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Relevant bibliographies by topics / Second scholastic

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Academic literature on the topic 'Second scholastic'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 April 2022

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Journal articles on the topic "Second scholastic"

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Culleton, Alfredo. "Second-Scholastic Philosophy of Economics." Modern Schoolman 89, no. 1 (2012): 9–24. http://dx.doi.org/10.5840/schoolman2012891/23.

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Pich, Roberto Hofmeister. "Second Scholasticism and Black Slavery1 (Continuation and End)." Veritas (Porto Alegre) 65, no. 1 (2020): 36662. http://dx.doi.org/10.15448/1984-6746.2020.1.36662.

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In order to systematically explore the normative treatment of black slavery by Second Scholastic thinkers, who usually place the problem within the broad discussion of moral conscience and, more narrowly, the nature and justice of trade and contracts, I propose two stations of research that may be helpful for future studies, especially concerning the study of Scholastic ideas in colonial Latin America. Beginning with the analysis of just titles for slavery and slavery trade proposed by Luis de Molina S.J. (1535–1600), I show how his accounts were critically reviewed by Diego de Avendaño S.J. (

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Pich, Roberto Hofmeister. "Second Scholasticism and Black Slavery." Veritas (Porto Alegre) 64, no. 3 (2019): 36112. http://dx.doi.org/10.15448/1984-6746.2019.3.36112.

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In order to systematically explore the normative treatment of Black slavery by Second Scholastic thinkers, usually placing the problem within the broad discussion of moral conscience and, more narrowly, the nature and justice of trade and contracts, I propose two stations of research that may be helpful for future studies, especially in what concerns the study of Scholastic ideas in colonial Latin America. Beginning with the analysisof just titles for slavery and slavery trade proposed by Luis de Molina S.J. (1535–1600), I show how his accounts were critically reviewed by Diego de Avendaño S.J

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LEVITIN, DMITRI. "Newton and scholastic philosophy." British Journal for the History of Science 49, no. 1 (2015): 53–77. http://dx.doi.org/10.1017/s0007087415000667.

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AbstractThis article examines Isaac Newton's engagement with scholastic natural philosophy. In doing so, it makes two major historiographical interventions. First of all, the recent claim that Newton's use of the concepts of analysis and synthesis was derived from the Aristotelian regressus tradition is challenged on the basis of bibliographical, palaeographical and intellectual evidence. Consequently, a new, contextual explanation is offered for Newton's use of these concepts. Second, it will be shown that some of Newton's most famous pronouncements – from the General Scholium appended to the

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Peng, Yanghua. "Scholastic Grammar in College English Teaching." International Journal of English Linguistics 7, no. 4 (2017): 191. http://dx.doi.org/10.5539/ijel.v7n4p191.

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The research of grammar has been received much concern at home and abroad and the instruction of grammar is a focus and difficulty in English language teaching. The role of scholastic grammar has been paid little attention to for a long time. Some linguists and teachers believe that the traditional or school grammar should be the key in the classroom instruction, but others argue that scholastic grammar is a vital part in language itself. Based on the theories of second language learning and the viewpoints of Otto. Jespersen and H. Poutsma about scholastic grammar, this article conducts a rese

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Niehans, Jürg. "A Reassessment of Scholastic Monetary Theory." Journal of the History of Economic Thought 15, no. 2 (1993): 229–48. http://dx.doi.org/10.1017/s105383720000095x.

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During the sixteenth century, successive waves of gold and silver reached Spain from America and then rolled across Europe to the North and East. Contemporaries made two observations. First, the inflow of bullion was associated with inflation. Second, a given amount of money in a country with relatively low prices tended to exchange for a larger amount of money in a country with relatively high prices. The scholastic doctors in Salamanca who interpreted these observations are traditionally credited with two modern insights, namely the quantity theory of money, and the principle of purchasing-p

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Verspoor, Marjolijn, Kees de Bot, and Xiaoyan Xu. "The Role of Input and Scholastic Aptitude in Second Language Development." Toegepaste Taalwetenschap in Artikelen 86 (January 1, 2011): 47–60. http://dx.doi.org/10.1075/ttwia.86.06ver.

