Relevant bibliographies by topics / Christopher Dawson

Academic literature on the topic 'Christopher Dawson'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Christopher Dawson"

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Quinn, Dermot. "Christopher Dawson." Chesterton Review 35, no. 3 (2009): 601–15. http://dx.doi.org/10.5840/chesterton2009353/485.

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Andersen, William A. "Christopher Dawson." Chesterton Review 37, no. 3 (2011): 489–504. http://dx.doi.org/10.5840/chesterton2011373/476.

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Aldunate, Jaime Antúnez. "Christopher Dawson Sigue Dejando Lecciones." Chesterton Review en Español 2, no. 1 (2008): 257–66. http://dx.doi.org/10.5840/chesterton-espanol20082134.

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Aldunate, Jaime Antúnez. "Visión metahistórica de Christopher Dawson." Chesterton Review en Español 6, no. 1 (2014): 115–23. http://dx.doi.org/10.5840/chesterton-espanol2014/20156111.

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Quinn, Dermot. "Christopher Dawson and Historical Imagination." Chesterton Review 26, no. 4 (2000): 471–89. http://dx.doi.org/10.5840/chesterton200026494.

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Olson, Glenn W. "Why We Need Christopher Dawson." Chesterton Review 34, no. 3 (2008): 775–800. http://dx.doi.org/10.5840/chesterton2008343/459.

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Robichaud, Paul. "David Jones and Christopher Dawson." Logos: A Journal of Catholic Thought and Culture 6, no. 3 (2003): 68–85. http://dx.doi.org/10.1353/log.2003.0037.

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Scott, Christina. "Christopher Dawson and the Historical Imagination." Chesterton Review 27, no. 1 (2001): 279–80. http://dx.doi.org/10.5840/chesterton2001271/2130.

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Antúnez Aldunate, Jaime. "What Christopher Dawson Lamented in Modernity." Chesterton Review 34, no. 1 (2008): 271–74. http://dx.doi.org/10.5840/chesterton2008341/2111.

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Russello, Gerald J. "Dynamics of World History, by Christopher Dawson." Chesterton Review 29, no. 1 (2003): 182–85. http://dx.doi.org/10.5840/chesterton2003291/222.

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Dissertations / Theses on the topic "Christopher Dawson"

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Sproviero, Glen Austin. "The historical imagination of Christopher Dawson /." St Andrews, 2008. http://hdl.handle.net/10023/760.

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Lynch, Michael Richard, and res cand@acu edu au. "Catholicism, History and Culture: A Dawsonian synthesis." Australian Catholic University. Arts & Sciences (QLD), 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp176.07102008.

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At present the Church is confronted by two major problems, specifically, its marginalization within Western society, and the difficulty of transmitting the faith to the young. This confusion has had a particularly severe impact on Catholics within English-speaking countries such as Australia, where a dominant secularized Protestant culture has repudiated its Catholic roots. Catholics have had limited opportunities to appreciate the depth and richness of their heritage or to understand the forms and substance of a flourishing Catholic culture. There have been two major responses to the dilemma of the Church’s interaction with modern culture. The first, which predominated before 1960, drew largely upon neo-scholastic philosophy, a major proponent of which was the prominent French Catholic intellectual, Jacques Maritain (1882-1973). However, a sole reliance on this approach has proved unsatisfactory in countries such as Australia, where the Catholic cultural and historical understandings remained underdeveloped. The second major response, which has dominated the period since the Second Vatican Council (1962-65), has interpreted the term aggiornamento to mean accommodation by the Church to the modern world. This response has been particularly problematic for Catholics in Australia, which has experienced substantial social and cultural changes in the last forty years. Consequently, major declines in religious practice and the marginalization of Christian understandings and beliefs within the broader society are indicative of a need for new ways to respond to modern culture and the challenge of secularization. Since the early 1970s, Communio scholars have explored the relationship between theology and culture. Their perspectives have also led to a renewed awareness of the importance of tradition, memory and history in understanding culture. This thesis will build on this renewed awareness, to argue that the confusion about the rôle of culture has resulted from a failure to recognize the challenge posed by modernity’s breach with the Christian past, and the accompanying distortion of the historical narrative. A solution to these difficulties draws upon the historical and cultural understandings of the English Catholic historian, Christopher Dawson (1889-1970). He sought to emphasize the essential quality of the spiritual dimension in culture and history. In particular, Dawson’s understanding that religion forms culture gave him a unique insight into the importance of memory and tradition in the survival of a culture. Thus, his work addressed such themes as the rôle of Christianity in forming the West, and the need to analyse the forms and substance of a Christian culture. During the 1950s, Dawson became increasingly convinced of the importance of education in transmitting the spiritual and cultural heritage of society. He advocated the idea of a Christian culture course that would teach students about their Christian past and help them to understand that religion provides the most vital aspect of society. In particular, this thesis will propose that Dawson’s historical and educational framework is an important way to respond to the amnesia of modern culture and to transmit the faith to the next generation. Specifically, this thesis will use the Dawsonian perspective as well as the cultural analysis of the Communio school, as a means to focus on the importance of culture, history, the European heritage and education, in order to argue for new catechetical and educational directions. A focus on Europe would benefit Australia not only because it has a European heritage, but because it would allow a greater knowledge of a culture that was formed by Christianity, and of the challenge that arises from a secularization of the Christian ethos. The Dawsonian proposal for a Christian culture course provides an alternative to historical and cultural perspectives that are based on secular and Whig versions of history. Instead of focusing on the three-fold division of history into Ancient, Medieval and Modern eras, Dawson’s course developed an understanding of the impact of Christianity by developing a knowledge of six stages of Christian culture: The Apostolic Age; the Patristic Age; the Formation of Western Christendom; the High Middle Ages; Divided Christendom, after the Reformation; and finally, Secularized Christendom. Thus, the Dawsonian course with its emphasis on the formative rôle of Christian culture within Western society is an important means to address the problems of the marginalization of the Church, and the urgent need to find more effective ways to transmit the faith to the next generation.
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Stuart, Joseph T. "Christopher Dawson in context : a study in British intellectual history between the World Wars." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/4493.

