LEADER 03897nam 2200625Ia 450 001 9910465135803321 005 20200520144314.0 010 $a9786612383465 010 $a0-19-157199-7 010 $a1-282-38346-9 035 $a(CKB)2560000000300880 035 $a(EBL)472347 035 $a(OCoLC)526106539 035 $a(SSID)ssj0000335038 035 $a(PQKBManifestationID)11284399 035 $a(PQKBTitleCode)TC0000335038 035 $a(PQKBWorkID)10272272 035 $a(PQKB)10600219 035 $a(StDuBDS)EDZ0000075801 035 $a(MiAaPQ)EBC472347 035 $a(Au-PeEL)EBL472347 035 $a(CaPaEBR)ebr10358421 035 $a(CaONFJC)MIL238346 035 $a(EXLCZ)992560000000300880 100 $a20090626d2009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aBasil of Caesarea, Gregory of Nyssa, and the transformation of divine simplicity$b[electronic resource] /$fAndrew Radde-Gallwitz 210 $aOxford ;$aNew York $cOxford University Press$dc2009 215 $a1 online resource (284 p.) 225 1 $aOxford early Christian studies 300 $aDescription based upon print version of record. 311 $a0-19-957411-1 311 $a0-19-172211-1 320 $aIncludes bibliographical references and index. 327 $aContents; Abbreviations; Note to the Reader; Introduction; The Uniqueness of Basil and Gregory; Outline of Chapters; 1. Simplicity and the Problem of Contradiction: Ptolemy and the Legacy of Marcion; Perceptions of Marcion; Ptolemy on "Self-subsistent Light, Simple and Uniform"; 2. From Science to Silence: Clement of Alexandria and Origen; Clement's Theological Science; Clement's Radical Apophaticism; Origen on Simplicity and "Conceptualizations" (Omitted); 3. Agen(n)e?tos and the Identity Thesis: Justin, Dionysius of Alexandria, and Athanasius; God as Ingenerate 327 $aAthanasius of Alexandria on Simplicity and Theological Language4. "Truly Repay the Debt": Aetius and Eunomius of Cyzicus; Aetius; Eunomius; 5. Basil of Caesarea I: On Not Knowing God's Essence (But Still Knowing God); A Central Tension: 'Common Usage' and Purification; Key Distinctions; 6. Basil of Caesarea II: Concepts, Reality, and Reading; Conceptualization (Omitted); Simplicity and the Unity of God; Simplicity and Reading Scripture Doctrinally; 7. "Therefore Be Perfect as your Heavenly Father is Perfect": Gregory of Nyssa on Simplicity and Goodness; Gregory's Defence of Basil; The 'Goods' 327 $aSimplicity and the TrinityAnthropology and the Simplicity of the Soul; Saving Gregory from his Defenders; Conclusion: The Transformation of Divine Simplicity; Bibliography; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W; X; Z 330 $aDivine simplicity is the idea that, as the ultimate principle of the universe, God must be a non-composite unity not made up of parts or diverse attributes. The idea was appropriated by early Christian theologians from non-Christian philosophy and played a pivotal role in the development of Christian thought. Andrew Radde-Gallwitz charts the progress of the idea of divine simplicity from the second through the fourth centuries, with particular attention to Basil of Caesarea and Gregory of Nyssa, two of the most subtle writers on this topic, both instrumental in the construction of the Trinitar 410 0$aOxford early Christian studies. 606 $aGod$xSimplicity 608 $aElectronic books. 615 0$aGod$xSimplicity. 676 $a231.4 700 $aRadde-Gallwitz$b Andrew$0473573 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910465135803321 996 $aBasil of Caesarea, Gregory of Nyssa, and the transformation of divine simplicity$9249493 997 $aUNINA LEADER 04915nam 22006975 450 001 9910370056603321 005 20240509015542.0 010 $a9783030234638 010 $a3030234630 024 7 $a10.1007/978-3-030-23463-8 035 $a(CKB)4100000008959113 035 $a(MiAaPQ)EBC5850801 035 $a(DE-He213)978-3-030-23463-8 035 $a(Perlego)3491302 035 $a(EXLCZ)994100000008959113 100 $a20190812d2020 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aROAD-MAPPING English Medium Education in the Internationalised University /$fby Emma Dafouz, Ute Smit 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Pivot,$d2020. 