Vincent Ferrer's Beati Petri Apostoli: Canonical and Apocryphal Sources in Popular Vernacular Preaching

1998 ◽  
Vol 91 (1) ◽  
pp. 41-57 ◽  
Author(s):  
Alberto Ferreiro
Keyword(s):  
Formal Training ◽  
Pastoral Training ◽  
Dominican Order ◽  
Academic Activities ◽  
Order Of Preachers ◽  
Scholarly Teaching

Vincent Ferrer was born in Valencia on January 23, 1350 and died at Vannes (Brittany) on April 5, 1419. He grew up in a devout family, and by 1367 had joined the Order of Preachers in Valencia. As a member of the Dominican Order, Vincent Ferrer underwent extensive academic and pastoral training from 1370 to 1378 in preparation for a life of scholarly teaching and preaching. He was a teacher of logic at Lleida (1370–71), philosophy at Barcelona (1375), and he completed his formal training at Toulouse (1376–78). These academic activities reflect only one aspect of his intellectual background.

St Dominic and his first biographer

1967 ◽  
Vol 17 ◽  
pp. 23-40
Author(s):  
C. N. L. Brooke
Keyword(s):  
Middle Ages ◽  
Dominican Order ◽  
Missionary Work ◽  
Order Of Preachers ◽  
Spiritual Friendship ◽  
General Chapter ◽  
Committee Government ◽  
The Middle Ages

The Order of Preachers was created under the skilled direction of two great men: Dominic of Caleruega and Jordan of Saxony. Whatever else they may have been, both were brilliant organizers; they sketched between them the most sophisticated constitutional organization known to the Middle Ages; for good or ill, they created for us the idea and technique of committee government. Both, it is clear, had tidy and lucid minds. We know that Jordan wrote excellent Latin, was capable of making plain in a few words the nature of the casting vote in general chapter, and equally capable of communicating to his friend Diana Dandalo, and to us, the inwardness of spiritual friendship and the delight of missionary work among the students of Bologna and Paris, many of whom he gathered into the Dominican Order.

scholarly journals Ecce novus: Saint Thomas Aquinas and Dominican Identity at the End of the Fourteenth Century

2019 ◽  
Vol 31 ◽  
pp. 161-176
Author(s):  
Marika Räsänen
Keyword(s):  
Saint Thomas Aquinas ◽  
Thomas Aquinas ◽  
The Body ◽  
Yale University ◽  
Dominican Order ◽  
Rare Book ◽  
New Era ◽  
Illuminated Manuscript ◽  
Order Of Preachers ◽  
New Interpretation

Thomas Aquinas (1224/25-1274) joined the Order of Preachers around the year 1244 and became one of the most famous friars of this own time. He died in 1274 at the Cistercian monastery of Fossanova where his remains were venerated for almost a hundred years. The Dominicans, who had desired the return of the body of their beloved brother, finally received it by the order of Pope V in 1368. The Pope also ordered that the relics should have been transported (translatio) to Toulouse, where they arrived on 28 January 1369. In this article, I argue that his joining the Order was considered Thomas's first coming, and the transportation of his relics to Toulouse was his second coming to the Order. I will analyse the Office of Translatio (ca.1371) in the historical contexts of the beginning of the Observant reform of the Dominican Order in a period which was extremely unstable regarding both the papacy itself and politics between France and Italy. I will propose that the Office of Translatio inaugurated Thomas as the leader of a new era and the saviour of good Christians in a Christ-like manner. The liturgy of Translatio appears to offer a new interpretation of new apostles, the Dominicans, and the construction of eschatological self-understanding for the Dominican identity. On cover:Monks singing the Office and decorated initial A[sperges me.]. Gradual Olivetan Master (Use of the Olivetan Benedictines), illuminated manuscript on parchment ca. 1430-1439. Italy, Monastero di Santa Maria di Baggio near Milan, Ca 1400-1775.Beinecke Ms1184: The olivetan Gradual. Gradual. General Collection, Beinecke Rare Book and Manuscript Library, Yale University.

