Saint Augustine
R. P. H. Green (ed.)
- Published in print:
- 1996
- Published Online:
- April 2004
- ISBN:
- 9780198263340
- eISBN:
- 9780191601125
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0198263341.001.0001
- Subject:
- Religion, Early Christian Studies
This is a completely new translation of the work that Augustine wrote to guide the Christian on how to interpret Scripture and communicate it to others, a kind of do‐it‐yourself manual for ...
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This is a completely new translation of the work that Augustine wrote to guide the Christian on how to interpret Scripture and communicate it to others, a kind of do‐it‐yourself manual for discovering what the Bible teaches and passing it on. Begun at the same time as his famous Confessions, but not completed until some thirty years later, it gives fascinating insight into many sides of his thinking, not least on the value of the traditional education of which the Confessions gives such a poor impression. Augustine begins by relating his theme to the love (and enjoyment) of God and the love of one's neighbour, and then proceeds to develop a theory of signs with which he can analyse the nature of difficulties in scripture. In studying unknown signs, Augustine finds a place for some disciplines enshrined in traditional culture and the school curriculum but not all; as for ambiguous signs, he carefully explores various kinds of problems, such as that of distinguishing the figurative from the literal, and has recourse to the hermeneutic system of the Donatist Tyconius. In the fourth and last book, he discusses how to communicate scriptural teaching, drawing on a lifetime of experience but also making notable use of the writings on rhetoric of Cicero, the classical orator. The translation is equipped with an introduction that discusses the work's aims and circumstances, outlines its contents and significance, commenting briefly on the manuscripts from which the Latin text – which is also provided in this volume – is derived, and also brief explanatory notes. There is a select bibliography of useful and approachable modern criticism of this important work.Less
This is a completely new translation of the work that Augustine wrote to guide the Christian on how to interpret Scripture and communicate it to others, a kind of do‐it‐yourself manual for discovering what the Bible teaches and passing it on. Begun at the same time as his famous Confessions, but not completed until some thirty years later, it gives fascinating insight into many sides of his thinking, not least on the value of the traditional education of which the Confessions gives such a poor impression. Augustine begins by relating his theme to the love (and enjoyment) of God and the love of one's neighbour, and then proceeds to develop a theory of signs with which he can analyse the nature of difficulties in scripture. In studying unknown signs, Augustine finds a place for some disciplines enshrined in traditional culture and the school curriculum but not all; as for ambiguous signs, he carefully explores various kinds of problems, such as that of distinguishing the figurative from the literal, and has recourse to the hermeneutic system of the Donatist Tyconius. In the fourth and last book, he discusses how to communicate scriptural teaching, drawing on a lifetime of experience but also making notable use of the writings on rhetoric of Cicero, the classical orator. The translation is equipped with an introduction that discusses the work's aims and circumstances, outlines its contents and significance, commenting briefly on the manuscripts from which the Latin text – which is also provided in this volume – is derived, and also brief explanatory notes. There is a select bibliography of useful and approachable modern criticism of this important work.
Karolyn Tyson (ed.)
- Published in print:
- 2011
- Published Online:
- May 2012
- ISBN:
- 9780199736447
- eISBN:
- 9780199943951
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199736447.001.0001
- Subject:
- Sociology, Education
An all-too-popular explanation for why black students aren't doing better in school is their own use of the “acting white” slur to ridicule fellow blacks for taking advanced classes, doing ...
