Relevant bibliographies by topics / Wade College of Religious Philosophy

Academic literature on the topic 'Wade College of Religious Philosophy'

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Published: 26 July 2024

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Journal articles on the topic "Wade College of Religious Philosophy"

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Gardner, D. L. "Henry Wade (1876–1955) and Cancer Research: Early Years in the Life of a Pioneer of Urological Surgery." Journal of Medical Biography 11, no. 2 (May 2003): 81–86. http://dx.doi.org/10.1177/096777200301100208.

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This paper describes the microscopic studies of human and experimental cancers made by Henry Wade during the years 1904–9. William Ford Robertson, his mentor, and Wade claimed to have discovered a microbial cause of human cancer. The claim was at once fiercely disputed. Wade turned to the investigation of a transmissible sarcoma of the dog, during which he demonstrated an early form of immune transplant rejection. He also undertook studies of Hodgkin's disease. Later in life, Wade established urological surgery at the Royal Infirmary of Edinburgh and became President of the Royal College of Surgeons of Edinburgh.
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Gardner, Dugald. "Henry Wade (1876–1955), pioneer of urological surgery, museum conservator and war veteran." Journal of Medical Biography 27, no. 3 (October 3, 2017): 149–58. http://dx.doi.org/10.1177/0967772017733353.

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Henry Wade graduated in the Edinburgh Medical School in 1898 before spending two years with the British army during the Anglo-Boer war. Returning to this country, he joined Francis Caird, surgeon to the Edinburgh Royal Infirmary. Appointed Conservator of the museum of the Royal College of Surgeons of Edinburgh, Wade met young William Ford Robertson. In a study of experimental cancer they concluded that some neoplasms were caused by bacteria. Wade became increasingly recognised as an authority in urology. His growing practice was interrupted by the First World War. Already a member of the Royal Army Medical Corps, he served for five years in the Middle East, in Gallipoli and then with the army in an approach to Jerusalem. Resuming civilian life, Wade combined an extensive urological practice with membership of the Council of the RCSEd. He became President in 1935. Married in 1924, his wife died four years later after an operation by a colleague, David Wilkie. Director of Surgery to the Scottish Emergency Medical Service when the Second World War broke out, Wade was made a Knight Bachelor in 1946. He died in 1955.
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Tucak, Ivana, and Anita Blagojević. "Rethinking the Right to Abortion in the United States of America." Obnovljeni život 78, no. 5 (October 12, 2023): 585–99. http://dx.doi.org/10.31337/oz.78.5.5.

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Američki je Vrhovni sud u predmetu Dobbs v. Jackson Women’s Health Organization (2022.) odbacio najvažnije dijelove svojih prijašnjih odluka o pobačaju te, može se slobodno reći, preusmjerio dosadašnji razvoj prava na pobačaj. Premda Dobbs nije priznao pravo fetusa na život, većina je sudaca odlučila da pobačaj nije temeljno ustavno pravo, nego spada u domenu “zdravstvenih i socijalnih propisa” te da se zakoni koji ga uređuju mogu ustavno propitivati samo prema tomu jesu li “racionalno povezani s legitimnim državnim interesom”. Rad je podijeljen u pet glavnih dijelova. U prvom se ukratko ukazuje na temeljna pitanja u suvremenim zakonodavnim raspravama o pobačaju. Drugi dio kritički izlaže glavne argumente iznesene u presudi Roe v. Wade (1973.), a treći to čini za odluku Planned Parenthood v. Casey (1992.). Četvrti dio istražuje tektonski preokret do kojega je došlo nakon odluke Vrhovnoga suda u predmetu Dobbs te peti dio iznosi predviđanja što slijedi nakon te odluke.
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Summersell, Jason. "Wade Rowland’s Morality by Design reflects the religious renaissance in philosophy; and ‘it’s pretty toxic’ for women and LGBTQ." Journal of Critical Realism 19, no. 1 (January 1, 2020): 89–111. http://dx.doi.org/10.1080/14767430.2020.1712796.

