized study. In this eloquent and carefully considered book, Tony Kronman explores why this has happened and calls for the restoration of life’s most important question to an honored place in higher education. (...)
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  10.  4
    Edward H. Sisson, A Proposal for State Legislatures to Pursue Impartial Audits of the Scientific Basis for Evolution as the State Teaches It in its High Schools, Colleges, and Universities.
    When the state buys and then provides to the citizens goods and services, the state may certainly choose to audit, independently and comprehensively, the quality of the goods and services so provided, particularly when citizens are reporting back that the goods or services are causing unwanted, deleterious effects. This principle applies to intellectual property -- information -- education -- as well as to other goods and services. In particular, it applies to the theory of evolution as taught by the state (...)
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  11. Camille Z. Charles, Mary J. Fischer, Margarita A. Mooney & Douglas S. Massey (2009). Taming the River: Negotiating the Academic, Financial, and Social Currents in Selective Colleges and Universities. Princeton University Press.
    Building on their important findings in The Source of the River, the authors now probe even more deeply into minority underachievement at the college level. Taming the River examines the academic and social dynamics of different ethnic groups during the first two years of college. Focusing on racial differences in academic performance, the book identifies the causes of students' divergent grades and levels of personal satisfaction with their institutions. Using survey data collected from twenty-eight selective colleges and universities, (...)
     
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  12. Anthony T. Kronman (2008). Education's End: Why Our Colleges and Universities Have Given Up on the Meaning of Life. Yale University Press.
    The question of what living is for—of what one should care about and why—is the most important question a person can ask. Yet under the influence of the modern research ideal, our colleges and universities have expelled this question from their classrooms, judging it unfit for organized study. In this eloquent and carefully considered book, Tony Kronman explores why this has happened and calls for the restoration of life’s most important question to an honored place in higher education. (...)
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  13.  28
    Edward J. Power (1996). Educational Philosophy: A History From the Ancient World to Modern America. Garland Pub..
    The first step in education's long road to respectability lay in the ability of its proponents to demonstrate that it was worthy of collaborating with traditional disciplines in the syllabus of higher learning. The universities where the infant discipline of education was promoted benefited from scholars who engaged in teaching and research with enthusiasm and preached the gospel of scientific education. These schools-Teachers College/Columbia University, the University of Chicago, and Stanford University-gained a reputation as oases of pedagogical knowledge. Soon, (...)
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  14.  5
    Paula Viterbo (2007). History of Science as Interdisciplinary Education in American Colleges: Its Origins, Advantages, and Pitfalls. Journal of Research Practice 3 (2):Article M16.
    Before 1950, history of science did not exist as an independent academic branch, but was instead pursued by practitioners across various humanities and scientific disciplines. After professionalization, traces of its prehistory as a cross-disciplinary area of interest bound to an interdisciplinary, educational philosophy have remained. This essay outlines the development of history of science as an interdisciplinary academic field, and argues that it constitutes an obvious choice for inclusion in an interdisciplinary academic program, provided faculty and administrators learn (...)
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  15. Alasdair MacIntyre (2009). God, Philosophy, Universities: A Selective History of the Catholic Philosophical Tradition. Rowman & Littlefield Publishers.
    Alasdair MacIntyre has written a selective history of the Catholic philosophical tradition, designed to show how belief in God informed and informs philosophical enquiry in different historical and social settings.
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  16.  5
    Monroe Billington (1988). Teaching Agricultural History in American Universities. Agriculture and Human Values 5 (4):34-39.
    This paper reports the results of a survey of the teaching of courses in agricultural history in the seventy-four Land Grant institutions in the United States and its territories. It concludes with the expression of concern that the subject matter, agricultural history, is nearly a dying field, and only heroic measures will succeed in rescuing it.
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  17.  7
    Heinz Duchhardt (1974). Law and History. A Contribution to the History of Historical Thought at German Universities in the Late 17th and the 18th Century. [REVIEW] Philosophy and History 7 (1):75-76.
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  18.  2
    Elfrieda Dubois (1989). History of Universities, Volume VI: 1986–1987. History of European Ideas 10 (1):105-107.
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  19.  2
    Notker Hammerstein (1987). History of German Universities. History of European Ideas 8 (2):139-145.
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  20.  2
    Elfrieda Dubois (1994). A History of the University in Europe, Vol. I. Universities in the Middle Ages. History of European Ideas 18 (1):113-114.
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  21.  1
    E. T. Dubois (1992). History of Universities, Volume IX. History of European Ideas 14 (5):743-744.
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  22. V. Bakos (2003). Questions About the History of Slovak Philosophy. Filozofia 58 (10):671-683.
