scholarly journals Metody nauczania i środki dydaktyczne stosowane przez nauczycieli podstaw przedsiębiorczości – wyniki badań

2008 ◽  
Vol 4 ◽  
pp. 335-340
Author(s):  
Mariola Tracz ◽  
Tomasz Rachwał
Keyword(s):  
Educational System ◽  
Teaching And Learning ◽  
First Century ◽  
The Subject ◽  
Twenty First Century

After the reform of structure and agenda of Polish educational system at the end of twentiethcentury and at the beginning of twenty first century the new subject – the basis for entrepre-neurships – was introduced. The existence of the subject in Polish schools since 2003 gives usa reflection on the didactic aspect appointed by the goals, the tasks, and the achievementsrecorded in the foundation for the curriculum as well as embraced by authorial curricula. Thework presents the results of the research that aimed to:–recognize the types and frequencies of incentive methods used in teaching and learning thebasis for entrepreneurships,–getting teacher’s opinion on the instrument to perform the tasks imposed by the teaching ofthis subject,–recognize which of the didactic means are the most often used on the basis for entrepreneur-ships classes.

Romantic Periodicals in the Twenty-First Century

2020 ◽  
Keyword(s):  
Nineteenth Century ◽  
First Century ◽  
British Romanticism ◽  
Early Nineteenth Century ◽  
Periodical Studies ◽  
Digital Resources ◽  
Literary Periodicals ◽  
Late Eighteenth ◽  
The Subject ◽  
Twenty First Century

While the twenty-first century has brought a wealth of new digital resources for researching late eighteenth- and early nineteenth-century serials, the subfield of Romantic periodical studies has remained largely inchoate. This collection sets out to begin tackling this problem, offering a basic groundwork for a branch of periodical studies that is distinctive to the concerns, contexts and media of Britain’s Romantic age. Featuring eleven chapters by leading experts on the subject, it showcases the range of methodological, conceptual and literary-historical insights to be drawn from just one of the era’s landmark literary periodicals, Blackwood’s Edinburgh Magazine. Drawing in particular on the trove of newly digitised content, specific essays model how careful analyses of the incisive and often inflammatory commentary, criticism and original literature from Blackwood’s first two decades (1817–37) might inform and expand many of the most vibrant contemporary discussions surrounding British Romanticism.

The Deposit of Monastic Faith: The Carolingians on the Essence of Monasticism

2013 ◽  
Vol 49 ◽  
pp. 74-86
Author(s):  
Renie Choy
Keyword(s):  
Ninth Century ◽  
First Century ◽  
Classic Work ◽  
Precise Statement ◽  
Love Of Learning ◽  
Monastic Life ◽  
The Subject ◽  
Twenty First Century ◽  
External Form

We live in an age wary of admitting that any institution has an essence, and this has posed a dilemma for the study of monasticism. Until relatively recently, historians of monasticism zealously sought out its timeless and immutable inner qualities rather than its many varieties. While acknowledging the changes in external form and circumstances, Adolf von Harnack’s Monasticism: Its Ideals and History (1881), Dom Morin’s L’Idéal monastique (1912), James Hannay’s The Spirit and Origin of Christian Monasticism (1903) and Herbert Workman’s The Evolution of the Monastic Ideal (1913) nevertheless pursued the stable qualities of monasticism which had survived the tides of time. Even in 1957 Jean Leclercq could still presume that monasticism had an ‘essence’, in a classic work translated into English under the title The Love of Learning and the Desire for God: A Study of Monastic Culture. To our twenty-first-century ears, such a monolith of a title, suggestive of the existence of a metahistorical ‘monastic ideal’, seems out of date. This essay approaches the subject of monastic historiography via an examination of Carolingian reflection on the monastic past, arguing that the significance of the ninth-century monastic programme lies in its effort to distil the entire received monastic heritage into a coherent and precise statement about the fundamental purpose of the monastic life. So we ask the question: when Eigil described Boniface and Sturm as spending a day away in a ‘sweet discussion about the life and manners of monks’, what exactly did he think they were talking about?

