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Relevant bibliographies by topics / Curiosity and wonders

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Academic literature on the topic 'Curiosity and wonders'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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Journal articles on the topic "Curiosity and wonders"

1

Trimarchi, F., E. Martino, and L. Bartalena. "Pituitary disorders as wonders and curiosity in XVI Century." Journal of Endocrinological Investigation 43, no. 4 (September 20, 2019): 551–52. http://dx.doi.org/10.1007/s40618-019-01121-7.

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Rowe, John. "Hook Line Sinker." Mathematics Teacher: Learning and Teaching PK-12 113, no. 6 (June 2020): e7-e8. http://dx.doi.org/10.5951/mtlt.2019.0202.

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The Hook-Line-Sinker eBook aims to utilise rich tasks as the core learning in mathematics rather than a selection of “one-hit-wonders”. The featured resources intend to provide teachers with a starting point for sparking student curiosity, developing the need to learn, and consolidating learning in multiple ways.

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WERRETT, SIMON. "Wonders never cease: Descartes's Météores and the rainbow fountain." British Journal for the History of Science 34, no. 2 (June 2001): 129–47. http://dx.doi.org/10.1017/s0007087401004319.

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This essay argues that the material culture of the Renaissance garden played an important role in the development of Cartesian mathematical and mechanical philosophy. Garden machinery such as Salomon and Isaac de Caus's automata and grottoes provided a model from which Descartes drew his clockwork conceptions of nature and the human body. This machinery was also crucial in the Cartesian explanation of the rainbow. Not simply an exercise in intellectual curiosity, Descartes's geometrical description of the rainbow in Discourse Eight of the Météores was a direct response to the engineers of artificial rainbow fountains which populated European princely gardens for much of the sixteenth and early seventeenth centuries. Rejecting distinctions between ‘natural’ and ‘artificial’ rainbows, Descartes used these fountains and his own constructions of artificial water drops to discern the causes of the rainbow by refraction and reflection and, by analogy, to suppose this the explanation of rainbows in the sky. This knowledge was then utilized to propose an alternative to the rainbow fountain, using refracting liquids to cast images in the sky. Descartes presented a ‘science of miracles’ destined not to eradicate wonder but to make transparent the wonders of traditional garden engineers and replace them with wonders derived from knowledge of mathematical and mechanical philosophy. As such, the ‘science of miracles’ gave a new emphasis to the mind of the natural philosopher as the essential component in the creation of wonders, rather than the traditional skills and experience of the artisan or engineer.

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Pal, Mahendra. "Wonders of International Gastronomy: French, Italian, Hungarian, Indian and Chinese Cuisine." Nutrition and Food Processing 4, no. 4 (June 25, 2021): 01–05. http://dx.doi.org/10.31579/2637-8914/051.

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With the growing importance of gastronomic science, gastronomic workshops are also playing an important role worldwide. These workshops do not only specialize in the preparation and presentation of healthy eating, sports nutrition, or special diets. Gastronomy experts and nutritionists are also turning to the cuisines of nations with increasing curiosity. In order to provide a comprehensive overview of this, we present the characteristics of French, Italian, Hungarian, Indian, and Chinese cuisine in our manuscript. In addition, we prepare and present dishes that also serve as the basis of gastronomic workshops in accordance with international cuisines. These dishes include: Croassant with almond plant-based drink; Home-made pizza with basil, tomatoes and mozzarella; Hungarian Bean Soup; Home-made kebab with spicy chicken; Chinese noodles. We hope to contribute to the knowledge of international gastronomy and to the global health development with the prepared food.

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Yaya, I. "Wonders of America: The curiosity cabinet as a site of representation and knowledge." Journal of the History of Collections 20, no. 2 (November 1, 2008): 173–88. http://dx.doi.org/10.1093/jhc/fhm038.