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Christopher Dawson (1889-1970) was a British historian of culture and a pioneer during the 1920s in linking history with the social sciences. Much existent writing on him today simply tries to summarize his views on the historical process or on specific time-periods. There is a fundamental lack of real historical perspective on Dawson, linking him to his own intellectual environment. This thesis attempts to remedy that lack. It demonstrates that the most important years in which to understand Dawson’s development were roughly those of the interwar period (1918-1939). During those years he wrote scholarly books as well as social and political commentaries. This thesis uses Dawson’s life and writings as a window into his world—hence it is a “study in British intellectual history between the world wars.” A number of contexts will be examined through relevant archival and published source material: textual, social, cultural, and biographical, all in order to account for the numerous ideas and events that raised questions in Dawson’s mind to which he then responded in his writings. Chapter one studies Dawson’s reputation from the interwar years up until today in order to highlight his broad visibility, the diverse images through which his work was viewed, and the central themes he engaged with and which are the subjects of the following chapters. Those themes are: (1) Dawson’s entry into British sociology during the 1920s; (2) his response to the question of human progress in Britain after the Great War; (3) his response to historiographical problems surrounding religious history, nationalism, and empiricism; (4) the various ideas of religion present in interwar Britain and the wider Western world by which Dawson informed his thinking not only about religion but also about (5) those “political religions” (as he saw them) taking shape in the totalitarian regimes during the interwar years. The purpose of this thesis is to contribute to general knowledge of interwar British history, aid more historically sensitive readings of Dawson’s work today, and reveal something of Dawson’s “cultural mind”: the fundamental interdisciplinary and catholic ways of historical thinking by which he viewed the past and the present and which were his most important contributions to the discipline of history.
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Carter, Stephen G. ""Historian of the spirit" : an introduction to the life and ideas of Christopher H. Dawson, 1889-1970." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/2949/.

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What follows is an intellectual biography of the English Catholic historian Christopher Henry Dawson (1889-1970). If there is one overarching thesis to this dissertation, it is that Dawson's place within the history of Britain and the United States and within the historical academy in general has been hitherto underappreciated as a result of unfair categorization of his work by critics, and equally unhelpful credulous assessments imd subsequent politicization of his scholarship by overzealous admirers. Even though his perspectives will probably never be completely embraced by the historical academy due to current trends in historiography, it is hoped that this dissertation will demonstrate that Dawson’s scholarship is deserving of study because of the breadth of his intellectual and practical activity in Britain during the twentieth century, and his groundbreaking role in identifying the importance of culture and religious belief to historiography. The introduction includes a review of the most important secondary literature about Dawson that will be used throughout the work. The main text of the dissertation develops chronologically, and is in eight parts, each part representing a distinct phase of Dawson's life. Part Chie (1889-1914) examines the formative years of his childhood, his education, his conversion to the Roman Catholic Church, and how his experiences formed the basis for his opinions about history, religion, and world around him. Part Two (1915-1929) explores the schools of thought that shaped Dawson’s ideas as a young scholar, and the ideas expressed in his first two books. Part Three (1930-1934) represents the most active time of Dawson's career, and the period during which he became a widely read Catholic intellectual and historian of Europe. Part Four (1935-1939) examines Dawson's commentaries on European political movements during the 1930ร. Part Five (1940-1945) discusses Dawson's role as the vice-president of die wartime ecumenical movement 'The Sword of the Spirit', as well as his book written at the height of the Movement's success. Part Six (1946-1952) covers Dawson's ideas from his Gifford Lectures, and his interest in American Catholicism. Part Seven (1953-1962) covers Dawson's vision for American Catholics and education, and his position at Harvard University, which he held from 1958 until a series of strokes forced him to retire, and return to England in 1962. Part Eight (1963-1970) briefly discussed the events of the last years of his life. The conclusion serves as a summary of his contribution and legacy as a major twentieth-century intellectual.
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Brose, Robert [Verfasser], Martin [Akademischer Betreuer] Pohl, H. [Akademischer Betreuer] Yan, Martin [Gutachter] Pohl, Christoph [Gutachter] Pfrommer, and Bohdan [Gutachter] Hnatyk. "From dawn till dusk : modelling particle acceleration in supernova remnants / Robert Brose ; Gutachter: Martin Pohl, Christoph Pfrommer, Bohdan Hnatyk ; Martin Pohl, H. Yan." Potsdam : Universität Potsdam, 2020. http://d-nb.info/1219579203/34.

