Academic literature on the topic 'School: School of Art History, Classics and Religious Studies'
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Journal articles on the topic "School: School of Art History, Classics and Religious Studies"
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AKIMOV, SERGEY. "MASTERY OF ART HISTORY METHODOLOGY AS A PROFESSIONAL COMPETENCE OF A TEACHER OF ART HISTORY AT A CHILDREN'S ART SCHOOL." Культурный код, no. 2022-3 (2022): 69–86. http://dx.doi.org/10.36945/2658-3852-2022-3-69-86.
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Methodological heritage of classical art studies is considered in this article as a basis for systematization and conceptual understanding of educational material in teaching art history in children's art school. The necessity for a teacher to know the ideas and principles of cultural-historical and formal approaches, iconology, spiritual-historical method of M. Dvořak and his followers is emphasized; an attempt is made to show their significance for pedagogical practice. The works of modern Russian art historians are considered, in which interesting methodological problems are solved and familiarization with which will be useful to teachers in theoretical and practical aspects.
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Vlassopoulos, Kostas. "Greek History." Greece and Rome 61, no. 2 (September 12, 2014): 272–77. http://dx.doi.org/10.1017/s0017383514000114.
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Two important recent books re-examine long-standing orthodoxies which have come under fire in recent decades. Julia Kindt challenges the orthodox model of Greek religion which has put thepolisas its central organizing principle, as manifested in the work of Christianne Sourvinou-Inwood and the Paris school. The book combines methodological and theoretical discussion with a series of case studies ranging from the Archaic period to the Second Sophistic. Kindt does not deny the value of thepolis-centred model for major aspects of Greek religious life; rather, her main disagreement is that it creates simplistic polarities and leaves aside or treats as exceptions many important aspects of Greek religion. While thepolismodel sees religion as embedded in the structures of thepolis, Kindt argues persuasively for the need to conceptualize Greek religion as a series of interrelated but distinct layers. She rightly stresses the autonomy of religion as a symbolic and figural system; and she emphasizes the significance of personal experience and agency and the ways in which practices such as magic illustrate the multiple links between personal experience and agency and the religious community of thepolis. Finally, of particular significance is her challenge to the standard polarity of local versus Panhellenic and the need to adopt a wider spectrum of layers and identities.
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Volkova, Natalia. "Non-Classical Canon in ANT/STS: How a Ship Turns Into a Pump?" Philosophy. Journal of the Higher School of Economics VI, no. 2 (March 31, 2022): 39–80. http://dx.doi.org/10.17323/2587-8719-2022-2-39-80.
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The article examines the canon as a principle of the formation of the actor-network writing technique and its influence on the formation of the Lancaster School, which exists at the intersection of Actor-Network Theory (ANT) and Science and Technology Studies (STS). The discussion of the canon is built around the idea of canonical experiments by Robert Boyle, which served as a model for modern experimental science. As an experimental technique, the canon is contrasted with the principle of distinguishing classics of Sociology and classical texts that are part of the university canon. The (un)classical forms of organizing the mobile canon are described in the case studies by John Law and Annemarie Mol of the mobile/movable technologies. Two cases are highlighted for analysis, which are described in John Law's article “Objects and Spaces”: “Portuguese vessel” as “immutable mobile”, which maintains its shape due to movement, and “Zimbabwe pump” as “fluid technology” with a stable core and fluid border of the periphery. The analysis of each of the cases, highlighting their trajectories of movement between different texts, strategies for simplifying the analyzed situations and working with the organization of a research article, allows to describe the mobile ANT/STS canon as a result of overlapping two axes: an empirical/theoretical description and the core of control/controlled periphery. Thus, it is shown how the movable canon acquires a stable core in Law's article “Objects and Spaces” and becomes the basis for the further development of the Lancaster School.
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Mester, Béla. "TH. HOBBES’ VISIBLE RHETORIC: A CASE STUDY OF HISTORY OF POLITICAL IDEAS / T. HOBBESO VIZUALIOJI RETORIKA: POLITINIŲ IDĖJŲ ISTORIJOS ATVEJO ANALIZĖ." CREATIVITY STUDIES 7, no. 2 (December 22, 2014): 98–107. http://dx.doi.org/10.3846/23450479.2014.963717.