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Sutton, Agneta. "Defenders of the Unborn: The Pro‐Life Movement Before Roe v. Wade. By Daniel K.Williams. Pp. xiv, 365, Oxford University Press, 2016, $26.50." Heythrop Journal 60, no. 6 (October 21, 2019): 940. http://dx.doi.org/10.1111/heyj.13360.

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Chou, Hui-Tzu Grace, and Sanni Elison. "Impact of Birth Order on Religious Behaviors among College Students Raised by Highly Religious Mormon Parents." Archive for the Psychology of Religion 36, no. 1 (February 2014): 105–17. http://dx.doi.org/10.1163/15736121-12341275.

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Elliott, Jay R. "On the Teacher: Saint Augustine and Saint Thomas Aquinas: A Comparison. By William Ligon Wade, S. J., edited by John P. Doyle." Augustinian Studies 45, no. 1 (2014): 123–25. http://dx.doi.org/10.5840/augstudies201445111.

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DICK, John A. "The Continuing Education of Priestsand The American College." Louvain Studies 17, no. 1 (March 1, 1992): 10–17. http://dx.doi.org/10.2143/ls.17.1.2013807.

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Hou, Yanfei, Xiangang Feng, Xueling Yang, Zicong Yang, Xiaoyuan Zhang, and Harold G. Koenig. "Religion and Subjective Well-Being in Chinese College Students: Does Meaningfulness Matter?" Archive for the Psychology of Religion 40, no. 1 (February 2018): 60–79. http://dx.doi.org/10.1163/15736121-12341351.

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Studies from the West have reported a positive relationship between religion and mental health, and yet research on the relationship between religiosity and well-being among Chinese is rare. The present study investigated this relationship in a representative sample of Chinese college students. From a total sample of 11139 college students in 16 universities nationwide, 1418 students with self-reported religious beliefs were selected. We assessed religiosity (organizational, non-organizational, and intrinsic/extrinsic religiosity), subjective well-being (life satisfaction), psychological distress (depression & anxiety), and meaning in life. In addition, qualitative interviews were conducted with 10 psychologically distressed and 10 non-distressed religious students. Results indicated that religiosity was associated with higher life satisfaction, a relationship partially mediated by meaning in life. Unexpectedly, religiosity was also associated with higher depressive and anxiety symptoms. Qualitative interviews revealed that distressed religious believers suffered from greater mental distress before becoming involved in religion, compared to non-distressed religious students.
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Werner, Karel. "Karma and Teleology. A problem and its solution in Indian philosophy. Johannes Bronkhorst." Buddhist Studies Review 17, no. 2 (June 16, 2000): 244–48. http://dx.doi.org/10.1558/bsrv.v17i2.14504.

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Karma and Teleology. A problem and its solution in Indian philosophy. Johannes Bronkhorst. (Studia Philologica Buddhica, Monograph Series XVI) The International Institute for Buddhist Studies of the International College for Advanced Studies, Tokyo 2000. iii, 142 pp. ISBN 4-906267-44-0.
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Dissertations / Theses on the topic "Wade College of Religious Philosophy"

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Blaustein, Cindy Garfinkel. "An investigation of twentieth century observant Jewish fine artists." FIU Digital Commons, 1993. http://digitalcommons.fiu.edu/etd/1695.

