Prologue

Author(s):  
Johann Gottfried Herder ◽  
Philip V. Bohlman

Over the course of more than two centuries modern readers have returned to Johann Gottfried Herder’s writings because of the wide-ranging influence on the many areas of thought that are foundational to modern intellectual history. In this prologue, Herder’s contributions to theological writings from world religions provide touchstones for the foundations of world music in intellectual history. His studies of Christianity and Judaism, as well as early Hindu writings, become common historical subject matter, joined through translation and the widespread presence of music in seminal texts. The prologue identifies the ways in which Herder’s universal thought leads to a new aesthetic and ontology of music, combining the object of song with the subject of singing.

Author(s):  
Martin M. Tweedale

Among the many scholars who promoted the revival of learning in western Europe in the early twelfth century, Abelard stands out as a consummate logician, a formidable polemicist and a champion of the value of ancient pagan wisdom for Christian thought. Although he worked within the Aristotelian tradition, his logic deviates significantly from that of Aristotle, particularly in its emphasis on propositions and what propositions say. According to Abelard, the subject matter of logic, including universals such as genera and species, consists of linguistic expressions, not of the things these expressions talk about. However, the objective grounds for logical relationships lie in what these expressions signify, even though they cannot be said to signify any things. Abelard is, then, one of a number of medieval thinkers, often referred to in later times as ‘nominalists’, who argued against turning logic and semantics into some sort of science of the ‘real’, a kind of metaphysics. It was Abelard’s view that logic was, along with grammar and rhetoric, one of the sciences of language. In ethics, Abelard defended a view in which moral merit and moral sin depend entirely on whether one’s intentions express respect for the good or contempt for it, and not at all on one’s desires, whether the deed is actually carried out, or even whether the deed is in fact something that ought or ought not be done. Abelard did not believe that the doctrines of Christian faith could be proved by logically compelling arguments, but rational argumentation, he thought, could be used both to refute attacks on Christian doctrine and to provide arguments that would appeal to those who were attracted to high moral ideals. With arguments of this latter sort, he defended the rationalist positions that nothing occurs without a reason and that God cannot do anything other than what he does do.


1940 ◽  
Vol 33 (3) ◽  
pp. 99-134
Author(s):  
Rolland R. Smith

Efficient and successful teaching of demonstrative geometry in the senior high school requires on the part of the teacher much more than a knowledge of the subject matter. The young person who goes into the geometry classroom after leaving college with honors in mathematics is not necessarily a good teacher. Unless he has been forewarned in one way or another, he is likely to resort to the lecture method which his professors have used in college and then find to his surprise that his pupils have learned little. He may have taken courses in which he studied the general laws of learning as applied to pupils of high school age, but even so he will have difficulty in translating his knowledge to fit the specific requirements of the classroom. Part of his training may have been to observe the work of a highly efficient, successful, and artistic teacher whom he may try to imitate. He will find, however, that he has not been keen enough to grasp the meaning and purpose of many of the techniques. Not knowing beforehand how a group of pupils will react to a given situation, he fails to see when and how the experienced teacher has avoided pitfalls by introducing many details of development not necessarily needed in the finished product but indispensable to the learning process. Before he can become adept in preparing a course of study or planning his everyday lessons, he needs to know what difficulties pupils will have with the many component tasks which when integrated fulfill the desired aim. A teacher can plan a skillful development only when he has reached a point where he can predict within reasonable limits what the reactions of a group of pupils will be.


Author(s):  
Thomas Grundmann

Disrespect for the truth, the rise of conspiracy thinking, and a pervasive distrust in experts are widespread features of the post-truth condition in current politics and public opinion. Among the many good explanations of these phenomena there is one that is only rarely discussed: that something is wrong with our deeply entrenched intellectual standards of (i) using our own critical thinking without any restriction and (ii) respecting the judgment of every rational agent as epistemically relevant. This chapter argues that these two Enlightenment principles—the Principle of Unrestricted Critical Thinking and the Principle of Democratic Reason—not only conflict with what is rationally required from a purely epistemic point of view, but also further the spread of conspiracy theories and undermine trust in experts. As a result, we should typically defer to experts without using any of our own reasons regarding the subject matter


EL-Ghiroh ◽  
2020 ◽  
Vol 18 (2) ◽  
pp. 195-207
Author(s):  
Ahmad Taufik ◽  
Fitriyani Fitriyani

The learning process is a process control that contains a series of teacher and student implementations on the basis of reciprocal relationships that take place in educational situations to achieve certain goals. This reciprocal interaction between teachers and students is the main condition for the learning process to take place. In reality we see in schools, teachers are often too active in the learning process, while students are made passive, so that the interaction between teachers and students in the learning process is ineffective. If the learning process is dominated by teachers, the effectiveness of learning will not be achieved. To create effective learning conditions, teachers are required to be able to manage the learning process that provides stimulation to students so that they are willing and able to learn.However, learning online is not as easy as we imagine. Many students and teachers encounter obstacles due to stuttering with this online learning. Teachers who could not teach directly encountered obstacles even though the activities were carried out by means of video calls. Many school materials given to students are difficult to understand because of the many distractions when carrying out activities. The problem is generally because the subject matter is the lesson that must be exemplified face-to-face, if this is constrained because it is not direct, it is like a child is wrong and is disturbed by signals, the material also cannot be conveyed properly.


