Log in

Relevant bibliographies by topics / Canon law, study and teaching

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'Canon law, study and teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Canon law, study and teaching.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Canon law, study and teaching"

1

Tarnakin, Nikolai A. "Teaching and professors of canon law in the first years of the existence of the Leningrad Theological Academy: On the question of succession." Issues of Theology 5, no. 2 (2023): 287–301. http://dx.doi.org/10.21638/spbu28.2023.207.

Full text

Abstract:

The article discusses the continuity of the educational and scientific model of prerevolutionary academies and seminaries in the Leningrad Theological Academy in relation to the teaching of canon (ecclesiastic) law. Leonid Grinchenko, Archpriest John Kozlov and Pavel Ignatov taught canon law at the Leningrad Theological Academy in 1946–1966. The article examines the details of biographies and the lecture courses of Grinchenko and Ignatov found in the library of St. Petersburg Theological Academy. We conclude that Grinchenko and Ignatov were experts in the field of canon law; Archpriest John Kozlov was a “random” person in this chair. The lecture courses of Grinchenko and Ignatov seriously differed in their approach: former is interested in the Roman and Protestant Churches, course latter’s is close in content and structure to pre-revolutionary and modern ones. Continuity in the teaching of canon law at the Leningrad Theological Academy can be characterized as nonlinear. We think that the subject of a separate study will be the study of the question of how the texts of the lectures of Leonid Grinchenko and Pavel Ignatov reflected their very different educations and scientific schools.

APA, Harvard, Vancouver, ISO, and other styles

2

Doe, Norman. "The Teaching of Church Law: An Ecumenical Exploration Worldwide." Ecclesiastical Law Journal 15, no. 3 (August 15, 2013): 267–92. http://dx.doi.org/10.1017/s0956618x13000422.

Full text

Abstract:

Religion law – the law of the state on religion – has been taught for generations in the law schools of continental Europe, though its introduction in those of the United Kingdom is relatively recent. By way of contrast, within the Anglican Communion there is very little teaching about Anglican canon law. The Church of England does not itself formally train clergy or legal officers in the canon and ecclesiastical laws that they administer. There is no requirement that these be studied for clerical formation in theological colleges or in continuing ministerial education. The same applies to Anglicanism globally – though there are some notable exceptions in a small number of provinces. This is in stark contrast to other ecclesiastical traditions: the Catholic, Orthodox, Lutheran, Methodist, Reformed, Presbyterian, Baptist and United churches all provide training for ministry candidates in their own systems of church law, polity or order. However, no study to date has compared the approaches of these traditions to the teaching of church law today. This article seeks to stimulate an ecumenical debate as to the provision, purposes, practices and principles of the teaching of church law across the ecclesiastical traditions of global Christianity. It does so by presenting examples of courses offered (institutions, purposes, subjects, methods and levels), the educative role of church law itself, requirements under church law for church officers to study the subject, and parallels from the secular world in terms of debate in the academy and practice on the nature of legal education, particularly the role played in it by the Critical Legal Studies movement.1

APA, Harvard, Vancouver, ISO, and other styles

3

Edwards, Quentin. "The Origin and Founding of the Ecclesiastical Law Society." Ecclesiastical Law Journal 5, no. 26 (January 2000): 316–19. http://dx.doi.org/10.1017/s0956618x0000380x.

Full text

Abstract:

There was an ecclesiastical law shaped hole in the Church of England from the dissolution of Doctors' Commons in 1857 until 1987 when it was filled by the formation of the Ecclesiastical Law Society. In 1947, forty years earlier, the Archbishops' Canon Law Commission had suggested how the hole might be filled. The Commission was appointed in 1939 and published its report under the title The Canon Law of the Church of England (SPCK, 1947). The Report consisted of a learned and authoritative review of the sources of English canon law and made recommendations for its reform, in particular by appending to the Report a body of suggested revised canons. Included in the Report was the following paragraph expressing the hope that a society might be formed for the study of canon law:‘The success of a new code of canons will to a great extent depend on a wider knowledge than at present exists among the clergy of the law of the Church of England, its nature, history, development, and particular characteristics; and it is hoped that the previous chapters of this Report will provide an elementary introduction to the subject. We recommend therefore that those who are responsible for the training of ordination candidates and for the post-ordination training of the clergy should be asked to consider what steps can be taken to give both ordinands and clergy a more professional knowledge of the Church's law and constitution. In giving evidence before the Ecclesiastical Courts Commission in 1883 the late Sir Lewis Dibdin pointed out that since the disappearance of Doctors' Commons in 1857 there had really been no method of teaching or preserving a knowledge of the Ecclesiastical Law. It is impossible at this stage to revive anything like Doctors' Commons, but we would suggest that a society, consisting of clergy, professional historians, and lawyers, be formed for the purpose of studying the Ecclesiastical Law and of suggesting ways in which that law either needs alteration or can be developed to meet new needs. As a rule there is far too little contact and interchange of ideas and points of view between the clergy and ecclesiastical lawyers, and such a society would give opportunities for this. Such a society would train up a number of people competent to advise and help the clergy in the particular problems of Ecclesiastical Law with which from time to time they are confronted.’