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In the topic of this article, it is the early modern intellectual history; it will be offered at first an overview of the approaches of the parallelism between the researches of words, pictures, and gestures, based on the author's personal experiences as a researcher of this epoch. The first examples will be several loci of English classics, John Milton, and John Locke; then it will be mentioned the significance of the methodology of the “Iconic Turn,” with the concept of “pictorial (speech) act”, and with the history of religious art. At the end of this overview it will be mentioned briefly the methodological contribution of the Cambridge school of intellectual history, and that of the Geschichtliche Grundbegriffe of Reinhart Koselleck. Second part of this article will offer a historical example from the early modern age. The first one is an analysis of several details of Thomas Hobbes’ ambivalent relationship with the antique tradition of rhetoric, and their consequences for the visual sphere. Šio straipsnio tema – moderniųjų laikų pradžios intelektualinė istorija. Pirmoje jo dalyje pateikiama tarp mokslinių tyrinėjimų, skirtų žodžiams, vaizdams ir gestams, susiklostančių paralelių traktavimo bendroji samprata. Vienoks ar kitoks jų traktavimas priklauso nuo autoriaus, kaip toje epochoje gyvenančio tyrėjo, asmeninių patirčių. Pirmieji pavyzdžiai – tai keletas anglų klasikų, tokių kaip Johnas Miltonas ir Johnas Locke'as. Paskui pabrėžiama „vaizdinio posūkio“ metodologijos „vaizdavimo (kalbėjimo) akto“ koncepto, religinio meno istorijos svarba. Galiausiai trumpai paminimas Kembridžo mokyklos indėlis į intelektualinę istoriją ir Reinharto Kosellecko Geschichtliche Grundbegriffe. Antroje straipsnio dalyje pateikiamas istorinis pavyzdys iš ankstyvosios moderniosios epochos. Pirmiausia imamasi Thomaso Hobbeso ambivalentiško santykio su antikine retorikos tradicija keleto detalių analizės, o paskui aptariama šio santykio įtaka vizualumo sričiai.
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Lawrence, William. "Advice to a student of Classics." Journal of Classics Teaching 18, no. 36 (2017): 15–16. http://dx.doi.org/10.1017/s2058631017000162.
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Look at the secondary school timetable and you will see that almost all the subjects are ancient Greek words; so the Greeks studied these ideas first and are worth studying for their ideas in their own language (just like the Romans in Latin!). Greek: Biology, Physics, Zoology, Philosophy, Mathematics, Economics, Politics, Music, Drama, Geography, History, Technology, Theatre Studies. Latin: Greek, Latin, Art, Science, Information (Latin) Technology (Greek), Computer Science, Media Studies.
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Wall, Karen, and PearlAnn Reichwein. "Climbing the Pinnacle of Art: Learning Vacations at the Banff School of Fine Arts, 1933–1959." Canadian Historical Review 92, no. 1 (March 2011): 69–105. http://dx.doi.org/10.3138/chr.92.1.69.
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Wang, Wei. "The Evolution of Chinese Muslim’s Classical Learning and Schools in the Ming and Qing Dynasties." Religions 13, no. 6 (June 16, 2022): 553. http://dx.doi.org/10.3390/rel13060553.
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Around the middle of the Ming Dynasty, with the Chinese language becoming the mother tongue of Muslims in mainland China, the religious education of Chinese Muslims faced a dilemma. Meanwhile, a rejuvenated educational system was established by Hu Dengzhou (胡登洲) in Shaanxi during the Wanli (萬歷) period. This system, which was called Jingtang education (經堂教育) after a long time, has epoch-making significance in the history of Chinese Islamic thought. Through Hu Dengzhou’s disciples, this educational system gradually spread to North China and Jiangnan, where Shandong School and Jinling School were formed. Sufism played an important role in the two early schools’ teaching arrangements and academic activities. In the middle and late Qing periods, Shaanxi School and Yunnan School emerged one after another. Scholars of these two schools paid more attention to rational sciences represented by philosophical theology and attempted to use theological theories to explain Sufi texts. Overall, the establishment of Jingtang education was not only an urgent requirement for Muslims in mainland China to explain Islamic classics in Chinese, but also a fruitful attempt to replace official schools with private schools. The early Shandong School and Jinling School attached great importance to Sufism for two reasons: (1) Sufism became a prominent study after the 12th century, and most of the teachers of early Jingtang education had a close relationship with the Sufis. (2) These scholars live in a Chinese cultural background with Neo-Confucianism as the mainstream, and there are many commonalities between Sufism and Confucianism, which helps Muslim scholars to use Confucian terms to explain Islamic teaching. In the later period, Shaanxi School and Yunnan School turned to pay more attention to philosophical theology for two reasons: (1) In order to deal with the emergence and ideological differences of Chinese Islamic sects in the mid-Qing era. (2) This change was not unrelated to the influence of the Shixue (實學) thought trends in China, especially the Qianjia School.
