LEADER 02032nam 22005651 450 001 9910787786203321 005 20230124191202.0 010 $a1-936959-66-6 035 $a(CKB)2670000000431769 035 $a(SSID)ssj0001202464 035 $a(PQKBManifestationID)11643150 035 $a(PQKBTitleCode)TC0001202464 035 $a(PQKBWorkID)11153760 035 $a(PQKB)10157706 035 $a(MiAaPQ)EBC1416100 035 $a(Au-PeEL)EBL1416100 035 $a(CaPaEBR)ebr10781577 035 $a(OCoLC)860755166 035 $a(EXLCZ)992670000000431769 100 $a20120907d2012 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe NSTA ready-reference guide to safer science$hVol. 2 /$fKenneth Russell Roy 210 1$aArlington, Virginia :$cNSTA Press,$d2012. 215 $a1 online resource (202 pages) 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a1-936959-06-2 320 $aIncludes bibliographical references and index. 606 $aScience$xStudy and teaching (Middle school)$zUnited States$xSafety measures 606 $aScience rooms and equipment$zUnited States$xSafety measures 606 $aScientific apparatus and instruments$zUnited States$xSafety measures 606 $aScience$xExperiments$xSafety measures 606 $aHazardous substances$zUnited States$xSafety measures 615 0$aScience$xStudy and teaching (Middle school)$xSafety measures. 615 0$aScience rooms and equipment$xSafety measures. 615 0$aScientific apparatus and instruments$xSafety measures. 615 0$aScience$xExperiments$xSafety measures. 615 0$aHazardous substances$xSafety measures. 676 $a507.1273 700 $aRoy$b Kenneth Russell$01487471 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910787786203321 996 $aThe NSTA ready-reference guide to safer science$93707334 997 $aUNINA LEADER 03852nam 22005175 450 001 9910795017403321 005 20230808205951.0 010 $a0-8232-7380-6 010 $a0-8232-7381-4 024 7 $a10.1515/9780823273812 035 $a(CKB)4390000000004099 035 $a(DE-B1597)555123 035 $a(DE-B1597)9780823273812 035 $a(MiAaPQ)EBC4803735 035 $a(OCoLC)967876924 035 $a(EXLCZ)994390000000004099 100 $a20200723h20162017 fg 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aTeaching Bodies $eMoral Formation in the Summa of Thomas Aquinas /$fMark D. Jordan 210 1$aNew York, NY :$cFordham University Press,$d[2016] 210 4$dİ2017 215 $a1 online resource (225 pages) 311 0 $a0-8232-7379-2 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tPreface --$tIntroduction. The Summa?s Origins: Three Fables and a Candid Counterproposal --$tPart I. Sacraments, Gospel, Incarnation --$tPart II. Writing Scenes of Moral Instruction --$tPart III. Moral Theology on the Way to Its End --$tConclusion: The Good of Reading --$tAcknowledgments --$tNotes --$tWorks Cited --$tIndex 330 $aIn Teaching Bodies, leading scholar of Christian thought Mark D. Jordan offers an original reading of the Summa of Theology of Thomas Aquinas. Reading backward, Jordan interprets the main parts of the Summa, starting from the conclusion, to reveal how Thomas teaches morals by directing attention to the way God teaches morals, namely through embodied scenes: the incarnation, the gospels, and the sacraments. It is Thomas?s confidence in bodily scenes of instruction that explains the often overlooked structure of the middle part of the Summa, which begins and ends with Christian revisions of classical exhortations of the human body as a pathway to the best human life. Among other things, Jordan argues, this explains Thomas?s interest in the stages of law and the limits of virtue as the engine of human life. Rather than offer a synthesis of Thomistic ethics, Jordan insists that we read Thomas as theology to discover the unification of Christian wisdom in a pattern of ongoing moral formation. Jordan supplements his close readings of the Summa with reflections on Thomas?s place in the history of Christian moral teaching?and thus his relevance for teaching and writing in the present. What remains a puzzle is why Thomas chose to stage this incarnational moral teaching within the then-new genres of university disputation?the genres we think of as ?Scholastic.? Yet here again the structure of the Summa provides an answer. In Jordan?s deft analysis, Thomas?s minimalist refusal to tell a new story except by juxtaposing selections from inherited philosophical and theological traditions is his way of opening room for God?s continuing narration in the development of the human soul. The task of writing theology, as Thomas understands it, is to open a path through the inherited languages of classical thought so that divine pedagogy can have its effect on the reader. As such, the task of the Summa, in Mark Jordan?s hands, is a crucial and powerful way to articulate Christian morals today. 606 $aEthics, Medieval 610 $aSumma theologiae. 610 $aThomas Aquinas. 610 $aincarnation. 610 $amoral pedagogy. 610 $asacraments. 610 $avirtues. 615 0$aEthics, Medieval. 676 $a100 700 $aJordan$b Mark D.$4aut$4http://id.loc.gov/vocabulary/relators/aut$0971804 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a9910795017403321 996 $aTeaching Bodies$93812566 997 $aUNINA