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1. |
Record Nr. |
UNINA9910480265703321 |
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Autore |
Even-Ezra Ayelet |
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Titolo |
Ecstasy in the Classroom : Trance, Self, and the Academic Profession in Medieval Paris / / Ayelet Even-Ezra |
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Pubbl/distr/stampa |
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New York, NY : , : Fordham University Press, , [2018] |
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©2019 |
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ISBN |
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0-8232-8604-5 |
0-8232-8193-0 |
0-8232-8194-9 |
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Edizione |
[First edition.] |
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Descrizione fisica |
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1 online resource (313 pages) |
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Collana |
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Fordham Series in Medieval Studies |
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Disciplina |
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Soggetti |
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Experience (Religion) |
Altered states of consciousness - Religious aspects |
Visions in the Bible |
Ecstasy - History of doctrines - Middle Ages, 600-1500 |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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This edition previously issued in print: 2018. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Front matter -- Contents -- Introduction -- Chapter One. Why was Paul ignorant of his own state, and how do various modes of cognizing God differ? -- Chapter Two. How could Paul remember his rapture? -- Chapter Three. Can a soul see God or itself without intermediaries? -- Chapter Four. Does true faith rely on anything external? -- Chapter Five. What happens to old modes of cognition when new ones are introduced during trance and other transitions? -- Chapter Six. Can knowledge qua knowledge be a virtue? -- Summary and Epilogue -- Appendix -- Acknowledgments -- Notes -- Bibliography -- Index |
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Sommario/riassunto |
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Can ecstatic experiences be studied with the academic instruments of rational investigation? What kinds of religious illumination are experienced by academically minded people? And what is the specific nature of the knowledge of God that university theologians of the Middle Ages enjoyed compared with other modes of knowing God, such as rapture, prophecy, the beatific vision, or simple faith? Ecstasy in the Classroom explores the interface between academic theology and |
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ecstatic experience in the first half of the thirteenth century, formative years in the history of the University of Paris, medieval Europe’s “fountain of knowledge.” It considers little-known texts by William of Auxerre, Philip the Chancellor, William of Auvergne, Alexander of Hales, and other theologians of this community, thus creating a group portrait of a scholarly discourse. It seeks to do three things. The first is to map and analyze the scholastic discourse about rapture and other modes of cognition in the first half of the thirteenth century. The second is to explicate the perception of the self that these modes imply: the possibility of transformation and the complex structure of the soul and its habits. The third is to read these discussions as a window on the predicaments of a newborn community of medieval professionals and thereby elucidate foundational tensions in the emergent academic culture and its social and cultural context. Juxtaposing scholastic questions with scenes of contemporary courtly romances and reading Aristotle’s Analytics alongside hagiographical anecdotes, Ecstasy in the Classroom challenges the often rigid historiographical boundaries between scholastic thought and its institutional and cultural context. |
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2. |
Record Nr. |
UNINA9910416469503321 |
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Autore |
Bart Daniel |
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Titolo |
L’évaluation en classe de français, outil didactique et politique / / Erick Falardeau, Joaquim Dolz, Jean-Louis Dumortier, Pasquale Lefrançois |
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Pubbl/distr/stampa |
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Namur, : Presses universitaires de Namur, 2020 |
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ISBN |
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Descrizione fisica |
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1 online resource (195 p.) |
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Altri autori (Persone) |
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BrissaudCatherine |
ChabanneJean-Charles |
DaunayBertrand |
De PietroJean-François |
DolzJoaquim |
DumortierJean-Louis |
DupontVirginie |
FalardeauÉrick |
GeoffreThierry |
HindryckxGeneviève |
KervynBernadette |
LefrançoisPascale |
Mottier LopezLucie |
RothMurielle |
Sales CordeiroGlaís |
Sanchez AbchiVerónica |
SchillingsPatricia |
SerrySophie |
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SouléYves |
Tobola CouchepinCatherine |
FalardeauErick |
LefrançoisPasquale |
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Soggetti |
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Education |
Literature (General) |
enseignement |
école |
système éducatif |
évaluation |
progression |
français |
politique |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Sommario/riassunto |
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L’influence grandissante du monde économique sur l’école occidentale a favorisé la création d’une multitude d’indicateurs et d’évaluations censés rendre compte de l’efficacité des systèmes éducatifs. Les résultats des épreuves internationales comme PISA ainsi que les classements internationaux qu’ils entraînent influencent les politiques éducatives et les pratiques enseignantes. En français, discipline scolaire particulièrement sensible politiquement, les pratiques d’évaluation sommative prennent ainsi souvent le pas sur les évaluations formatives, davantage centrées sur les apprentissages des élèves et sur les indices de leur progression. Les contributeurs de cet ouvrage mettent en tension ces différents volets de l’évaluation en français, étudiant à travers les tâches langagières spécifiques à cette discipline la façon dont les enseignants et les institutions interprètent leur mandat d’évaluation. Deux ensembles de travaux structurent cet ouvrage : ceux portant sur les pratiques d’évaluation en classe et ceux qui abordent les tests d’évaluation certificative, dans une perspective nationale ou internationale. |
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3. |
Record Nr. |
UNINA9910792692203321 |
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Autore |
Panaccio Claude |
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Titolo |
Mental Language : From Plato to William of Ockham / / Claude Panaccio |
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Pubbl/distr/stampa |
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New York, NY : , : Fordham University Press, , [2017] |
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©2017 |
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ISBN |
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0-8232-7264-8 |
0-8232-7262-1 |
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Edizione |
[First edition.] |
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Descrizione fisica |
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1 online resource (302 pages) |
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Collana |
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Medieval Philosophy: Texts and Studies |
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Altri autori (Persone) |
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HochschildJoshua P |
ZiebartMeredith K |
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Disciplina |
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Soggetti |
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Language and logic |
Logic |
Concepts |
Knowledge, Theory of - History |
Thought and thinking - History |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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This edition previously issued in print: 2017. |
Translated from the French. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Front matter -- Contents -- Editorial Foreword -- Preface -- Introduction -- Part I: The Sources -- Part II: Thirteenth-Century Controversies -- Part III: The Via moderna -- Conclusion -- Postscript to the English-Language Edition (2014) -- Bibliography -- Index of Names -- Medieval Philosophy: Texts and Studies |
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Sommario/riassunto |
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The notion that human thought is structured like a language, with a precise syntax and semantics, has been pivotal in recent philosophy of mind. Yet it is not a new idea: it was systematically explored in the fourteenth century by William of Ockham and became central in late medieval philosophy. Mental Language examines the background of Ockham's innovation by tracing the history of the mental language theme in ancient and medieval thought. Panaccio identifies two important traditions: one philosophical, stemming from Plato and Aristotle, and the other theological, rooted in the Fathers of the Christian Church. The study then focuses on the merging of the two |
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traditions in the Middle Ages, as they gave rise to detailed discussions over the structure of human thought and its relations with signs and language. Ultimately, Panaccio stresses the originality and significance of Ockham's doctrine of the oratio mentalis (mental discourse) and the strong impression it made upon his immediate successors. |
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