When young children first come to school they bring with them a depth of being; the authors suggest that the educational community should respond to children with a pedagogy that is capable of nurturing this depth. The authors of this paper are teachers of many years’ experience. Their own work in classrooms has shown them that, paradoxically, depth in pedagogy is most surely to be found when teachers follow the light in the eyes of children. The authors draw upon a (...) selection of vignettes and narratives taken from classroom experiences to describe how this is done. They also show how children and teachers can approach the complex learning that requires transcendence of the known. Notions of relational consciousness (), as well as ethical and spiritual sensibility () are developed through reference to a range of educators including Bronson Alcott, Ralph Waldo Emerson, John Dewey, Stanley Cavell, Maxine Greene, Nell Noddings, Vivan Paley and Arthur Vogel. The broader educational community is reminded that school experiences should balance the measurable and the immeasurable. The authors question some aspects of the, sharing their concern that it may focus teachers’ attention too tightly on ‘that which is formed from without’. The authors suggest that the weight of this legislation may result in the neglect of some very important aspects of learning. The broader educational community is invited to consider the implications of a pedagogy of depth, to become more aware of the skill of transcending known limitations through coming to shared understanding, and to find ways to reconcile the potential violence of legislated structures with the being‐in‐the‐world of children in schools. (shrink)

The article presents the first edition of the Chapters on the purity of the soul written by the patriarch of Constantinople, Callistus I , with an italian translation and commentary. Many themes of the Chapters are related to the byzantine ascetical tradition and the teaching of Callistus' spiritual father, Gregory the Sinaite. Others are connected to the theological discussions of the period and the polemics of the patriarch against Nicephorus Gregoras.

L'artefice della diffusione dei trattati di Egidio Romano in ambiente ebraico fu Yehudah Romano, quasi contemporaneo dell'autore latino ed egli stesso autore di molte opere in lingua ebraica che circolarono nei secc. XIV-XVI. I suoi testi furono parzialmente letti da Pico della Mirandola, per il quale Flavio Guglielmo Raimondo Mitridate tradusse in latino l'inizio del commento all'Opus creationis. Inoltre Yehudah tradusse dal latino alcune opere del corpus aristotelico, facendo ampio uso dei commenti egidiani, e alcune parti dei trattati di Alberto (...) Magno, Tommaso, Angelo da Camerino e del De unitate intellectus di Gundisalvi. L'A. annota che per quanto riguarda alcune discipline, come ad esempio la logica e la retorica, la sola autorità accettata è Egidio. La fedeltà sintattica delle traduzioni di Yehudah fa sì che le sue versioni abbiano un valore quasi equivalente alla fonte primaria per l'ed. critica degli scritti egidiani. (shrink)

Poco più di mezzo secolo fa, il padre domenicano Antoine Dondaine, in un articolo dedicato ai due fratelli pisani Ugo Eteriano e Leone Tosco, attivi nella seconda metà del secolo XII alla corte di Costantinopoli durante il regno dell'imperatore Manuele I Comneno, segnalava l'esistenza in due codici (Sevilla, Biblioteca Colombina 5.1.24, Oxford, Bodl. Canon. Pat. Lat. 1) dell'opuscolo Adversus Patherenos composto da Ugo a Costantinopoli (Hugues Éthérien et Léon Toscan, «Archives d'histoire doctrinale et littéraire du Moyen Âge», 27, 1952, p. (...) 67–134, qui 109–114), importante non solo per la storia dell'eresia dualista in epoca medievale, ma anche per l'utilizzo da parte di Ugo di alcuni testimoni della letteratura agiografica ed edificante bizantina. (shrink)

Im Grunde stellt das Buch eine neue (die dritte) Ausgabe, diesmal die echt kritische Ausgabe, der sogennanten Chronik der Meteora (nach den ungenügend bearbeiteten Ausgaben von L. Heuzey und F.I. Uspenskij im 19. Jh.) dar. Außer der Ausgabe mit italienischer Übersetzung (S. 122–139) bietet aber der Herausgeber auch eine ausführliche Einführungsstudie (S. 13–120), sowie ebenso ausführliche historische Kommentare (S. 143–173). Die Ausgabe ist auf Grund der Handschriften aus dem Kl. Barlaam (heute Petrop. Gr.251.I) und Kl. des Hl. Stefan entstanden. Die (...) beiden Handschriften bestehen aus dem Text der Chronik von Ioannina, einem Horismos des Sinan-pasha und dem hier herausgegebenen Text, wobei in der Handschrift Barlaam noch verschiedene Notizen am Ende beigefügt sind. (shrink)