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This semi-longitudinal/cross-sectional study explores the role of two possible variables in the L2 development of Dutch high school students: scholastic aptitude (operationalized as CITO score) and the amount of input, both in school (two hours a week versus 15 hours a week) and out of school. First grade participants were followed for two years and third grade students for one year. At the beginning of the study, all students filled in an extensive questionnaire on motivation, attitude, and out-of-school contact and took a proficiency tests consisting of a receptive vocabulary and a productiv

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Hanke, Miroslav. "The Scholastic Logic of Statistical Hypotheses." Journal of Early Modern Studies 8, no. 1 (2019): 61–82. http://dx.doi.org/10.5840/jems2019813.

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Among the important conceptual innovations introduced in the second scholasticism era and motivated by theological debates following the Council of Trent were the theories of moral necessity and moral implication. As they were centred upon a view of moral necessity as a form of necessity weaker than physical (and, ipso facto, metaphysical and logical) necessity, and moral implication as weaker than physical (and, ipso facto, metaphysical and logical) implication, some interpretations of moral necessity encouraged the logic of statistical hypotheses and probability. Three branches of this debat

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Ahmed Lecturer, Abu-Shnein. "Bilingualism Impact on Intelligence and Scholastic Achievement." لارك 1, no. 40 (2020): 1163–56. http://dx.doi.org/10.31185/lark.vol1.iss40.1638.

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Bilingualism can refer to the ability to preserve linguistic skills, to a certain level, at two separate linguistic systems, in the four linguistic modalities: listening, speaking, reading, and writing. It is related to social, psychological, economic, and political factors. The aim of this study is to review previous studies that targeted the influence, whether positive or negative, a second language may have on the intelligence and then on scholastic achievement of bilingual students versus the intelligence and scholastic achievement of monolinguals.

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Ndegwa, Stephen. "THE INFLUENCE OF GENERAL INTELLIGENCE AND SOCIAL INTELLIGENCE ABILITY ON STUDENTS ACADEMIC ACHIEVEMENT." Global Journal of Psychology 1, no. 1 (2020): 18–21. http://dx.doi.org/10.51594/gjp.v1i1.77.

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In this study, the objective was to test the intelligence ability and social intelligence of school students. Standardized questionnaire was used to measure the study variables including social intelligence test, intelligent ability, social intelligence on scholastic achievement for class 10 students in Nairob, Kenya. In this study, data is collected from students on the intelligence ability and social intelligence along with scholastic achievement using the exam score. The findings are that intelligence ability (beta=.786, P<.05) and social intelligence (beta=.978, P<.05) has positive s

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Dissertations / Theses on the topic "Second scholastic"

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Locuniak, Maria N. "Early predictors of calculation fluency in second grade." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 177 p, 2010. http://proquest.umi.com/pqdweb?did=1992513281&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Joner, Henrique. "A filosofia da economia e o monopólio na segunda escolástica." Universidade do Vale do Rio dos Sinos, 2015. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4985.

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Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-02-04T15:55:12Z No. of bitstreams: 1 Henrique Joner_.pdf: 500896 bytes, checksum: 5481fff29acfc7436dcb7c0cf14cd70d (MD5)<br>Made available in DSpace on 2016-02-04T15:55:12Z (GMT). No. of bitstreams: 1 Henrique Joner_.pdf: 500896 bytes, checksum: 5481fff29acfc7436dcb7c0cf14cd70d (MD5) Previous issue date: 2015-09-03<br>Milton Valente<br>UNISINOS - Universidade do Vale do Rio dos Sinos<br>Este estudo explora a necessidade de compreender a economia e seus problemas a partir de uma perspectiva moral, para assim consegu

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Vannoy, Martha. "Placement in the prekindergarten bilingual and English as a second language programs as a predictor of reading achievement of 3rd grade students." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4680/.

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At the beginning of the 21st century, few challenges for educators compared to that of meeting the academic needs of the growing number of limited English proficient (LEP) students. Divergent views on whether those needs were best met through instruction in the student's first language and English, known as bilingual education, or instruction solely in English, compounded the challenge and led to varied language support programs. The present study looked at the prekindergarten (preK) language support program as a predictor of 3rd grade reading achievement of students with the intention of help

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Cazeneuve, Anne. "De l'impossibilité de tout dire : étude des rapports entre représentations sociales et formes d'implication : le cas de la remise à niveau à l'Ecole Régionale de la Deuxième Chance Midi-Pyrénées." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2012. http://tel.archives-ouvertes.fr/tel-00844737.

