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1. |
Record Nr. |
UNINA9910463443003321 |
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Autore |
Lambropoulos Vassilis <1953-> |
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Titolo |
The tragic idea / / Vassilis Lambropoulos |
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Pubbl/distr/stampa |
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London, England : , : Bloomsbury, , [2006] |
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©2006 |
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ISBN |
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1-84966-761-6 |
1-84966-762-4 |
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Descrizione fisica |
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1 online resource (159 p.) |
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Collana |
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Disciplina |
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Soggetti |
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Tragedy |
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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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references (pages 149-156) and index. |
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Nota di contenuto |
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""Friedrich Nietzsche (1872)""""Maurice Maeterlinck (1896)""; ""Sigmund Freud (1900)""; ""Fyodor Sologub (1908)""; ""Georg Simmel (1911)""; ""Georg Lukács (1911)""; ""Vyachislav Ivanov (1912)""; ""Miguel de Unamuno (1913)""; ""Max Scheler (1915)""; ""Oswald Spengler (1918)""; ""Franz Rosenzweig (1921)""; ""Walter Benjamin (1928)""; ""Joseph Wood Krutch (1929)""; ""Nikolai Berdyaev (1931)""; ""Martin Heidegger (1935)""; ""Epilogue""; ""Bibliography""; ""Index of Names""; ""A""; ""B""; ""C""; ""D""; ""E""; ""F""; ""G""; ""H""; ""I""; ""J""; ""K""; ""L""; ""M""; ""N""; ""O""; ""P""; ""R"" |
""S""""U""; ""V""; ""W""; ""Z"" |
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Sommario/riassunto |
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This radical series shows how Classical ideas and material have helped to shape the modern world. The interdisciplinary approach makes stimulating reading for all who welcome the challenge offered by new perspectives on Classical culture. Today we attribute a tragic quality to many things - works, experiences, values, events - but we forget how modern this idea is. This book traces the rise of the tragic idea from early Romanticism to late Modernism. Focusing on succinct, major statements, it maps one of the most absorbing philosophical conversations in modernity: the debate about the tragic m |
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2. |
Record Nr. |
UNINA9910789038103321 |
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Autore |
Chambliss Daniel F. <1953-> |
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Titolo |
How college works / / Daniel F. Chambliss, Christopher G. Takacs, authors |
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Pubbl/distr/stampa |
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Cambridge, Massachusetts ; ; London, England : , : Harvard University Press, , 2014 |
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©2014 |
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ISBN |
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0-674-72703-7 |
0-674-72609-X |
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Descrizione fisica |
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1 online resource (224 p.) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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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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Description based upon print version of record. |
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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 -- 1 The Search for a Solution -- 2 Entering -- 3 Choosing -- 4 The Arithmetic of Engagement -- 5 Belonging -- 6 Learning -- 7 Finishing -- 8 Lessons Learned -- Appendix Methods -- Notes -- Acknowledgments -- Index |
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Sommario/riassunto |
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Constrained by shrinking budgets, can colleges do more to improve the quality of education? And can students get more out of college without paying higher tuition? Daniel Chambliss and Christopher Takacs conclude that limited resources need not diminish the undergraduate experience. How College Works reveals the decisive role that personal relationships play in determining a student's success, and puts forward a set of small, inexpensive interventions that yield substantial improvements in educational outcomes. At a liberal arts college in New York, the authors followed nearly one hundred students over eight years. The curricular and technological innovations beloved by administrators mattered much less than did professors and peers, especially early on. At every turning point in undergraduate lives, it was the people, not the programs, that proved critical. Great teachers were more important than the topics studied, and just two or three good friendships made a significant difference academically as well as socially. For most students, college works best when it provides the daily motivation to learn, not just access to information. Improving |
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higher education means focusing on the quality of relationships with mentors and classmates, for when students form the right bonds, they make the most of their education. |
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