00842nam0 2200289 450 00001936020081117103029.0007010870620081117d1972----km-y0itay50------baengUSa-------001yyOperational mathematicsRuel V. Churchill3rd ed.New YorkMcGraw-Hillc1972xii, 481 p.ill.23 cmOperational mathematics34009IntegraliTrasformate di LaplaceEquazioni differenziali515.7218Calcolo operatorioChurchill,Ruel V.447ITUNIPARTHENOPE20081117RICAUNIMARC000019360M 515.72/1M 644DSA2008Operational mathematics34009UNIPARTHENOPE04438nam 22006375 450 991048026570332120210717005234.00-8232-8604-50-8232-8193-00-8232-8194-910.1515/9780823281947(CKB)4100000007132980(MiAaPQ)EBC5584100(StDuBDS)EDZ0002092125(OCoLC)1080549946(MdBmJHUP)muse68812(DE-B1597)555263(DE-B1597)9780823281947(OCoLC)1124452091(EXLCZ)99410000000713298020200723h20182019 fg 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierEcstasy in the Classroom Trance, Self, and the Academic Profession in Medieval Paris /Ayelet Even-EzraFirst edition.New York, NY :Fordham University Press,[2018]©20191 online resource (313 pages)Fordham Series in Medieval StudiesThis edition previously issued in print: 2018.0-8232-8192-2 Includes bibliographical references and index.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 --IndexCan 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 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.Fordham series in medieval studies.Fordham scholarship online.Experience (Religion)Altered states of consciousnessReligious aspectsVisions in the BibleEcstasyHistory of doctrinesMiddle Ages, 600-1500Electronic books.Experience (Religion)Altered states of consciousnessReligious aspects.Visions in the Bible.EcstasyHistory of doctrines248.2Even-Ezra Ayeletauthttp://id.loc.gov/vocabulary/relators/aut1034965DE-B1597DE-B1597BOOK9910480265703321Ecstasy in the Classroom2454399UNINA