The Cultural Context Of Medieval Learning Proceedings Of The First International Colloquium September 1973
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Author | : J.E. Murdoch |
Publisher | : Springer Science & Business Media |
Total Pages | : 573 |
Release | : 2012-12-06 |
Genre | : Science |
ISBN | : 9401017816 |
Proceedings of the First International Colloquium on Philosophy, Science, and Technology in the Middle Ages - September 1973
Author | : John Emery Murdoch |
Publisher | : |
Total Pages | : |
Release | : 1975 |
Genre | : |
ISBN | : |
Author | : John Emery Murdoch |
Publisher | : |
Total Pages | : 566 |
Release | : 1975 |
Genre | : |
ISBN | : |
Author | : Edith Dudley Sylla |
Publisher | : |
Total Pages | : 588 |
Release | : 1975 |
Genre | : |
ISBN | : 9789401017824 |
Author | : Camilla Adang |
Publisher | : BRILL |
Total Pages | : 332 |
Release | : 2021-09-20 |
Genre | : Philosophy |
ISBN | : 9004451218 |
Muslim Writers on Judaism and the Hebrew Bible deals with the way in which Judaism and its holy scriptures were viewed by nine medieval Muslim writers representing different genres of Arabic literature: Ibn Rabban al-ṭabarī, Ibn Qutayba, al-Ya‘qūbī, Abū Ja‘far al-ṭabarī, al-Mas‘ūdī, al-Maqdisī, al-Bāqillānī, al-Bīrūnī and Ibn ḥazm. After an introductory chapter on the reception of Biblical materials in early Islam and a presentation of the authors under review, the book focuses on their knowledge of Judaism and the text of the Hebrew Bible, and subsequently discusses issues frequently debated between Muslims and Jews, namely, the claim that the Torah contains references to Muḥammad, and the assertion that the Torah has been both abrogated and falsified. In the appendix, texts by Ibn Qutayba and al-Maqdisī are offered for the first time in an English translation.
Author | : Joseph Canning |
Publisher | : Routledge |
Total Pages | : 272 |
Release | : 2002-11-01 |
Genre | : History |
ISBN | : 1134981430 |
Incorporating research previously unavailable in English, this clear guide gives a synthesis of the latest scholarship providing the historical and intellectual context for political ideas. This accessible and lucid guide to medieval political thought * gives a synthesis of the latest scholarship * incorporates the results of research until now unavailable in English * focuses on the crucial primary source material * provides the historical and intellectual context for political ideas. The book covers four periods, each with a different focus: * 300-750 - Christian ideas of rulership * 750-1050 - the Carolingian period and its aftermath * 1050-1290 - the relationship between temporal and spiritual power, and the revived legacy of antiquity * 1290-1450 - the confrontation with political reality in ideas of church and of state, and in juristic thought. Canning has produced an ideal introductory text for undergraduate and postgraduate students of the period.
Author | : Ayelet Even-Ezra |
Publisher | : Fordham Univ Press |
Total Pages | : 320 |
Release | : 2018-12-04 |
Genre | : Literary Criticism |
ISBN | : 0823281930 |
Can ecstatic experiences be studied with the academic instruments of rational investigation? What kinds of religious illumination are experienced by academically minded people? And what is the specific nature of the knowledge of God that university theologians of the Middle Ages enjoyed compared with other modes of knowing God, such as rapture, prophecy, the beatific vision, or simple faith? Ecstasy in the Classroom explores the interface between academic theology and ecstatic experience in the first half of the thirteenth century, formative years in the history of the University of Paris, medieval Europe’s “fountain of knowledge.” It considers little-known texts by William of Auxerre, Philip the Chancellor, William of Auvergne, Alexander of Hales, and other theologians of this community, thus creating a group portrait of a scholarly discourse. It seeks to do three things. The first is to map and analyze the scholastic discourse about rapture and other modes of cognition in the first half of the thirteenth century. The second is to explicate the perception of the self that these modes imply: the possibility of transformation and the complex structure of the soul and its habits. The third is to read these discussions as a window on the predicaments of a newborn community of medieval professionals and thereby elucidate foundational tensions in the emergent academic culture and its social and cultural context. Juxtaposing scholastic questions with scenes of contemporary courtly romances and reading Aristotle’s Analytics alongside hagiographical anecdotes, Ecstasy in the Classroom challenges the often rigid historiographical boundaries between scholastic thought and its institutional and cultural context.