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Lee, Justin J. "Diodore of Tarsus, Theodore of Mopsuestia, and the Interpretation of the Messianic Psalms." Zeitschrift für Antikes Christentum / Journal of Ancient Christianity 26, no. 2 (August 1, 2022): 264–83. http://dx.doi.org/10.1515/zac-2022-0021.
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Abstract For the majority of the patristic tradition, the Psalms are full of prophetic references to Christ, justified by New Testament citations and creative reading strategies. But for two writers from the so-called Antiochene school, Diodore of Tarsus and his student Theodore of Mopsuestia, this is not the case; New Testament use of the Old Testament is not prescriptive and allegory must be avoided at all costs. Diodore and Theodore only recognize four psalms as messianic: Ps 2, 8, 45, and 110. But not only do both theologians read Christ into these psalms, they do so in a manner that is unusual compared to how they approach the rest of the Psalter. This essay seeks to shed light on the reasons underlying these seeming exceptions. Pushing back against the now outdated paradigm of the Antiochene school as purely historical or literal exegesis, this essay will argue that both Diodore and Theodore are motivated not primarily by exegetical method, but more so by theological and textual concerns. More specifically, the readings of these four psalms are shaped by the Antiochene Christological vision found in Heb 1–2, which results in the prioritization of this text over the psalms in question.
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Kuksa, Alexander N. "Reform of higher education and technical universities of Belarus in 1930–1936." Journal of the Belarusian State University. History, no. 4 (October 27, 2022): 5–14. http://dx.doi.org/10.33581/2520-6338-2022-4-5-14.
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The article presents the results of the analysis of the main directions of the reform of higher technical education of the USSR in the 1930s and their features in Belarus. On the basis of archival materials introduced into scientific circulation for the first time, the specifics of the development of the higher technical school of Belarus are revealed on the example of the Belarusian State Polytechnic Institute (Minsk) and the Belarusian State Mechanical Engineering Institute (Gomel). It is noted that the short period of restructuring of higher education on the principles of Western European approaches soon showed its inconsistency in the USSR. Huge territories, large-scale projects of industrialisation and collectivisation required not a narrow specialist, but an engineer capable of solving complex problems. Agricultural engineering already in 1930 began to abandon the use of Western European models of equipment, which, due to their orientation to the farmer in conditions of the huge size of collective farms and state farms, were unproductive and ineffective. These circumstances contributed to the change in the concept of higher education, which was oriented in 1932 to the consolidation of universities and specialties. The reforms carried out were enshrined in the USSR Constitution of 1936, which allowed the higher school to acquire those features that distinguished it in a favorable light in the world – accessibility, democracy and fundamentality. The liquidation of the All-Union Committee on Higher Technical Education in the same year and the creation of the All-Union Committee onHigher Education meant the completion of the process of building a higher school in the USSR.
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Smith, Brett H. "Reversing the Curse: Agricultural Millennialism at the Illinois Industrial University." Church History 73, no. 4 (December 2004): 759–91. http://dx.doi.org/10.1017/s0009640700073042.
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In the spring of 1868, sixty-eight students gathered to become the first matriculants of the Illinois Industrial University. They had responded to a summons by the state legislature to engage in a bold new mission of publicly funded mechanical and industrial education, a move which would, Illinoisans hoped, bring lavish prosperity to their fellow citizens and themselves. Like other colleges of the period, utilitarian and democratic rationales motivated the I. I. U. leadership to establish their school. Quoting their commission by the Morrill Act, the trustees said the university's “chief aim” was to educate “the industrial classes” by teaching “such branches of learning as are related to Agriculture and the Mechanic Arts, and Military Tactics, without excluding other scientific and classical studies.” And yet, there was an even more radical and compelling vision among the I.I.U. faithful, one which was distinctively theological: “The hope of the Trustees and Faculty,” they said, “is that the Institution will produce … men of Christian culture … able and willing to lend a helping hand in all the great practical enterprises of this most practical age.”
Dissertations / Theses on the topic "School: School of Art History, Classics and Religious Studies"
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Briney, Carol E. "My Journey with Prisoners: Perceptions, Observations and Opinions." Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648.