    The history of Slovak philosophy can be reconstructed along two basic lines: along the line of the school philosophy, developed at existing high schools, colleges and universities, as well as along the other line - that of philosophical thinking. The researches should focus not only on professional philosophy, but also on the forms of applied philosophical thinking as a part of the community's culture. The standpoint of the researches should be non-ideological, non-national, non-ethnical. "The Slovak philosophy" is (...)
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  23. E. T. Dubois (1987). History of Universities. History of European Ideas 8 (2):254-255.
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  24. N. W. Fisher & W. H. Brock (1975). A List Of Ph.D. Theses In The History Of Science And Related Areas In British Universities, 1945–74. British Journal for the History of Science 8 (3):267-278.
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  25. A. H. Halsey (2003). A History of Sociology in Britain: Science, Literature, and Society. Oxford University Press Uk.
    This is the first-ever critical history of sociology in Britain, written by one of the world's leading scholars in the field. Renowned British sociologist, A. H. Halsey, presents a vivid and authoritative picture of the neglect, expansion, fragmentation, and explosion of the discipline during the past century. He is well equipped to write the story, having lived through most of it and having taught and researched in Britain, the USA, and Europe.The story begins with L.T. Hobhouse's election to the (...)
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  26. A. H. Halsey (2004). A History of Sociology in Britain: Science, Literature, and Society. Oxford University Press Uk.
    This is the first-ever critical history of sociology in Britain, written by one of the world's leading scholars in the field. Renowned British sociologist, A. H. Halsey, presents a vivid and authoritative picture of the neglect, expansion, fragmentation, and explosion of the discipline during the past century. He is well equipped to write the story, having lived through most of it and having taught and researched in Britain, the USA, and Europe.The story begins with L.T. Hobhouse's election to the (...)
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  27. Alasdair MacIntyre (2011). God, Philosophy, Universities: A Selective History of the Catholic Philosophical Tradition. Rowman & Littlefield Publishers.
    Alasdair MacIntyre has written a selective history of the Catholic philosophical tradition, designed to show how belief in God informed and informs philosophical enquiry in different historical and social settings.
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  28. H. B. W. (1969). Theses and Dissertations in History of Science in British Universities in Progress, or Recently Completed. British Journal for the History of Science 4 (4):430-430.
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  29. William P. Alston & Alvin Plantinga (1990). Scotland Research Fellowships for the Academic Session 1991-92 Applications Are Invited for These Research Fellowships for the Academic Session 1991-92 The Fellowships Are Intended Primarily, Though Not Exclusively, for Philosophers and Political Theorists on Study Leave From Their Own Universities or Colleges. [REVIEW] Mind 99:396.
  30.  59
    David F. Bean & Richard A. Bernardi (2007). Ethics Education in Our Colleges and Universities: A Positive Role for Accounting Practitioners. [REVIEW] Journal of Academic Ethics 5 (1):59-75.
    In this research, we review the current level of ethics education prior to college and the emphasis of the Association to Advance Collegiate Schools of Business (AACSB) on business ethics education in college using an ‘across the curriculum’ approach. We suggest that business schools and accounting practitioners can forge a more meaningful partnership than what currently exists through the traditional business advisory council prevalent at most schools of business. Ethical conduct is inherent in the practice of public accounting and a (...)
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  31.  53
    W. Mays (1960). History and Philosophy of Science in British Commonwealth Universities. British Journal for the Philosophy of Science 11 (43):192-211.
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  32.  22
    Barbara E. Wall (2000). Mission and Ministry of American Catholic Colleges and Universities for the Next Century. Journal for Peace and Justice Studies 11 (2):49-57.
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  33.  15
    Alfred J. Bonomo (1942). American Universities and Colleges That Have Held Broadcast License. Thought: A Journal of Philosophy 17 (3):574-575.
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  34.  14
    James A. Fitzgerald (1934). Founding of American Colleges and Universities Before the Civil War. Thought: A Journal of Philosophy 8 (4):667-668.
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  35.  4
    John Dewey, G. H. Howison, Geo S. Fullerton, Arthur MacDonald, J. W. Stearns & B. P. Bowne (1890). Philosophy in American Colleges and Universities. The Monist 1 (1):148 - 156.
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  36.  4
    V. Alan McClelland (2007). Faith and Secularisation in Religious Colleges and Universities By James Arthur. British Journal of Educational Studies 55 (1):102-104.
