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Record Nr. |
UNISA996396444203316 |
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Autore |
Deacon John <17th cent.> |
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Titolo |
A summarie ansvvere to al the material points in any of Master Darel his bookes [[electronic resource] ] : More especiallie to that one booke of his, intituled, the Doctrine of the possession and dispossession of demoniaks out of the word of God. By Iohn Deacon. Iohn Walker. Preachers |
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Pubbl/distr/stampa |
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Londini, : Impensis Geor. Bishop, 1601 |
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Descrizione fisica |
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Soggetti |
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Demoniac possession |
Exorcism |
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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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Particularly with reference to: Darrell, John. A true narration of the strange and grevous vexation by the Devil, of 7. persons in Lancashire, and William Somers of Nottingham. |
The authors' names are bracketed together on the title page. |
With four final contents leaves. |
Reproduction of the original in the Henry E. Huntington Library and Art Gallery. |
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Sommario/riassunto |
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2. |
Record Nr. |
UNINA9911019569703321 |
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Titolo |
The common school and the comprehensive ideal : a defence by Richard Pring with complementary essays / / edited by Mark Halstead and Graham Haydon |
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Pubbl/distr/stampa |
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Chichester, U.K. ; ; Malden, MA, : Wiley-Blackwell, 2008 |
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ISBN |
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9786612030178 |
9781282030176 |
1282030175 |
9781444307313 |
1444307312 |
9781444307320 |
1444307320 |
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Descrizione fisica |
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1 online resource (352 p.) |
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Collana |
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Journal of philosophy of education The common school and the comprehensive ideal |
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Classificazione |
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Altri autori (Persone) |
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PringRichard |
HalsteadMark |
HaydonGraham |
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Disciplina |
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Soggetti |
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Public schools - United States |
Education - Aims and objectives |
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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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The Common School and the Comprehensive Ideal; Plate 1; The Common School and the Comprehensive Ideal; Contents; Notes on Contributors; Preface; 1 The Common School; INTRODUCTION; THE COMMONSCHOOL; COMMUNITY; CULTURE; THE COMMONSCHOOLREVISITED; EDUCATIONAL AIMS REVISITED; FOSTERING DIFFERENCE-AGAINST THE COMMONSCHOOL; COMMONSCHOOLOR COMMONSCHOOLSYSTEM?; REFERENCES; Part I Defending and Questioning the Comprehensive Ideal; 2 In Search of the Comprehensive Ideal: By Way of an Introduction; WHAT IS ONE |
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COMMITTED TO WHEN ONE SUPPORTS THE COMMONSCHOOL?; WHAT IS THE COMMONSCHOOL? |
MINIMAL AND MAXIMALINTERPRETATIONS OFTHE COMPREHENSIVE IDEALVALUES UNDERLYING THE COMPREHENSIVE IDEAL; CONCLUSION; NOTES; REFERENCES; 3 On the Necessity of Radical State Education: Democracy and the Common School; DEMOCRACY AND THE COMMON SCHOOL; RADICAL TRADITIONS O FSTATE EDUCATION; PREFIGURATIVE PRACTICE; PREFIGURATIVE PRACTICE AND THE COMMON SCHOOL; A. An Intended and Proclaimed Democratic Coherence; B. A Vibrant, Inclusive Public Realm; C. Interpersonal and Structural Integrity; D. Radical Collegiality, Radical Curriculum and the Challenge of Assessment |
E. Insistent Affirmation of PossibilityF. Delight and Belief in Intergenerational Reciprocity; G. Interrogative, Dialogic Openness; LIBERTE ́ ,E ́ GALITE ́ ,FRATERNITE ́ -O UL A MORT; NOTES; REFERENCES; 4 Common Schooling and the Need for Distinction; I; II; III; IV; V; VI; VII; NOTES; REFERENCES; 5 Educational Justice and Socio-Economic Segregation in Schools; I JUSTICE INEDUCATION; II THE COMPREHENSIVE IDEAL; III SOCIOECONOMIC SEGREGATION AND EDUCATIONAL INJUSTICE; IV LIBERTY,FAMILYVALUES AND JUSTICE; VJUSTICE WITHOUT STRUCTURALREFORM?; VI JUSTICE WITHOUT DE-SEGREGATION? |
VII CONCLUDING COMMENTNOTES; REFERENCES; Part II Common Schools in Multicultural Societies; 6 Culture and the Common School; THE RANKING OFCULTURES; A FLATTENED CULTURAL HORIZON; THE PROBLEM OFWHAT TO TEACH WHEN CULTURE BECOMES 'CULTURE'; CULTURE-FOR-EDUCATIONAL-PURPOSE; CULTURE AS CULTURING; THE TASK OFTHE COMMONSCHOOL; NOTES; REFERENCES; 7 What is Common about Common Schooling? Rational Autonomy and Moral Agency in Liberal Democratic Education; I AUTONOMY AND HUMAN FLOURISHING; II AUTONOMY AND THE LIBERAL STATE; III THE OTHER FACE OFLIBERALISM |
IV MORAL AGENCY AND LIBERAL DEMOCRATIC EDUCATIONNOTES; REFERENCES; 8 Common Schools and Multicultural Education; I COMMONSCHOOLING IS INSTRUMENTAL FOR MULTICULTURAL EDUCATION; II MULTICULTURAL EDUCATIONIS INSTRUMENTALFOR COMMON SCHOOLING; III COMMONSCHOOLING EXPRESSES THE MULTICULTURAL IDEAL; IV MULTICULTURAL EDUCATIONAND COMMON SCHOOLING FACE SIMILAR CHALLENGES; NOTE; REFERENCES; 9 What Not To Wear: Dress Codes and Uniform Policies in the Common School; INTRODUCTION; REASON ONE:TOPRESERVE THE PUBLIC SPHERE; REASON TWO:SYMBOLS MAYB E OFFENSIVE; REASON THREE: SYMBOLS MAYBE OPPRESSIVE |
REASON FOUR:SYMBOLS MAY BE DISRUPTIVE |
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Sommario/riassunto |
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A topical and provocative volume that invites consideration of the most fundamental issues concerning future educational provision: what is the purpose of our schools, and what should we do in them?Cutting-edge research by contributors who are leading figures internationally in philosophy and education, for whom these issues have been particular points of concernIncludes a substantial keynote essay by leading philosopher of education, Richard Pring, which is the springboard for the complementary essays that followEngages with questions Pring raises under five themes: defending |
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