APA, Harvard, Vancouver, ISO, and other styles

4

Зотин, Андрей. "Teachers and Teaching Canons at the Kazan Theological Academy in the Memoirs of Contemporaries: The First Stage (1842–1859)." Праксис, no. 3(12) (August 20, 2023): 118–37. http://dx.doi.org/10.31802/praxis.2023.12.3.004.

Full text

Abstract:

В связи с возросшим историческим интересом к изучению наследия отдельных личностей и научных школ в области канонического права, перспективным представляется изучение личностей преподавателей и традиций преподавания каноники в Казанской духовной академии. Особый интерес в этом контексте представляют мемуары, воспоминания студентов и профессоров Казанской духовной академии, на основании которых можно составить живые портреты преподавателей, а также рассмотреть традицию преподавания каноники в Казанской духовной академии. In connection with the actualization of the problems of modern inter-Orthodox and church-state relations, as well as the increased historical interest in studying the heritage of individuals and scientific schools in the field of canon law, the study of the personalities of teachers and the traditions of teaching canons at the Kazan Theological Academy seems promising. Of particular interest in this context are the memoirs and memories of students and professors of the Kazan Theological Academy, on the basis of which it is possible to draw up living portraits of personalities, as well as the teaching style.

APA, Harvard, Vancouver, ISO, and other styles

5

Drąg, Wojciech. "The Curricular Canon of Twentieth- and Twenty-First Century British and Irish Literature at Polish Universities." Anglica Wratislaviensia 56 (November 22, 2018): 45–56. http://dx.doi.org/10.19195/0301-7966.56.4.

Full text

Abstract:

In 2007 Philip Tew and Mark Addis released Final Report: Survey on Teaching Contemporary British Fiction, whose aim was to establish the most popular authors and works as taught by academics at British universities. The purpose of this article is to present the results of a similar survey, which examines the reading lists of British and Irish literature courses offered in the English departments of chosen Polish universities in Warsaw, Gdańsk, Toruń, Poznań, Łódź, Lublin, Wrocław, Opole and Kraków. A discussion of the results — most commonly taught writers and texts — is accompanied by an analysis based on an online survey of the lecturers’ motivations behind including certain texts and omitting others. I will argue that whereas the teaching canon of modernist texts appears fixed all the reading lists include works by James Joyce, Virginia Woolf, William Butler Yeats and T.S. Eliot, the canon of post-war and contemporary literature is yet to emerge. I shall also assert the appearance of the so called “canon lag” and review the selection criteria for the inclusion of canonical texts. The article concludes with a consideration of the texts that appear most likely to join the curricular canons at Polish universities in the near future. All the discussions are set in the context of critical contributions to the study of canonicity made by Harold Bloom, Nick Bentley, Dominic Head and others.

APA, Harvard, Vancouver, ISO, and other styles

6

Талызин, В. И. "Orthodox Teaching About Autocephaly." Праксис, no. 1(6) (June 15, 2021): 132–42. http://dx.doi.org/10.31802/praxis.2021.6.1.010.

