Results for 'life course'

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  1. Life course: sociological aspects.G. Elder - 2001 - In Neil J. Smelser & Paul B. Baltes, International Encyclopedia of the Social and Behavioral Sciences. Elsevier. pp. 13.
     
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  2.  14
    Gender Ideology Construction: A Life Course and Intersectional Approach.Jonathan Vespa - 2009 - Gender and Society 23 (3):363-387.
    Using life course and intersectional perspectives, this study examines how changes in life experiences such as marriage, parenthood, and work are associated with changes in individuals' gender ideology. Using longitudinal survey data and fixed effects, findings suggest that exposure to these experiences influences gender ideology, though with greater variation than previous work has detected. Marriage exerts an egalitarian influence on Blacks but a less egalitarian one on whites. Parenthood has a less egalitarian effect for all married parents (...)
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  3.  72
    Whistle-Blowing Among Young Employees: A Life-Course Perspective.Jason M. Stansbury & Bart Victor - 2009 - Journal of Business Ethics 85 (3):281-299.
    The 2003 National Business Ethics Survey, conducted by the Ethics Resource Center, found that respondents who were both young and had short organizational tenure were substantially less likely than other respondents to report misconduct that they observed in the workplace to an authority. We propose that the life-course model of deviance can help account for this attenuation of acquiescence in misbehavior. As employees learn to perceive informal prosocial control during their socialization into the workforce, we hypothesize that they (...)
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  4.  33
    Applied hermeneutics: Retrospective reevaluation of life course events.Elizabeth Davies - 1994 - Journal of Theoretical and Philosophical Psychology 15 (2):172-185.
    Suggests that because life course narratives change over time, they generate competing accounts of the same events. The attempt to adjudicate between accounts is an empirical hermeneutic enterprise that parallels current issues in the social sciences. The problem of retrospective reevaluation is explored from the perspective of cognitive psychology and psychoanalysis. Insights gained from them are applied to the problem as conceptualized by philosophy, drawing on the similarity of retrospective reevaluation to conceptions of time. This approach is used (...)
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  5. Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy.Terrie E. Moffitt - 1993 - Psychological Review 100 (4):674-701.
  6.  60
    Teenage childbearing as an alternative life-course strategy in multigeneration black families.Linda M. Burton - 1990 - Human Nature 1 (2):123-143.
    This paper summarizes the findings of a three-year exploratory qualitative study of teenage childbearing in 20 low-income multigeneration black families. Teenage childbearing in these families is part of an alternative life-course strategy created in response to socioenvironmental constraints. This alternative life-course strategy is characterized by an accelerated family timetable; the separation of reproduction and marriage; an age-condensed generational family structure; and a grandparental child-rearing system. The implications of these patterns for intergenerational family roles are discussed.
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  7.  15
    After the Wedding Night: Sexual Abstinence and Masculinities over the Life Course.Sarah Diefendorf - 2015 - Gender and Society 29 (5):647-669.
    This study seeks to understand the ways in which men who pledge sexual abstinence until marriage negotiate and assert masculine identities before and after marriage. Using longitudinal qualitative data, this work traces the ways in which men who pledge abstinence until marriage manage a tension between both “sacred” and “beastly” discourses surrounding sexuality. The situational and interactional gendered practices of these men highlight their attempts to resolve the incongruity between practices of sexual purity and hegemonic definitions of masculinity. I argue (...)
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  8.  23
    Adaptive Content Biases in Learning about Animals across the Life Course.James Broesch, H. Clark Barrett & Joseph Henrich - 2014 - Human Nature 25 (2):181-199.
    Prior work has demonstrated that young children in the US and the Ecuadorian Amazon preferentially remember information about the dangerousness of an animal over both its name and its diet. Here we explore if this bias is present among older children and adults in Fiji through the use of an experimental learning task. We find that a content bias favoring the preferential retention of danger and toxicity information continues to operate in older children, but that the magnitude of the bias (...)
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  9. Evolutionary Developmental Biology, the Human Life Course, and Transpersonal Experience.Edward Dale - 2011 - Journal of Mind and Behavior 32 (4):277.
