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Relevant bibliographies by topics / Coptic school

Academic literature on the topic 'Coptic school'

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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Journal articles on the topic "Coptic school"

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El Gendi, Yosra, and Marco Pinfari. "Icons of contention: The iconography of martyrdom and the construction of Coptic identity in post-revolutionary Egypt." Media, War & Conflict 13, no. 1 (September 18, 2019): 50–69. http://dx.doi.org/10.1177/1750635219866137.

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This article explores the changing iconography of martyrdom in Coptic religious icons in recent decades, with particular emphasis on the years that followed the 2011 Tahrir revolution and its role in articulating a more contentious version of Coptic identity vis-à-vis the Muslim majority in Egypt. The authors analyse the iconographical and iconological symbolism of the work of leading artists belonging to the so-called neo-Coptic school, focusing specifically on Victor Fakhoury’s icon of The Martyrs of Maspero and the interaction between Christian and Pharaonic imagery in his ‘New Martyrs’ series. The article argues that the presence of Pharaonic imagery in icons that portray episodes of collective martyrdom is designed to make the martyrs appear as true Egyptians. This portrayal, in turn, reinforces the so-called ‘sons of Egypt’ narrative – the suggestion that Copts are the direct descendants of ancient Egyptians and that they have a strong claim to Egyptian-ness. As such, these icons reflect an increasingly explicit attempt by the Coptic community to frame its identity in opposition to the Muslim majority and, in the process, to contest the content and meaning of Egyptian nationalism during a (failed) democratization process.

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Bąk, Tomasz. "„Jezus rzekł do nich: Moja żona”. Znaczenie kontrowersyjnego manuskryptu koptyjskiego w świetle współczesnej wiedzy i polemiki." Collectanea Theologica 86, no. 1 (November 25, 2016): 61–83. http://dx.doi.org/10.21697/ct.2016.86.1.04.

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At the International Congress of Coptic Studies in Rome on 18 September2012, Professor Karen L. King, Hollis Professor of Divinity fromHarvard Divinity School, presented a papyrus fragment with Coptic text,known as The Gospel of Jesus’ Wife. This document includes very problematicsentence: „Jesus said to them: My wife…”. Prof. King maintains inher article that the papyrus comes from the 4th century and contains Coptictranslation of a gospel, possibly written in Greek in the second century,although there is no consensus among the experts on this matter.This article engages in the debate on The Gospel of Jesus’ Wife and firstincludes the description of the manuscript and its datation, then provides theCoptic text with its translation and in finally the comparison is made of theGospel with the selected verses from another Coptic document: The Gospelof Thomas. The article shows, that The Gospel of Jesus’Wife is a modernforgery, written on a scrap of ancient papyrus and that most of words andexpressions, used in this document, comes from The Gospel of Thomas.

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Mansour, Shenouda Soliman, and Robyn Moloney. "Multiple Identities: A Study of Students in an Australian Coptic School." Journal for the Academic Study of Religion 33, no. 1 (April 8, 2020): 49–65. http://dx.doi.org/10.1558/jasr.36773.

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STENE PRESTON, Nora. "The Challenge of the Diaspora as Reflected in a Coptic Sunday School." Journal of Eastern Christian Studies 54, no. 1 (January 1, 2002): 77–89. http://dx.doi.org/10.2143/jecs.54.1.503678.

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Salib, Emad. "Nagy Riad Bishay." Psychiatric Bulletin 23, no. 11 (November 1999): 696–97. http://dx.doi.org/10.1192/pb.23.11.696.

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Dr Bishay was born on 25 August 1936 in Sohag, Egypt, the first of six children of Coptic Christian parents from Upper Egypt. After an illustrious school career he moved to the capital to study medicine at the University of Cairo, obtaining his MB ChB in 1958. He worked as a general practitioner in various Egyptian military hospitals for the next four years and obtained his Diploma in General Medicine in 1964. He continued to work in military hospitals for two further years as a physician.

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Adly, Mereet Hany. "Internal Reformation Within the Contemporary Coptic Imagined Community: The Sunday School Movement and Mechanisms of Minority Survival." Journal of Religious & Theological Information 18, no. 2-3 (June 22, 2019): 75–91. http://dx.doi.org/10.1080/10477845.2019.1605578.

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Majercik, Ruth. "The Existence–Life–Intellect Triad in Gnosticism and Neoplatonism." Classical Quarterly 42, no. 2 (December 1992): 475–88. http://dx.doi.org/10.1017/s0009838800016098.