Author(s):  
Piki Hilman Maas

The Islamic Education curriculum is one of the important components to create a generation of morality and martyrs. But the Islamic Religious Education curriculum has been considered only to educate cognitive aspects (transfer of knowladge) and has not touched many affective and psychomotor aspects (transfer of value). This is evident from the many students who have not been able to apply knowledge about their religion such as not performing worship well, speaking harshly and disrespectfully, disrespecting parents and teachers and a group of students who are often in shopping centers and crowds. Therefore, it is necessary to develop an Islamic Education curriculum that accommodates cognitive, affective and psychomotor aspects, so that education is not only a transfer of knowladge but also a transfer of value. Islamic Education curriculum development in this study contains the understanding of the expansion or improvement of the subject matter of the Islamic Religious Education curriculum and what is experienced by students or all efforts (engineering) programmed by Al Islam Azhar 36 Bandung in helping develop the potential of students through learning experience the potential to achieve the vision, mission, school goals. 


Author(s):  
Robin Marie Averbeck

The Introduction lays out the subject matter of the book, identifies key assumptions and methodological choices, presents the core arguments, and identifies the intended audience for the book. It opens with the story of Lyndon Baines Johnson’s famous speech on black poverty at Howard University to introduce the subject matter. It then articulates the argument that liberalism is historically entwined with racism, and that American liberalism is much more intertwined with conservativism than is generally recognized, and that the concept of racial capitalism is particularly useful for understanding this. The Introduction makes clear that the book is an intellectual history of postwar liberal thinking on black poverty, particularly the idea of a culture of poverty.


1957 ◽  
Vol 26 (3) ◽  
pp. 275-288 ◽  
Author(s):  
George H. Tavard

The many aspects of Catholic activity during the sixteenth century make it difficult to present a systematic bibliography for that period. Interest in the Reformation era has considerably increased among Catholic scholars during the last decades. We must therefore proceed to a severe selection. Only studies that deal with the most significant topics will be included. No breakdown of the material can be completely satifactory. As the main point, however, is to give as clear a picture as possible, one must distinguish three broad periods: before, during and after the Council of Trent. Subdivisions of the subject matter in each period will necessarily overlap. But we will reduce this to a minimum.


1976 ◽  
Vol 28 (3) ◽  
pp. 119 ◽  
Author(s):  
Harry Braverman

I would like to take this opportunity to comment on two of the many issues that have been raised in the accompanying articles. The same issues have been raised in a number of other reviews and communications on <em>Labor and Monopoly Capital</em>. The first has to do with the connections between the subject matter of the book and the women's movement. The second has to do with the consciousness of the working class as a class <em>for itself</em>, struggling in its own behalf, apart from its objective existence <em>in itself</em>.<p class="mrlink"><p class="mrpurchaselink"><a href="http://monthlyreview.org/index/volume-28-number-3" title="Vol. 28, No. 3: July-August 1976" target="_self">Click here to purchase a PDF version of this article at the <em>Monthly Review</em> website.</a></p>


PEDIATRICS ◽  
1958 ◽  
Vol 21 (3) ◽  
pp. 519-520
Author(s):  
MICHAEL BONFIGLIO

The need for a text encompassing the field of orthopedic surgery in infancy and childhood has been met by the author and his colleagues. The subject matter has, for the most part, been arranged according to regions so that one may make easy reference to the many conditions affecting an area. Unfortunately this regional approach detracts from the complete exposition of a single disease process, such as osteomyelitis. The interpretation of each syndrome and its management primarily reflects the writer's experience and point of view with minimal reference to other possible methods of treatment.


PMLA ◽  
1935 ◽  
Vol 50 (4) ◽  
pp. 1320-1327
Author(s):  
Colbert Searles

THE germ of that which follows came into being many years ago in the days of my youth as a university instructor and assistant professor. It was generated by the then quite outspoken attitude of colleagues in the “exact sciences”; the sciences of which the subject-matter can be exactly weighed and measured and the force of its movements mathematically demonstrated. They assured us that the study of languages and literature had little or nothing scientific about it because: “It had no domain of concrete fact in which to work.” Ergo, the scientific spirit was theirs by a stroke of “efficacious grace” as it were. Ours was at best only a kind of “sufficient grace,” pleasant and even necessary to have, but which could, by no means ensure a reception among the elected.


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