More
An all-too-popular explanation for why black students aren't doing better in school is their own use of the “acting white” slur to ridicule fellow blacks for taking advanced classes, doing schoolwork, and striving to earn high grades. Carefully reconsidering how and why black students have come to equate school success with whiteness, this book argues that when students understand race to be connected with achievement, it is a powerful lesson conveyed by schools, not their peers. Drawing on over ten years of ethnographic research, the book shows how equating school success with “acting white” arose in the aftermath of Brown v. Board of Education through the practice of curriculum tracking, which separates students for instruction, ostensibly by ability and prior achievement. Only in very specific circumstances, when black students are drastically underrepresented in advanced and gifted classes, do anxieties about “the burden of acting white” emerge. Racialized tracking continues to define the typical American secondary school, but it goes unremarked, except by the young people who experience its costs and consequences daily. The narratives in this book throw light on the complex relationships underlying school behaviors and convincingly demonstrate that the problem lies not with students, but instead with how America organizes its schools.Less
An all-too-popular explanation for why black students aren't doing better in school is their own use of the “acting white” slur to ridicule fellow blacks for taking advanced classes, doing schoolwork, and striving to earn high grades. Carefully reconsidering how and why black students have come to equate school success with whiteness, this book argues that when students understand race to be connected with achievement, it is a powerful lesson conveyed by schools, not their peers. Drawing on over ten years of ethnographic research, the book shows how equating school success with “acting white” arose in the aftermath of Brown v. Board of Education through the practice of curriculum tracking, which separates students for instruction, ostensibly by ability and prior achievement. Only in very specific circumstances, when black students are drastically underrepresented in advanced and gifted classes, do anxieties about “the burden of acting white” emerge. Racialized tracking continues to define the typical American secondary school, but it goes unremarked, except by the young people who experience its costs and consequences daily. The narratives in this book throw light on the complex relationships underlying school behaviors and convincingly demonstrate that the problem lies not with students, but instead with how America organizes its schools.
Amy Nelson Burnett
- Published in print:
- 2006
- Published Online:
- September 2006
- ISBN:
- 9780195305760
- eISBN:
- 9780199784912
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0195305760.001.0001
- Subject:
- Religion, History of Christianity
This book describes the education and ministry of the Reformed ministers who served the church of Basel in the century after the city’s official adoption of the Reformation. It argues that growing ...
More
This book describes the education and ministry of the Reformed ministers who served the church of Basel in the century after the city’s official adoption of the Reformation. It argues that growing homogeneity in social and geographical background and in amount of education was countered by a significant evolution in the content of that education, resulting in four distinct generations of clergy. These generational differences in turn influenced the preaching and pastoral care of the city-republic’s parish pastors. The evolution of the curriculum of the city’s university, especially the teaching of dialectic, contributed to the development of Reformed Orthodoxy in the theology faculty. Each generation of Basel’s pastors sought to inculcate a somewhat different understanding of the evangelical faith in their parishioners through their sermons, catechisms, and administration of the sacraments, moving from a general evangelical piety and rejection of late medieval Catholicism in the wake of the Reformation to a more self-conscious Reformed identity and the development of a Reformed religious culture. Over the last two decades of the 16th century, the church’s institutions for supervision of the clergy were strengthened, while the city magistrate and lay officials worked more closely with the clergy to oversee and enforce official standards of belief and conduct. Beginning with the third and fourth generations, it is possible to see the visible impact of both confessionalization and the professionalization of the clergy on popular religion.Less
This book describes the education and ministry of the Reformed ministers who served the church of Basel in the century after the city’s official adoption of the Reformation. It argues that growing homogeneity in social and geographical background and in amount of education was countered by a significant evolution in the content of that education, resulting in four distinct generations of clergy. These generational differences in turn influenced the preaching and pastoral care of the city-republic’s parish pastors. The evolution of the curriculum of the city’s university, especially the teaching of dialectic, contributed to the development of Reformed Orthodoxy in the theology faculty. Each generation of Basel’s pastors sought to inculcate a somewhat different understanding of the evangelical faith in their parishioners through their sermons, catechisms, and administration of the sacraments, moving from a general evangelical piety and rejection of late medieval Catholicism in the wake of the Reformation to a more self-conscious Reformed identity and the development of a Reformed religious culture. Over the last two decades of the 16th century, the church’s institutions for supervision of the clergy were strengthened, while the city magistrate and lay officials worked more closely with the clergy to oversee and enforce official standards of belief and conduct. Beginning with the third and fourth generations, it is possible to see the visible impact of both confessionalization and the professionalization of the clergy on popular religion.