Che 1-pu. Han'guk ŭi kaebyŏk -- 1. Kŭndae Han'guk konggongsŏng ŭi chŏn'gae wa t'aja waŭi yŏndae -- 2. Kŭndae Han'guk siminjŏk konggongsŏng ŭi sŏngnip -- 3. Taejonggyo pŏmt'unggusŭjuŭi wa pop'yŏnjuŭi -- Che 2-pu. Ilbon ŭi kaebyŏk -- 1. Kŭnse Ilbon sasang ŭi Sŏngin'gwan -- 2. Ilbon sinjonggyo ŭi kaebyŏk undong -- 3. Hyŏndae Ilbon ŭi saengmyŏng yŏngsŏng kwa ch'iyu yŏngsŏng -- Che 3-pu. Sirhak ŭi sigak -- 1. 19-segi sirhakcha ŭi Ilbon insik -- 2. Ch'oe Han-gi ŭi chonggyo hoet'ong sasang (...) -- 3. Han'guk, Ilbon, Chungguk e issŏsŏ 'Sinsirhangnon' pigyo -- Che 4-pu. Pigyo ŭi sigak -- 1. Ilbon esŏŭi T'oegye, Yulgok, Tasan yŏn'gu ŭi hŭrŭm -- 2. Ch'oe Han-gi wa Ilbon ŭi konggong sasangga pigyo yŏn'gu -- 3. Tongsŏyang konggongsŏng yŏn'gu wa Han'gukchŏk konggongsŏn. (shrink)

Tongsŏ ŭi mannam -- Nojang sasang (1980) -- Nonŏ ŭi nolli (2005) -- Nabi ŭi kkum e tamgin saeroun hŭimang.

P'ŭrollogŭ -- 1. Sŏro maju pogi -- 2. Kyŏngje minjuhwa iyagi -- 3. Kyŏngje iyagi -- 4. Kyoyk iyagi -- 5. Kukhoe iyagi -- 6. Pudongsan iyagi -- 7. Kŏmch'al kaehyŏk iyagi -- 8. Pokchi wa chaejŏng iyagi -- 9. Sŏng sosuja, kŭrigo chŏch'ulsan iyagi -- 10. Chinbo ŭi chaejipkwŏn iyagi -- Ep'illogŭ.

In'gan kwa sin, kŭrigo chonggyo -- Chonggyo ran muŏt in'ga (1985) -- Chabi ŭi yullihak (1990) -- Silchonjŏk sont'aek kwa sahoejŏk kyubŏm -- In'gan kwa insaeng e kwanhan sŏngch'al.

1. 'P'osŭt'ŭ' tamnon ŭi yuryŏngdŭl : aedo ŭi aedo rŭl wihayŏ -- 2. Chwap'a mesiajuŭi ranŭn irŭm ŭi yongmang : 'p'osŭt'ŭ-p'osŭt'ŭ tamnon' ŭi kungnae suyong e taehayŏ -- 3. Sigan kwa chŏngŭi : Penyamin, Haidegŏ, Terida -- 4. Kungmin iranŭn noye : chŏnch'ejuŭijŏk kungmin kukkaron e taehan pip'anjŏk koch'al -- 5. Ŏttŏn sangsang ŭi kongdongch'e : minjok, kungmin kŭrigo kŭ nŏmŏ -- 6. Hanbando p'yŏnghwa ch'eje ŭi (t'al) kuch'uk ŭl wihayŏ : ŭl ŭi minjujuŭi ŭi kwanchŏm esŏ -- 7. P'uk'o (...) wa minjujuŭi : pakkat ŭi chŏngch'i, sinjayujuŭi, taehang p'umhaeng -- 8. Marŭk'ŭsŭ wa Alt'wiserŭ sai ŭi P'uk'o -- 9. (T'al) hyŏndae ihu, Marŭk'ŭsŭjuŭi ihu : Terida, K'ojellek, Ch'ak'ŭrabarŭt'i, kŭrigo kŭ nŏmŏ -- 10. Ch'akch'wi, paeje, rip'ŭrijent'eisyŏn : Marŭk'ŭsŭjuŭi ŭi t'alguch'uk. (shrink)

