Abelard, Peter (1079–1142)

2018 ◽  
Author(s):  
Martin M. Tweedale
Keyword(s):  
Subject Matter ◽  
Western Europe ◽  
Christian Faith ◽  
Christian Doctrine ◽  
Moral Ideals ◽  
Rational Argumentation ◽  
The Subject ◽  
Christian Thought ◽  
The Many ◽  
Aristotelian Tradition

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.

scholarly journals Three Major Difficulties in the Learning of Demonstrative Geometry

1940 ◽  
Vol 33 (3) ◽  
pp. 99-134
Author(s):  
Rolland R. Smith
Keyword(s):  
High School ◽  
Subject Matter ◽  
Young Person ◽  
School Age ◽  
Good Teacher ◽  
Experienced Teacher ◽  
Lecture Method ◽  
The Subject ◽  
The Many ◽  
Successful Teaching

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.

Prologue

2017 ◽  
Author(s):  
Johann Gottfried Herder ◽  
Philip V. Bohlman
Keyword(s):  
Intellectual History ◽  
Subject Matter ◽  
World Music ◽  
World Religions ◽  
The Subject ◽  
The Many

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.

Facing Epistemic Authorities

2021 ◽  
pp. 134-155
Author(s):  
Thomas Grundmann
Keyword(s):  
Critical Thinking ◽  
Public Opinion ◽  
Subject Matter ◽  
Truth Condition ◽  
Point Of View ◽  
Rational Agent ◽  
Conspiracy Theories ◽  
The Subject ◽  
The Many ◽  
Conspiracy Thinking

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

scholarly journals Penguatan Pembelajaran Sistem Daring

EL-Ghiroh ◽  
2020 ◽  
Vol 18 (2) ◽  
pp. 195-207
Author(s):  
Ahmad Taufik ◽  
Fitriyani Fitriyani
Keyword(s):  
Learning Process ◽  
Subject Matter ◽  
Main Condition ◽  
Reciprocal Relationships ◽  
Face To Face ◽  
Effective Learning ◽  
Learning Conditions ◽  
Teachers And Students ◽  
The Subject ◽  
The Many

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.

scholarly journals Curriculum Development, Islamic Religious Education, Islamic Elementary School AL Azhar

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Piki Hilman Maas
Keyword(s):  
Curriculum Development ◽  
Religious Education ◽  
Subject Matter ◽  
Learning Experience ◽  
Islamic Education ◽  
Shopping Centers ◽  
Education Curriculum ◽  
Mission School ◽  
The Subject ◽  
The Many

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. 

scholarly journals A Book of Hours in the Form of a Roll (Egerton 3044), Bruges Scribe Johannes de Ecclesia, and the Art of Writing

2021 ◽  
Author(s):  
Kathryn Rudy
Keyword(s):  
Fourteenth Century ◽  
Subject Matter ◽  
Western Europe ◽  
Audience Participation ◽  
Experimental Practice ◽  
Book Of Hours ◽  
The Subject ◽  
Imagery Techniques ◽  
Made In

This article considers the art of Johannes de Ecclesia, a scribe who worked for the Catalan-speaking clientele in Bruges at the end of the fourteenth century and used some letterforms hitherto unattested in prayerbooks. A consummate experimenter, Johannes de Ecclesia stretched the boundaries of scribal practice. His extraordinary products put his own skills on display. No other scribe in Western Europe matches Johannes de Ecclesia’s prodigious creativity for two centuries. By analysing two of his manuscripts, this article argues that his outsider status, coupled with his exposure to a broad survey of manuscripts made in various times and geographies, inculcated him with ideas he recombined in unexpected ways. To understand and communicate Johannes de Ecclesia’s unusual and experimental practice, this article proposes under-exploited photography and imagery techniques (namely backlighting) and seeks audience participation levels uncommon in academic articles (namely, the DIY facsimile). It is hoped that the techniques of the reader/scholar are enhanced when they rhyme conceptually with the techniques of the maker and when there is physical engagement with the subject matter.

scholarly journals 楊德昌的殉道英雄與歷史反思：重看《牯嶺街少年殺人事件》

2020 ◽  
Vol 36 (36) ◽  
pp. 197-222
Author(s):  
謝世宗 謝世宗
Keyword(s):  
Subject Matter ◽  
The State ◽  
Research Articles ◽  
The Past ◽  
Moral Ideals ◽  
The Subject ◽  
The 1960S ◽  
Historical Reflection ◽  
The Cost