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Dans la société cognitive, la connaissance devient un levier économique, où l'apprenant guide son projet d'apprentissage tout au long de sa vie. Apprendre à apprendre est une compétence centrale pour l'accès à une insertion socioprofessionnelle pérenne. Mais 140 000 jeunes français quittent chaque année le système scolaire sans diplôme, sans qualification. L'École Régionale de la Deuxième Chance propose une formation en alternance où la remise à niveau soutient l'insertion. Cette recherche (CIFRE) interroge l'activité de remise à niveau. L'étude longitudinale s'appuie sur 50 parcours d'apprena

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Oliveira, Fábio Fidelis de. "Perspectivas alteritárias do pensamento jurídico ibérico quinhentista : Padre Manuel da Nóbrega e a defesa da liberdade dos índios do Brasil." Doctoral thesis, 2019. http://hdl.handle.net/10451/50378.

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A análise a ser empreendida no presente trabalho está relacionada com o debate doutrinário a respeito dos possíveis limites jurídicos para a escravização voluntária dos índios do Brasil. Mais detidamente, disporá sobre o posicionamento do Padre Manuel da Nóbrega sobre a questão ao investigar a possível incidência da visão alteritária por ele elaborada. Diante destes pontos, os objetivos traçados dizem respeito ao enquadramento da referida visão e sua eventual influência na reflexão jurídica empreendida. Por fim, será buscada uma avaliação da contribuição do jesuíta no panorama da Segunda Esco

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Scheepers, Ruth. "Assessing grade 7 students' English vocabulary in different immersion contexts." Thesis, 2003. http://hdl.handle.net/10500/1464.

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Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the l

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Scheepers, Ruth Angela. "Assessing grade 7 students' English vocabulary in different immersion contexts." Thesis, 2003. http://hdl.handle.net/10500/1464.

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Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the l

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Books on the topic "Second scholastic"

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Egesippo-Ambrogio: Formazione scolastica e cristiana a Roma alla metà del IV secolo. V&P, Vita e Pensiero, 2009.

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Scholastic. Second Grade Jumbo Workbook: Scholastic Early Learners. Scholastic, Incorporated, 2021.

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Scholastic success with 2nd grade workbook. Scholastic Teaching Resources, 2003.

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Scholastic. The Usborne Introduction to the Second World War [[Scholastic Paperback] 2005]. Scholastic, 2005.

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Even-Ezra, Ayelet. Ecstasy in the Classroom. Fordham University Press, 2018. http://dx.doi.org/10.5422/fordham/9780823281923.001.0001.

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Ecstasy in the Classroom explores the interface between academic theology and ecstatic experience in the first half of the thirteenth century, which were formative years in the history of the University of Paris, medieval Europe's “fountain of knowledge.” It considers little known and often unedited texts by William of Auxerre, Philip the Chancellor, William of Auvergne, Alexander of Hales (OFM), Roland of Cremona (OP), Hugh of St Cher, and others, to reconstruct the ways in which they addressed questions about Paul’s rapture and other modes of seeing God. As the book’s subtitle suggests, it s

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FitzGerald, Brian. The Scholastic Exegesis of Prophecy. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198808244.003.0003.

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This chapter traces developments within the tradition of scholastic biblical exegesis that arose in the twelfth century. Focusing on the Psalms, a locus classicus for discussions of non-apocalyptic prophetic knowledge, the chapter examines the commentaries of Parisian masters Gilbert of Poitiers and Peter Lombard and then compares some thirteenth-century works by members of the Dominican Order. It emphasizes two important developments. First, exegetes paid a great deal of attention to the ‘literary’ qualities of prophetic language, trying to assess what made that language sacred. Secondly, the

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Pasnau, Robert. The Epistemic Ideal. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198801788.003.0001.

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This chapter describes the rise of a distinction between knowledge and science—a development that has its origins in the breakdown of scholastic Aristotelian metaphysics. This requires considering the framework in which epistemology was pursued for most of its history, which I call an idealized epistemology. Rather than take as its goal the analysis of our concept of knowledge, an idealized epistemology aspires, first, to describe the epistemic ideal that human beings might hope to achieve and then, second, to chart the various ways in which we commonly fall off from that ideal. The principal

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Broadie, Alexander, ed. Scottish Philosophy in the Seventeenth Century. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198769842.001.0001.

