01426nam 2200385 450 991070352020332120150422162326.0(CKB)5470000002432502(OCoLC)907818572(EXLCZ)99547000000243250220150422d2014 ua 0engurcn|||||||||txtrdacontentcrdamediacrrdacarrierHydrologic data for the Obed River Watershed, Tennessee /by Rodney R. Knight, William J. Wolfe, and George S. Law ; prepared in cooperation with the National Park ServiceReston, Virginia :U.S. Department of the Interior, U.S. Geological Survey,2014.1 online resource (v, 24 pages) illustrations, color mapsOpen-file report ;2014-1102.Title from title screen (viewed on Apr. 15, 2015).Includes bibliographical references (pages 20-22).HydrologyTennesseeObed River WatershedHydrologyKnight Rodney R.1407802Wolfe William J.Law George S.Geological Survey (U.S.),United States.National Park Service,GPOGPOBOOK9910703520203321Hydrologic data for the Obed River Watershed, Tennessee3503447UNINA03676nam 2200625 450 991082673620332120230808192152.01-61811-423-910.1515/9781618114235(CKB)3710000000616188(EBL)4454561(SSID)ssj0001675247(PQKBManifestationID)16489326(PQKBTitleCode)TC0001675247(PQKBWorkID)15022258(PQKB)11239399(MiAaPQ)EBC4454561(DE-B1597)540810(OCoLC)1135586060(DE-B1597)9781618114235(Au-PeEL)EBL4454561(CaPaEBR)ebr11210859(CaONFJC)MIL907334(OCoLC)950904967(EXLCZ)99371000000061618820160526h20162016 uy 0engur|nu---|u||utxtccrThe parting of the ways how esoteric Judaism and Christianity influenced the psychoanalytic theories of Sigmund Freud and Carl Jung /Richard KradinBoston, Massachussetts :Academic Studies Press,2016.©20161 online resource (255 p.)Psychoanalysis and Jewish LifeDescription based upon print version of record.1-61811-422-0 Includes bibliographical references and index.Front matter --Table of Contents --Acknowledgements --Preface --Introduction --Chapter 1. Sigmund Freud: "Godless Jew" --Chapter 2. Carl Gustav Jung: A Preacher's Son. --Chapter 3. Anatomy of Psyche, Anatomy of Soul --Chapter 4. The Judeo-Christian Ethic --Chapter 5. Boundaries: Discerning What Is Holy from What Is Profane --Chapter 6. Law and Spirit --Chapter 7. Mysticism: Word and Image. --Chapter 8. God and the Unconscious --Chapter 9. Revelation and Psychoanalysis --Chapter 10. Eros and Sexuality --Chapter 11. The Symbolic Realm --Chapter 12. Dreams and Midrash --Chapter 13. Transference: Personal or Not? --Chapter 14. Trauma, Psychopathology, and Jewish Mysticism --Chapter 15. Obsessionality and Historical Traumas --Chapter 16. Master and Disciple --Chapter 17. Losing Oneself: Narcissism and Bitul --Chapter 18. Oedipus and Supersession --Chapter 19. Psychoanalysis and Altered States --Conclusion --Figure Legends --References --IndexThe Enlightenment signaled diminished popular reliance on the religious "cure of the soul," and witnessed the emergence of psychoanalysis. From its inception, Freud's psychoanalysis was accused of being a "Jewish science," and he countered by including non-Jewish Swiss psychiatrists in his movement. Carl Jung eventually broke with Freud due to differences concerning psychoanalytical theory and practice. This text explores the religious underpinnings of psychoanalysis, contrasting the textual and mystical traditions of Judaism with those of Christianity. It convincingly demonstrates that differences in the fundamental tenets of Judaism and Christianity have had a profound and continued influence on psychoanalysis.Psychoanalysis and Jewish life.Psychoanalysis and religionChristianityPsychological aspectsPsychoanalysis and religion.ChristianityPsychological aspects.150.1/952Kradin Richard L.850845MiAaPQMiAaPQMiAaPQBOOK9910826736203321The parting of the ways3954239UNINA04352nam 22005895 450 991052255900332120230810173350.09783030802011(electronic bk.)978303080200410.1007/978-3-030-80201-1(MiAaPQ)EBC6882446(Au-PeEL)EBL6882446(CKB)21069302700041(DE-He213)978-3-030-80201-1(EXLCZ)992106930270004120220201d2021 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierScientific Knowledge as a Culture The Pleasure of Understanding /by Igal Galili1st ed. 2021.Cham :Springer International Publishing :Imprint: Springer,2021.1 online resource (487 pages)Science: Philosophy, History and Education,2520-8608Print version: Galili, Igal Scientific Knowledge As a Culture Cham : Springer International Publishing AG,c2022 9783030802004 Includes bibliographical references and index.Part I. Conceptual Excursus -- 1 Understanding Classical Mechanics: A Dialogue with the Cartesian Theory of Motion -- 2 De Motu –The History of the Understanding of Motion, from Aristotle to Newton -- 3 Optical Image and Vision: From Pythagoras to Kepler -- 4 Inertial Force – The Unifying Concept -- 5 Weight Concept: From Aristotle to Newton and then to Einstein -- Part II Perspectives -- 6 Scientific Knowledge as a Culture – a Paradigm of Knowledge Representation for the Meaningful Teaching and Learning Science -- 7 Teaching Optics: A Historico-Philosophical Perspective -- 8 From Comparison between Scientists to Gaining Cultural Scientific Knowledge - Leonardo and Galileo -- 9 A Refined Account of Nature of Science -- 10 On the Power of Fine Arts Pictorial Imagery in Science Education -- 11 Epilogue – Discipline-Culture for the Pleasure of Understanding.This book, in its first part, contains units of conceptual history of several topics of physics based on the research in physics education and research based articles with regard to several topics involved in teaching science in general and physics in particular. The second part of the book includes the framework used, the approach considering science knowledge as a special type of culture – discipline-culture. Within this approach, scientific knowledge is considered as comprised of a few inclusive fundamental theories each hierarchically structured in a triadic pattern: nucleus-body-periphery. While nucleus incorporates the basic principles and body comprises their implementations in the variety of laws, models, and experiments, periphery includes concepts at odds to the nucleus. This structure introduces knowledge in its conceptual variation thus converting disciplinary knowledge to cultural-disciplinary one. The approach draws on history and philosophy of science (HPS) necessary for meaningful learning of science. It is exemplified in several aspects regarding teaching physics, presenting history in classes, considering the special nature of science, and using artistic images in regular teaching. The revealed conceptual debate around the chosen topics clarifies the subject matter for school students and teachers encouraging construction of Cultural Content Knowledge. Often missed in teachers' preparation and common curriculum it helps genuine understanding of science thus providing remedy of students' misconceptions reported in educational research.Science: Philosophy, History and Education,2520-8608ScienceStudy and teachingEducationScienceHistoryScience EducationEducationHistory of ScienceScienceStudy and teaching.Education.ScienceHistory.Science Education.Education.History of Science.507.1507.1Galili Igal1082117MiAaPQMiAaPQMiAaPQ9910522559003321Scientific Knowledge As a Culture2597029UNINA