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In his Life of Plotinus (16), Porphyry makes reference to certain gnostic ‘revelations’ under the names of ‘Zoroaster and Zostrianos and Nicotheus and Allogenes and Messos and many others of this kind’ which were circulated in Plotinus' school and refuted by Plotinus and his students, including Porphyry himself. Porphyry claims to have made ‘several refutations against the book of Zoroaster’ while Amelius apparently wrote some ‘forty volumes against the book of Zostrianos’. The surprising discovery of Coptic gnostic texts in the Nag Hammadi Library under the specific names of Allogenes (Nag Hammadi Codex XI.3) and Zostrianos (VIII.1) and the close relation of these texts to The Three Steles of Seth (VII.5) and Marsanes (x) has led to the general consensus that we now possess some of the actual texts mentioned by Porphyry.

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Burns, Dylan. "Apophatic Strategies in Allogenes (NHC XI, 3)." Harvard Theological Review 103, no. 2 (April 2010): 161–79. http://dx.doi.org/10.1017/s0017816010000532.

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Despite decades of research, it remains surprisingly difficult to identify the origins of the works preserved in the hoard of Coptic manuscripts discovered at Nag Hammadi in 1945. Even as unearthed “Gnostic” gospels continue to make headlines, many academics repent intoning these old, fiery heretics, and some have even called for an all-out dispensation of the term “Gnosticism.”2 Yet a felicitous piece of external evidence seems to offer a more stable foundation for identifying the date and sectarian provenance of several of the most difficult works discovered at Nag Hammadi, the so-called “Platonizing” treatises of the “Sethian school” of Gnosticism.3 Porphyry, the top pupil of the Neoplatonic philosopher Plotinus (third century C.E.), remarks that, there were in his [Plotinus's] time Christians of many kinds, and especially certain heretics who based their teachings on the ancient philosophy. They were followers of Adelphius and Aculinus, who possessed a lot of writings by Alexander the Libyan, Philocomus, Demostratus and Lydus, and also brandished apocalyptic works of Zoroaster, Zostrianus, Nicotheus, Allogenes, Messus and others of that kind.4

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Jovanovic, Aleksandar. "Branko Copic, school writer." Inovacije u nastavi 28, no. 4 (2015): 70–75. http://dx.doi.org/10.5937/inovacije1504070j.

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Abraham, Nevine. "Censorship, public opinion and the representation of Coptic minority in contemporary Egyptian cinema: The case of Amr Salama’s Lamo’aķhza (Excuse My French) (2014)." Journal of African Cinemas 13, no. 2 (December 1, 2021): 181–96. http://dx.doi.org/10.1386/jac_00053_1.

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Censorship decisions on cinematic works in Egypt have been characterized by their inconsistency due to the intentional lack of definition of what would constitute a threat to politics, religion and morality. Such fluidity has forced filmmakers to practise self-censorship and deterred them from tackling Coptic problems for fear of igniting sectarianism, as censorship would claim. This article shows the role of public opinion during the period of political instability and aspiration for freedom after the 25 January 2011 Egyptian Revolution in facilitating the approval of the controversial script of Amr Salama’s Excuse My French (2014), which deals with the issue of discrimination against minority Copts in public schools, after five rejections by the censors.

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Dissertations / Theses on the topic "Coptic school"

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Baxter, Kimberly J. "Women in the high school principalship a study of leadership at three schools /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Regos, Zamorano Debora Buchaim. "Communicative feedback and its influence on leadership in a rural school setting." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Heer, Hendrik de. "Project L.E.A.N. : an after-school health and exercise program for elementary school children in El Paso, Texas /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Perry, S. Marshall. "Shaping self-concepts : ability grouping and middle school students /." May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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Hyler, Maria E. "Membership and marginalization : how school structures make a difference /." May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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Keith, Joe Allen. "Perceptions of school leadership capacity and student achievement." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Ross, Peter. "Moving from "one best system" to a portfolio : a study of the district-wide high school redesign initiative in the Austin independent school district /." May be available electronically:, 2008. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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Brodziak, de los Reyes Iliana. "School matters : perspectives on differences in student achievement in Mexico /." May be available electronically:, 2009. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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Reneau, April Christine. "Determining basic voice classification of high school choir students." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Flores, Rodríguez Griselda. "Exploring dialectic tensions in teachers' relationships in school settings." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Books on the topic "Coptic school"

1

M, Hasitzka Monika R., ed. Koptische dokumentarische und literarische Texte: First International Summer School in Coptic Papyrology 2006 in der Papyrussammlung der Österreichischen Nationalbibliothek. Berlin ; New York: De Gruyter, 2011.

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Nye, Robert Evans. Music inthe elementary school. 5th ed. Englewood Cliffs: Prentice-Hall, 1985.