Author | : David C. Lindberg |
Publisher | : Cambridge University Press |
Total Pages | : 865 |
Release | : 2013-10-07 |
Genre | : Technology & Engineering |
ISBN | : 1316025470 |
This volume in the highly respected Cambridge History of Science series is devoted to the history of science in the Middle Ages from the North Atlantic to the Indus Valley. Medieval science was once universally dismissed as non-existent - and sometimes it still is. This volume reveals the diversity of goals, contexts and accomplishments in the study of nature during the Middle Ages. Organized by topic and culture, its essays by distinguished scholars offer the most comprehensive and up-to-date history of medieval science currently available. Intended to provide a balanced and inclusive treatment of the medieval world, contributors consider scientific learning and advancement in the cultures associated with the Arabic, Greek, Latin and Hebrew languages. Scientists, historians and other curious readers will all gain a new appreciation for the study of nature during an era that is often misunderstood.
Author | : Sandra Harding |
Publisher | : Springer Science & Business Media |
Total Pages | : 358 |
Release | : 1975-12-31 |
Genre | : Science |
ISBN | : 9789027706300 |
According to a view assumed by many scientists and philosophers of science and standardly found in science textbooks, it is controlled ex perience which provides the basis for distinguishing between acceptable and unacceptable theories in science: acceptable theories are those which can pass empirical tests. It has often been thought that a certain sort of test is particularly significant: 'crucial experiments' provide supporting empiri cal evidence for one theory while providing conclusive evidence against another. However, in 1906 Pierre Duhem argued that the falsification of a theory is necessarily ambiguous and therefore that there are no crucial experiments; one can never be sure that it is a given theory rather than auxiliary or background hypotheses which experiment has falsified. w. V. Quine has concurred in this judgment, arguing that "our statements about the external world face the tribunal of sense experience not indi vidually but only as a corporate body". Some philosophers have thought that the Duhem-Quine thesis gra tuitously raises perplexities. Others see it as doubly significant; these philosophers think that it provides a base for criticism of the foundational view of knowledge which has dominated much of western thought since Descartes, and they think that it opens the door to a new and fruitful way to conceive of scientific progress in particular and of the nature and growth of knowledge in general.
Author | : Alasdair A. MacDonald |
Publisher | : Peeters Publishers |
Total Pages | : 292 |
Release | : 2004 |
Genre | : Art |
ISBN | : 9789042914100 |
The present volume, number VI in the series Groningen Studies in Cultural Change, offers a selection of papers presented at the International Conference 'Knowledge and Learning' held in Groningen in November 2001. It is the second of three volumes. The first (volume V in the series), entitled Learned Antiquity: Scholarship and Society in the Near East, the Greco-Roman World, and the Early Medieval West has been edited by Alasdair A. MacDonald, Michael W. Twomey and Gerrit J. Reinink. The third one (volume VII in the series) bears the title Scholarly Environments: Centres of Learning and Institutional Contexts 1600-1960 and will be edited by Alasdair A. MacDonald and Arend H. Huussen. The present volume, Schooling and Society: The Ordering and Reordering of Knowledge in the Western Middle Ages, contains new studies on a wide range of matters pertaining to scholarship (and to changes in scholarship, in the European West) from the early Middle Ages throught to the Renaissance and beyond. The disciplines discussed include: literature, philosophy, cultural history, and education.