01276nam--2200409---450-99000119998020331620051118162946.0000119998USA01000119998(ALEPH)000119998USA0100011999820031016d19711975km-y0itay0103----bafreFR||||||||001yy<<La>> pénitencepar Ambroise de MilanAmbrosius <santo>Texte latin, introductionm traduction et notes de Roger GrysonParisLes edition du Cerf1971278 p.19 cmSources Chrétiennes179Testo originale a fronte2001Sources Chrétiennes1792001001-------2001265.6AMBROSIUS : Autpertus <santo>555992GRYSON,RogerITsalbcISBD990001199980203316V.4. Coll.10/ 102 (VIII A coll. 26/179)24792 L.M.VIII ABKUMASIAV11020031016USA011337SIAV11020040305USA011215PATRY9020040406USA011726COPAT49020051118USA011629Pénitence985286UNISA04783nam 2200589 a 450 991046018030332120200520144314.00-674-05359-110.4159/9780674053595(CKB)2670000000040411(OCoLC)648759744(CaPaEBR)ebrary10402503(SSID)ssj0000424499(PQKBManifestationID)11294620(PQKBTitleCode)TC0000424499(PQKBWorkID)10474571(PQKB)11185908(MiAaPQ)EBC3300840(Au-PeEL)EBL3300840(CaPaEBR)ebr10402503(DE-B1597)571757(DE-B1597)9780674053595(EXLCZ)99267000000004041120090227d2009 uy 0engurcn|||||||||rdacontentrdamediardacarrierOn the origin of stories[electronic resource] evolution, cognition, and fiction /Brian BoydCambridge, Mass. Belknap Press of Harvard University Press20091 recurso en línea (555 páginas)0-674-03357-4 Includes bibliographical references (p. 457-507) and index.Introduction: animal, human, art, story -- Book 1: Evolution, art, and fiction -- Part 1: Evolution and nature -- Evolution and human nature? -- Evolution, adaptation, and adapted minds -- The evolution of intelligence -- The evolution of cooperation -- Part 2: Evolution and art -- Art as adaptation? -- Art as cognitive play -- Art and attention -- From tradition to innovation -- Part 3: Evolution and fiction -- Art, narrative, fiction -- Understanding and recalling events -- Narrative: representing events -- Fiction: inventing events -- Fiction as adaptation -- Book II: From Zeus to Seuss: origins of stories -- Part 4: Phylogeny: the Odyssey -- Earning attention (1): natural patterns: character and plot -- Earning attention (s): open-ended patterns: ironies of structure -- The evolution of intelligence (1): in the here and now -- The evolution of intelligence (2): beyond the here and now -- The evolution of cooperation (1): expanding the circle -- The evolution of cooperation (2): punishment -- Part 5: Ontogeny: Horton hears a who! -- Levels of explanation: universal, local, and individual -- Levels of explanation: individuality again -- Levels of explanation: particular -- Meanings -- Conclusion: retrospect and prospects: evolution, literature, criticism.A century and a half after the publication of Origin of Species, evolutionary thinking has expanded beyond the field of biology to include virtually all human-related subjects—anthropology, archeology, psychology, economics, religion, morality, politics, culture, and art. Now a distinguished scholar offers the first comprehensive account of the evolutionary origins of art and storytelling. Brian Boyd explains why we tell stories, how our minds are shaped to understand them, and what difference an evolutionary understanding of human nature makes to stories we love. Art is a specifically human adaptation, Boyd argues. It offers tangible advantages for human survival, and it derives from play, itself an adaptation widespread among more intelligent animals. More particularly, our fondness for storytelling has sharpened social cognition, encouraged cooperation, and fostered creativity. After considering art as adaptation, Boyd examines Homer’s Odyssey and Dr. Seuss’s Horton Hears a Who! demonstrating how an evolutionary lens can offer new understanding and appreciation of specific works. What triggers our emotional engagement with these works? What patterns facilitate our responses? The need to hold an audience’s attention, Boyd underscores, is the fundamental problem facing all storytellers. Enduring artists arrive at solutions that appeal to cognitive universals: an insight out of step with contemporary criticism, which obscures both the individual and universal. Published for the bicentenary of Darwin’s birth and the 150th anniversary of the publication of Origin of Species, Boyd’s study embraces a Darwinian view of human nature and art, and offers a credo for a new humanism.FictionHistory and criticismTheory, etcFictionAuthorshipElectronic books.FictionHistory and criticismTheory, etc.FictionAuthorship.809.3801.92EC 2490rvkBoyd Brian1952-676811MiAaPQMiAaPQMiAaPQBOOK9910460180303321On the origin of stories1925187UNINA02310nam 2200337 450 991062959250332120230516105154.0(CKB)5720000000079756(NjHacI)995720000000079756(EXLCZ)99572000000007975620230516d2022 uy 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierBlended learning environments to foster self-directed learning /Donnavan Kruger [and nine others][Place of publication not identified] :AOSIS,2022.1 online resource (344 pages)1-77634-240-2 This book on blended learning environments to foster self-directed learning highlights the focus on research conducted in several teaching and learning contexts where blended learning had been implemented and focused on the fostering of self-directed learning. Several authors have contributed to the book, and each chapter provides a unique perspective on blended learning and self-directed learning research. From each chapter, it becomes evident that coherence on the topics mentioned is established. One of the main aspects drawn in this book, and addressed by several authors in the book, is the use of the Community of Inquiry (CoI) framework when implementing teaching and learning strategies in blended learning environments to foster self-directed learning. This notion of focusing on the CoI framework is particularly evident in both theoretical and empirical dissemination presented in this book. What makes this book unique is the fact that researchers and peers in varied fields would benefit from the findings presented by each chapter, albeit theoretical, methodological or empirical in nature - this, in turn, provides opportunities for future research endeavours to further the narrative of how blended learning environments can be used to foster self-directed learning.Blended learningBlended learning.371.3Kruger Donnavan1277980NjHacINjHaclBOOK9910629592503321Blended learning environments to foster self-directed learning3012334UNINA