    This paper explicates secular psychodynamic growth through the life time and meditation as routes to the transpersonal from the perspective of evolutionary developmental biology, based around a multi-line model of growth. A multi-line model raises many significant points for a transpersonal audience. Such models have been pioneered by Hunt. When set on the footing of evolutionary developmental biology and nonlinear dynamics these kind of models become all the more cogent, penetrating and far reaching, validating plurality and diversity in both (...)
     
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  10.  50
    Marital coitus across the life course.Alexandra Brewis & Mary Meyer - 2005 - Journal of Biosocial Science 37 (4):499-518.
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  11.  10
    Labor-force reentry among U.s. Homemakers in midlife:: A life-course analysis.Niall Bolger, Geraldine Downey & Phyllis Moen - 1990 - Gender and Society 4 (2):230-243.
    Guided by a life-course perspective, this article uses data from 11 waves of the Michigan Panel Study of Income Dynamics to examine the influence of human capital, family structure, and local labor-market demand variables on the reentry into the labor force of midlife homemakers in the United States in the 1970s. By looking at two contiguous time periods, the first and last halves of the 1970s, it investigates how the influence of these factors varied with social changes in (...)
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  12.  19
    Women's life courses, spatial mobility, and state policies.Glenda Laws - 1997 - In John Paul Jones, Heidi J. Nast & Susan M. Roberts, Thresholds in feminist geography: difference, methodology, and representation. Lanham, Md.: Rowman & Littlefield Publishers. pp. 47--64.
  13.  25
    Beyond the Womb and the Tomb: Identity, (Dis)embodiment and the Life Course.Jenny Hockey & Janet Draper - 2005 - Body and Society 11 (2):41-57.
    Grounded in the authors’ theoretical and ethnographic work on pregnancy and social life after death, this article explores the ways in which the body is involved in processes of identification. With a focus on the embodied nature of social identity, the article nonetheless problematizes a model of the life course that begins at the moments of birth and ends at death. Instead, it offers a more extended temporal perspective and examines other ways in which identity may be (...)
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  14.  56
    Beauvoir or Butler? Comparing ‘Becoming a Woman’ with ‘Performing Gender’ Through the Life Course.Susan Pickard - 2023 - Analyse & Kritik 45 (2):215-241.
    Judith Butler claims to have based her theory of gender performance on Simone de Beauvoir’s path-breaking idea that one is not born, but rather becomes, a woman. However, Butler’s interpretation of Beauvoir’s work departs considerably from Beauvoir’s own expressed view which is that women are shaped by an interplay of femininity (construed by cultural and structural norms) and sexed bodies and that the concept of woman is a mutable one that can accommodate increasing degrees of freedom. In this paper I (...)
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  15.  4
    Social constraints on self-directedness over the life course.Anne Foner - 1990 - In Judith Rodin, Carmi Schooler & K. Warner Schaie, Self-directedness: cause and effects throughout the life course. Hillsdale, N.J.: L. Erlbaum Associates. pp. 95--102.
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  16.  51
    Factors predicting intention to enroll in a philosophy of life course.Kieran Mathieson - 2005 - Journal of Academic Ethics 2 (4):367-385.
    This research examined factors predicting university students' intentions to enroll in a philosophy of life course. One hundred and ninety subjects participated in two surveys. The first was qualitative, identifying factors students considered in forming intentions, but without ranking the factors. The second study used a quantitative model to predict student intentions from their beliefs about the course, themselves, and other people. The model was based on Ajzen's theory of planned behavior, a theory that successfully predicts many (...)
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  17. Below the surface: a true-to-life course in editorial practice.C. M. Anson - 2000 - In Linda K. Shamoon, Rebecca Howard, Sandra Jamieson & Robert Schwegler, Coming of Age: The Advanced Writing Curriculum. Boynton/Cook. pp. 121.