Full text

Abstract:

После возрождения духовных школ Русской Православной Церкви в 40-50-х гг. XX в. акцент в преподавании канонического права в Московской духовной академии делался на темах церковно-государственных отношений и церковной автокефалии, для чего особое внимание уделялось изучению канонического наследия Православной Церкви. Примером могут служить записи лекций профессоров МДА 40-60-х гг. С. В. Троицкого и В. И. Талызина, также стремившихся представить Церковь в качестве института sui iuris, даже в условиях не просто секулярного, но агрессивно атеистического государства. В Библиотеке МДА содержится машинописная запись отдельных лекций В. Талызина по церковному праву, посвящённых устройству Русской Православной Церкви, браку и т. д. Ниже публикуется запись лекции 1958 г., посвящённой православному учению об автокефалии. After the revival of the theological schools of the Russian Orthodox Church in the 40-50s. XX century, the emphasis in the teaching of canon law at the Moscow Theological Academy was placed on the themes of church-state relations and church autocephaly, for which special attention was paid to the study of the canonical heritage of the Orthodox Church. An example is the recordings of lectures by professors of the MDA of the 40-60s. S.V. Troitsky and V.I. Talyzin, who also sought to represent the Church as an institute of sui iuris even in the conditions of a not just secular, but aggressively atheistic state. The MDA Library contains a typewritten record of individual lectures by V. Talyzin on church law, dedicated to the structure of the Russian Orthodox Church, marriage, etc. Below is a record of a 1958 lecture on the Orthodox doctrine of autocephaly.

APA, Harvard, Vancouver, ISO, and other styles

7

Kazbekova, Elena. "A Student, a Master or a Scribe? Criteria for Determination and their Practical Application on the Material of the “Compilatio Prima” by Bernardo of Pavia in the Canon Law Manuscript Bamberg. Can. 19." ISTORIYA 14, no. 6 (128) (2023): 0. http://dx.doi.org/10.18254/s207987840025792-0.

Full text

Abstract:

The question of the criteria for determining those who left notes and glosses in the manuscripts of roman and canon law of the 12th—14th centuries, about distinguishing the marginal marks of students, teachers, legal scholars, their assistants or secretaries, scribes, university officials, is relevant both for historians and for paleographers. The article summarizes the criteria developed in historiography for their identification. Study of the features of the “Compilatio Prima” by Bernardo of Pavia in the manuscript Bamberg. Can. 19 raises the question of the need to study the glosses of the master Damasus Hungarus using the methods of paleography and codicology. The decretals “Super specula” (1219) and “Ecclesia Rothomagensis destituta pastore” (1222) in the manuscript Bamberg. Can. 19 made it possible to clarify its dating (after 1222 — the middle of the 30s years of the 13th century) and gave new data on the chronological boundaries of the period of teaching activity of Master Damasus Hungarus.

APA, Harvard, Vancouver, ISO, and other styles

8

Dzierżon, Ginter. "Recepcja osiągnięć psychologii i psychiatrii w prawie małżeńskim." Prawo Kanoniczne 54, no. 1-2 (January 8, 2011): 175–90. http://dx.doi.org/10.21697/pk.2011.54.1-2.08.

Full text

Abstract:

In the presented lecture the author analyzed the issue of the reception of psychological and psychiatric achievements in the canonical system of marital canon law. On the basis of the teachings of the last Popes and the results of doctrine research, he pointed out that the adoption of the results of psychological and psychiatric research in the canonical system does not have any direct character but should be performed according, to strictly determined methodological principles. This is because any canonist attempting to adopt such achievements ought to adjust them to basic system assumptions of canon legal order. The author of the study demonstrated that such principles were clearly determined in two allocutions to Roman Rota of Pope John Paul II delivered in 1987 and 1988. The speeches of the Pope make it clear that divergence between psychology (or psychiatry) and the canon system as for the judgment of human activities results mainly from different visions of a human being adopted by the representatives of these branches of knowledge. Different anthropological approach has great impact on the assessment of human behavior and also on one’s understanding of marriage. This led the author to the conclusion that in order to unify the judgment about one’s capability to get married, much more effort should be put into developing interdisciplinary anthropology.

APA, Harvard, Vancouver, ISO, and other styles

9

Burkholder, Mark A. "Life without Empire: Audiencia Ministers after Independence." Hispanic American Historical Review 91, no. 2 (May 1, 2011): 271–98. http://dx.doi.org/10.1215/00182168-1165217.