Paul C. Gutjahr
- Published in print:
- 2011
- Published Online:
- May 2011
- ISBN:
- 9780199740420
- eISBN:
- 9780199894703
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199740420.003.0041
- Subject:
- Religion, Church History
Chapter forty-one deals with the years immediately following the death of so many of Hodge’s friends and family. He underwent intense bouts of grief and his physical health was not strong. He was ...
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Chapter forty-one deals with the years immediately following the death of so many of Hodge’s friends and family. He underwent intense bouts of grief and his physical health was not strong. He was also named to Princeton College’s Board of Trustees in 1850. He served on the Board until his death in 1878. While a Trustee, Hodge worked closely with Presidents Carnahan, Maclean and McCosh to keep religious instruction an important part of the school’s curriculum. He also stressed a broad-based liberal arts approach to the College’s curricular agenda.Less
Chapter forty-one deals with the years immediately following the death of so many of Hodge’s friends and family. He underwent intense bouts of grief and his physical health was not strong. He was also named to Princeton College’s Board of Trustees in 1850. He served on the Board until his death in 1878. While a Trustee, Hodge worked closely with Presidents Carnahan, Maclean and McCosh to keep religious instruction an important part of the school’s curriculum. He also stressed a broad-based liberal arts approach to the College’s curricular agenda.
Gilberto Artioli
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780199548262
- eISBN:
- 9780191723308
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199548262.003.0004
- Subject:
- Physics, History of Physics
Present trends in the analytical characterization of cultural heritage materials are briefly reviewed, including the use of microbeams, portable instrumentation, non-invasive investigations, and ...
More
Present trends in the analytical characterization of cultural heritage materials are briefly reviewed, including the use of microbeams, portable instrumentation, non-invasive investigations, and standardization of the results. Some of the persisting problems and pitfalls are discussed in the general frame of cultural heritage investigations. Digital databases and virtual reality are a growing area that ought to make life easier for cultural heritage management and research, provided that academic curricula keep up with the pace of current developments.Less
Present trends in the analytical characterization of cultural heritage materials are briefly reviewed, including the use of microbeams, portable instrumentation, non-invasive investigations, and standardization of the results. Some of the persisting problems and pitfalls are discussed in the general frame of cultural heritage investigations. Digital databases and virtual reality are a growing area that ought to make life easier for cultural heritage management and research, provided that academic curricula keep up with the pace of current developments.
Amy Nelson Burnett
- Published in print:
- 2006
- Published Online:
- September 2006
- ISBN:
- 9780195305760
- eISBN:
- 9780199784912
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0195305760.003.0004
- Subject:
- Religion, History of Christianity
The introduction of systematic religious instruction at Basel’s most important Latin school, the reformation of its stipendiary system, and the creation of colleges intended especially for future ...
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The introduction of systematic religious instruction at Basel’s most important Latin school, the reformation of its stipendiary system, and the creation of colleges intended especially for future pastors were foundational aspects of the city’s new system of pastoral training. Over time, the religious curriculum became more rigorous and the city’s catechism was interpreted to accord more fully with Reformed Orthodoxy. Stricter supervision of stipendiates and an increase in the number of stipends made it possible for more students to study for a longer time before entering the ministry. As students, they were expected to live in one of the university’s two colleges, where they received additional theological education and were subject to closer supervision.Less
The introduction of systematic religious instruction at Basel’s most important Latin school, the reformation of its stipendiary system, and the creation of colleges intended especially for future pastors were foundational aspects of the city’s new system of pastoral training. Over time, the religious curriculum became more rigorous and the city’s catechism was interpreted to accord more fully with Reformed Orthodoxy. Stricter supervision of stipendiates and an increase in the number of stipends made it possible for more students to study for a longer time before entering the ministry. As students, they were expected to live in one of the university’s two colleges, where they received additional theological education and were subject to closer supervision.