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People of the Jewish faith base their belief on the written word of the Torah. Presented in this paper are fine artists that produce work within these laws. The Torah sets guidelines for life and morality. The belief system within this domain is that visual images have an impact on the viewers, and artists are accountable for what they produce. This is in opposition with art education, where freedom of expression takes precedence over morality. The results of this study will form the basis for a curriculum for the community college. The researcher's area of inquiry is directed to painting and sculpture made by artists of the Jewish faith who follow the Torah, meaning those who are observant of their faith and practices. Their skills and perceptions will be presented to educate the viewer about their visions. The research questions were posed to rabbinical authorities and artists in order to establish a clear and defined statement of what the Jewish law is regarding the fine arts. The evidence presented was obtained by questionnaires, personal interviews, articles, and opinions from Jewish scholars. Four rabbis were selected based on their erudition on Torah law, and their strong leadership positions in Jewish educational institutions. The ten artists were selected based on recommendations from art historians, and art and gallery directors. The artists and the rabbis were mailed questionnaires, which was followed by an interview. The conclusion from this study is that fine artists are encouraged to use their talents, this is supported by the Torah text, and rabbinic explanation. The restriction for the Jewish artist is in making a replication of a realistic full-scale figure, making a visual rendition of G-d, a nude, or violent image. Art is made by the observant Jew with the intention of enhancing the world with visions inspired by their belief in the Torah. A crucial belief in Judaism is that there is but one G-d, and all man-made images should reflect the majesty of G-d's creations.
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Sabin, Bruce. "A FAITH-BASED PROGRAM EVALUATION: MORAL DEVELOPMENT OF SEMINARY STUDENTS AT THE LOUISIANA STATE PENITENTIARY." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2352.

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The purpose of this dissertation was to conduct an outcomes-based program evaluation for the Louisiana State Penitentiary (Angola) campus of the New Orleans Baptist Theological Seminary. The study included one primary research question, with two subquestions. The primary research question asked to what extent students in the program developed moral judgment consistent with program goals of rehabilitating students and preparing them for effective ministry. The first subquestion asked whether statistically significant differences existed in the moral reasoning of students of different class years. The second subquestion asked whether statistically significant differences existed in the moral reasoning of students of different personality types. A cross-sectional study was conducted with students during the fall of 2005 using the Defining Issues Test 2 (DIT-2) and the Myers-Briggs Type Indicator (MBTI) instruments. All 101 program students were invited to participate in the study. To provide a benchmark for student scores, 30 Seminary faculty members were asked to complete the DIT-2. The student response rates were 94% for the DIT-2 instrument and 97% for the MBTI instrument. The response rate for faculty was 20%. After removing two outliers from the freshmen class, statistically significant differences were found in the principled moral reasoning scores (P scores) of freshmen (m = 22.146, sd = 12.002) and juniors (m = 30.274, sd = 13.165). No significant differences were found in moral reasoning based upon personality types. The mean P score among faculty members was 34.02 (sd = 15.25). In response to the primary research question, it was determined student scores did show moral reasoning differences consistent with the program goals. Conclusions reached in this study were limited because of the cross-sectional design. Further research is necessary before conclusions may be generalized beyond the sample.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Leary, Judith A. "Funding Faithful Felons: A Phenomenological Analysis of the Higher Education Transitions of Ex-Offender Scholarship Recipients." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435679528.

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VanderVennen, Robert E., J. Richard Middleton, George Pierson, Bernard Zylstra, Hendrik Hart, and Henriette Thompson. "Perspective vol. 15 no. 4 (Aug 1981)." 2013. http://hdl.handle.net/10756/251297.

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Van, Ginkel Aileen, Donald L. Knudsen, Paul A. Marshall, Malcolm H. MacRury, Bernard Zylstra, Kathy Vanderkloet, and Steve Shaw. "Perspective vol. 16 no. 2 (Apr 1982)." 2013. http://hdl.handle.net/10756/251292.

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O’Shea, Eileen. "The professional experience of Irish Catholic women teachers in Victoria from 1930 - 1980." Thesis, 2015. https://vuir.vu.edu.au/31017/.

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This qualitative research study focusses on ‘The professional experience of Irish Catholic women teachers in Victoria from 1930 to 1980’. The research is based on a collection of reconstructed oral histories derived from interviews conducted with twenty-two Irish Catholic women, both lay and religious, who were primary and secondary teachers in Victoria, Australia. The professional lives reflected in these stories span from the 1930 to 1980. This study explores how Irish women teachers experienced education in Australian Catholic schools in Victoria in terms of curriculum, pedagogy, discipline, culture and religious traditions.
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Carvill, Robert Lee, Deborah Steele, and Gordon Spykman. "Perspective vol. 6 no. 2 (Mar 1972)." 2013. http://hdl.handle.net/10756/251224.