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  18.  30
    Social dimensions of health across the life course: Narratives of Arab immigrant women ageing in Canada.Jordana Salma, Norah Keating, Linda Ogilvie & Kathleen F. Hunter - 2018 - Nursing Inquiry 25 (2):e12226.
    The increase in ethnically and linguistically diverse older adults in Canada necessitates attention to their experiences and needs for healthy ageing. Arab immigrant women often report challenges in maintaining health, but little is known about their ageing experiences. This interpretive descriptive study uses a transnational life course framework to understand Arab Muslim immigrant women's experiences of engaging in health‐promoting practices as they age in Canada. Women's stories highlight social dimensions of health such social connectedness, social roles and social (...)
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  19.  13
    Au Pairs, Nannies and Babysitters: Paid Care as a Temporary Life Course Experience in Slovakia and in the UK.Zuzana Sekeráková Búriková - 2019 - Feminist Review 122 (1):80-94.
    This article argues that intersectional analyses of care work also need to include a temporal aspect. Drawing on ethnographic research on Slovak au pairs working in the UK and on interviews with both providers and employers of paid childcare in Slovakia, I examine how the temporariness of care work is created within both migrant and non-migrant settings. In particular, I demonstrate that both employers and providers conceptualise paid childcare as a temporary period in their lives and show the consequences of (...)
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  20.  34
    Self-directedness: cause and effects throughout the life course.Judith Rodin, Carmi Schooler & K. Warner Schaie (eds.) - 1990 - Hillsdale, N.J.: L. Erlbaum Associates.
    This book, the third in a series on the life course, has significance in today's world of research, professional practice, and public policy because it symbolizes the gradual reemergence of power in the social sciences. Focusing on "self-directedness and efficacy" over the life course, this text addresses the following issues: * the causes of change * how changes affect the individual, the family system, social groups, and society at large * how various disciplines--anthropology, sociology, psychology, epidemiology--approach (...)
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  21.  25
    Old Age as a Stage in the Life Course and the Life Cycle.Andrzej Klimczuk - 2015 - In Economic Foundations for Creative Ageing Policy: Volume I Context and Considerations. Palgrave-Macmillan. pp. 7--16.
    This chapter discusses the basic concepts that will form the basis for further construction of the theoretical model of the creative ageing policy. An overview of the basic notions will allow us to avoid ambiguity and to introduce the main assumptions of contemporary social gerontology and human development theories.
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  22.  39
    The Roman life course M. Harlow, R. Laurence: Growing up and growing old in ancient Rome. A life course approach . Pp. VIII + 184, ills, pls. London and new York: Routledge, 2002. Paper, £14.99. Isbn: 0-415-20201-9 (0-415-20200-0 hbk). [REVIEW]Keith Bradley - 2003 - The Classical Review 53 (01):168-.
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  23.  25
    Patterns of Continuity: A Dynamic Model for Conceptualizing the Stability of Individual Differences in Psychological Constructs Across the Life Course.R. Chris Fraley & Brent W. Roberts - 2005 - Psychological Review 112 (1):60-74.
  24.  34
    Childhood and the evolution of the human life course.John Bock & Daniel W. Sellen - 2002 - Human Nature 13 (2):153-159.
  25.  50
    Differential Recall Bias, Intermediate Confounding, and Mediation Analysis in Life Course Epidemiology: An Analytic Framework with Empirical Example.Mashhood A. Sheikh, Birgit Abelsen & Jan Abel Olsen - 2016 - Frontiers in Psychology 7.
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  26.  15
    Zur Entwicklung des Berufsfelds Sport in der Schweiz – Eine Analyse auf der Grundlage der Lebensverlaufsforschung / On the development of sports professions in Switzerland: An analysis based on life course research.Siegfried Nagel, Torsten Schlesinger & Fabian Studer - 2012 - Sport Und Gesellschaft 9 (2):131-160.