Amy Nelson Burnett
- Published in print:
- 2006
- Published Online:
- September 2006
- ISBN:
- 9780195305760
- eISBN:
- 9780199784912
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0195305760.003.0005
- Subject:
- Religion, History of Christianity
The evolution of dialectic over the course of the 16th century had significant ramifications for the study of theology. Throughout German-speaking Europe, the rhetorical dialectic popularized by the ...
More
The evolution of dialectic over the course of the 16th century had significant ramifications for the study of theology. Throughout German-speaking Europe, the rhetorical dialectic popularized by the textbooks of Philipp Melanchthon and others in the first half of the 16th century was gradually followed by greater attention to the logical works of Aristotle, only to be challenged by the Ramism that became popular in Reformed schools at the end of the century. The evolution of Basel’s university curriculum reflected this development. The education of Basel’s future clergy proceeded by stages, focusing on grammar and philology at the Latin school, on rhetoric and dialectic while they were candidates for a bachelor’s degree, and advanced dialectic and natural philosophy in preparation for receiving the master’s degree.Less
The evolution of dialectic over the course of the 16th century had significant ramifications for the study of theology. Throughout German-speaking Europe, the rhetorical dialectic popularized by the textbooks of Philipp Melanchthon and others in the first half of the 16th century was gradually followed by greater attention to the logical works of Aristotle, only to be challenged by the Ramism that became popular in Reformed schools at the end of the century. The evolution of Basel’s university curriculum reflected this development. The education of Basel’s future clergy proceeded by stages, focusing on grammar and philology at the Latin school, on rhetoric and dialectic while they were candidates for a bachelor’s degree, and advanced dialectic and natural philosophy in preparation for receiving the master’s degree.
Daphne C. Wiggins
- Published in print:
- 2005
- Published Online:
- September 2006
- ISBN:
- 9780195167979
- eISBN:
- 9780199784981
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/019516797X.003.0010
- Subject:
- Religion, World Religions
African American Christianity can be used to engage the questions of social practice and theology. From a variety of sources, the Black Church has constructed practices that counter and subdue ...
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African American Christianity can be used to engage the questions of social practice and theology. From a variety of sources, the Black Church has constructed practices that counter and subdue oppressive forces felt by African Americans while simultaneously establishing a context for a more abundant life. This chapter presents a model for teaching those contexts. It presents the rationale and several of the strategies used in the course, “The Social Contexts of the Black Church”. The course requires students to ground their ministerial vision in a dialectical understanding of the Black Church. Moving between the contemporary interdisciplinary interpretation of the sociocultural contexts of African Americans and the history and established theological teachings of the Black Church, an approach is presented that equips theological students to construct a ministerial direction and praxis.Less
African American Christianity can be used to engage the questions of social practice and theology. From a variety of sources, the Black Church has constructed practices that counter and subdue oppressive forces felt by African Americans while simultaneously establishing a context for a more abundant life. This chapter presents a model for teaching those contexts. It presents the rationale and several of the strategies used in the course, “The Social Contexts of the Black Church”. The course requires students to ground their ministerial vision in a dialectical understanding of the Black Church. Moving between the contemporary interdisciplinary interpretation of the sociocultural contexts of African Americans and the history and established theological teachings of the Black Church, an approach is presented that equips theological students to construct a ministerial direction and praxis.
Edwin David Aponte
- Published in print:
- 2005
- Published Online:
- September 2006
- ISBN:
- 9780195167979
- eISBN:
- 9780199784981
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/019516797X.003.0008
- Subject:
- Religion, World Religions
This chapter explores some pedagogical challenges, responses to, and strategies for the inclusion of African and African American cultural perspectives into the required core curriculum courses at a ...
