An illustrated biography of Confucius (551 BCE-479 BCE), the ancient Chinese teacher, politician, thinker, and philosopher known for his popular aphorisms, his emphasis on education and study, and his models of social interaction. Includes a map and author's sources"--Provided by publisher.

Michael Eckert has written a remarkable biography of Arnold Sommerfeld , the “off-scale” theoretical physicist who made his Seminar at the University of Munich the outstanding school of theoretical physics of the first third of the twentieth century. Sommerfeld was the teacher and mentor of a large number of exceptional theoretical physicists who studied with him either as doctoral or post-doctoral studentsSee the Wikipedia entry for Arnold Sommerfeld for a complete listing of all his students by category.; and among these, (...) Peter Debye, Max von Laue, Wolfgang Pauli, Werner Heisenberg, Linus Pauling and Hans Bethe became Nobel laureates.In his prologue, Eckert noted that a scientific biography should serve not only as a vehicle to describe and explain scientific processes in a social and cultural context, but must also present “the ambitions, passions, and moral choices of a life in science”. Eckert was able to meet these demands by drawing on Sommerfeld’s personal and .. (shrink)

Originally published in 1926 and whilst not a biography in the strictest sense, this volume presents John Bridges’ life and character against the social and political background of the nineteenth century as well as examining his legacy for current generations.

In this piece, the author examined the impact of ideology, experience, and privilege on pre-service Social Studies teacher disposition. Findings suggest that participants conceptually understood injustice and began to critique social antagonisms like whiteness and class. However, they continued reinforcing raced and classed ideologies in their interactions with those outside their group. When faced with the cognitive dissonance between stated ideology and their privileged position, the more liberal participants re-narrativize their political stances to adopt more critical ideological worldviews while maintaining (...) their privileged identities. More conservative participants disassociated themselves from more extreme aspects of U.S. conservative political ideology. Both groups maintained the ideologies that provided justification for social hierarchy. Upbringing/identity, understandings of power/hierarchy, emic cultural understandings, and a desire to live one’s ideology, or not, beyond the classroom, informed participant decition making. (shrink)

Lawrence J. Dennis’s intellectual biography of John L. Childs, a leading figure in twentieth-century American educational philosophy between 1930 and 1960, traces Childs’s influence not only on education but also on midcentury politics, economics, and social issues. A disciple of John Dewey and an associate of William Heard Kilpatrick, George S. Counts, Boyd Bode, and other key figures in modern American education, Childs laid the philosophic basis for social reconstruction and became an important contributor to and interpreter of pragmatism as (...) a philosophy of education. Dennis describes how the Christian beliefs so central to Childs as a youth led him as a young man into a decade of YMCA missionary work in China. When he returned to the United States, Childs studied with John Dewey, later coauthoring two chapters of a book with him. Though Childs became a recognized expert on Dewey’s educational theory, he eventually became more of a reconstructionist than his mentor. Dennis carefully recounts Childs’s long association with Dewey as well as his political activities in the American Labor Party, the Liberal Party, and the American Federation of Teachers. He likewise traces the debate about metaphysics, democracy, and indoctrination that ensued among the foremost pragmatists of the day. (shrink)

Biographer Richardson has written a moving portrait of James--pivotal member of the Metaphysical Club and author of The Varieties of Religious Experience. The biography, ten years in the making, draws on unpublished letters, journals, and family records. Richardson paints extraordinary scenes from what James himself called the "buzzing blooming confusion" of his life, beginning with childhood, as he struggled to achieve amid the domestic chaos and intellectual brilliance of Father, brother Henry, and sister Alice. James was a beloved teacher who (...) taught courage and risk-taking, and served as mentor to W.E.B. Du Bois, Gertrude Stein, and many other Harvard outsiders. Richardson also illuminates James's hugely influential works. One of the great figures in mysticism here brought richly to life, James is a man "whose leading ideas are still so fresh and challenging that they are not yet fully assimilated by the modern world they helped to bring about."--From publisher description. (shrink)