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Smiley, Caroline. "‘Sea of Wonders Never Sounded’: The Trinitarian Spirituality of Ann Griffiths." Evangelical Quarterly 90, no. 4 (April 26, 2019): 357–69. http://dx.doi.org/10.1163/27725472-09004006.

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Ann Griffiths, an 18th-century farm wife and hymn writer, is well-known in her native Wales, though relatively unstudied in English. Even in translation her hymns and letters offer a strikingly beautiful as well as informative window into the Trinitarian spirituality of 18th-century Welsh Methodism. Historically, her Trinitarianism is notable in that it is largely assumed and primarily based in the economic Trinity, and yet, is nonetheless profound in its orthodoxy given the Trinitarian controversy of the long century prior. More than mere historical curiosity, however, Griffiths’s writing is particularly intriguing on two points that can edify the church today. First, she writes with considerable theological depth despite a lack of education, religious or otherwise, and second, her theology is both technically rich as well as profoundly devotional.

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AKGÜL, Zeynep, and Ruhattin YAZOĞLU. "The Place of Holistic Human Understanding in Renê Guênon's Traditionalist Thought in the Modern World." Universal Journal of Theology 7, no. 1 (June 30, 2022): 227–41. http://dx.doi.org/10.56108/ujte.1126934.

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Since history, the issues about where people come from and where they are heading have always been a matter of curiosity. At this point, various ideas have been put forward about the nature of human being. In Antiquity, this situation manifested itself as an arche problem. The ultimate goal of man, who tries to find the first cause of existence, is to learn where his own existence comes from. Even in this period, people questioned the reason for their existence and where they came from. Discoveries and inventions, including the era in which humanity has come today, are perhaps the result of this curiosity. Man also wonders where his existence is heading. At this point, various human understandings emerge. In this study, we will try to reveal the place of Renê Guênon's holistic human understanding in the modern world. We will explain Guénon's critique of the modern world through modern human typology.

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Churchill Dower, Ruth. "Contact Improvisation as a Force for Expressive Reciprocity With Young Children Who Don’t Speak." LEARNing Landscapes 15, no. 1 (June 23, 2022): 75–87. http://dx.doi.org/10.36510/learnland.v15i1.1065.

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Movement can be a powerful force for sensory connection and expression in young children who sometimes don’t speak. Their kinaesthetic curiosity naturally experiments with—and forms spontaneous relationships through—touching, sensing, and moving-with the world around them. This article wonders what might happen if children’s connective movements are invited through the speculative method of contact improvisation, not as an alternative to speech or way of interpreting meaning, but simply as a space for the transmission of forces, sensations, intimacy, and reciprocity. I consider what these shared forces or sensations of expression are that generate intimacy, joy, and reciprocity beyond words.

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Septian, Firza. "Unlocking Communication Wonders: Exploring Transmitter and Receiver Concepts with p5.js." Journal Software, Hardware and Information Technology 4, no. 2 (June 30, 2024): 1–10. http://dx.doi.org/10.24252/shift.v4i2.123.

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This research presents comprehensive results in various forms such as images, graphs, tables, etc., to facilitate a profound understanding of the developed transmitter-receiver simulation using p5.js. Each component, including setting the canvas, dynamic display, user interaction, binary conversion, transmitter and receiver objects, simulation reset, and testing and evaluation, is thoroughly discussed in separate subsections. A comparative analysis with previous studies is incorporated for enhanced context. The testing phase not only validates the simulation's functionality and accuracy but also emphasizes its role as a potent educational tool. The successful execution of the experiment attests to the codebase's robustness, confirming its ability to effectively illustrate digital communication fundamentals. The visualization of binary signals enhances the project's educational dimension, transforming intricate concepts into an accessible, interactive learning experience. Future testing and refinements present exciting opportunities to augment user experience and extend simulation capabilities. This positive outcome establishes a solid foundation for the program's educational utility, making it a valuable resource for imparting digital communication knowledge. In conclusion, the validated transmitter-receiver simulation marks a significant milestone, combining functionality, visual representation, and potential enhancements. Positioned as an innovative educational technology, it fosters curiosity and understanding in learners exploring digital communication nuances.