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This chapter explores some pedagogical challenges, responses to, and strategies for the inclusion of African and African American cultural perspectives into the required core curriculum courses at a graduate theological seminary. This chapter represents the author's longstanding personal interest in African and African American religions and cultures — an interest that was deepened through participation in the workshop “Mining the Motherlode of African American Religious Life”. This personal commitment is used to develop seminary courses that draw on African American religious life. In the teaching context, part of the challenge of rethinking the core curriculum lies in the particular nature of theological education.Less
This chapter explores some pedagogical challenges, responses to, and strategies for the inclusion of African and African American cultural perspectives into the required core curriculum courses at a graduate theological seminary. This chapter represents the author's longstanding personal interest in African and African American religions and cultures — an interest that was deepened through participation in the workshop “Mining the Motherlode of African American Religious Life”. This personal commitment is used to develop seminary courses that draw on African American religious life. In the teaching context, part of the challenge of rethinking the core curriculum lies in the particular nature of theological education.
Bernadette McNary-Zak
- Published in print:
- 2005
- Published Online:
- September 2006
- ISBN:
- 9780195167979
- eISBN:
- 9780199784981
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/019516797X.003.0009
- Subject:
- Religion, World Religions
This chapter focuses on the question of how a course on the history of American Catholicism might be framed for a non-Catholic, Protestant, and Southern context. The author of this book has developed ...
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This chapter focuses on the question of how a course on the history of American Catholicism might be framed for a non-Catholic, Protestant, and Southern context. The author of this book has developed an entirely new course, “Histories of American Catholicism”, which strives to address diversity by problematizing American Catholic identity. This chapter discusses several methodological issues with a particular focus on how they have shaped the author's thinking about how to teach this course. Since the course has not yet been taught in either a Catholic or a non-Catholic context, this chapter is a working proposal that offers a preliminary road map. It will require adjustment as it is tested out.Less
This chapter focuses on the question of how a course on the history of American Catholicism might be framed for a non-Catholic, Protestant, and Southern context. The author of this book has developed an entirely new course, “Histories of American Catholicism”, which strives to address diversity by problematizing American Catholic identity. This chapter discusses several methodological issues with a particular focus on how they have shaped the author's thinking about how to teach this course. Since the course has not yet been taught in either a Catholic or a non-Catholic context, this chapter is a working proposal that offers a preliminary road map. It will require adjustment as it is tested out.
Peter Adamson
- Published in print:
- 2006
- Published Online:
- January 2007
- ISBN:
- 9780195181425
- eISBN:
- 9780199785087
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195181425.003.0002
- Subject:
- Religion, Philosophy of Religion
This chapter discusses al-Kindī’s main influences from Greek works produced by the translation movement, and how al-Kindī thought the ideas from these works should be put together into a coherent ...
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This chapter discusses al-Kindī’s main influences from Greek works produced by the translation movement, and how al-Kindī thought the ideas from these works should be put together into a coherent philosophical curriculum. In philosophy, al-Kindī was most influenced by Aristotle and by Neoplatonic works (such as the Liber de Causis and Theology of Aristotle, which are Arabic versions of works by Proclus and Plotinus). His vision of philosophical methodology follows a Greek tradition of dividing philosophy up in terms of the different objects studied in different sciences. Finally, the chapter discusses the role of the Arabic language and Islam in al-Kindī’s thought by surveying texts in which he engages in Koranic exegesis, and by explaining his project of developing a new Arabic terminology in philosophy.Less
This chapter discusses al-Kindī’s main influences from Greek works produced by the translation movement, and how al-Kindī thought the ideas from these works should be put together into a coherent philosophical curriculum. In philosophy, al-Kindī was most influenced by Aristotle and by Neoplatonic works (such as the Liber de Causis and Theology of Aristotle, which are Arabic versions of works by Proclus and Plotinus). His vision of philosophical methodology follows a Greek tradition of dividing philosophy up in terms of the different objects studied in different sciences. Finally, the chapter discusses the role of the Arabic language and Islam in al-Kindī’s thought by surveying texts in which he engages in Koranic exegesis, and by explaining his project of developing a new Arabic terminology in philosophy.