    Zusammenfassung Obwohl im Berufsfeld Sport die Ausdifferenzierung einer großen Vielfalt an Tätigkeitsbereichen zu beobachten ist, werden die Chancen auf stabile und angemessen bezahlte Beschäftigungsverhältnisse von Absolventen sportwissenschaftlicher Studiengänge vielfach als skeptisch beurteilt. Dabei stellt sich die Frage, inwieweit hierfür branchenspezifische Sättigungserscheinungen sowie Effekte substituierbarer Qualifikationsanforderungen eine Rolle spielen. Um Antworten auf diese Fragen zu finden, werden dem Ansatz der Lebensverlaufsforschung folgend, zeithistorische Veränderungen im Berufsfeld Sport auf der Grundlage individueller Berufsverläufe analysiert. Als Datengrundlage dient ein Sample von n = 1.105 (...)
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  27. Development of Values in the Context of Military Socialization: A Reflection From a Life-Course Developmental Perspective.Mariann Märtsin - 2022 - In Daniela Schmitz Wortmeyer, Deep loyalties: values in military lives. Charlotte, NC: Information Age Publishing.
     
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  28.  13
    Familismo, Lesbophobia, and Religious Beliefs in the Life Course Narratives of Chilean Lesbian Mothers.Victor Figueroa & Fiona Tasker - 2020 - Frontiers in Psychology 11.
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  29. Young people are seeking their blessings" : Islamic life courses, explorative authority, and the possibilities of worldly adab in rural Aceh.Daniel Andrew Birchok - 2019 - In Robert Thomas Rozehnal & Thomas B. Pepinsky, Piety, politics, and everyday ethics in Southeast Asian Islam: beautiful behavior. New York: Bloomsbury Academic.
  30.  59
    Dominance and aggression over the life course: Timing and direction of causal influences.John N. Constantino - 1998 - Behavioral and Brain Sciences 21 (3):369-369.
    Studies of testosterone's effect on dominance are confounded by the effects of dominance experiences on testosterone. Furthermore, antisocial behavior tends to originate prepubertally, when testosterone levels are the same for aggressive males, nonaggressive males, and females. It seems more parsimonious to view variation in testosterone as an effect of dominance-related mood states than to invoke a reciprocal model.
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  31. Introduction, creativity and the passage of time: History, tradition and the life-course.Eric Hirsch & Sharon Macdonald - 2007 - In Elizabeth Hallam & Tim Ingold, Creativity and cultural improvisation. New York, NY: Berg. pp. 185--192.
     
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  32.  16
    Motivation for work among non-working disabled people in Norway in a life course perspective.Sigrid Elise Wik & Jan Tøssebro - 2014 - Alter - European Journal of Disability Research / Revue Européenne de Recherche Sur le Handicap 8 (1):40-52.
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  33. Personality continuity and change across the life course.Avshalom Caspi & Brent W. Roberts - 1990 - In L. Pervin, Handbook of Personality: Theory and Research. Guilford Press. pp. 300--326.
     
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  34.  54
    Imagining the Course of Life: Self-Transformation in a Shan Buddhist Community.Nancy Eberhardt - 2006 - University of Hawaii Press.
    Imagining the Course of Life offers a rich portrait of rural life in contemporary Southeast Asia and an accessible introduction to the complexities of Theravada Buddhism as it is actually lived and experienced. It is both an ethnography of indigenous views of human development and a theoretical consideration of how any ethnopsychology is embedded in society and culture. Drawing on long-term fieldwork in a Shan village in northern Thailand, Nancy Eberhardt illustrates how indigenous theories of the (...) course are connected to local constructions of self and personhood. In the process, she draws our attention to contrasting models in the Euro-American tradition and invites us to reconsider how we think about the trajectory of a human life. Moving beyond the entrenched categories that can hamper our understanding of other views, Imagining the Course of Life demonstrates the real-life connections between the "religious" and the "psychological." Eberhardt shows how such beliefs and practices are used, sometimes strategically, in people's constructions of themselves, in their interpretations of others' behavior, and in their attempts at social positioning. Individual chapters explore Shan ideas about the overall course of human development, from infancy to old age and beyond, and show how these ideas inform people's understanding of personhood and maturity, gender and social inequality, illness and well-being, emotions and mental health. (shrink)
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  35.  7
    Crash course: the life lessons my students taught me.Kim Bearden - 2014 - New York: Simon & Schuster.