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Paradinas Fuentes, Jesús Luis. "¿Era Pedro de Valencia desdendiente de judeosconversos?" Estudios humanísticos. Geografía, historia y arte, no. 17 (February 5, 2021): 237. http://dx.doi.org/10.18002/ehgha.v0i17.6693.

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<span>This study wonders about the possible Jewish ancestry of the well known humanist Pedro de Valencia. In absence of documents which answer this question, present a serie of facts related to bis life which, according to the author, give many possibilities for an affirmative answer. The facts studied are all related to his family antecedents, the early years of bis life, his studies in Salamanca, his marriage to his cousin Inés de Ballesteros, his intellectual curiosity and friends. His "converso" origin in now a hypothesis which propably Jets us interpret the life and thought of one of the most important characters from the Spanish Golden Century better.</span>

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Dissertations / Theses on the topic "Curiosity and wonders"

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Werger, Laura Elizabeth. "Morbid Curiosity Shop." Ohio University Honors Tutorial College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1311188744.

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Books on the topic "Curiosity and wonders"

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Kiernan, Stephen P. The curiosity. London: John Murray, 2013.

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author, Chester H. C., ed. Curiosity House: The Shrunken Head. New York, NY: HarperCollins Publishers, 2015.

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Tyldesley, Joan. Mystery: An integrated curriculum approach (for 9 and 10 year-olds). Vancouver, BC: Vancouver School Board, Program Publications, 1991.

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Boggs, Cary. W.D. the wonder dog. New York: Simon & Schuster Books for Young Readers, 1998.

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5

Collura, Matteo. Sicilia sconosciuta: Itinerari insoliti e curiosi. Milano: Rizzoli, 2008.

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Collura, Matteo. Sicilia sconosciuta: Itinerari insoliti e curiosi. Milano: Rizzoli, 2008.

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Sciarretta, Franco. Tivoli: Curiosità, meraviglie, aspetti sconosciuti e fatti strani. Tivoli (Roma): Tiburis artistica, 2002.

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Sciarretta, Franco. Tivoli: Curiosità, meraviglie, aspetti sconosciuti e fatti strani. Tivoli (Roma): Tiburis artistica, 2002.

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Pruneti, Luigi. Firenze dei misteri: Storie, leggende, curiosità e segreti all'ombra del Cupolone. Firenze: Le lettere, 2006.

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Bonifassi, Catherine. Le livre Guinness des records 1998. 2nd ed. Paris: Guinness media, 1997.

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Book chapters on the topic "Curiosity and wonders"

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Bemiss, Allison. "Wonder and Curiosity." In Inspiring Innovation and Creativity in Young Learners, 81–94. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235811-6.

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Cohen, Adam Max. "Wonder, Awe, and Admiration: Shakespeare’s Cabinets of Curiosity." In Wonder in Shakespeare, 85–95. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137011626_7.

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Hughes-Warrington, Marnie. "Historical cabinets of curiosity in early modern Europe." In History as Wonder, 81–99. London ; New York, NY : Routledge/Taylor & Francis Group, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429427169-5.

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Heggen, Marianne Presthus, and Anne Myklebust Lynngård. "Curious Curiosity – Reflections on How Early Childhood Lecturers Perceive Children’s Curiosity." In International Perspectives on Early Childhood Education and Development, 183–201. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_11.