Larry A. Braskamp
- Published in print:
- 2008
- Published Online:
- May 2008
- ISBN:
- 9780195323443
- eISBN:
- 9780199869145
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195323443.003.0010
- Subject:
- Religion, Religion and Society
After surveying the literature related to college students' religious expectations and experiences, Braskamp concludes that a majority of students want to explore questions of faith and meaning. His ...
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After surveying the literature related to college students' religious expectations and experiences, Braskamp concludes that a majority of students want to explore questions of faith and meaning. His portrait of college spirituality is complex, including the acknowledgement that three different subgroups (described as millennials, postmoderns, and the missionary generation) exist side by side on campus. Braskamp argues that a full picture of religion on campus has to include attention to the culture and community of the institution as well as to the curriculum and co‐curriculum.Less
After surveying the literature related to college students' religious expectations and experiences, Braskamp concludes that a majority of students want to explore questions of faith and meaning. His portrait of college spirituality is complex, including the acknowledgement that three different subgroups (described as millennials, postmoderns, and the missionary generation) exist side by side on campus. Braskamp argues that a full picture of religion on campus has to include attention to the culture and community of the institution as well as to the curriculum and co‐curriculum.
Michael Baun and Phil Wilkin
- Published in print:
- 2003
- Published Online:
- April 2004
- ISBN:
- 9780199257409
- eISBN:
- 9780191600951
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/019925740X.003.0016
- Subject:
- Political Science, European Union
Highlights the numerous resources and possibilities offered by web technology for teaching about the EU. It discusses the informational and pedagogic resources offered to teachers by web technology, ...
More
Highlights the numerous resources and possibilities offered by web technology for teaching about the EU. It discusses the informational and pedagogic resources offered to teachers by web technology, highlighting various software options as well as resources placed on the Internet by the EU specifically for web‐teachers. Includes first‐hand information on the practicalities of developing and teaching a web‐based course on the EU. Baun is Director of an innovative new EU Web Course programme taught jointly by professors in the University System of Georgia and their counterparts at the University of Munich in Germany, and discusses both design and curricula as well as lessons learnt from actually teaching the courses in this web‐based transatlantic programme.Less
Highlights the numerous resources and possibilities offered by web technology for teaching about the EU. It discusses the informational and pedagogic resources offered to teachers by web technology, highlighting various software options as well as resources placed on the Internet by the EU specifically for web‐teachers. Includes first‐hand information on the practicalities of developing and teaching a web‐based course on the EU. Baun is Director of an innovative new EU Web Course programme taught jointly by professors in the University System of Georgia and their counterparts at the University of Munich in Germany, and discusses both design and curricula as well as lessons learnt from actually teaching the courses in this web‐based transatlantic programme.
Meira Levinson
- Published in print:
- 2002
- Published Online:
- November 2003
- ISBN:
- 9780199250448
- eISBN:
- 9780191599750
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199250448.003.0004
- Subject:
- Political Science, Political Theory
Examines four objections stemming from the clash of theory (that liberalism requires the institution of compulsory, autonomy‐driven schools regardless of parental preferences) and intuition (that ...
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Examines four objections stemming from the clash of theory (that liberalism requires the institution of compulsory, autonomy‐driven schools regardless of parental preferences) and intuition (that liberalism entails democratic control over schools and sensitivity to parents’ preferences). It argues that the ‘detached school’ should, with minor modifications, continue to provide the basis for the liberal educational ideal. Section 3.1 addresses concerns about state tyranny, arguing that the detached school both counters the threat of parental tyranny and ensures a substantive pluralism among schools and within society. Section 3.2 shows that detached schools can promote effective parental involvement. Section 3.3 addresses the hidden curriculum of schools, while Section 3.4 discusses the ability of the detached school to help children develop cultural coherence and a stable sense of identity as well as a capacity for choice.Less
Examines four objections stemming from the clash of theory (that liberalism requires the institution of compulsory, autonomy‐driven schools regardless of parental preferences) and intuition (that liberalism entails democratic control over schools and sensitivity to parents’ preferences). It argues that the ‘detached school’ should, with minor modifications, continue to provide the basis for the liberal educational ideal. Section 3.1 addresses concerns about state tyranny, arguing that the detached school both counters the threat of parental tyranny and ensures a substantive pluralism among schools and within society. Section 3.2 shows that detached schools can promote effective parental involvement. Section 3.3 addresses the hidden curriculum of schools, while Section 3.4 discusses the ability of the detached school to help children develop cultural coherence and a stable sense of identity as well as a capacity for choice.
