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Books on the topic 'Propaedeutics'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 May 2022

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1

Usha, Boris. Veterinary propaedeutics. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/22175.

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Tuhbatullina, Leysan, Lyudmila Safina, and Venera Hammatova. Propaedeutics (basics of composition). ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1020434.

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The textbook presents the theoretical foundations of building a harmonious composition, describes the three main laws of composition (the law of integrity, the law of balance and the law of dominance), and considers the elements and means of harmonizing the composition. A separate Chapter is devoted to the issues of color in the composition, and offers options for creating harmonious color solutions. Semiotic aspects are considered, characteristics and features of creating signs-icons, signs-indexes and signs-symbols are given. One of the chapters is devoted to visual illusions in composition. It is intended for University students studying in the direction 54.03.01 "Design", teachers, as well as for a wide range of artists, designers and Amateurs interested in creating a harmonious composition.

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3

Meskin, Vladimir, Oksana Gavril'chenko, and Nina Trofimova. History of Russian literature: from the middle Ages to modernism (propaedeutic course). ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1058837.

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The textbook introduces Russian fine literature from the era of its origin to the beginning of the XX century, with historical factors that influenced the processes that took place in it. Its authors are experts in each of the stated theme. Acquaintance with each historical and literary stage begins with its cultural review, followed by pages devoted to the work of the most prominent artists of the word of the period under review. At the same time, one chronological review follows from another, so that the history of culture and literature is presented not dotted, but chronologically linear, in the dynamics of interrelated processes. Meets the requirements of the Federal state educational standards of higher education of the latest generation. The textbook is written in the genre of propaedeutics and is intended primarily for foreign students studying at preparatory departments and faculties. it will be useful for students of non-philological profile, students of secondary special educational institutions, as well as for anyone interested in Russian literature.

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4

Hegel, Georg Wilhelm Friedrich. The philosophical propaedeutic. Edited by George Michael 1951- and Vincent Andrew. Oxford, UK: B. Blackwell, 1986.

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5

Turski, Władysław. Informatics: A propaedeutic view. Amsterdam: North-Holland, 1985.

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6

Turski, Władysław. Informatics, a propaedeutic view. Amsterdam: North Holland, 1985.

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7

Rudolf, Lehmann. Lehrbuch der philosophischen Propaedeutik. Berlin: Reuter & Reichard, 1991.

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8

Georg Wilhelm Friedrich Hegel: A propaedeutic. Leiden: Brill, 2015.

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9

Riley, John D. The religious novitiate and the diocesan propaedeutic period: A juridical-historical study of the novitiate and an examination of how canons 646-652 may inspire a structure for the propaedeutic year proposed by the 1990 World Synod of Bishops. Romae: Pontificia Studiorum Universitas a S. Thoma Aq. in Urbe, 1991.

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10

Kuhlenbeck, H. Propaedeutics to Comparative Neurology. S Karger Pub, 1996.

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11

Ivashkin, V. T. Propaedeutics of Internal Diseases. Edited by А. V. Okhlobystin. OOO «GEOTAR-Media» Publishing Group, 2020. http://dx.doi.org/10.33029/9704-5698-9-pro-2020-1-784.

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12

Turski, Władysław. Informatics: A Propaedeutic View. Elsevier Science Ltd, 2000.

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13

Wiehl, Angelika. Propaedeutik der Unterrichtsmethoden in der Waldorfpaedagogik. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2015.

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14

Wiehl, Angelika. Propaedeutik der Unterrichtsmethoden in der Waldorfpaedagogik. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2015.

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15

Propaedeutik der Unterrichtsmethoden in der Waldorfpaedagogik. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2015.

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16

Wiehl, Angelika. Propaedeutik der Unterrichtsmethoden in der Waldorfpaedagogik. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2015.

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17

Schaff, Philip. Theological Propaedeutic: A General Introduction to the Study of Theology. Wipf & Stock Publishers, 2007.

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18

Schaff, Philip. Theological Propaedeutic; A General Introduction To The Study Of Theology: Exegetical, Historical, Systematic And Practical. Kessinger Publishing, LLC, 2007.

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19

Schaff, Philip. Theological Propaedeutic; A General Introduction To The Study Of Theology: Exegetical, Historical, Systematic And Practical. Kessinger Publishing, LLC, 2007.

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20

Zahavi, Dan. Metaphysical neutrality. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199684830.003.0003.