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Klein, Reinder J., Calvin Seerveld, Woude Ruth Vander, Albert Stadt, and Deb DeJong. "Perspective vol. 24 no. 5 (Nov 1990)." 2013. http://hdl.handle.net/10756/251307.

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Rowe, Amy Harrison, Jeffrey M. Dudiak, Nik Ansell, Steve Martin, and Stuart Williams. "Perspective vol. 24 no. 3 (Jun 1990)." 2013. http://hdl.handle.net/10756/251329.

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Rowe, Amy Harrison, Jeffrey M. Dudiak, Nicholas John Ansell, Steve Martin, and Stuart Williams. "Perspective vol. 24 no. 3 (Jun 1990)." 1990. http://hdl.handle.net/10756/277659.

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Books on the topic "Wade College of Religious Philosophy"

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Consultation on Theology and Education (1984? Westhill College, Selly Oak, University of Birmingham). Religious education in a pluralistic society: Papers from a Consultation on Theology and Education held at Westhill College, Selly Oak (an affiliated college of the University of Birmingham). London: Hodder and Stoughton, 1985.

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Anderson, Pamela Sue. A feminist philosophy of religion: The rationality and myths of religious belief. Oxford, UK: Blackwell, 1998.

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Howell, Russell W. Mathematics Through the Eyes of Faith. New York: HarperOne, 2011.

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Barbara, Smith, and Manchester College (University of Oxford), eds. Truth, liberty, religion: Essays celebrating two hundred years of Manchester College. Oxford: Manchester College, 1986.

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St. Michael's College Symposium (8th 2005 University of Toronto). Weapons of mass instruction: Secular and religious institutions teaching the world : proceedings of a St. Michael's College symposium, 25-26 November 2005. New York: Legas, 2008.

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St. Michael's College Symposium (8th 2005 University of Toronto). Weapons of mass instruction: Secular and religious institutions teaching the world : proceedings of a St. Michael's College symposium, 25-26 November 2005. New York: Legas, 2008.

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St. Michael's College Symposium (8th 2005 University of Toronto). Weapons of mass instruction: Secular and religious institutions teaching the world : proceedings of a St. Michael's College symposium, 25-26 November 2005. New York: Legas, 2008.

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Wilcox, John R. Revisioning mission: The future of Catholic higher education. North Charlestown, South Carolina: CreateSpace, 2013.

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Šrajer, Jindřich. Suicidium, sebeobětování nebo mučednictví? Praha: Triton, 2009.

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R, Rivers W. H. Medicine, magic, and religion: The Fitzpatrick lectures delivered before the Royal College of Physicians of London in 1915 and 1916. London: Routledge, 2001.

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Book chapters on the topic "Wade College of Religious Philosophy"

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Warren, Dona. "Philosophy and Religious Disagreements in the College Classroom." In Encountering Faith in the Classroom, 134–46. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003444459-13.

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Bryan, Christopher. "Unscientific Postscripts." In A Preface to Mark, 163–72. Oxford University PressNew York, NY, 1993. http://dx.doi.org/10.1093/oso/9780195080445.003.0014.

