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ISBN(s) 9783050033310
Einbandart Einband - fest (Hardcover)
Seitenanzahl 158
Sprache Deutsch
Artikel Typ Physisch
Genre Geisteswissenschaften/Kunst/Musik
Kurztitel Aristoteles: Werke in deutscher Übersetzung 14. Parva Naturalia II
Warengruppe HC/Philosophie/Antike
ISBN-10 3050033312
Länge 247 mm
Breite 180 mm
Höhe 24 mm
Gewicht 521 gr
Produkttyp Hardcover, Softcover
Verlag Akademie Verlag GmbH de Gruyter, Walter, GmbH
Untertitel De memoria et reminiscentia

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Recensio III.3.A = Héraclite d'Éphèse, Les Vestiges. 3. Fragmenta Heraclitea, A. Introduction à la poétique des fragments. With a free CD-ROM HSE-1. The volume gives a general introductory commentary on the philosopher's proverbially dark language. It is a full scale monographic study of Heraclitus' highly sophisticated style and poetics. This is the third volume of III Recensio - devoted to all the truly Heraclitean material preserved by tradition - or more precisely the first volume of its section 3 Fragmenta dedicated to the remnants (or fragments) of Heraclitus' book. It consists of a general introductory commentary on the philosopher's proverbially dark language. In fact this is a full scale monographic study of Heraclitus' highly sophisticated style and poetics, which are described in every minute detail. This description, moreover, is based on a new approach to the general theory of the literary language and underlines the exceptional rôle played by poetical figures and structures in the very wording of Heraclitus' protophilosophical utterances, a rôle which no commentator of his fragments can afford to ignore. Heraclitea III.3.A includes a CD-ROM: Heraclitea, Supplementum electronicum (HSE) with 1. Electronic (corrected and augmented) versions of vols. II.A.1 and II.A.2 with combined Summary, Introductory Notes, Texts, Abbreviations, Bibliography, Concordances, and Index. 2. Among other additional materials: Electronic versions of articles pertaining to the whole 63bwork and to texts of vol. II.A.1, electronic versions of articles pertaining to vol. III.3.A, an Audio track illustrating to the phonetic chapters of vol. III.3.A.
Encouraging Philosophical Thinking
Encouraging Philosophical Thinking
Kann man denken lernen? Welche Rolle spielt die Philosophie in der heutigen Gesellschaft? Können Kinder philosophieren? Kann das Philosophieren kritisches Denken und Toleranz fördern? Diesen und ähnlichen Fragen widmeten sich ExpertInnen aus aller Welt im Rahmen des internationalen Kongresses 'Encouraging Philosophical Thinking' in Graz, Österreich. Die Themen des Kongresses umfassten unter anderem: Die Rolle des Philosophierens, des kritischen, vernetzten Denkens und die Relevanz für aktuelle und insbesondere auch ethische Probleme unserer Zeit. Diese Probleme betreffen Fragen in den Bereichen Denken und Erziehung, Umwelt und Ökologie, Citizenship und Demokratie, sowie interkulturelle Kommunikation und globales Denken. *** Can we learn how to think? Which role does philosophy play in contemporary society? Are children capable of philosophical thinking? Can philosophy further independent, critical thinking and tolerance? Experts from all over the world discussed some of these questions during the international conference 'Encouraging Philosophical Thinking' in Graz, Austria. The main topics of the conference were: the role of philosophy, the development of creative and critical thinking and the relevance for current 'especially ethical' problems. These problems refer to questions in the fields thinking and education - environment and ecology - citizenship and democracy and intercultural communication and global thinking. With contributions from: Ann Margaret Sharp: Doing Philosophy in a Global Society · Roger Sutcliffe: Can there be Global Citizenship without Philosophy? · Helena Theodoropoulou: The Children-bolides, the Philosophy (of Education) and the 'Good Conscience' · Tock Keng Lim:9aa Asian Values in Philosophy for Children · Karel L. van der Leeuw: Philosophical Dialogue and the Search for Truth · Rainer Born: Reflecting Dialogue: Sense Making and the Creation of Reflective Sensibility as a Possible Foundation for Children's Philosophy · Daniela G. Camhy, Melanie Untermoser: Philosophical Dialogue in Environmental Education · Ieva Rocena: What is a Proper Place of Philosophy for Children in the Elementary School Curriculum? · Evelina Ivanova: Integration through Art and Philosophy · Monika Pilgerstorfer, Dietrich Albert, Daniela G. Camhy: Considerations on Personalized Training in Philosophy for Children · Catherine McCall: Socrates for Six Year Olds: Theory and Practice · Maughn Gregory: Thinking & Inquiry · Maria J. Figueiroa-Rego: The Practice of Philosophy with Children. Fostering a Culture of Citizenship · Liza Haglund, Charlotte Bagge: An Intentional Analysis of Children's Reasoning in Philosophy - Patterns Revealed · Hannu Juuso, Timo Laine: Tact and Atmosphere in the Pedagogical Relationship