The article is devoted to an investigation of the preconditions of Heidegger’s methodological atheism, according to which “philosophy is fundamentally atheistic”. Based on biographical evidence which sheds light on the mental experience of the young philosopher (“darkness of depressive sensitivity”, according to H. Ott) the author maintains that Heidegger was very prejudiced against the Catholic tradition. The author suggests that the origins of Heidegger’s methodology should be sought in the first and most important of the “turns” which took place around (...) 1916, when Heidegger was in deep crisis. Two main components can be distinguished in this religious-philosophical turn: (1) the rejection of Catholicism, linked to a youthful experience of dependence on the church that stretched over decade; (2) the Protestant influence of his wife and teacher (but no less so of Luther and Kierkegaard) along with the existential experience of the First World War, in which Heidegger became involved. As a result, the author concludes that Heidegger chooses philosophy as opposed to theology, which sets up a specific understanding of philosophy and a negative attitude towards theology. According to Heidegger, only by renouncing ungenuine religiosity one can stand honestly before God, but this “purifying atheism” ultimately leads not to God, but to Nothing. (shrink)

The question is, of whether alongside a theme and method concentrated philosophy teaching it would be sensisible for young people to have a teaching form where great philosophers themselves are the centre of interest and are presented as personalities engaged in philosophical research. As an illustration the philosophers Plato, René Descartes, John Locke and Immanuel Kant, who essentially laid down the foundations of modern scientific thinking, would be presented in relationship to teaching practice. This train of thought can be extended (...) without exception for all nations and all forms of culture so long as the conditions of peaceableness and civilizing productivity are met with. Exemplary biographies could play a large role for young people with regard to their psychological development. (shrink)

Dallas Willard was a personal mentor and inspiration to hundreds of pastors, philosophers, and average churchgoers. In Gary W. Moon’s candid and inspiring biography, we read about the development of Willard's personal character, philosophical writing, and spiritual teaching, and how he has inspired some of the most influential books on spirituality of the last generation.

Akhenaten -- Hermes Trismegistus -- Orpheus -- Zoroaster -- Buddha -- Confucius -- Lao-Tse -- Plato -- Jesus -- Mohammed -- Padmasambhava -- Quetzalcoatl.

The purpose of this book is to discuss some critical components of Albert Shanker's work in American education, first as a teacher, then as president of the AFT. This is done in the context of the developments that took place in the United States since 1902 and the formation of the AFT in 1916. It focuses on the elements of leadership that were critical to the development of the United States from that time to the present. It presents these developments (...) in the context of Shanker's involvement since 1964. It also focuses on the dynamics of human relations cast in institutional settings. In doing so it presents features of a nation as it struggled with economic, social, and political issues that make society what it is. This discussion is done as a reflection of the need to strengthen democracy. The relations that Shanker has had with other people and organizations forms a critical component of the study. (shrink)

Mother and daughter Alexandra and Maureen point to the great thinkers who have shaped their beliefs and practices in education, and who continue to influence teachers today. 19 essays from Dewey to Delpit offer parents and new educators an overview of education. These touchstone texts are framed by commentary, as the Milettas include both personal readings with wider contextual value and brief biographies.

The paper presents the basic data about the life of Fritz Jahr , the German teacher and theologian who, for the first time in history, in an article from 1927, used the term ‘bio-ethics’ and proposed a concept of a new discipline based upon the “bioethical imperative” – a revision of the Kantian categorical imperative, extended onto animals and plants. While some data, however, about the publications by Fritz Jahr have been known , the biographical background of Jahr was completely (...) unexplored as yet. The present paper briefly investigates also the chronology of the discovery of Jahr’s work in about 1997, shifting the date and the location of the conception of bioethics for about half a century back and from one continent to the other. (shrink)

