Was There a Reformation in the Sixteenth Century?

2003 ◽  
Vol 72 (3) ◽  
pp. 525-552 ◽  
Author(s):  
Hans J. Hillerbrand

Reflections on historiographical developments in the history of Christianity tend to be a rather dry matter. Though dry, however, such reflections are important, since historiographical emphases not only tell us where scholarship has been in the past, but also—since we are directed to look at the longe durée—why we are where we are. Historians tend to be, alas, a herd of independent minds, and there are vogues in scholarship no less than there are in haute couture. A generation ago, few historians used such terms as “discourse,” “construction,” “close reading,” “intertextuality” even as monographs—even splendid monographs—on a burgomaster's daughter would have issued only from the pen of a secondary school teacher in Germany.

Magyar Nyelv ◽  
2020 ◽  
Vol 116 (3) ◽  
pp. 351-362
Author(s):  
Klára Korompay

Géza Bárczi is a prominent figure of Hungarian linguistics; he had an influential role in the history of that discipline both as a professor and as a researcher. The present commemoration was written by one of his former students, someone who knew him closely and finds it important to pass on the memory of her mentor. The paper enumerates the main events of Géza Bárczi’s professional life (from being a secondary school teacher to leading the department of Hungarian linguistics at the University of Debrecen and then at ELTE) and gives a broad picture of the various areas of his work, which covers almost all of the subfields of Hungarian language history (such as phoneme history, historical morphology, lexicology etc.). Géza Bárczi is also considered to be a great synthesis maker, something which particularly shows up in two of his works: he is the author of the first thorough etymological dictionary of the Hungarian language (1941) and of an extensive monograph called A magyar nyelv életrajza (A Biography of the Hungarian Language). He also had an important role in the Society of Hungarian Linguistics, of which he was the president for 17 years. His lectures were unforgettable experiences for his students: he was always seeking for the truth in his research and his way of presentation was always known for its crystal clear logic and elegant style.


2020 ◽  
Vol 14 (1) ◽  
pp. 105-117
Author(s):  
Ilona Rinne

Exploring teaching as an upper secondary school teacher through lived experience offers pedagogical insights that have been challenged over a period of 25 years, when neoliberal educational policies gradually transformed the conditions for teaching in Swedish schools. The article is grounded in the assumption that the teaching profession is complex and there are multiple tacit dimensions inherent in being and becoming a teacher. Several of these dimensions are captured by the notion of pedagogical tact and have to be learned through practice. However, over the past few decades, the implementation of neoliberal policies in the Swedish education sector have changed the conditions for teaching, and created an area of tension between the teacher’s pedagogical alignment and the educational practices influenced by neoliberal values. The aim of the study is to describe how the author experienced these tensions, and what they meant for her becoming and being a teacher in three different pedagogical sites: a higher education preparatory program, a vocational preparatory program, and in adult education. The description is grounded in the lifeworld phenomenological approach and carried out through personal narrative.


2015 ◽  
Vol 16 (4) ◽  
pp. 1-30 ◽  
Author(s):  
Seung Jung Kim ◽  
Soo Jeung Lee ◽  
Jung Cheol Shin ◽  
Jae Geun Kim ◽  
June hee Yoo ◽  
...  

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