Harry Brighouse
- Published in print:
- 2002
- Published Online:
- November 2003
- ISBN:
- 9780199257874
- eISBN:
- 9780191598845
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199257876.003.0004
- Subject:
- Political Science, Political Theory
The first potentially powerful objection to school choice is that it might efface the right a child has to personal autonomy. This chapter argues for the right to an autonomy‐facilitating education ...
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The first potentially powerful objection to school choice is that it might efface the right a child has to personal autonomy. This chapter argues for the right to an autonomy‐facilitating education on the child‐centred grounds that it is highly instrumental for individual flourishing. It also explores the educational requirements of the liberal legitimacy, which dovetail with the demands of an autonomy‐facilitating education. It contrasts these requirements with Amy Gutmann's curricular proposals.Less
The first potentially powerful objection to school choice is that it might efface the right a child has to personal autonomy. This chapter argues for the right to an autonomy‐facilitating education on the child‐centred grounds that it is highly instrumental for individual flourishing. It also explores the educational requirements of the liberal legitimacy, which dovetail with the demands of an autonomy‐facilitating education. It contrasts these requirements with Amy Gutmann's curricular proposals.
Dominic J. O’Meara
- Published in print:
- 2005
- Published Online:
- January 2007
- ISBN:
- 9780199285532
- eISBN:
- 9780191717819
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199285532.003.0006
- Subject:
- Philosophy, Ancient Philosophy
This chapter discusses the curriculum of texts stipulated in the Late Antique Neoplatonic schools as the material to be studied for the purpose of ascending the scales of virtue and sciences. The ...
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This chapter discusses the curriculum of texts stipulated in the Late Antique Neoplatonic schools as the material to be studied for the purpose of ascending the scales of virtue and sciences. The texts of Aristotle and Plato thought to correspond to political virtue and political science are identified, as are other texts related to these subjects. This produces a Neoplatonic ‘library’ of texts thought by Neoplatonic philosophers to relate to political philosophy.Less
This chapter discusses the curriculum of texts stipulated in the Late Antique Neoplatonic schools as the material to be studied for the purpose of ascending the scales of virtue and sciences. The texts of Aristotle and Plato thought to correspond to political virtue and political science are identified, as are other texts related to these subjects. This produces a Neoplatonic ‘library’ of texts thought by Neoplatonic philosophers to relate to political philosophy.
Atsushi Kaneko, Yoshi-fumi Nakata, and Muneaki Yokoyama
- Published in print:
- 2006
- Published Online:
- September 2007
- ISBN:
- 9780199297320
- eISBN:
- 9780191711237
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199297320.003.0015
- Subject:
- Business and Management, Innovation
This chapter examines skills, focusing specifically on MOT. Five problem areas for MOT are outlined, which must be addressed with new skill sets. Identifying these is one thing; supplying them is ...
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This chapter examines skills, focusing specifically on MOT. Five problem areas for MOT are outlined, which must be addressed with new skill sets. Identifying these is one thing; supplying them is another. After reviewing MOT education in the US, Europe, and elsewhere in Asia, its provision in Japan is discussed, identifying problems in curriculum design (hastily assembled, objectives unclear), teaching methods (too much one-way transmission), and teaching resources (too few competent teachers). On the corporate side, there is also much reliance on tacit knowledge. A common challenge is to find ways to make the key precepts for MOT explicit, so that they can be debated, developed, and diffused.Less
This chapter examines skills, focusing specifically on MOT. Five problem areas for MOT are outlined, which must be addressed with new skill sets. Identifying these is one thing; supplying them is another. After reviewing MOT education in the US, Europe, and elsewhere in Asia, its provision in Japan is discussed, identifying problems in curriculum design (hastily assembled, objectives unclear), teaching methods (too much one-way transmission), and teaching resources (too few competent teachers). On the corporate side, there is also much reliance on tacit knowledge. A common challenge is to find ways to make the key precepts for MOT explicit, so that they can be debated, developed, and diffused.