This account of one man’s search for truth bears witness to defection and apostasy and, in the end, to the humility of deeply lived experience. Eliseo Vivas, distinguished teacher, lit­erary critic, and philosopher, relates the search by his alter ego, Alonzo Quijano, for a philosophy to live by as well as one to think well by. His intellectual odys­sey is marked by defection from com­munism and apostasy from the philoso­phy of John Dewey. Vivas provides throughout this ac­count of Alonzo’s rupture (...) with his com­mitments an analysis of the ideas of the major philosophic thinkers of the West­ern world, an analysis which first moves toward partial acceptance but which ends with their rejection. He devotes the final chapters to the views on politics and moral, theological, and aesthetic subjects at which Alonzo arrived follow­ing his apostasy and defection. Alonzo claims at the end that his philosophical quest was not a failure, for he now “knows that he does not know much.” Hence the two roads to ignorance. Eliseo Vivas has taught at Wisconsin, Chicago, Ohio State, and Northwestern. He has also edited journals, published widely, and has been a participant and, indeed, a major force in most of the in­tellectual discussions of his time. His examination of his contemporaries’ be­liefs and detailed analysis of the views he rejects are therefore especially valu­able. Those peace-loving minds who find Alonzo’s adventures relevant to an understanding of their age will be fasci­nated by this unique and important book. (shrink)

Im Winterhalbjahr 2009/10 führte das Thomas-Mann-Archiv der ETH Zürich zusammen mit den beiden evangelisch-reformierten Gemeinden Fraumünster und Großmünster in Zürich eine Vortragsreihe durch zum Thema "Der ungläubige Thomas. Zur Religion in Thomas Manns Romanen". Im Gesamtbogen der Romane Thomas Manns wird Religion auf eine faszinierend vielschichtige Weise und in einer sich vertiefenden Denkbewegung thematisch. Die Auseinandersetzung mit Kernthemen jüdisch-christlicher wie auch mythisch-antiker Traditionen geschieht bei Thomas Mann in einer Breite und Tiefe wie bei nur wenigen seiner literarischen Zeitgenossen. Durch alle (...) Romane hindurch wird Religion nicht nur besichtigt und beschrieben, sie ist auch konstruktiv präsent in ihrer Architektur und Leitmotivik. (shrink)

A rather popular mixture of biography, philosophy, and theology, for the Catholic layman. Scotus' role in the defense of the doctrine of the Immaculate Conception receives special emphasis. --A. C. P.

Peace encourages humans to eliminate the impulse of violence within themselves. Peace in students can drive the development of peace in their social environment. Educators should be able to play the role of peace educators to take part in creating true peace. This study aims to identify the attributes of peace educators through the life experiences of KH Ahmad Dahlan, as narrated in the novel Sang Pencerah (The Enlightener). This qualitative research employs the hermeneutic approach. The research stages include overall (...) understanding (whole), understanding of parts and obtaining an understanding of the underlying meaning. The results indicate that the attributes of peace educators, according to KH Ahmad Dahlan, include showing affection, being sincere, having a good attitude, performing practices aligning with the educators’ knowledge and teaching knowledge based on tolerance and empathy. Those attributes of peace educators can be used as a guide for developing the competencies of educators to encourage students to achieve peace-loving characters. This character supports the emergence of a culture of peace in their environment.Contribution: This research has contributed to the successful implementation of education through teachers who have the attributes of peace educators. The characteristics of peace educators based on KH Ahmad Dahlan are a reference for teachers to become educators who can create peace through school settings. (shrink)

张岂之先生毕生从事中国思想史的研究与教学, 为中国思想史学科的发展倾注了大量心血. 七月中旬, 来自全国各地的一百余位学者, 在西安就先生最关心的中国思想史研究事业进行回顾总结.

本书记录40多名博士精英、霍英东教育基金会获奖者的成长足迹和心路历程,读者可从中了解我国知识界的未来前景。.