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During the seventeenth century Scots produced many philosophical writings of high quality, writings that were very much part of a wider European philosophical discourse. Yet today seventeenth-century Scottish philosophy is known to hardly anyone. The Scottish philosophy of the sixteenth century is now being investigated by many scholars, and the philosophy of the eighteenth is widely studied. But that of the seventeenth century is only now beginning to receive the attention it deserves. This book begins by placing the seventeenth-century Scottish philosophy in its political and religious conte

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Löwe, Can Laurens. Aristotle and John Buridan on the Individuation of Causal Powers. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198827030.003.0007.

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This paper examines Aristotle’s account of the individuation of causal powers, which dominated much of scholastic thought about powers, and argues that John Buridan rejected it. It contends that Buridan criticizes Aristotle’s account on two counts. First, he attacks Aristotle’s view that we ought to individuate powers by appeal to their respective activities. Second, Buridan objects to Aristotle’s “single-track” account, which correlates one type of power with only one type of activity. Against this, it is argued, Buridan adopts a multi-track approach, according to which a single power type ma

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Potter, Vincent G. Peirce's Philosophical Perspectives. Fordham University Press, 1996. http://dx.doi.org/10.5422/fordham/9780823216154.001.0001.

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This book focuses primarily on Charles Sanders Peirce's realism, pragmatism, and theism, with attention to his tychism and synechism. It is a collection of the author's essays on Peirce. The essays run counter to many selective readings of Peirce, including those encouraged by his friend and champion, William James. The influence of Bernard Lonergan and John E. Smith on the author is clear throughout. In the book, the author brought several distinctive assets to his scholarship. First, his appreciation and understanding of medieval philosophy enriched his discussion of John Duns Scotus's influ

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Book chapters on the topic "Second scholastic"

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Pich, Roberto Hofmeister. "An Index of ‘Second Scholastic’ Authors." In Rencontres de Philosophie Médiévale. Brepols Publishers, 2014. http://dx.doi.org/10.1484/m.rpm-eb.5.103142.

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Donahue, Charles. "3. The Role of the Humanists and the Second Scholastic in the Development of European Marriage Law from the Sixteenth to the Nineteenth Centuries." In Law and Religion. Vandenhoeck & Ruprecht, 2014. http://dx.doi.org/10.13109/9783666550744.45.

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Dufal, Blaise. "Nicholas Trevet : le théologien anglais qui parlait à l’oreille des Italiens." In The Dominicans and the Making of Florentine Cultural Identity (13th-14th centuries) / I domenicani e la costruzione dell'identità culturale fiorentina (XIII-XIV secolo). Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-046-7.08.

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The commentaries composed by the English theologian Nicholas Trevet at the beginning of the fourteenth century not only bear witness to his connections with Santa Maria Novella. They also testify to the importance of his contribution to the transfer of knowledge about Antiquity and the rebirth of antiquarianism in the Italian peninsula. This essay argues that Trevet’s Scholastic commentaries, presented as an expositio, met the need that Italian intellectuals had of a fuller understanding of classic literature, pagan mythology and Roman history.

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"Vitoria and the Second Scholastic." In The Rights of Strangers. Routledge, 2017. http://dx.doi.org/10.4324/9781315085395-3.

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Newman, William R. "Optics and Matter: Newton, Boyle, and Scholastic Mixture Theory." In Newton the Alchemist. Princeton University Press, 2018. http://dx.doi.org/10.23943/princeton/9780691174877.003.0006.

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This chapter provides a sustained treatment of the self-styled English “naturalist” Robert Boyle, and his contribution to Newton's optical research. It is little appreciated that Boyle's analytical approach to chymistry had a profound impact on Newton's optics in the second half of the 1660s, the period that Newton considered “the prime of my age for invention.” It is argued that Newton transferred Boyle's analysis and resynthesis or “redintegration” of materials such as niter to the realm of light. The chapter also establishes the influence of Boyle's chymistry on Newton's experimental methodology, and presents Boyle's and Newton's work against the backdrop of scholastic matter theory and optics in order to underscore the epoch-making character of the new color theory, which resulted in the overthrow of two millennia of research on the subject.