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What is the relation between phenomenology and metaphysics? Is phenomenology metaphysically neutral, is it a kind of propaedeutic to metaphysics, or does it on the contrary have clear metaphysical implications? Chapter 2 examines Husserl’s answers to these questions, as they are articulated in his early pre-transcendental descriptive phenomenology. It is argued, partially through a criticism of Philipse’s interpretation, that Husserl in Logische Untersuchungen did emphasize the metaphysical neutrality of phenomenology, and that he at that point distanced himself from both metaphysical realism and metaphysical idealism (phenomenalism). It is also argued, however, that he eventually came to realize the philosophical limitations of this neutrality.

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21

Schaff, Philip. Theological Propaedeutic: A General Introduction to the Study of Theology, Exegetical, Historical, Systematic, and Practical, Including Encyclopaedia, Methodology, and Bibliography. HardPress, 2020.

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22

Oosterhoff, Richard. A Mathematical Turn. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823520.003.0002.

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Lefèvre described his own mathematical turn as a kind of conversion. This chapter explains what motivated his turn to mathematics, considering the place of mathematics in fifteenth-century Paris in relation to court politics and Lefèvre’s own connections to Italian humanists. But more importantly, Lefèvre’s attitude to learning and the propaedeutic value of mathematics drew on the context of late medieval spiritual reform, with its emphasis on conversion and care of the soul. In particular, Lefèvre’s turn to university reform seems to have responded to the works of Ramon Lull, alongside the devotio moderna and Nicholas of Cusa, which he printed in important collections. With such influences, Lefèvre chose the university as the site for intellectual reform.

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23

Collins, John, and Tamara Dobler, eds. Reply to Oskari Kuusela. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198783916.003.0016.

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Kuusela’s essay is full of leading ideas, a number, I think, leading in the right direction, some perhaps entirely right (when understood right). But these are leading ideas, waiting, at many points, to be filled in. What I will say here is intended in the main to fill in some background, or framework, which may help in that. But it will be at best propaedeutic only. I should also say at the outset that in what I will say below I may be moving in a somewhat new direction; a direction Kuusela could not know of in reading work available to him (or anyone). So if what I say also diverges at points from what he takes me to hold (or seems to), he should not be held responsible for that....

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24

Sich, Dorothea. Medizin und Kultur: Eine Propaedeutik Fuer Studierende der Medizin und der Ethnologie Mit 4 Seminaren in Kulturvergleichender Medizinischer Anthropologie. Lang AG International Academic Publishers, Peter, 1995.

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25

Pugliese, Marc A., and Alexander Y. Hwang. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190677565.003.0001.

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Teaching Interreligious Encounters is a multidisciplinary volume of original essays addressing pedagogical issues related to teaching that occurs through experiences of different religious traditions or interreligious encounters. The book brings together international scholars who work in and speak from a variety of contexts as loci for teaching interreligious encounters: undergraduate and graduate programs, secular and religiously affiliated institutions, divinity schools and seminaries, as well as graduate career preparation in nonreligious professions. There are four sections in the volume: “Theorizing Encounters” is partly propaedeutic but also representative of how theory constantly informs praxis even as it is informed by praxis; (2) “Arranging Encounters” contemplates planning and pedagogical strategies; (3) “Textual Encounters” contains essays on text-based teaching approaches; and (4) “Practical Encounters” presents pedagogical strategies with attention to the importance of lived experience through hands-on practices like case studies, site visits, and immersion programs.

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26

Jacobs, Hanne. Husserl, Heidegger, and Merleau-Ponty on the World of Experience. Edited by Dan Zahavi. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198755340.013.37.

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This chapter focuses on a number of respects in which Husserl’s, Heidegger’s, and Merleau-Ponty’s accounts of the world differ, despite other significant commonalities. Specifically, it discusses how both Heidegger’s and Merleau-Ponty’s accounts of our experience of the world challenge Husserl’s assertion of the possibility of a worldless consciousness; how Heidegger’s discussion of the world entails a rejection of Husserl’s claim that the world is at bottom nature; and how Merleau-Ponty puts pressure on Husserl’s account of the necessary structure of the world. In concluding, and as a propaedeutic to adjudicating these disputes, this chapter aims to show why Husserl makes these contested claims. Specifically, it suggests that it is Husserl’s phenomenological conception of reason and his commitment to (this conception of) reason that motivate him to make the claims about our experience and world with which the later phenomenologists take issue.

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27

Aesthetic criticism in Canada: Its aims, methods and status : being a short propaedeutic to the appreciation of the fine arts and the writing of criticism, on literature, painting and dramatic and musical performances. Toronto: McLelland, Goodchild & Stewart, 1995.