The inspiring true story of a teacher's experiences with her students and the life lessons she learned that can help others find joy and success. Crash Course chronicles the life lessons that Kim Bearden has learned during an award-winning career in education that has spanned three decades. Kim has taught more than 2,000 students, and each has shown her something about the world and the abundant capacity for love, resilience, and appreciation that we all possess. By sharing her students' stories, (...) she teaches their inspiring lessons to us all. Throughout the ups and downs of her professional and personal life, Kim found that her students were the light that illuminated her path; they were her sanctuary in the storm. From her challenges as a first year teacher, to her triumphs as the cofounder of the highly acclaimed Ron Clark Academy, Kim shares how children can teach each of us the importance of building relationships, abandoning fear, embracing one's unique gifts, and living with passion. Full of honesty, humor, heartbreak, and humanity, Kim's experiences show how children can help any one of us, despite life's obstacles, find the joy and significance in both our personal and professional lives. (shrink)

Biography of Greek philosopher and teacher Socrates describing his lasting influence on human understanding.

A biography of Socrates, a philosopher and teacher in ancient Greece who held that wisdom comes from questioning ideas and values rather than simply accepting what is passed on by parents and teachers.

A biography of Socrates, a philosopher and teacher in ancient Greece who held that wisdom comes from questioning ideas and values rather than simply accepting what is passed on by parents and teachers.

University teachers, as is well known, commit acts of despotism. About three years ago I committed such an act. I told my students that I would not accept papers which included the words protagonist, basic , alienation, total , dichotomy, and a few others including elite and elitist. On consideration I decided to remove the ban on the last two for it seemed to me that there was no other term that could be used to discuss what is, after (...) all, an interesting idea.It is of course true that my students and I use the word incorrectly. An elite must surely be a chosen body. Congress, the police, the final heat of the Miss World contest, and the Bolshevik Party are elites, whereas an aristocracy or a plutocracy—unless one believes the rich and the nobility to be chosen by God—are not. Nevertheless, when we use the word elite in connection with the visual arts it is certainly related to, though not synonymous with, class. An elite is usually a group within a relatively prosperous class. The patrons of the Renaissance were, presumably, at the apex of the social system: on the other hand, the patrons of the Impressionists belonged to a comparatively humble section of the middle classes. But it will be found that an aesthetic elite does always enjoy certain advantages of wealth and leisure and education.Quentin Bell is professor of the history and theory of art, Sussex University. He has written Virginia Woolf: A Biography, Of Human Finery, Ruskin, Victorian Artists and Bloomsbury. Other contributions to Critical Inquiry are "The Art Critic and the Art Historian" , "CRITICAL RESPONSE: Notes and Exchanges" , and "Bloomsbury and 'the Vulgar Passions'". (shrink)

As one of the few books on the history and philosophy of American elementary school education, Cavanaugh's work examines the pioneering careers of Francis Wayland Parker, John Dewey, Rudolph Steiner, Hughes Mearns, and Laura Zirbes. Finding the basic framework for current fashionable trends in education like the Whole Language and Process Writing Movement, Cavanaugh shows how educators came to these ideas over 100 years ago. After presenting the five biographies, Cavanaugh goes on to explain how children learn to read and (...) write; what kinds of schools foster this learning; the roles of teachers, students, and parents; and the important tools of grading, evaluation, and assessment. In all these areas there are important lessons to learn from the past. (shrink)

This volume is a collection of the Nobel Lectures delivered by the prizewinners, together with their biographies, portraits and the presentation speeches for the period 1991 – 1995. Each Nobel Lecture is based on the work that won the prize. These volumes of inspiring lectures by outstanding physicists should be on the bookshelf of every keen student, teacher and professor of physics as well as of those in related fields.Below is a list of the prizewinners during the period 1991 – (...) 1995 with a description of the works which won them their prizes.(1991) P-G de GENNES–for discovering that methods developed for studying order phenomena in simple systems can be generalized to more complex forms of matter, in particular to liquid crystals and polymers; (1992) G CHARPAK – for his invention and development of particle detectors, in particular the multiwire proportional chamber; (1993) R A HULSE & J-H TAYLOR JR. – for the discovery of a new type of pulsar, a discovery that has opened up new possibilities for the study of gravitation; (1994) B N BROCKHOUSE — for the development of neutron spectroscopy; C G SHULL — for the development of the neutron diffraction technique; (1995) M L PERL — for the discovery of the tau lepton; F REINES — for the detection of the neutrino. (shrink)

Biography of Ji. Hanumantarāv, 1898-1974, professor of Philosophy at University of Mysore.