R. P. H. Green (ed.)
- Published in print:
- 1996
- Published Online:
- April 2004
- ISBN:
- 9780198263340
- eISBN:
- 9780191601125
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0198263341.003.0001
- Subject:
- Religion, Early Christian Studies
There is a short but significant preface in which Augustine seeks to meet criticisms of his attempt to set out helpful rules for the interpretation of scripture. He insists that the teaching and ...
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There is a short but significant preface in which Augustine seeks to meet criticisms of his attempt to set out helpful rules for the interpretation of scripture. He insists that the teaching and learning of such rules are both useful and necessary, and compares his function to the teacher of the alphabet who enables people to read.Less
There is a short but significant preface in which Augustine seeks to meet criticisms of his attempt to set out helpful rules for the interpretation of scripture. He insists that the teaching and learning of such rules are both useful and necessary, and compares his function to the teacher of the alphabet who enables people to read.
R. P. H. Green (ed.)
- Published in print:
- 1996
- Published Online:
- April 2004
- ISBN:
- 9780198263340
- eISBN:
- 9780191601125
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0198263341.003.0002
- Subject:
- Religion, Early Christian Studies
The interpretation of scripture depends on discovery and presentation; Augustine takes discovery first. All teaching is teaching of either things (including God, the supreme thing) or signs. Some ...
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The interpretation of scripture depends on discovery and presentation; Augustine takes discovery first. All teaching is teaching of either things (including God, the supreme thing) or signs. Some things are to be enjoyed, some used; and much of this book is concerned with matters of ethics as he attempts to map this distinction onto the commands to love God and one's neighbour, the purpose of scripture being to build up this ‘double love’.Less
The interpretation of scripture depends on discovery and presentation; Augustine takes discovery first. All teaching is teaching of either things (including God, the supreme thing) or signs. Some things are to be enjoyed, some used; and much of this book is concerned with matters of ethics as he attempts to map this distinction onto the commands to love God and one's neighbour, the purpose of scripture being to build up this ‘double love’.
R. P. H. Green (ed.)
- Published in print:
- 1996
- Published Online:
- April 2004
- ISBN:
- 9780198263340
- eISBN:
- 9780191601125
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0198263341.003.0003
- Subject:
- Religion, Early Christian Studies
In this book, Augustine begins his discussion of signs, of which the greater part consists of words. After an interesting statement of the canon of scripture as he saw it, Augustine argues for the ...
More
In this book, Augustine begins his discussion of signs, of which the greater part consists of words. After an interesting statement of the canon of scripture as he saw it, Augustine argues for the value of knowledge of languages, the utility of comparing different translations, and the importance of having at least some acquaintance with the subjects of traditional curriculum (music, history, logic, to name a few). To make clear, which of these may legitimately be studied by the Christian, he develops a distinction between disciplines instituted by humans, in some cases in concert with demons—and others, instituted by God, which are observed and developed by humans. This is made the basis for ‘spoiling the Egyptians’, in other words, the appropriation of pagan learning.Less
In this book, Augustine begins his discussion of signs, of which the greater part consists of words. After an interesting statement of the canon of scripture as he saw it, Augustine argues for the value of knowledge of languages, the utility of comparing different translations, and the importance of having at least some acquaintance with the subjects of traditional curriculum (music, history, logic, to name a few). To make clear, which of these may legitimately be studied by the Christian, he develops a distinction between disciplines instituted by humans, in some cases in concert with demons—and others, instituted by God, which are observed and developed by humans. This is made the basis for ‘spoiling the Egyptians’, in other words, the appropriation of pagan learning.