    The inspiring true story of a teacher's experiences with her students and the life lessons she learned that can help others find joy and success. Crash Course chronicles the life lessons that Kim Bearden has learned during an award-winning career in education that has spanned three decades. Kim has taught more than 2,000 students, and each has shown her something about the world and the abundant capacity for love, resilience, and appreciation that we all possess. By sharing (...)
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  36.  9
    Full Circles: Geographies of Women over the Life Course[REVIEW]Linda McDowell - 1994 - Feminist Review 48 (1):137-139.
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  37. Reviews : Paul Spencer (ed.), Anthropology and the Riddle of the Sphinx: paradoxes of change in the life course. London: Routledge, 1991. paper £14.99, xii + 222 pp. [REVIEW]Mike Hepworth - 1992 - History of the Human Sciences 5 (1):123-126.
  38.  21
    Growing Up and Growing Old: Ageing and Dependency in the Life Course. By Jenny Hockey, & Allison James. Pp. 200. (Sage, London, 1993.) £11.95. [REVIEW]Ronald Frankenberg - 1994 - Journal of Biosocial Science 26 (1):139-141.
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  39.  74
    Course in General Linguistics.Ferdinand de Saussure (ed.) - 2011 - Columbia University Press.
    The founder of modern linguistics, Ferdinand de Saussure inaugurated semiology, structuralism, and deconstruction and made possible the work of Jacques Derrida, Roland Barthes, Michel Foucault, and Jacques Lacan, thus enabling the development of French feminism, gender studies, New Historicism, and postcolonialism. Based on Saussure's lectures, _Course in General Linguistics_ (1916) traces the rise and fall of the historical linguistics in which Saussure was trained, the synchronic or structural linguistics with which he replaced it, and the new look of diachronic linguistics (...)
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  40. Ethics for Everyday Life: Designing a Core Philosophy Course.K. Lindsey Chambers - 2024 - In Brynn F. Welch, The art of teaching philosophy: reflective values and concrete practices. London: Bloomsbury Academic. pp. 69-76.
    At my university, many non-philosophy majors take our introductory ethics course to fulfill a core or general education requirement. I designed a course with these non-majors in mind called, "The Ethics of a Human Life." The course traces the arc of a human life by way of investigating a series of pessimistic ethical issues that arise: why it might be bad to be born, the challenges of being a child or an adolescent, the moral dangers (...)
     
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  41. Charting the Future Course for a Truly Humanistic Science: Husserl, the Epoche, and the Life-World.Brian Lightbody - 2009 - Essays in the Philosophy of Humanism (A Journal of the American Humanist Association) 17 (1):61-71.
  42.  29
    Course in General Linguistics: Translated by Wade Baskin. Edited by Perry Meisel and Haun Saussy.Perry Meisel (ed.) - 2011 - Cambridge University Press.
    The founder of modern linguistics, Ferdinand de Saussure inaugurated semiology, structuralism, and deconstruction and made possible the work of Jacques Derrida, Roland Barthes, Michel Foucault, and Jacques Lacan, thus enabling the development of French feminism, gender studies, New Historicism, and postcolonialism. Based on Saussure's lectures, _Course in General Linguistics_ traces the rise and fall of the historical linguistics in which Saussure was trained, the synchronic or structural linguistics with which he replaced it, and the new look of diachronic linguistics that (...)
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  43. List of courses taught at Washington and Lee university: Note: Each syllabus consists of two main pages, the home or syllabus page, and the reading schedule which is linked from the home page...Paul Gregory - manuscript
    PHIL 102 - Problems of Philosophy (Fall) This course has two main goals: first, to cultivate students’ critical attitude towards reading, writing, and daily life; second, to engage students with primary philosophical texts. Plato, Descartes, Locke, Hume, Peirce, Russell, Paley, Perry, Sagan, Ayer, Chisholm, and Dennett are among the authors I have used. Each week students are responsible for readings and reading questions to be answered out of class or in small in-class groups. These assignments are designed to (...)