A biography made up chiefly of excerpts from correspondence of Paul E. More, literary critic, editor of The Nation and teacher of classical and early Christian philosophy at Princeton. The central theme is More's religious development from Calvinism through humanism to a final great sympathy with Anglicanism.--R. C. N.

The article details the biography and teachings of Śāntarakṣita, a famous Buddhist scholar and enlightener, a leading figure in the spread of Buddhism in Tibet and his closest student Kamalaśīla. Śāntarakṣita is the author of several treatises, including Compendium of Entities - Tattvasaṃgraha, a monumental work that can rightfully be called the Buddhist Philosophical Encyclopedia, consisting of 26 sections, in which all key philosophical schools of India, namely: Mīmāṃsa, Vedānta, Sāṃkhya, Yoga, Nyāya, Vaiśeṣika, Lokāyata, Jainism and Buddhism of other sects) (...) are analyzed and subsequently refuted. Kamalaśīla is a direct student of Śāntarakṣita, the author of a word-to-word commentary on the teacher's Tattvasaṃgraha. The article also dwells on the history of the discovery and study of the Tattvasaṃgraha. The novelty of the study lies in a full-length encyclopedic presentation of the philosophy of Śāntarakṣita and his immediate student Kamalaśīla. A special contribution of the author to the study of the topic is the demonstration that Śāntarakṣita, as a representative of the Yogācāra-Madhyamaka school, worked in the genre of synthesis of the teachings of Yogācāra and Madhyamaka, and in the field of epistemology he continued the theories of Dignāga and Dharmakīrti. (shrink)

The Oxford Philosophical Texts series consists of authoritative teaching editions of canonical texts in the history of philosophy from the ancient world down to modern times. Each volume provides a clear, well laid out text together with a comprehensive introduction by a leading specialist, giving the student detailed critical guidance on the intellectual context of the work and the structure and philosophical important of the main arguments and explain unfamiliar references and terminology, and a full bibliography and index are also (...) included. -/- The series aims to build up a definitive corpus of key texts in the Western philosophical tradition, which will from a reliable and enduring resource for students and teachers alike. -/- Spinoza's Ethics is one of the classical texts of philosophy but is also one of the most difficult to understand because of the author's use of rigorous logical deduction and the geometrical framework within which his ideas are set. In Ethics, he discusses the nature of human beings and the way in which a rational person might live; the nature of God; and offers an account of true freedom and how it can be attained. -/- This latest text in the Oxford Philosophical Texts series includes a new, lucid translation of the Ethics by G.H.R. Parkinson along with a comprehensive guide to the understanding of Spinoza's work. An extensive introduction includes: a short biography of Spinoza himself; the form of his writing including his own particular uses of definitions; an introductory guide through the philosophy of Ethics; and a summary of the contents of Ethics itself. Further aids include a glossary of terms, extensive notes to the text. (shrink)

A brief biography of the Chinese teacher and sage whose teachings, though largely ignored during his lifetime, influenced all aspects of Chinese life for many centuries after his death.

This important textbook introduces the six great arguments for the existence of God, as found in a wealth of primary sources from classic and contemporary texts. It requires no specialist knowledge of philosophy, and is ideally suited to students and teachers at school or university level. Sections include: * The Ontological Argument * The Cosmological Argument * The Argument from Design * The Argument from Miracles * The Moral Argument * The Pragmatic Argument. Additional features include: * revision questions (...) * key reading for each chapter and an extensive bibliography * illustrated biographies of key thinkers and their works * marginal notes and summaries of arguments. (shrink)