Full textBooks on the topic "School: School of Art History, Classics and Religious Studies"
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Lee, John W. I. The First Black Archaeologist. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197578995.001.0001.
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This is the first full biography of John Wesley Gilbert (1863–1923), a pioneering African American scholar, archaeologist, teacher, civic leader, and missionary. The first part of the book traces Prof. Gilbert’s life from his birth into slavery in rural Georgia through his early education in the segregated public schools of Augusta, Georgia, on to his studies at the Augusta Institute and Atlanta Baptist Seminary (forerunners of Atlanta’s famed Morehouse College), at the Methodist-sponsored Paine Institute in Augusta, and at Brown University. Its central chapters focus on Gilbert’s sojourn in Greece during 1890–1891 as a member of the American School of Classical Studies at Athens, a research institution founded in 1881 by a consortium of American colleges and universities. The book examines Gilbert’s relationships with his American School professors and classmates, his experiences of living in Greece, his topographical research on the urban demes (neighborhoods) of ancient Athens, and his archaeological work at the ancient Greek city of Eretria. The final portion of the book explores Gilbert’s life after Athens, as he earned a national reputation as an African American educational, civic, and religious leader. It examines his arduous 1911–1912 cooperative mission to the Belgian Congo as a representative of the Colored Methodist Episcopal (CME) Church, with his white companion, Bishop Walter Russell Lambuth of the Methodist Episcopal Church, South (MECS). Throughout the book, Prof. Gilbert’s experiences and contributions are placed into the broader context of nineteenth-and early twentieth-century US history and especially into the context of African American intellectual and cultural life during that period.
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Grace, Nancy M., ed. The Beats. Liverpool University Press, 2021. http://dx.doi.org/10.3828/liverpool/9781949979954.001.0001.
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This volume is the first-ever collection devoted to teaching Beat literature in high school to graduate-level classes. Essays address teaching topics such as the history of the censorship of Beat writing, Beat spirituality, the small press revolution, Beat composition techniques and ELL, Beat multiculturalism/globalism and its legacies, techno-poetics, the road tale, Beat drug use, the Italian-American Beat heritage, Beats and the visual arts of the 1960s, the Beat and Black Mountain confluence, Beat comedy, Beat performance poetry, Beat creative non-fiction, West coast-East/coast Beat communities, and Beat representations of race, gender, class, and ethnicity. Individual essays focus on Gary Snyder’s ecopoetics, William S. Burroughs’s post- and transhumanism, Jack Kerouac’s On the Road (teaching it in the U.S. and abroad) and his Quebecois novels, Allen Ginsberg, Diane di Prima, ruth weiss, Joyce Johnson, Joanne Kyger, Bob Kaufman, and Anne Waldman. Many additional Beat-associated writers, such as Amiri Baraka Gregory Corso, are featured in the other essays. The collection opens with a comprehensive essay by Nancy M. Grace on a history of Beat literature, its reception in and out of academia, and contemporary approaches to teaching Beat literature in multidisciplinary contexts. Many of the essays highlight online resources and other materials proven useful in the classroom. Critical methods range from feminism/gender theory, to critical race theory, formalism, historiography, religious studies, and transnational theory to reception theory. The volume concludes with selected scholarly resources, both primary and secondary, including films, music, and other art forms; and a set of Beat-related classroom assignments recommended by active Beat scholars and teachers.
Book chapters on the topic "School: School of Art History, Classics and Religious Studies"
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Rayburn, William E., and Arkalgud Ramaprasad. "Three Strategies for the Use of Distance Learning Technology." In Distance Learning Technologies, 52–68. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-80-3.ch005.
