scholarly journals A lexikon mint filozófiatörténet-írási forrás. A 19–20. századi magyar filozófusok struktúrája a Magyar Életrajzi Lexikon alapján* • Lexica as Historiographical Sources in Philosophy. The Structure of 19–20th Century Hungarian Philosophers on the Basis of the Hungarian Dictionary of National Biography

2021 ◽  
Author(s):  
László Gergely Szücs ◽  
Péter András Varga
Author(s):  
MICHAEL FREEDEN

Henry Colin Gray Matthew, historian and editor, will forever be associated with two of the most grandiose and ambitious publishing projects to be conceived and executed in the United Kingdom in the 20th century: The Gladstone Diaries and the Oxford Dictionary of National Biography. Like all previous biographers of Gladstone, Matthew addressed the Grand Old Man's mutation from Tory to enlightened Liberal. However, he did so in a wholly original manner, by uncovering the crises and agonised introspection that not only accompanied, but preceded, the many moves in that direction, as if primordial psychological forces had gripped Gladstone from which he had to seek relief in decisive political action. The triumph of the Gladstone diaries paved the way for another opportunity bathed in even more luminous national prestige. In 1992, Matthew was asked to take on a joint project of the British Academy and OUP: a complete revision of the Dictionary of National Biography (ultimately published as the Oxford Dictionary of National Biography). He brought not only a natural leadership but a fresh vision of the contents, scope, and contributors.


2016 ◽  
Vol 224 (4) ◽  
pp. 240-246 ◽  
Author(s):  
Mélanie Bédard ◽  
Line Laplante ◽  
Julien Mercier

Abstract. Dyslexia is a phenomenon for which the brain correlates have been studied since the beginning of the 20th century. Simultaneously, the field of education has also been studying dyslexia and its remediation, mainly through behavioral data. The last two decades have seen a growing interest in integrating neuroscience and education. This article provides a quick overview of pertinent scientific literature involving neurophysiological data on functional brain differences in dyslexia and discusses their very limited influence on the development of reading remediation for dyslexic individuals. Nevertheless, it appears that if certain conditions are met – related to the key elements of educational neuroscience and to the nature of the research questions – conceivable benefits can be expected from the integration of neurophysiological data with educational research. When neurophysiological data can be employed to overcome the limits of using behavioral data alone, researchers can both unravel phenomenon otherwise impossible to document and raise new questions.


1994 ◽  
Vol 39 (7) ◽  
pp. 764-765
Author(s):  
William E. Deuser ◽  
Craig A. Anderson
Keyword(s):  

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