Full text

Abstract:

Abstract “Life without Empire: Audiencia Ministers after Independence” draws upon sources from Spain’s national, regional, and university archives to examine men with audiencia positions in Spain and in the Indies from the end of the sale of appointments in 1750 to 1821. In 1750 these ministers shared backgrounds of gender and university study of civil law, canon law, or both. They differed in regard to place of birth, the purchase of an initial audiencia appointment, age at first appointment, educational experience and university affiliation, prior government service and university teaching, and the extent of prominent letrado relatives serving audiencias, chancellories, and councils. By 1808 these differences had largely disappeared and a much more homogenous corps of ministers served on the tribunals. The changes in background facilitated the incorporation into the Spanish courts of a substantial number of ministers with American service after independence. Many creole and the few peninsular ministers who remained in the Americas after independence also obtained positions there. Compared to intendants and bishops in the Americas, ministers on New World audiencias proved relatively successful in securing posts after independence. In terms of subsequent offices held, the handful of creole audiencia ministers that emigrated to Spain fared better than the peninsulars that remained in the newly independent states.

APA, Harvard, Vancouver, ISO, and other styles

10

Maciejewski, Marek. "Alma Mater Studiorum. O genezie i początkach uniwersytetów." Opolskie Studia Administracyjno-Prawne 15, no. 2 (June 30, 2017): 9–22. http://dx.doi.org/10.25167/osap.1268.

Full text

Abstract:

The origin of universities reaches the period of Ancient Greece when philosophy (sophists, Socrates, Plato, Aristotle, stoics and others) – the “Queen of sciences”, and the first institutions of higher education (among others, Plato’s Academy, Cassiodorus’ Vivarium, gymnasia) came into existence. Even before the new era, schools having the nature of universities existed also beyond European borders, including those in China and India. In the early Middle Ages, those types of schools functioned in Northern Africa and in the Near East (Baghdad, Cairo, Constantinople, cities of Southern Spain). The first university in the full meaning of the word was founded at the end of the 11th century in Bologna. It was based on a two-tiered education cycle. Following its creation, soon new universities – at first – in Italy, then (in the 12th and 13th century) in other European cities – were established. The author of the article describes their modes of operation, the methods of conducting research and organizing students’ education, the existing student traditions and customs. From the very beginning of the universities’ existence the study of law was part of their curricula, based primarily on the teaching of Roman law and – with time – the canon law. The rise of universities can be dated from the end of the Middle Ages and the beginning of modernity. In the 17th and 18th century they underwent a crisis which was successfully overcome at the end of the 19th century and throughout the following one.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Canon law, study and teaching"

1

Abate, Eshetu. "The Apostolic tradition a study of the texts and origins, and its eucharistic teachings with a special exploration of the Ethiopic version /." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

O'Loughlin, Brian Geoffrey. "Marriage: A covenant and consortium totius vitae: Scriptural basis, conciliar teaching and the revised Code of Canon Law." Thesis, University of Ottawa (Canada), 1985. http://hdl.handle.net/10393/20900.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Edgerly-Dowd, Tammy L. "A study of the requisite knowledge for marriage a comparison between the 1917 and 1983 Codes of canon law /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Woytek, Robert J. "The confirmation of Latin rite infants by Eastern presbyters a canonical-historical study /." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Servinsky, Michael E. "A study of simulation in canon 1101 in light of recent British authors and jurisprudence." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Grimes, Edward. "The teaching of canon law and the pastoral formation of future priests, with special reference to the United States." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Delgado, Rodolfo. "The impediment of consanguinity in the 1983 Code an historical study and commentary /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Gao, Chao Peng Raphael. "Contraception and the indissolubility of marriage in the teaching of Familiaris consortio an application to the contemporary rural areas of Shaanxi Province, China /." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Lyons, John Patrick. "A comparative study of imputability in selected portions of canons 1321-1324 of the Code of canon law and the criminal laws of the state of Arizona." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Flynn, James-Daniel. "Canon 296 a historical, canonical, and comparative study of the agreements between laity and personal prelatures /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p029-0708.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Canon law, study and teaching"

1

Introduction to the study of canon law. Montréal: Wilson & Lafleur, 2007.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

The medieval canon law: Teaching, literature, and transmission. Cambridge [England]: Cambridge University Press, 1990.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Brundage, James A. The profession and practice of medieval canon law. Aldershot: Ashgate Variorum, 2004.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