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  37.  9
    Leon Chai, Philip Clayton, B. Wm, Stephen Crites, Richard L. Greaves, Klaus Haag, Paul Heelas, David Martin & Paul Morris (1999). Bernstein, Richard J.(1998) Freud and the Legacy of Moses. New York: Cambridge University Press, $59.95, 151 Pp. Burtchaell, James Tunstead (1998) The Dying of the Light: The Disengagement of Colleges and Universities From Their Christian Churches. Grand Rapids, MI: Wm. B. Eerdmans Publishing Co., $45.00, 868 Pp. [REVIEW] International Journal for Philosophy of Religion 45:200-202.
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  38.  1
    Mark Donnelly & Claire Norton (forthcoming). In the Service of Technocratic Managerialism? History in UK Universities. Educational Philosophy and Theory:1-13.
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  39.  2
    Paul L. Heck (2014). Keeping Faith at Princeton: A Brief History of Religious Pluralism at Princeton and Other Universities. The European Legacy 19 (7):931-932.
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  40.  15
    Edward Shipsey (1946). Public Relations for Colleges and Universities. Thought: A Journal of Philosophy 21 (4):692-693.
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  41.  7
    C. J. Friedrich (1964). Constitutional Development in Nigeria. By Kalu Ezera. Cambridge University Press, 1960. Pp. XV, 274. $5.50., The Nigerian Constitution -- History and Development. By Oluwole Idowu Odumosu. London: Sweet & Maxwell, African Universities Press, 1963. Pp. 407. 50sh., The Political Development of Tanganyika. By Taylorj. Clagett. Stanford and Oxford University Press, 1963. Pp. 254. $6.00., And Shambala, the Constitution of a Traditional State. By Edgar V. Winans. Berkeley: University of California Press, 1962. Pp. XXXVII, 180. $5.00. [REVIEW] American Journal of Jurisprudence 9 (1):136-138.
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  42.  7
    Chr Wordsworth (1887). Lectures on the Rise and Early Constitution of Universities, with a Survey of Mediaeval Education, A.D. 200–1350, by S. S. Laurie, A.M., Professor of the Institutes and History of Education in the University of Edinburgh. London: Kegan Paul, Trench & Co. 1886. Pp. V.—Xii.; 293. 6s. [REVIEW] The Classical Review 1 (04):113-.
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  43.  9
    Lisa Rosner (1998). Walter Rüegg/Hilde de Ridder-Symoens, A History of the University in Europe, Volume II: Universities in Early Modern Europe (1500-1800), (Cambridge: Cambridge University Press, 1996), 719 Pp, £ 65. ISBN 0521 361060. [REVIEW] Early Science and Medicine 3 (4):351-353.
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  44. Gordon Leff (1971). Paris and Oxford Universities in the Thirteenth and Fourteenth Centuries. An Institutional and Intellectual History. Tijdschrift Voor Filosofie 33 (1):167-167.
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  45.  15
    Kevin Gary (2011). God, Philosophy, and Universities: A Selective History of the Catholic Philosophical Tradition. By Alasdair MacIntyre. Journal of Philosophy of Education 45 (3):563-567.
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  46.  5
    J. M. Paton (1889). Ancient History for Colleges and High Schools. By William F. Allen and P. V. N. Myers, Pt. I. The Eastern Nations and Greece. By P. V. N. Myers. Boston. Ginn & Co. 1888. Pp. X. 369. Introd. Price. $1. 40. [REVIEW] The Classical Review 3 (5):214-215.
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  47.  2
    Pearl Kibre (1969). Paris and Oxford Universities in the Thirteenth and Fourteenth Centuries: An Institutional and Intellectual History. [REVIEW] Speculum 44 (4):643-646.
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  48.  4
    Sarah Jane Aiston (2009). Taming the River: Negotiating the Academic, Financial, and Social Currents in Selective Colleges and Universities ‐ Edited by C. Z. Charles, M. J. Fischer, M. A. Mooney and D. S. Massey. [REVIEW] British Journal of Educational Studies 57 (4):449-451.
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  49.  9
    A. Johnston (1983). Greek Vases Stephen L. Hyatt (Ed.): The Greek Vase. Papers Based on Lectures Presented to a Symposium Held at Hudson Valley Community College at Troy, New York in April of 1979. Pp. X + 186; 105 Illustrations. Latham, N.Y.: Hudson-Mohawk Association of Colleges and Universities, 1981. [REVIEW] The Classical Review 33 (01):92-94.
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  50.  9
    Clarence Sholé Johnson (1995). The Philosopher as Teacher: Teaching the Canons of Western Philosophy in Historically Black Colleges and Universities: The Spelman College Experience. Metaphilosophy 26 (4):413-423.
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