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Marenbon, John. "Pagan Virtue, 1400–1700." In Pagans and Philosophers. Princeton University Press, 2015. http://dx.doi.org/10.23943/princeton/9780691142555.003.0014.

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This chapter turns to the second aspect of the Problem of Paganism: virtue. The dominant view among scholastic theologians in the late thirteenth and fourteenth centuries was that pagans could be genuinely virtuous, although their virtues were not of the sort which could merit salvation. In the period after 1400, mainstream Catholic theologians in the scholastic tradition tended to take the same broad view as their predecessors, but reformulating it to take account of new opponents. By contrast, and surprisingly, writers more influenced by humanism were often more sceptical about pagan virtue, although they presented their doubts in sophisticated literary forms. From 1500, the newly discovered pagans of America presented another side to the problem of pagan virtue, overlooked by most mainstream writers on them, but noticed by Jean de Léry and probed by Montaigne. This chapter looks at each of these approaches in turn.

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Gleason, Philip. "The Intellectual Context." In Contending with Modernity. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195098280.003.0011.

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Central to the intellectual revival that dominated Catholic higher education between World War I and the Second Vatican Council was the recovery of Scholastic philosophy and theology, particularly that of St. Thomas Aquinas. The “Scholastic Revival,” as it was called, began in the middle decades of the nineteenth century and was officially endorsed by Pope Leo XIII in 1879. Although its influence was felt earlier, especially in seminaries, it did not affect American Catholic higher education in a really pervasive way until the 1920s. By the end of that decade, however, Neoscholasticism had become a “school philosophy” that served for Catholic colleges very much the same functions that Scottish common sense philosophy and Baconianism served for Protestant colleges in the first half of the nineteenth century. To understand how this came about, we must review the earlier phases of the revival and highlight the main features of Neoscholasticism as a system of thought, before attempting to link its popularization with other events and movements of the 1920s. The term Scholasticism refers broadly to the teaching and method of the “schoolmen,” that is, the philosophers and theologians who propounded their views at the medieval universities, especially at the University of Paris. St. Thomas Aquinas (1225-74) is generally regarded as the outstanding figure among the Scholastics, and the revival of the nineteenth century aimed primarily at recovering his ideas and drawing upon them to establish Catholic teaching on a solid intellectual foundation. This effort involved a process of gradual clarification because the full richness of Thomas’s thought emerged only in the course of the historical investigations set off by the revival. The same is true of its relation to the thinking of other schoolmen and of later commentators, especially post-Reformation Scholastics like the Spanish Jesuit Francisco Suarez, who died in 1617. The virtually interchangeable use of the terms “Neothomism” and “Neoscholasticism” reflected the ambiguity that persisted well into the twentieth century as to the precise relationship between the thought of St. Thomas himself and that of the larger school of which he was the acknowledged master.

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Vincent, Ben. "Reviewing non-binary: where have we come from?" In Non-Binary Genders. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447351917.003.0002.

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Chapter one maps out the scholastic terrain relevant to a sociological consideration of non-binary gender identities. This is divided into three main areas. The first of these covers the relationship between gender diversity and medical practice, the second re-examines older sociological research which didn’t have the specific concept of non-binary, but acknowledged and engaged with people and identities (though often only implicitly) that challenged the gender binary. The third section covers interdisciplinary, 21st century recognition of non-binary people.

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Brett, Annabel. "Individual and community in the ‘second scholastic’: subjective rights in Domingo de Soto and Francisco Suárez." In Philosophy in the Sixteenth and Seventeenth Centuries. Routledge, 2017. http://dx.doi.org/10.4324/9781315246888-8.

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Collett, Guillaume. "The Speculative Univocity of Being and Language: From the Verb to Univocity." In The Psychoanalysis of Sense. Edinburgh University Press, 2016. http://dx.doi.org/10.3366/edinburgh/9781474409025.003.0006.

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There are many ways to view the genesis of sense in The Logic of Sense. One way that has been emphasised in the secondary literature is as the emergence of consciousness from the body’s affects.1 There is, however, a more interesting and important genesis at stake beneath this one. If the first genesis takes us from the verb to the logical proposition and empirical consciousness, the second off-piste route goes from the verb to the univocity of being. As Deleuze writes, playing on the literal meaning of the scholastic term univocity2 – one voice (voce) – ‘The univocity of Being signifies that Being is Voice, that it is said.’3

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