The profession and practice of medieval canon law. Aldershot: Ashgate Variorum, 2004.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Remigiusz, Sobański, and Góralski Wojciech, eds. Ksiądz rektor Remigiusz Sobański, uczony, nauczyciel, sędzia. Warszawa: Wydawn. Uniwersytetu Kardynała Stefana Wyszyńskiego, 2005.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Bitterli, Marius Johannes. Das Priesterseminar: Eine Bildungseinrichtung im Wandel? Essen: Ludgerus, 2006.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Deeley, Robert P. The mandate for those who teach theology in institutes of higher studies: An interpretation of canon 812 of the Code of canon law. Romae: Tipografia di Patrizio Graziani, 1986.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Milan, Kopecký, ed. De modo in iure studendi libellus. V Brně: Blok, 1986.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Merêa, Manuel Paulo. Estudos de história do ensino jurídico em Portugal: (1772-1902). Lisboa: Imprensa Nacional - Casa da Moeda, 2005.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Sobański, Remigiusz. Szkoły kanonistyczne. Warszawa: Wydawn. Uniwersytetu Kardynała Stefana Wyszyńskiego, 2009.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Canon law, study and teaching"

1

Adebisi, Foluke I., and Yvette Russell. "Troubling Law's Traditional Canon by Teaching Law and Race." In Decolonisation, Anti-Racism, and Legal Pedagogy, 256–68. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003397885-21.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Black, Winston. "Teaching the Mnemonic Bishop in the Medieval Canon Law Classroom." In Medieval Church Studies, 377–404. Turnhout: Brepols Publishers, 2014. http://dx.doi.org/10.1484/m.mcs-eb.1.102239.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Stege, Ulrich. "Clinical Legal Education as a basis for holistic study." In Teaching Migration and Asylum Law, 209–15. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003167617-28.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Fitzpatrick, Ben. "Using problem-based learning to enhance the study of criminal law." In The Teaching of Criminal Law, 60–71. New York, NY: Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315731902-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Isoda, Masami, Raimundo Olfos, and Takeshi Noine. "The Teaching of Multidigit Multiplication in the Japanese Approach." In Teaching Multiplication with Lesson Study, 155–95. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_7.

Full text

Abstract:

AbstractMultidigit multiplication in vertical form uses the idea of the distributive law such as 27 × 3 = (20 + 7) × 3 = 20 × 3 + 7 × 3 for using a multiplication table under the base ten place value system. Multiplication in vertical form is not simply repeated addition such as 27 + 27 + 27. In this meaning, through the extension of multiplication from single digit to multidigit by use of vertical form with a multiplication table, students have to integrate their knowledge on the base ten system with the definition of multiplication by measurement (a group of groups; see Chaps. 10.1007/978-3-030-28561-6_3, 10.1007/978-3-030-28561-6_4, 10.1007/978-3-030-28561-6_5, and 10.1007/978-3-030-28561-6_6 of this book) and so on. How does the Japanese approach enable students to develop multiplication in vertical form by and for themselves based on their learned knowledge?This chapter illustrates this process as follows. Firstly, the diversity of multiplication in vertical form is explained in relation to the multiplier and multiplicand, and the Japanese approach in comparison with other countries such as Chile and the Netherlands is clearly illustrated. Secondly, how a Japanese teacher enables students to develop multiplication in vertical form beyond repeated addition is explained with an exemplar of lesson study. Thirdly, the exemplar illustrates a full-speck lesson plan under school-based lesson study which demonstrates how Japanese teachers try to develop students who learn mathematics by and for themselves including learning how to learn (see Chap. 1). Fourthly, it explains the process to extend multiplication in vertical form to multidigit numbers by referring to Gakko Tosho textbooks.

APA, Harvard, Vancouver, ISO, and other styles

6

Jain, Jasmine, Nabilah Abdullah, and Beh Kian Lim. "Science Learners’ Conceptions on the Scientific Theory-Law Relationship: A Phenomenographic Case Study." In 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings, 39–49. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-664-5_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Hebing, Mireille, Tatiana M. Martinez, and Stephen Barber. "Human Trafficking and the Law: The Importance of Interdisciplinarity in Learning and Teaching." In European Union and its Neighbours in a Globalized World, 29–43. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-40801-4_3.