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  44.  18
    Nature: Course Notes From the Collège de France.Robert Vallier (ed.) - 2003 - Northwestern University Press.
    Collected here are the written traces of courses on the concept of nature given by Maurice Merleau-Ponty at the Collège de France in the 1950s-notes that provide a window on the thinking of one of the most influential philosophers of the twentieth century. In two courses distilled by a student and in a third composed of Merleau-Ponty's own notes, the ideas that animated the philosopher's lectures and that informed his later publications emerge in an early, fluid form in the process (...)
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    The developmental course of lexical tone perception in the first year of life.Karen Mattock, Monika Molnar, Linda Polka & Denis Burnham - 2008 - Cognition 106 (3):1367-1381.
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  46.  21
    Online accounting courses: digital loyalty for an inclusive and open society.Ashish Varma, Daniela Mancini, Ashwin Anupam Dalela & Aradhya Varma - 2023 - Journal of Information, Communication and Ethics in Society 21 (3):221-242.
    Purpose Online education can facilitate inclusive societal development. In emerging countries with low investment per capita in school and universities, it helps students overcome infrastructure constraints to continue their learning and reach their full potential, and it helps educational institutes to save costs and improve quality of learning. This study aims to develop and empirically evaluate a conceptual model for predicting digital loyalty (DL) among participants in online accounting courses, as a key lever to execute an inclusive societal development agenda (...)
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  47.  64
    Institution and passivity: course notes from the Collège de France (1954-1955).Maurice Merleau-Ponty - 2010 - Evanston, Ill.: Northwestern University Press. Edited by Claude Lefort, Dominique Darmaillacq, Stéphanie Ménasé, Leonard Lawlor, Heath Massey & Maurice Merleau-Ponty.
    Institution in personal and public history. Introduction -- Institution and life -- Institution of a feeling -- The institution of a work of art -- Institution of a domain of knowledge -- The field of culture -- Historical institution: particularity and universality -- Summary for Thursday's course: Institution in personal and public history -- The problem of passivity: sleep, the unconscious, memory. The philosophy and the phenomenon of passivity -- For an ontology of the perceived world -- Sleep (...)
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  48.  8
    The philosophy of life, and Philosophy of language, in a course of lectures.Friedrich von Schlegel & Alexander James William Morrison (eds.) - 1847 - [New York,: AMS Press.
    Critic, poet and philosopher Friedrich von Schlegel (1772–1829) was a leading figure of German Romanticism. In the two years before his untimely death, he wrote three cycles of lectures intended as part of a larger project to lay the foundations of a new general philosophy. Two of these cycles, 'Philosophie des Lebens' (given in 1827, published 1828) and 'Philosophie des Sprache und des Wortes' (given in December 1828 and published posthumously), are reissued here in an 1847 English translation. The first (...)
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  49.  67
    The Neutral: Lecture Course at the College de France (1977-1978).Roland Barthes (ed.) - 2005 - New York: Columbia University Press.
    "I define the Neutral as that which outplays the paradigm, or rather I call Neutral everything that baffles paradigm." With these words, Roland Barthes describes a concept that profoundly shaped his work and was the subject of a landmark series of lectures delivered in 1978 at the Collège de France, just two years before his death. Not published in France until 2002, and appearing in English for the first time, these creative and engaging lectures deepen our understanding of Roland Barthes's (...)
  50.  9
    The philosophy of life, and Philosophy of language, in a course of lectures.Friedrich von Schlegel - 1847 - [New York,: AMS Press. Edited by Friedrich von Schlegel.
    Critic, poet and philosopher Friedrich von Schlegel was a leading figure of German Romanticism. In the two years before his untimely death, he wrote three cycles of lectures intended as part of a larger project to lay the foundations of a new general philosophy. Two of these cycles, 'Philosophie des Lebens' and 'Philosophie des Sprache und des Wortes', are reissued here in an 1847 English translation. The first presents Schlegel's understanding of philosophy as independent of theology or politics, concerned with (...)
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