215 $a1 online resource (xvii, 163 pages) $cillustrations 311 0 $a9783030234621 311 0 $a3030234622 327 $aChapter 1 Introduction: setting the scene -- Part I Conceptualisations -- Chapter 2 English-medium education in international higher education settings -- Chapter 3 The ROAD-MAPPING framework -- Part II Applications -- Chapter 4 Researching EMEMUS -- Chapter 5 Managing EMEMUS -- Chapter 6 Conclusions and further research. 330 $a"This is timely and important conceptual work on the use of English for teaching and learning in multilingual higher education contexts. The theoretical and heuristic strength of the ROAD-MAPPING framework ensures methodological rigour and justifiable comparison across different contexts. Higher education managers, administrators and researchers will find this a valuable contribution to the field." -- Christa van der Walt, Stellenbosch University, South Africa "At a time when the rapid spread of English-medium education has outpaced theoretical conceptualisations, this excellent and concise book offers a sound interdisciplinary framework which stakeholders will find eminently useful to better understand the complexity of current multilingual university settings. As the saying goes, the best things come in small packages!" --David Lasagabaster, University of the Basque Country, Spain "Informed by recent research, the ROAD-MAPPING framework developed by Dafouz and Smit provides a valuable analytical tool to researchers, educators and policy-makers working with English-medium education across various university contexts. The authors carefully consider how English interacts with other languages and how it contributes to multilingual practices in higher education." --Maria Kuteeva, Stockholm University, Sweden This book is the first to offer a conceptual framework of English-medium education that can be used across different international higher education (HE) contexts. It provides readers with an understanding of the complexities, possibilities and challenges that this phenomenon raises in the 21st century. Making the case for the pressing need for an overarching conceptualisation, the authors discuss, from a theoretical point of view, the recently introduced ROAD-MAPPING framework for 'English Medium Education in Multilingual University Settings' (EMEMUS). Drawing on current research and examples from a variety ofsettings, the book makes a strong case for the applicability of the framework in two important directions: as a methodological tool for researching educational practices and as an analytical guide to examine policies and teacher education programmes. Emma Dafouz is Associate Professor in the Department of English Studies at the Complutense University of Madrid, Spain. Ute Smit is Professor of English Linguistics at the University of Vienna, Austria. . 606 $aGermanic languages 606 $aEducation, Higher 606 $aMultilingualism 606 $aApplied linguistics 606 $aLanguage policy 606 $aSociolinguistics 606 $aGermanic Languages 606 $aHigher Education 606 $aMultilingualism 606 $aApplied Linguistics 606 $aLanguage Policy and Planning 606 $aSociolinguistics 615 0$aGermanic languages. 615 0$aEducation, Higher. 615 0$aMultilingualism. 615 0$aApplied linguistics. 615 0$aLanguage policy. 615 0$aSociolinguistics. 615 14$aGermanic Languages. 615 24$aHigher Education. 615 24$aMultilingualism. 615 24$aApplied Linguistics. 615 24$aLanguage Policy and Planning. 615 24$aSociolinguistics. 676 $a428.00711 676 $a378 700 $aDafouz$b Emma$4aut$4http://id.loc.gov/vocabulary/relators/aut$01059526 702 $aSmit$b Ute$4aut$4http://id.loc.gov/vocabulary/relators/aut 906 $aBOOK 912 $a9910370056603321 996 $aROAD-MAPPING English Medium Education in the Internationalised University$92506781 997 $aUNINA