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28

Ringelmann, Valentina, and Detlef Goller, eds. Geschichte von Helden - Beiträge aus dem W-Seminar am E.T.A. Hoffmann Gymnasium. University of Bamberg Press, 2021. http://dx.doi.org/10.20378/irb-49309.

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Im vorliegenden fünften Band der Reihe MimaSch werden Entstehung, Realisierung und Ergebnisse einer immer wieder geforderten Zusammenarbeit zwischen Schule und Universität dokumentiert. Im Zuge der themen- und kompetenzorientierten Vermittlung Mittelhochdeutscher Sprache und Literatur des Lehrstuhls für Deutsche Philologie des Mittelalters wurde zusammen mit dem E.T.A-Hoffmann-Gymnasium Bamberg in der gymnasialen Oberstufe ein wissenschaftspropädeutisches Seminar zum Heldenbegriff durchgeführt, an dessen Ende erste wissenschaftliche Arbeiten verfasst und präsentiert wurden. In einer Einführung wird u.a. das mittelhochdeutsche Nibelungenlied als Ausgangstext für eine schulische Auseinandersetzung mit dem Heldenbegriff diskutiert. Darüber hinaus wird aus der Sicht der betreuenden Lehrkraft der Mehrwert einer Ko-operation zwischen Schule und Universität gerade im Hinblick der aktuellen Kompetenzorientierung dargelegt. Abschließend werden die Qualifikationsarbeiten der Schüler:innen gesammelt, die eindrucksvoll die Lernprozesse und erzielten Lernerfolge verdeutlichen. In this fifth volume of the MimaSch series, the development, realization and results of a collabo-ration between school and university that has been repeatedly called for are documented. In the course of the topic- and competence-oriented teaching of Middle High German language and literature of the Chair of German Philology of the Middle Ages, a scientific propaedeutic seminar on the concept of the hero was carried out together with the E.T.A Hoffmann Gymnasium Bam-berg in the grammar school upper level, at the end of which the first scientific papers were writ-ten and presented. In an introduction, the Middle High German Nibelungenlied is discussed as a starting text for an educational examination of the concept of the hero. Furthermore, from the perspective of the supervising teacher, the added value of a cooperation between school and uni-versity is demonstrated, especially with regard to the current competence orientation. Finally, the qualification works of the students are compiled, which impressively show the learning processes and achieved learning successes.

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29

Selden, Daniel L., and Phiroze Vasunia, eds. The Oxford Handbook of the Literatures of the Roman Empire. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199699445.001.0001.

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This handbook is currently in development, with individual articles publishing online in advance of print publication. At this time, we cannot add information about unpublished articles in this handbook, however the table of contents will continue to grow as additional articles pass through the review process and are added to the site. Please note that the online publication date for this handbook is the date that the first article in the title was published online. For more information, please read the site FAQs. The Oxford Handbook of the Literatures of the Roman Empire makes a decisive intervention in contemporary scholarship in at least two ways. The principal purpose the volume is to increase awareness and understanding of the multiplicity of literatures that flourished under Roman rule—not only Greek and Latin, but also Hebrew, Syriac, Coptic, Mandaic, etc. Beyond this, the volume also covers a number of literatures (e.g., South Arabian, Pahlavi, Old Ethiopic) which, while strictly independent of Roman imperial domination, nonetheless evolved dialectically in relation to it. Secondly, in presenting this array of different literatures within a single volume, the Handbook aims to facilitate further research into the relationship between literature and empire in the Roman world—an emergent field of increasing importance to such disciplines as classical scholarship, Mediterranean studies, and postcolonialism. No such overview of this material currently exists: accordingly, the volume promises both to clear up numerous understandings about the range and variety of the literary evidence per se, as well as significantly reshape current thinking about the content and character of ‘Roman literature’ as a whole. The Handbook consists of two parts: Part I presents a series of thematic chapters conceived as propaedeutic to Part II, which provides a systematic treatment of the different literatures— arranged by language—that the Roman Empire harboured roughly between the battle of Actium in 31 BCE and the Arab conquest of Egypt in 642 CE. Such a collection has never before appeared within the compass of a single volume: what students and scholars will find here are introductory but expert presentations not only of the major literatures of the of Empire—Latin, Greek, Hebrew, Syriac, Coptic—but also of the numerous minor literatures, which have for the most part been heretofore accessible only through the consultation of scattered sources that—outside of world‐class libraries, museums, and special collections—generally prove difficult to find. Since no prior collection of these literatures exists, their very collocation is itself bound to provoke questions.

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