<p>楊德昌的《牯嶺街少年殺人事件》（1991）由於研究材料取得上的困難，二十五年來的研究論文仍然相當有限。不同於形式分析、女性主義、後殖民理論與心理分析的角度，本文以新批評的細讀與敘事學的方法，釐清電影如何透過角色的類比與對比，包含政治的現實主義者、道德的理想主義者與勢利的弄權者之間的妥協與衝突，在舞臺上架構出一齣殉道者的道德悲劇。其次，透過《牯嶺街》作為一部歷史電影，脈絡化上述的人物角色與道德衝突，探討1960年代的國家機器如何形塑了一群道德的理想主義者，而他們理想主義又為何必然與整個時代產生矛盾與衝突。</p> <p>&nbsp;</p><p>Due to its inconvenient access, Edward Yang’s masterpiece A Brighter Summer Day, for the past twenty five years, has ellicited very few research articles. To make a contribution to this premature scholarship, this article focuses on the subject matter of the film and employes the method of narratology to argue that through the devices of similarity and contrast, Yang presents an ambitious moral tragedy on the cinematic stage where the heros attempt to realize their moral ideals even at the cost of their inclinations, self-interests and lives. Viewing the film as Yang’s historical reflection on the 1960s, the article then unravel the ways by which the state apparatuse interpellates some individuals into moral subjects and explicate why these moral idealists are doomed to confront and conflict with the millieu. </p> <p>&nbsp;</p>

scholarly journals Roberto Caracciolo De laudibus sanctorum kötete egy magyar prédikátor kezében

2013 ◽  
Vol 52 (3-4) ◽  
Author(s):  
Cecilia Tóthné Radó
Keyword(s):  
Subject Matter ◽  
Western Europe ◽  
Hungarian Literature ◽  
The Past ◽  
Religious Festivals ◽  
Explicit Reference ◽  
The Subject

The name and the works of Roberto Caracciolo have been well known for some time to those involved in the study of medieval Hungarian literature. He is recognised as one of the major sources for the Codex Érdy. In the past few months, we have discovered and examined a copy of Roberto Caracciolo’s De laudibus sanctorum, which supports the argument that this collection was not only a significant work of reference in Western Europe, but it proved useful for preachers in Hungary as well. The 1489 edition of De laudibus sanctorum published in Venice by Georgius Arriuabenus features an entry that lists the various religious festivals where the owner of the volume had preached, the topics of his sermons and the sources of his inspiration. There is an explicit reference to the time and place of the entry: 1495–1496, Pécs. In my study I present and discuss this unique document which justifies and supplements what we already know in the field of ars compilandi. The short drafts for sermons reveal which reference books were used by the preacher. The divisions point out the most important themes of the sermons, which can be compared with the content of the original versions. Furthermore, we can identify the method with which the subject matter was arranged and organised into a complete sermon.

The Catholic Reform In The Sixteenth Century

1957 ◽  
Vol 26 (3) ◽  
pp. 275-288 ◽  
Author(s):  
George H. Tavard
Keyword(s):  
Sixteenth Century ◽  
Subject Matter ◽  
Council Of Trent ◽  
The Reformation ◽  
The Subject ◽  
The Many ◽  
Catholic Reform

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.

Polarity and Reductionism

1976 ◽  
Vol 29 (5) ◽  
pp. 401-413
Author(s):  
P. D. L. Avis
Keyword(s):  
Liberation Theology ◽  
Subject Matter ◽  
Broad Sense ◽  
Christian Doctrine ◽  
The Subject ◽  
Argument Proceeds

In this article I shall try to argue that to accept polarities in theology is a discipline imposed by the subject matter itself, and that attempts to break out of the received polarities are likely, if not certain, to end in reductionism. The relation of paradox to polarity demands far more thorough treatment than I have been able to give it here. For example, the question as to whether all polarities are inherently paradoxical is one that I have not discussed. Neither have I made it a part of my case to contend for the paradoxical nature of Christian doctrine. I am inclined to think, however, that once we perceive creation itself to be paradoxical—in that God causes to be that which is not he, which seems to involve a self-limitation or even ‘kenosis’ of deity—we will be predisposed to accept the paradoxes of the Incarnation, justification (simul iustus et peccator), and eschatology (already and not yet). But I have used the word polarity in a broad sense which I hope will become clear as the argument proceeds. I eventually make some critical comments about ‘liberation theology’ and Professor Wiles'sThe Remaking of Christian Doctrine. But I begin by trying to advance the argument on a broad front.

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