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Nye, Robert Evans. Music in the elementary school. 5th ed. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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Library, Chester Beatty. The Chester Beatty codex AC 1390: Mathematical school exercises in Greek and John 10:7-13:38 in Subachmimic. Leuven, Belgium: Peeters, 1990.

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Erneuerung in der Koptisch-Orthodoxen Kirche: Die Geschichte der koptisch-orthodoxen Sonntagsschulbewegung und die Aufnahme ihrer Reformansätze in den Erneuerungsbewegungen der Koptisch-Orthodoxen Kirche der Gegenwart. Münster: Lit, 1998.

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6

Brogden, M. C. Inspection under Section 9 of the Education (Schools) Act 1992: The Coppice County Primary School Shawhurst Lane, Hollywood, Birmingham B47 5JN ... : date of inspection: 13 - 17 March 1995. [London]: Ofsted, 1995.

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7

Mack, Peter. Rhetorical Training in the Elizabethan Grammar School. Edited by Malcolm Smuts. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199660841.013.12.

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This chapter considers in detail the aspects of rhetoric taught in Elizabethan grammar schools. Pupils were shown the use of rhetorical ideas in practice when teachers pointed out rhetorical features in set texts from Latin literature. While the texts studied in grammar school— Erasmus’De conscribendis epistolisandDe copia, Aphthonius’ Progymnasmata—did not provide a comprehensive account of the whole of rhetorical theory, they gave a great deal of practical help on issues of style, amplification and decorum, on ways of approaching an audience, and on components of larger texts such as narratives, descriptions, comparisons, maxims and examples. They provided some help with argument and a flexible approach to disposition.

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Rosa, Alfred, and Paul Eschholz. High School Models for Writers 11e & Copia. Bedford/St. Martin's, 2017.

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Oosterhoff, Richard. Copia in the Classroom. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823520.003.0003.

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Mathematics offered a means for navigating the medieval curriculum. This chapter turns to the library of Beatus Rhenanus, which survives intact, including the various volumes he bought and annotated while a student of Lefèvre at Paris from 1503 to 1507. These reveal the particular strains that the medieval university curriculum, and its practices of lecture and disputation, placed on students—and how humanist ideals increased, rather than relieved, those pressures. Beatus’ school books reveal the course of study at the Collège du Cardinal Lemoine, and how students there encountered mathematics before or alongside logic, the traditional starting point in philosophy, as a kind of universal method for managing the abundance of knowledge.

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Jakobs, D. Meet Blades The Copter-Bot (Turtleback School & Library Binding Edition) (Passport to Reading, Level 1: Transformers Rescue Bots). Turtleback Books, 2014.

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Book chapters on the topic "Coptic school"

1

"The Great Coptic School." In From Mission to Modernity. I.B.Tauris, 2011. http://dx.doi.org/10.5040/9780755611126.ch-005.

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Simaika, Samir, and Nevine Henein. "A Love of Learning." In Marcus Simaika. American University in Cairo Press, 2017. http://dx.doi.org/10.5743/cairo/9789774168239.003.0003.

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This chapter describes Marcus Simaika's early education. Marcus began his education at the Coptic Patriarchal School, founded by Patriarch Cyril IV and entirely maintained by the Coptic patriarchate. At school, Marcus studied the Bible and learned Coptic, Greek, and Arabic. His father forbade him to learn any European languages, believing that they would distract Marcus from ecclesiastic studies and interfere with his plan of consecrating him to the service of the Church. In his memoirs, Marcus recollects most of his teachers, including Sheikh Muhammad al-Kinawi, his Arabic language teacher, and Mikhail Effendi Abd al-Sayed, his English teacher. The chapter also discusses Marcus's time at the Collège des frères des écoles chrétiennes, where he studied the French language.

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Simaika, Samir, and Nevine Henein. "A Prominent Family." In Marcus Simaika. American University in Cairo Press, 2017. http://dx.doi.org/10.5743/cairo/9789774168239.003.0004.

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This chapter focuses on the education and careers of Marcus Simaika's siblings. According to Marcus, no fewer than three prime ministers were among the graduates of the Coptic Patriarchal School: Boutros Pasha Ghali and Youssef Pasha Wahba, both Copts, and Yehia Pasha Ibrahim, a Muslim. A large number of ministers, heads of administrations, judges, and statesmen also graduated from this school. Marcus's two elder brothers, Abd al-Messih and Rizqallah, both graduated at the top of their class and were sent to the School of Law. They were later transferred to the Mixed Courts and then to the newly established Native Courts. Abdallah, the younger brother of Marcus, went to Montpellier to study law, while his youngest brother Attallah entered the Egyptian State Railways. His sister married her first cousin, Wassef Pasha Simaika.