The Casimir force between two neutral metallic plates is often considered conclusive evidence for the reality of electromagnetic zero-point fluctuations in 'empty space' (i.e. in absence of any boundaries). However, it is not well known that the Casimir force can be derived from many different points of view. The purpose of this note is to supply a conceptually oriented introduction to a representative set of these different interpretations. The different accounts suggest that the Casimir effect reveals nothing conclusive about the (...) nature of the vacuum. (shrink)

Siopis has always engaged in a critical and controversial way with the concepts of ‘race’ and ‘ethnicity’ in South Africa. For politically sensitive artists whose work has involved confronting the injustices of apartheid, the current post-apartheid situation has forced a reassessment of their practice and the terms on which they might engage with the fundamental changes which are now affecting all of South African society. Where mythologies of race and ethnicity have been strategically foregrounded in the art of any engaged (...) artist, to the exclusion of many other concerns, the demise of apartheid offers the possibility of exploring other dimensions of lived experience in South Africa. For feminists, this is potentially a very positive moment when questions of gender – so long subordinated to the structural issue of ‘race’ under apartheid – can now be explored. Penny Siopis’ work has long been concerned with the lived and historical relations between black and white women in South Africa. The discussion focuses on the ambivalent and dependent relationships formed between white middle-class women and black domestic labour during apartheid. Siopis’ work engages with how the appropriation of black women's time, lives, labour and bodies has shaped her ‘own’ history. (shrink)

Talent and Education was first published in 1960. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.The problem of identification, development, and utilization of talented young people is a matter of prime concern to all who are interested in the welfare of the individual and the future of the nation. This book, constituting a progress report on research related to the problem, will be of (...) particular value to educators, psychologists, social workers, community leaders, and others who are engaged in the effort to make the most of our human resources.The volume contains chapters by a number of contributors drawn from various fields in elementary, secondary, and higher education. The contributors include John E. Anderson, Robert H. Beck, Florence N. Brumbaugh, Walter W. Cook, Willis E. Dugan, Dale B. Harris, Arthur J. Lewis, Catherine Cox Miles, Mary Pilch, Maynard C. Reynolds, Anne Roe, Merrill F. Roff, Paul C. Rosenbloom, Audrey Shechtman, and E. Paul Torrance. Orville L. Freeman, governor of Minnesota, writes an indtroduction.Among the topics discussed are the nature and scientific measurement of talent, the effects of life experiences on the development of talent, the enrichment of school curricula, special grouping and acceleration in the schools, psychological aspects of some of the problems, and Russian methods of dealing with individual differences. The volume is based on papers from an Institute on Exceptional Children held at the University of Minnesota. (shrink)

Aberrations of self-experience are considered a core feature of borderline personality disorder (BPD). While prominent aetiological accounts of BPD, such as the mentalization-based approach, appeal to the developmental constitution of self in early infant–caregiver environments, they often rely on a conception of self that is not explicitly articulated. Moreover, self-experience in BPD is often theorized at the level of narrative identity, thus minimizing the role of embodied experience. In this article, we present the hypothesis that disordered self and interpersonal functioning (...) in BPD result, in part, from impairments in 'embodied mentalization' that manifest foundationally as alterations in minimal embodied selfhood, i.e. the first-person experience of being an individuated embodied subject. This account of BPD, which engages early intersubjective experiences, has symptomatic findings in BPD, and is consistent with contemporary theories of brain function. (shrink)

The article devoted to the study of elaborate correlation between language and ideology, language and culture. The author dwells on the shift in the key concept of social and humanitarian studies from a classical standard and language description to the flexibility in the language use and functioning. It is necessary to point out though that despite some similarities in correlation between language and culture on the one side and language and ideology on the other side, there are some differences in (...) the pragmatic perspectives between these categories. The discourse that has been formed under the ideological influence tends to be formal and ritualized to a greater extent than those language structures that have been developed due to culturally consistent processes i.e. connection and transmission between the generations. The author also makes an attempt to apply the paradox of globalization by A. Giddens to social linguistics. The runaway world theory introduced by a British sociologist A. Giddens singles out that the globalizing world does not become predictable as globalization predominates, but, on the contrary, social and linguistic processes become less and less manageable. The understanding of language and society becomes more complicated and demands new doctrines and innovative concepts, such as post-non-classical paradigm might conjure in. The author also takes into account the causes making standard language too flexible and changeable. The main cause of this process is an intent conditioned by certain communicative situation or by certain reasons to alter illocution of the utterances for representing identity, resulting in turn to more prestigious or more sophisticated language. (shrink)