Full text

Abstract:

AbstractHuman trafficking is a legal issue which can be found taught in standalone undergraduate modules and whose relevance reflects the volatility of today’s global world. Human trafficking is a criminal offence in most jurisdictions and consequently subject to judicial processes. However, it is also an example of a topic which is challenging to teach using legal frameworks alone. Drawing on a longstanding case study, this chapter argues that for students to make sense of the inherent complexity, law must take a backseat to the understanding of migration, criminology, policymaking, economics, employment and other key forces. That is the overconfidence that creating an Offence can solve an identified problem. The paper argues that there is a need to develop Learning and Teaching methods which cultivate adaptable and transferable skills which enable students to see the relationships between all of these elements, especially in light of recent trends (i.e. Covid-19 and the Fourth Industrial Revolution) that have markedly reshaped the socio-political landscape.

APA, Harvard, Vancouver, ISO, and other styles

8

García Portilla, Jason. "Concluding Remarks." In “Ye Shall Know Them by Their Fruits”, 353–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78498-0_25.

Full text

Abstract:

AbstractThis chapter provides some brief concluding remarks.This study contributes to existing research in the sociology of religion and development studies fields by demonstrating the effect of the mutually reinforcing configuration of multiple prosperity triggers (religion–political–environment). Historical Protestantism largely influenced prosperity by promoting education, by secularising institutions, and by stabilising democracy. Protestantism has also proven highly influential in the successive historical law revolutions that gradually mitigated the power of pervasive feudal institutions and of papalist medieval canon law. In contrast, traditionally Roman Catholic countries have generally upheld a medieval model of extractivist institutions until anti-clerical (non-communist) movements were able to weaken this influence in some countries.

APA, Harvard, Vancouver, ISO, and other styles

9

Ismatov, Aziz, and Manuchehr Kudratov. "Redesigning the Law Curriculum in Uzbekistan." In Human Rights Dissemination in Central Asia, 73–87. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27972-0_6.

Full text

Abstract:

AbstractWhat dangers entail legal education reform in a region or country undergoing a transition from one legal system to another? Why designing a law curriculum with a well-balanced approach between theory and practice, and most importantly, with critical feedback on the transition challenges is vital for training lawyers capable of creating solutions for emerging legal dilemmas? On the example of Uzbekistan, which has been struggling for several decades to shift from socialist toward nonsocialist law smoothly, the present chapter explains the specifics of local legal education reforms and their specific impact on the education process and legal profession. The authors discover that in the post-1990 period, a newly designed law curriculum in Uzbekistan continued state-centric inertia with the government as the sole actor managing education. Simultaneously, local legal education gradually shifted from theoretical to practice-oriented. Also, the law curriculum was enriched by new teaching methods and techniques borrowed from outside. This chapter, by utilizing field trip data, including interviews and lecture analysis, involves a critical discussion around the utilization of comparative method, case study, and active learning. The authors conclude with critical feedback on the local legal education and point to its dangers in educating future jurists and the legal profession.

APA, Harvard, Vancouver, ISO, and other styles

10

Cenevska, Ilina. "The Challenges Involved in Teaching About the Rule of Law as a Fundamental Value of the EU System." In European Union and its Neighbours in a Globalized World, 63–92. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-40801-4_5.

Full text

Abstract:

AbstractAs the state of the rule of law continues to deteriorate in certain EU Member States, the EU is being presented with a unique challenge—that of protecting the value of the rule of law against internal systematic violations thereof. In the face of these ongoing developments, it has equally become a challenge for instructors at EU and non-EU universities who teach about the rule of law as an EU value to fully deliver the rule of law ‘message’ to their students. This chapter will firstly elaborate on the importance of the rule of law as a baseline principle of the EU framework, providing insight into the current state of play regarding the EU’s rule of law issues. Secondly, the analysis will weigh in on the most appropriate methodological approaches to be employed in the university-level instruction covering the fields of EU Law and EU studies more broadly. Thirdly, the chapter will specifically look into the most suitable and most effective methodological tools for teaching the rule of law as an area of study. Lastly, conclusions will be drawn about the ways in which instructors can improve the methodological toolkit they utilize when teaching about the rule of law as an EU value as well as a general concept, such that would allow students to internalize their knowledge of the different components of the rule of law and, as a result, be prepared to successfully apply this knowledge to practical, real-world situations.