Introduction

2012 ◽  
Author(s):  
Jed Z. Buchwald ◽  
Mordechai Feingold
Keyword(s):  
Historical Context ◽  
Church History ◽  
First Century ◽  
Book Of Revelation ◽  
Fluid Media ◽  
The Subject ◽  
Twenty First Century ◽  
And Mathematics ◽  
Natural Philosophers

This introductory chapter discusses Isaac Newton’s immersion in ancient prophecies, Church history, and alchemy. These investigations raise several questions: what links his interest in such matters to his investigations in optics, mechanics, and mathematics? Was Newton in his alchemical laboratory the same Newton who analyzed the passage of light through a prism and who measured the behavior of bodies falling through fluid media? What did the Newton who interpreted the Book of Revelation have to do with the man who wrote the Principia Mathematica? And how does the Newton who pored over ancient texts square with the author of the Opticks? The Newton that is the subject of this book differs in striking ways from any scientist of the twenty-first century. But he differed as well from his contemporary natural philosophers, theologians, and chronologers. The book investigates the origin of this difference and then uses it to produce a new understanding of Newton’s worldview and its historical context.

Context and Participation

2018 ◽  
pp. 49-66
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Activity Theory ◽  
Design Process ◽  
Curriculum Design ◽  
Participatory Design ◽  
Teaching And Learning ◽  
First Century ◽  
Student Experiences ◽  
Opposing View ◽  
Twenty First Century ◽  
Programs Of Study

Programs of study are an important interface between student and institution. The program curriculum, as the architecture of learning experiences greatly influences the learning environment and the students' experience of the institution. Despite the recent institutional concern about program quality and significant investment in making positive change to teaching and learning, there is evidence of little change in curriculum design processes. Programs are frequently faced with challenges of criticisms, poor student experiences and opposing view points about what should and should not be done. The present chapter develops a conceptualisation of the program level curriculum design process, with the intent of contributing to evolving approaches of program level curriculum design which meet the demands of the twenty first century. The conceptualisation of program level curriculum design presented in the chapter brings together key ideas from the literature including curriculum models, capacities for the twenty first century learners, activity theory and participatory design.

scholarly journals The Humanities as Contradiction: Against the New Enclosures

Humanities ◽  
2018 ◽  
Vol 7 (3) ◽  
pp. 70
Author(s):  
Christopher Breu
Keyword(s):  
Economic Crisis ◽  
Knowledge Production ◽  
Symbolic Capital ◽  
Point Of View ◽  
First Century ◽  
Dialectical Tension ◽  
Level Of Knowledge ◽  
The Subject ◽  
Twenty First Century

This essay begins by surveying our current moment in the humanities, diagnosing the language of crisis that frames much of the discourse about them. It argues that the crisis is a manufactured economic one not a symbolic one. The problems with many recent proposals—such as the new aestheticism, surface reading, and postcritique—is that they attempt to solve an economic crisis on the level of symbolic capital. They try to save the humanities by redisciplining them and making them mirror various forms amateur inquiry. I describe these approaches as the new enclosures, attempts at returning the humanities to disciplinarity with the hopes that administrative and neoliberal forces will find what we do more palatable. Instead of attempting to appease such forces by being pliant and apolitical, we need a new workerist militancy (daring to be “bad workers” from the point of view of neoliberal managerial rhetorics) to combat the economic crisis produced by neoliberalism. Meanwhile, on the level of knowledge production, the humanities need to resist the demand to shrink the scope of their inquiry to the disciplinary. The humanities, at their best, have been interdisciplinary. They have foregrounded both the subject of the human and all the complex forces that shape, limit, and exist in relationship and contradiction with the human. The essay concludes by arguing that the humanities, to resist neoliberal symbolic logics, need to embrace both a critical humanism, and the crucial challenges to this humanism that go by the name of antihumanism and posthumanism. It is only by putting these three discourses in negative dialectical tension with each other that we can begin to imagine a reinvigorated humanities that can address the challenges of the twenty-first century.

Lack and Excess / Zero and One

2019 ◽  
Vol 63 (1) ◽  
pp. 55-71
Author(s):  
Dominik Finkelde ◽  
Keyword(s):  
Nineteenth Century ◽  
Twentieth Century ◽  
Dialectical Materialism ◽  
First Century ◽  
Bertrand Russell ◽  
The Subject ◽  
Twenty First Century

How can a set throw itself into itself and remain a set and an element of itself at the same time? This is obviously impossible, as Bertrand Russell has prominently shown. One simply cannot pick a trash can up and throw it into itself. Now, Hegel and Badiou, but also the anti-Hegelian W. Benjamin, take different positions on the subject when they refer time and again to versions of “concrete universality” as an oxymoronic structure that touches ontologically upon their theoretical as well as their practical philosophies. The article tries to show how the philosophers affirm the mentioned paradox as central for the understanding of Dialectical Materialism in its classical (nineteenth-century) as well as in its modern (twentieth-century) and contemporary (twenty-first-century) understanding.

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