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Brose, Robert [Verfasser], Martin [Akademischer Betreuer] Pohl, H. [Akademischer Betreuer] Yan, Martin Gutachter] Pohl, Christoph [Gutachter] [Pfrommer, and Bohdan [Gutachter] Hnatyk. "From dawn till dusk : modelling particle acceleration in supernova remnants / Robert Brose ; Gutachter: Martin Pohl, Christoph Pfrommer, Bohdan Hnatyk ; Martin Pohl, H. Yan." Potsdam : Universität Potsdam, 2020. http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-470865.

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7

Greydanus, Richard. "'All That Man Has and Is' : a Study of the Historiographical Concerns Guiding the Work of Christopher Dawson." Thesis, 2008. http://hdl.handle.net/10756/288492.

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This thesis presents the historiographical concerns guiding the work of Christopher Dawson, Roman Catholic historian, sociologist, and philosopher of history, in terms of a science of human being, which is adequate to conceptualize human activity in time. The author attempts to show that Dawson rejects the modern, empirical paradigm, both for its secularity and its reconceptualization of the relation between time and human activity in history. A conceptual continuity Dawson sees between the work of modern empirical thinkers G.W.F. Hegel, Karl Marx, and Friedrich Nietzsche, and its consequences for understanding history as a teleological process, or the progress of Reason, consciousness, Spirit, self-overcoming, etc., is treated in the first section. Dawson's account of the natural conditions of human knowing, and its relation to his theory of culture, is treated in the second section. And in the final section, Dawson's understanding of the relation between religion and culture is presented.
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Books on the topic "Christopher Dawson"

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Aldunate, Jaime Antúnez. Filosofía de la historia en Christopher Dawson. Madrid: Ediciones Encuentro, 2007.

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2

Scott, Christina. A historian and his world: Alife of Christopher Dawson. New Brunswick (U.S.A.): Transaction Publishers, 1992.

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A historian and his world: A life of Christopher Dawson. New Brunswick (U.S.A.): Transaction Publishers, 1992.

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1971-, Russello Gerald J., ed. Christianity and European culture: Selections from the work of Christopher Dawson. Washington, D.C: Catholic University of America Press, 1998.

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Keats, J. Brennan. A poet's composer: The biography of Horace Keats 1895-1945 and his connection with associate artists such as Peter Dawson, Barbara Russell and the poets Kenneth MacKenzie, Hugh McCrae and Christopher Brennan. Culburra Beach, N.S.W: Publications by Wirripang, 1997.

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Łukasik, Izabela. Wkład chrześcijaństwa w kulturę według Christophera Dawsona. Lublin: Towarzystwo Naukowe Katolickiego Uniwersytetu Lubelskiego Jana Pawła II, 2010.

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The Movement of World Revolution Works of Christopher Dawson. Catholic University of America Press, 2013.

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Milward, Peter. Rise of World Civilization: Selected Writings of Christopher Dawson. Loyola Pr, 1989.

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Caldecott, Stratford. Eternity in Time: Christopher Dawson & the Catholic Idea of History. T. & T. Clark Publishers, 1997.

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Legge, Mark Dallas. Ploughing a lone furrow: Metahistory in the thoughts of Christopher Dawson. 1996.

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Book chapters on the topic "Christopher Dawson"

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Potts, Garrett, and Stephen Turner. "Making Sense of Christopher Dawson." In The History of Sociology in Britain, 103–36. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19929-6_4.

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LoBrutto, Vincent. "Adventures Not in Paradise." In Ridley Scott, 110–13. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813177083.003.0012.

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White Squall is based on the book The Last Voyage of the Albatross, co-written by Chuck Gieg, who was a survivor of a prep school ship that sank during treacherous weather on the high seas. The voyage was planned to expose young men to different locales as they studied academic subjects during the trip. They also were part of the ship’s crew and learned to be seamen. White Squall is a rare successful re-creation of the early 1960s: the dawn of an era that saw much change but still maintained its innocence. Much of this picture was shot on a real schooner at sea. Scott directed many strong performances, especially from Jeff Bridges playing Captain Christopher “Skipper” Sheldon. The boys represent many different personality types and all are impacted by the voyage and the crew. The white squall event left many dead. In the real-life story, no punishment was given to the skipper, but Scott decided to end the film on a dramatic note so a fictional scene was created. Here the skipper faces a tribunal with his license at risk. The boys come to his aid with solid support and the issue is then resolved.
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