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“University A” is a small, private liberal arts school with a religious affiliation. Located in a large city, it draws locally and from its particular religious group. With an enrollment under 3,000, it carries a Carnegie Classification of Baccalaureate II and has its own board of trustees. The school has pushed the use of new technology in instruction. For instance, it was one of the first schools in its area to install a fiber optic network across campus. Programs such as business feature the active use of technology to enhance learning. For example, in an international business course, students develop links with fellow students in other countries. However, University A differs from other schools that have embraced new information and communication technology; it has rejected some uses as not appropriate to the mission of the school. For instance, University A will not use videoconferencing to send instruction to remote sites. Why? School leaders feel that a significant part of a student’s experience at University A comes from faculty providing role models, and that role modeling cannot be done through a television monitor. “University B” is a regional public university located in a small town in a heavily rural portion of its state. The nearest small city is an hour’s drive away, and it draws students regionally, mostly from nearby counties. With an enrollment under 10,000, the school carries a Carnegie Classification of Master’s I. For years, University B has used its Continuing Education program in aggressively serving the region, beginning with such means as “circuit rider” faculty who traveled to remote sites to teach classes and broadcast television instruction through local public television. The school has continued its aggressive outreach with new technology. In the 1990s, University B quickly moved into videoconferencing (compressed video) to phase out at least some of the circuit rider faculty. At the same time, the school has expanded the off-campus sites to which it sends instruction. Lastly, University B has augmented its MBA program by bringing in a health care administration concentration from another university via videoconferencing, and it has been considering the future servicing of majors in declining programs such as geography by outsourcing instruction. Officers at the two universities described above were among those at several schools who participated in a series of case studies (Rayburn, 1997). The two schools use distance learning technology (DLT) in very different ways, but they do share at least one common trait: they have clear pictures of how to use available technology. Put another way, they have identifiable strategies for using technology that conform to the missions of the schools. The point of this chapter is to identify and describe strategies for using distance learning technology (DLT) at higher education institutions. Research suggests three major strategies, the “Guest Lecturer” strategy, the “Automated Correspondence Course” strategy, and the “Large Lecture Hall” strategy. All three strategies have antecedents in the recent history of higher education, and each has its own implications for the future. The next section looks at literature and field research on the strategic use of DLT.
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Golemon, Larry Abbott. "Reforming Church and Nation." In Clergy Education in America, 54–85. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780195314670.003.0003.
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This chapter explores Protestant theological schools that educated pastors as reformers of church and the nation after religious disestablishment. This education built upon the liberal arts of the colleges, which taught the basic textual interpretation, rhetoric, and oratory. Rev. Timothy Dwight led the way in fashioning a new liberal arts in the college, which served as the foundation for advanced theological education. At Yale, he integrated the belles-lettres of European literature and rhetoric into the predominant American framework of Scottish Common Sense Realism. He also coupled these pedagogies with the voluntarist theology of Jonathan Edwards and the New Divinity, which bolstered Christian volunteerism and mission. With Dwight’s help, New England Congregationalists developed a graduate theological at Andover with a faculty in Scripture, theology, and homiletics (practical theology) who taught in the interdisciplinary, rhetorical framework of the liberal arts. Dr. Ebenezer Porter raised a generation of princes of the pulpit and college professors of rhetoric and oratory, and he wrote the first widely used manuals in elocution. Moses Stuart in Bible advanced German critical studies of Scripture for future pastoral work and for scholars in the field. The greatest alternative to Andover was the historic Calvinism of Princeton Theological Seminary, as interpreted through the empiricism of Scottish Common Sense. President Archibald Alexander, historian Samuel Miller, theologian Charles Hodge, and later homiletics professor James Wadell Alexander emphasized the text-critical and narrative interpretation of Scripture, and the emphasis on classic rhetoric and oratory in homiletics culminated the curriculum.
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Rothblatt, Sheldon. "Jill Pellew and Lawrence Goldman (eds), Dethroning Historical Reputations, Universities, Museums and the Commemoration of Benefactors (Institute of Historical Research, School of Advanced Study: London, University of London, 2018). ISBN: 9781909646827 (Open-access e-book available at: http://humanities-digital-library.org/index.php/hdl/catalog/book/pellewgoldman." In History of Universities, 237–44. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198865421.003.0012.
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This chapter studies Dethroning Historical Reputations, Universities, Museums and the Commemoration of Benefactors (2018), edited by Jill Pellew and Lawrence Goldman. In this very appealing publication, twelve contributors offer pithy remarks on what David Cannadine calls ‘institutionalized ancestor worship’, the occasions specifically reserved for those worthy individuals who lavish gifts and endowments on universities. For centuries, universities or museums and art galleries happily accepted donations with no questions asked. So have the trustees of other kinds of institutions, or religious leaders. The sale of indulgences in the middle ages to protect the souls of sinners carried on until reformers were alarmed by their misuse. Whereas in more recent times eyebrows might occasionally be raised concerning the source of a generous benefaction, or the views of the donor on a range of dicey matters, ways were found to smooth over any improprieties. The remarks by contributors overlap as they should, since the publication is the outcome of a conference held in the spring of 2017. The spirit of the Cambridge University historian Herbert Butterfield hovers over the sessions. His discussion of whiggish history-making is always relevant and always worth revisiting.