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Abstract A recurring feature of religious history is the way in which groups of persons who hold widely differing, or even opposed, emphases and beliefs, will yet see themselves as the legitimate heirs of a single figure. Those who claim to be heirs of St. Paul, Mahomet, and Martin Luther could all be offered as examples. Even with a figure so close to us in time and so well documented as C. S. Lewis, we find already the development of a “Catholic” Lewis, endorsed by Walter Hooper and the C. S. Lewis Society in Oxford, and an “Evangelical” Lewis endorsed by the Marion E. Wade Center at Wheaton College, Illinois. It is not here our concern to discuss the reason for such a phenomenon (which, incidentally, in the case of Lewis has been well discussed by A. N. Wilson in a recent biography), but simply to note that we need hardly be surprised to find exactly the same thing happening in the case of Jesus of Nazareth. I refer, not to the comparatively recent division of Christendom into its major groupings, but to variations of emphasis and understanding that seem to have been present almost from the beginning.
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Okezie, Chukwunyere E., Judy Alhamisi, and Blanche Jackson Glimps. "The Promise for African American Male Students in Teacher Education at Marygrove College." In Gender and Diversity Issues in Religious-Based Institutions and Organizations, 137–58. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8772-1.ch006.

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The recruitment of African American males into the teaching profession in the United States of America is an increasing challenge at national, state, and local levels. Gender and racial disparities between teachers in this country and the students they teach are present in classrooms. This chapter examines the Marygrove College's Griot program as an initiative established to address the underrepresentation of African American males in teaching. The philosophy and heritage from which the Griot Program was developed, along with key events and decisions throughout its life span are discussed. Model African American initiatives in K-12 and higher education that can help shape Griot's future as it tries to increase recruitment, retention, and graduation of African American men to assume positions in elementary, secondary, and post-secondary education also are presented.
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Okezie, Chukwunyere E., Judy Alhamisi, and Blanche J. Glimps. "The Promise for African American Male Students in Graduate Studies and Professional Development at Marygrove College." In #MeToo Issues in Religious-Based Institutions and Organizations, 33–55. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9195-5.ch002.

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The recruitment of African American males into chosen professions in the United States of America is an increasing challenge at national, state, and local levels. Gender and racial disparities between teachers in this country and the students they teach are present in classrooms. This chapter examines the Marygrove College's Griot program as an initiative established to address the underrepresentation of African American males in additional designated occupations. The philosophy and heritage from which the Griot Program was developed, along with key events and decisions throughout its life span are discussed. Model African American initiatives that can help shape Griot's future as it tries to increase the recruitment, retention, and success of African American men in graduate school to assume leadership roles in human resource management, in social justice, as well as in education are also presented.
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Abzug, Robert H. "“A Deep Craving, a Keen Urge”." In Psyche and Soul in America, 14–29. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199754373.003.0002.

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Rollo May’s college career. He enters college at Michigan State, becomes a student rebel, and leaves for a more appropriate campus. He goes to Oberlin, where his love of antiquity is born and commitment to a religious calling in Christianity is solidified. At MSC he encounters Bennett “Buck” Weaver through work at the YMCA. Weaver gets him into Oberlin. All during college, he participates in various programs of the national YMCA, including some that exposed him to therapeutic forms of pastoral counseling. Oberlin helped to shape his liberal Christian outlook and also his passions for philosophy, music, and art. He also began to perfect his style of synthesizing ideas in various class assignments. Finally, he followed the Oberlin tradition of doing missionary work after college, in May’s case in Greece.
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Marsden, George M. "The New Queen of the Sciences and the New Republic." In The Soul of the American University Revisited, 43–62. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190073312.003.0006.

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In the eighteenth century Christian higher education faced several new challenges. Most notable is the Enlightenment. American schools generally incorporated moderate Enlightenment ideas into their teaching, especially the new moral philosophy growing out of the tradition of John Locke and Scottish Common Sense Philosophy. The religious dimensions of higher education were intensified by the Great Awakening and the associated New Light Movement. Yale College, founded in 1701, became by mid-century a leading New Light school. So was the College of New Jersey (Princeton), founded in 1746. A number of other new colleges had New Light connections. Thomas Clap at Yale, Jonathan Edwards, and Ezra Stiles each illustrate efforts to relate the new thought of the era to Christian teachings. The era of the American Revolution brought a new synthesis of Christian concerns and concerns for the right ordering of society, as best illustrated by the work of President John Witherspoon at Princeton.
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Guroian, Vigen. "Introduction." In Tending the Heart of Virtue, 1—C0P30. 2nd ed. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780195384307.003.0001.