DYNAMIC AND COMPETENCE ASPECTS OF THE MEDIA EDUCATIONAL CONCEPT OF DEVELOPING A PERSON’S READINESS FOR LIFELONG SELF-EDUCATION

2019 ◽  
pp. 23-33
Author(s):  
S. V. Akmanova ◽  
L. V. Kurzaeva ◽  
N. A. Kopylova
Keyword(s):  
Informal Education ◽  
Great Influence ◽  
Formal Training ◽  
Life Stages ◽  
Media Technologies ◽  
Educational Concept ◽  
The Media ◽  
The Individual ◽  
Competence Models ◽  
Scientific Achievements

The harmonious existence of the individual in the modern informational era, which is overly saturated with rapidly developing media technologies, is almost impossible without the developed readiness of the individual for lifelong continuous self-education. The formation and development of this readiness can begin during the formal training at the stage of higher education of the person and continue during informal education throughout his future life. Stages of socialization and professionalization of the person have a great influence on the level nature of this readiness. Based on scientific achievements in the field of self-education of university students, national and world media education, we developed dynamic and competence models of media educational concept of developing a person’s readiness for lifelong self-education. The concept demonstrates interconnection of these two models, as well as consistency with the previously developed normative model of developing this readiness.

Developing the culture and discipline of conducting and publishing scientific research: Guiding principles

2014 ◽  
Vol 1 ◽  
pp. 1-7
Author(s):  
Daniel Obeng-Ofori
Keyword(s):  
Developing Countries ◽  
Scientific Research ◽  
Scientific Writing ◽  
Weekly Schedule ◽  
Academic Activities ◽  
Heavy Workload ◽  
Guiding Principles ◽  
Mentoring System ◽  
Critical Constraints

The pressure to publish is a fact of life in academia. Academics are expected to demonstrate that they are active researchersand that their work has been vetted by peers and disseminated in reputable scholarly forums. In practice, however, a numberof critical constraints hamper effective publication of scientific research in most developing countries. These include lackof effective mentoring system, poor facilities and inadequate funding for effective research and heavy workload where toomuch time and effort are spent in teaching, grading, meetings and other non-academic activities. In spite of these seeminglyinsurmountable challenges, with proper planning and commitment, one can still conduct research and publish to advanceones career and exchange of knowledge. The paper discusses the critical guiding principles in scientific writing and publishingin an unfriendly research environment as pertains in most universities in the developing world. The overriding principle isto cultivate the discipline of scientific writing consciously and follow it through religiously. This could be achieved if time isallocated for scientific writing in the scheme of weekly schedule of activities and made to be functional through meticulousplanning and commitment. Equally important is to avoid procedural mistakes in scientific writing. While the quality of theresearch is the single most important factor in determining whether an article will be published, a number of proceduralmistakes can help tip the balance against its publication. It should also be noted that when a manuscript is submitted to ascholarly journal, there are two audiences to satisfy: first the editor and external reviewers, and then the journal’s readers.That first group must be satisfied to create the opportunity to appeal to the second. Thus, familiarity with the style and tone ofthe specific journal is crucial.

Hope and Positive Development in the Third Decade of Life. A Theoretical Perspective on Tertiary Education Students in Cameroon

2020 ◽  
Author(s):  
Fariha Azalea
Keyword(s):  
Emerging Adults ◽  
Tertiary Education ◽  
Theoretical Perspective ◽  
Positive Development ◽  
Education Students ◽  
The Third ◽  
Academic Activities ◽  
Transition Into Adulthood ◽  
Sub Saharan ◽  
The University

University is relatively considered a stressful moment in the life of students due to numerous academic workloads and academic activities. The situation is further aggravated by the fact that some university students are in emerging adulthood, a developmental period which is psychologically fraught with uncertainty, instability and identity issues among others. Added to these, the context of most universities like Cameroon which is marred with political, economic and social turbulence common to other developing societies in the sub Saharan region makes life unbearable. Looking at the challenges that confront tertiary education students in the third decade of life, increases possibilities of fears that they will founder thus narrowing the route to a blossomed transition into adulthood and through the university from home into the world of work. However, observations reveal that some have remained hopeful as they continuously believe in themselves and their worth. As such, they have resiliently shrugged off the vast burden placed on them by the adult society as they struggle intentionally with continuous efforts to succeed. Being hopeful and self-efficacy beliefs are observed to be some of the effective drivers that pull emerging adults through the storms of university transition thus facilitating positive development into subsequent life stages. Unfortunately just a paucity of literature albeit theoretically actually narrates via scholarly corridors the monumental successes recorded by students as they sail flourishingly through university in the midst of storms an in the third decade of life. This paper examines and addresses the foregoing through the lenses of some theories.

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