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AbstractCuriosity and wonder are considered fundamental for children’s development. However, no precise definition of curiosity exists, and there is little research on the nature of curiosity. There is also a lack of knowledge and ideas about how pedagogy can sustain and stimulate curiosity. Drawing upon empirical material from semi-structured interviews with seven Early Childhood Teacher Education (ECTE) lecturers from the disciplines of mathematics, arts, literature, drama, pedagogy, science and physical education about their view of children’s curiosity, the authors aim to explore the lecturers’ understanding of children’s curiosity and how this understanding varies between disciplines. Children enact their curiosity in a cultural-historical context. The cultural-historical tradition of outdoor play is a part of the institution’s practices influencing the children, while the children may use curiosity to influence the content of these practices. Although the lecturers are from different disciplines, their understanding of curiosity were consistent, particularly with regards to their focus on bodily expressions of curiosity. Expanding the concept of curiosity, we suggest the term bodily curiosity to recognise and operationalise a sensory, active and embodied search for answers. Similarly, we suggest the term bodily wonder about a kind of embodied philosophising.

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Beames, Simon, Peter Higgins, Robbie Nicol, and Heidi Smith. "Harnessing student curiosity and the role of wonder." In Outdoor Learning Across the Curriculum, 71–82. 2nd ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003010890-6.

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Bromley, Matt. "Using story to engage learners' curiosity and wonder." In The Stories We Tell, 63–90. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003465492-10.

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Yates, Kari, and Christina Nosek. "Wonder: Bringing Curiosity and an open mind to Every Conference." In To Know and Nurture a Reader, 11–25. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781032682945-3.

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Wright-St Clair, Valerie A., and Elizabeth Anne Kinsella. "Phenomenology Returning to the Things Themselves With Wonder and Curiosity." In Philosophy and Occupational Therapy, 91–100. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003525660-10.

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Höckert, Emily, Veera Kinnunen, and Outi Rantala. "Suggestions for Future Wanders." In Arctic Encounters, 205–10. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-39500-0_13.

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AbstractIn this book, we have been messing up and speculating rather than classifying, offering accurate representations or nailing things down. Instead of providing clear answers or claiming to solve the ecological crisis, we have tested different ways of attending to our proximate relations with a curiosity about what might happen or become. In this spirit, the last pages of the book provide suggestions that can help us continue to engage with the mode of wonder in the Anthropocene.

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Sinha, Tanmay, Zhen Bai, and Justine Cassell. "Curious Minds Wonder Alike: Studying Multimodal Behavioral Dynamics to Design Social Scaffolding of Curiosity." In Data Driven Approaches in Digital Education, 270–85. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66610-5_20.

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Conference papers on the topic "Curiosity and wonders"

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Ghosn, Rania. "The Anthropocene Chamber: A Pedagogic Experiment in Climate Change Communication." In 108th Annual Meeting Proceedings. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.am.108.55.

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Climate change is not only a crisis of the physical environment but also a predicament of the cultural environment and in turn requires a renewed media strategy to make public such planetary concern. This essay considers the role of architectural media within the context of a pedagogic experiment called Earth on Display. The workshop deployed design research to engage in the difficult (and necessary) quest of climate change communication in museums of science and nature. In recent years, natural history museums have introduced climate change to their programming. The scientific language of such climate exhibits remains however inaccessible to most visitors and with little impact on their affective experience or their political actions. How can climate change be imagined, spatialized, and experienced and come to matter? What are the representational worlds –the Anthropocene “cabinet of curiosities” and “wonders”–that move from abstract knowledge to material evidence to render climate change sense-able, and actionable to broader publics? The workshop, taught by the author of this essay, was conducted with the support of the Harvard Museum of Natural History and culminated in the installation of The Chamber of the Anthropocene temporary exhibit in the museum’s Climate Change Gallery. At once a curatorial exercise and a speculative geographic landscape, Earth on Display mediated climate knowledge through the aesthetic and spatial qualities of things. Objects, cabinets, remains: here is an assembling of wonders from a damaged planet, brought together in order to cultivate the arts of remembering effectively, so as to care seriously, to care for, to care with. Each essay is a provocation to curiosity in the sense of incitement to feel, know, care, and respond. —Donna Haraway.

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