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Canon law, study and teaching"

1

Bagan, Vladislav Vladimirovich. "THE SYSTEM OF CHURCH LAW IN THE CANONICAL HERITAGE OF ARCHPRIEST MIKHAIL ALBOV." In Themed collection of papers from Foreign International Scientific Conference «Trends in the development of science and Global challenges» Ьу НNRI «National development» in cooperation with AFP. April 2023. - Managua (Nicaragua). Crossref, 2023. http://dx.doi.org/10.37539/230415.2023.30.96.003.

Full text

Abstract:

The presented article is an analysis of the church-legal views of the Russian canonist Archpriest Mikhail Albov. Despite the creation by Father Mikhail of one of the authoritative lecture courses on church law, the legacy of MP Albov remains poorly understood. The presented article uses the historical-critical method, which allows to give an objective picture of the teaching activities and the canonical heritage of Archpriest Mikhail Albov in St. Petersburg educational institutions. Higher educational institutions of St. Petersburg in the second half of the 19th century became one of the main scientific centers for the development of the academic discipline "canon law". This article is relevant because it tries to reveal the scientific achievements of an influential pre-revolutionary canonist, undeservedly forgotten by today's academic researchers.

APA, Harvard, Vancouver, ISO, and other styles

2

Xiao, Xiaowen, and Yu Zhao. "Study on Bilingual Teaching of Franchising Law in China." In 2015 International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.19.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Chen, Tingting. "Study on New Teaching Model of qStatisticsq." In 3rd International Conference on Economics, Management, Law and Education (EMLE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emle-17.2017.135.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Yang, Jingwen. "Study on Employment-oriented English Teaching." In Proceedings of the 1st International Symposium on Innovation and Education, Law and Social Sciences (IELSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ielss-19.2019.38.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Lan, Miao. "A Study on Teaching Practice of the Higher Vocational Law Education." In 2011 Fourth International Symposium on Knowledge Acquisition and Modeling (KAM). IEEE, 2011. http://dx.doi.org/10.1109/kam.2011.145.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Ning, Ruipeng. "Reform and Exploring Study of Tax Law Teaching of High Vocational Colleges." In 2016 4th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ieesasm-16.2016.66.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Yu, Maochun. "Study on Visual Situation-problem-based Teaching Design in Data Structure." In 3rd International Conference on Economics, Management, Law and Education (EMLE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emle-17.2017.149.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Cheng, Xin. "Study on Cultivation of Business Skilled Talents From the Perspective of Business Courses Teaching." In 2015 International Conference on Economics, Management, Law and Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/emle-15.2015.84.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Wei, Gong, Hu Shen, and Ren Xuehua. "Case Study on the Design and Teaching of MOOC: English Grammar." In Proceedings of the 4th International Conference on Economics, Management, Law and Education (EMLE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/emle-18.2018.208.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Liu, Yongxin. "Study on Cooperative Teaching Mode of Digital Publishing Courses in the Internet Era." In 2016 2nd International Conference on Economy, Management, Law and Education (EMLE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emle-16.2017.108.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Canon law, study and teaching"

1

Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

Full text

Abstract:

Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities

APA, Harvard, Vancouver, ISO, and other styles

2

Shalatska, Hanna, Olena Zotova-Sadylo, Olexandr Makarenko, and Larysa Dzevytska. Implementation of E-assessment in Higher Education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4466.

Full text

Abstract:

The purpose of the study is to develop the methodical recommendations for test-designers to cope with challenges of organizing on-line assessment process. In order to achieve this goal we have to reveal the strengths and weaknesses of e-assessment activities based on analysis of the universities practice. To find out students’ attitude to the issue of the study we have drawn up the questionnaire. The survey results confirm that e-assessment is rated as priority activity by learners thanks to individual approach to teaching/learning process, easily accessible and fast feedback, as well as interactive methods of implementation. Reviewing practical experience of Kryvyi Rih National University (KNU) and Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine (DLI) and summarizing statistical data of the survey we have developed methodical support for designing e-assessment activities which involves: to determine intended recipients and the purpose of testing; select appropriate instruments and e-platform; specify forms of feedback; clarify the tasks; provide knowledge base for operating e-tests etc. Despite plenty of studies in this domain the test-designers and test-takers face to typical difficulties while operating e-assessment, and there is lack of research providing methodical practicalities in this field. To address learners’ and lecturers’ needs we have developed the methodical recommendations, which might be used in the drafting of e-assessment tests for students of different specialisms.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!