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Abstract This chapter introduces the importance of children’s literature in the life of a child. It clarifies the aim of being a guide to beloved classic and contemporary stories written for children, in line with the narratives’ moral and religious stances. As children generally need guidance and moral road maps in life, themes like love, beauty, immortality, evil, and redemption center most of the best fairy tales and children’s stories. The appreciation of repetition varies between young and college readers, as it can signify either vitality or monotony. C. S. Lewis warned that the rising philosophy of education and theories of childrearing undermine confidence in moral certitudes while substituting the dogma that morality is relative.
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McGarvie, Mark Douglas. "Expanded Opportunities Beyond The Home, 1896–1905." In The Pragmatic Ideal, 30–47. Cornell University Press, 2022. http://dx.doi.org/10.7591/cornell/9781501762659.003.0003.

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This chapter follows the time when Mary Field Parton graduated from high school in 1897 and went to college. It reviews how Mary benefited greatly from the country's changing attitudes regarding education. Public education soared after 1880, especially for girls. Her college years infused Mary with a new sense of purpose, compelling her to reconsider her place in society and the roles she might play. The chapter then tracks how she pursued a challenging course of study at the University of Michigan, choosing philosophy and history as majors, while also enjoying sociology, which exposed her to social unrest, alternative political and economic systems, and stories of social radicals. The chapter mentions how her philosophy courses exposed her to the writings of William James, and looks at how she identified with the need for her generation to develop new truths as bases for reevaluating society. James's pragmatic approach, when combined with his religious beliefs, would be meaningful to her throughout her life. The chapter delves into the rise of collectivist thought in the United States and introduces pragmatists William James and John Dewey. It emphasizes that pragmatism offered young people a compelling call to action, rooted in an acceptance of people's ability to empathize with their fellows and create social progress from a moral need to do so.
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Myerson, Joel. "Margaret Fuller, “The Great Lawsuit. Man versus Men. Woman versus Women” (July 1843)." In Transcendentalism, 383–427. Oxford University PressNew York, NY, 2000. http://dx.doi.org/10.1093/oso/9780195122121.003.0031.

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Abstract FULLER’S FEMINIST MANIFESTO is a call for equality of the sexes. Rhetorically, Fuller does at lease two interesting things. First, as a woman writing in a male world, she envelops herself and her work in all of her considerable learning (hence the many allusions and citations of other writers) to demonstrate that even though she had been denied a college education, she was indeed well informed about literature, philosophy, and the ocher arts—she was, in other words, credentialed. Second, she sets forth her argument not just for the good of woman but for the good of man as well, recognizing chat self-interest may triumph where principles have failed. Her four types of marriages, like Emerson’s ascending order of chapters in Nature, go from the commonplace to the best: the “household partnership,” “mutual idolatry,” “intellectual companionship,” and the religious union, which includes the best of all the others.
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Canady, Andrew McNeill. "Bringing a Revival to the Mountains." In Willis Duke Weatherford. University Press of Kentucky, 2016. http://dx.doi.org/10.5810/kentucky/9780813168159.003.0007.

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This chapter examines Weatherford’s close attention to the concerns of Appalachian poverty, education, and religion. His involvement in these issues grew out of his work with Berea College in Kentucky. Since the late 1910s he had been a member of its Board of Trustees, but upon retirement from Fisk in 1946, he turned his full effort toward Berea, sponsoring a play (Wilderness Road by the famed southern liberal playwright) to highlight the school’s history) as well as setting up accompanying conferences to “improve” mountain religious institutions. These programs also led him to guide a new survey of Appalachia in 1962 and to be a part of the War on Poverty movement at that time. Just as Weatherford’s belief that all persons were sacred had led him to a concern for blacks in the early 1900s, this same philosophy drove him to take up the plight of Appalachian residents. Still, his efforts, like those made for blacks during most of his life, stopped short of calling for major structural changes in the economic system of capitalism.
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