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"A Multidimensional Understanding of Sunday School in the Coptic Orthodox Tradition." In Copts in Modernity, 257–69. BRILL, 2021. http://dx.doi.org/10.1163/9789004446564_014.

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"An Example of Coptic Leadership and Patronage: Lay-Archon Louis Zikri Wissa and Sixty Years Commitment in the Sunday School Movement." In Copts in Modernity, 179–98. BRILL, 2021. http://dx.doi.org/10.1163/9789004446564_010.

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Simaika, Samir, and Nevine Henein. "Al-Majlis al-Milli." In Marcus Simaika. American University in Cairo Press, 2017. http://dx.doi.org/10.5743/cairo/9789774168239.003.0011.

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This chapter discusses Marcus Simaika's role as a member of Al-Majlis al-Milli. At Cyril V's return from exile, the majlis was dissolved and a committee was appointed to carry out the work of the Coptic patriarchate. Due to accusations of bribery and corruption, the committee was dissolved and a new majlis was elected in 1905, of which Simaika was again a member. Three years later, Simaika was elected vice president of the Majlis al-Milli under the ex-officio presidency of the patriarch. Four committees were formed: the first to look after Coptic schools; a second in charge of Coptic churches, monasteries, and the clerical college; a third to administer waqfs; and a fourth to supervise the administrative work of the patriarchate. Simaika resigned in 1928 in protest at the financial policy followed by the majlis.

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Simaika, Samir, and Nevine Henein. "Education and Legislation." In Marcus Simaika. American University in Cairo Press, 2017. http://dx.doi.org/10.5743/cairo/9789774168239.003.0006.

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This chapter discusses Marcus Simaika's career in the fields of education and legislation. Simaika was appointed to the Legislative Council in 1906—the year of his retirement from the Egyptian State Railways—to fill the vacancy for a Coptic member created by the death of Basili Pasha Tadrus, a former judge of the High Court of Appeal. He was chosen by the British Agency in preference to Scandar Fahmi. As a member of the Superior Council of Education, Simaika played a leading role in the promulgation of the law regarding government grants to private schools, subject to the supervision of the Ministry of Education. He also proposed the founding of a large Coptic college for girls, resulting in the establishment of the Coptic Girls College in Abbasiya in 1910. The chapter also considers Simaika's work in the Egyptian legislature, first at the Legislative Council and then at the Legislative Assembly.

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Favors, Jelani M. "A Seedbed of Activism." In Shelter in a Time of Storm, 18–48. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469648330.003.0002.

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This chapter discusses the history of the first black college established – The Institute for Colored Youth (ICY). The ICY would later be renamed Cheyney State University. Founded in 1837, the ICY became a critical staging ground for both the abolitionist movement and the early civil rights movement. With key players such as Ebenezer Bassett, Octavius Catto, and Fanny Jackson Coppin leading the school, the ICY set the template for how black educational institutions would create a pedagogy and praxis that encouraged and radicalized generations of youth to serve their communities as agents for change. Tragically, the most pivotal event of the school’s early years was the assassination of its beloved teacher and alum Octavius Catto in 1871 who was murdered in the streets of Philadelphia after playing a critical role in organizing support for the 15^th amendment.

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Watson, Foster. "Theme Writing at the Beginning of the 17th Century with Note on Erasmus’S De Copia." In The English Grammar Schools to 1660, 422–39. Routledge, 2019. http://dx.doi.org/10.4324/9780429402081-27.

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TIRA, VICTORIA. "ABORDĂRI CONCEPTUALE ASUPRA ETAPELOR DE CREȘTERE ȘI DEZVOLTARE LA COPII." In Educaţie şi valori în societatea contemporană. Editura Eikon, 2022. http://dx.doi.org/10.56177/epvl.cap15.2022.ro.

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CONCEPTUAL APPROACHES TO STAGES OF DEVELOPMENT AND GROWTH IN CHILDREN. The study of young child growth and development has sparked interest since ancient times, and today developmental psychology offers stage models of child development and how motor, volitional, and affective capacities are developed. The process of growth and development at children has a stage course and the complexity and peculiarities of each stage are exploited. Moreover, the new theories on child development describe that each stage of development has particularities, factors and relationships that reach a special, non-linear psychodynamic in which life events, the child's abilities and socio-emotional support are in a relationship of confluence. The study of stadial development in children allows, among other things, the identification of some types of relationships and activities observable both in the family environment and in the educational, school environment. In this context, the stage conceptions from developmental psychology also highlights the role of socio-emotional development in children as well as its stimulation according to its inter-individual characteristics.

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