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Anlässlich des 20. Geburtstags der Österreichischen Gesellschaft für Kinderphilosophie fand in Graz der internationale Kongress 'Philosophische Grundlagen innovativen Lernens - Philosophical Foundations of Innovative Learning' statt. Kann das Philosophieren mit Kindern und Jugendlichen die Lernfähigkeit verbessern? So lautete eine zentrale Frage des Kongresses. Das gigantische Ausmaß der Wissensexplosion in der Informationsgesellschaft stellt den Menschen vor vielfältige neue Aufgaben und Probleme. Um diese gemeinsam bewältigen zu können und um der Herausforderung nach Multikulturalität Rechnung zu tragen, müssen wir herkömmliche Werte überdenken, ethische Überlegungen anstellen und globales Denken in den Vordergrund stellen. Gefragt sind Strategien, die autonomes, kritisches und kreatives Denken unterstützen. Philosophieren als elementare Kulturtechnik bietet die Möglichkeit, kognitive, soziale, emotionale und kommunikative Grundfertigkeiten aufzubauen und Kreativität zu fördern. In diesem Band berichten internationale Expertinnen und Experten über ihre neuesten Forschungsarbeiten und über Erfahrungen in der Praxis. *** On the occasion of the 20th anniversary of the ACPC Austrian Center of Philosophy with Children, the international congress 'Philosophische Grundlagen innovativen Lernens - Philosophical Foundations of Innovative Learning' took place in Graz. Can philosophizing with children and young people improve their learning ability? This was one of the central themes of the congress. The gigantic dimension of knowledge imparted in the information society today poses new and varied problems and tasks for human society. To deal with this, and 10e3to accommodate the challenge of multi-cultural society, we have to re-think accepted values, establish ethical considerations, and emphasize global thinking. Strategies which support autonomous, critical and creative thinking are necessary. Philosophizing as an elementary cultural technique offers the possibility of establishing cognitive, social, emotional and communicative basic skills, and encouraging creativity. International experts report on their latest research activities and practical experiences in this volume. Ekkehard Martens: Lust am Philosophieren - nicht nur für Kinder · Jen Glaser: Educating for Citizenschip & Social Justice · Johann Götschl: Philosophie der Musik: Zur existentiellen und kulturellen Bedeutung der Musik · Zaza Carneiro de Moura: Live Philosophy - Respect, Dialogue and Learning · Eva Marsal: Das philosophische Rätselspiel als 'selbstläufiges' Gespräch: Philosophieren mit Kindern im öffentlichen Lernraum · Dietrich Albert / Monika Pilgerstorfer: Preliminary Considerations on Personalized Assessment of Logical and Moral Thinking Skills · Erzsi Ercek: Philosophy with Children in Hungary · Michael Murray: Facilitating Learning: Cultivating Awareness - Educational Environment: Purpose and Elements · Ann M. Sharp: The Classroom Community of Inquiry and the Education of Emotions · Maughn Gregory: Political Aspects of Philosophy in School · Barbara Weber: Über die Bedeutung der Lehrerpersönlichkeit für den philosophischen Dialog mit Kindern: Einige ethische Überlegungen · Marina Santi: Democracy and Inquiry: The Internalization of Collaborative Rules in the 'Community of Philosophical Discourse' · Satoshi Higuchi: Learning as Mimesis: Aspects of Play, Art and Morality · Ana Maria Vicuña Navarro: Building a Moral Community through the Development of Reasonableness · Ulrike Kurth: Fächerübergreifende Unterrichtsreihe: TRAUM · Barbara Weber: 'Kinder philosophieren': Profile, Ziele und Perspektiven einer bildungspolitischen Initiative · Rainer Born: Gedanken zu den Möglichkeiten, Grundlagen und Perspektiven eines künftigen 'Philosophierens mit Kindern · Ragnar Oohlsson: Developing Intellectual Virtues - A Goal for Philosophy with Children · Takara Dobashi: Unterricht als Urwissenschaft - Takeji Hayashi und Philosophieren mit Kindern · Yasunari Ueda: Idiomatische Wendungen, politische Karikaturen, Interkulturalität · Petr Bauman: Czech Curricular Reform and Philosophy for Children · Daniela G. Camhy: Philosophical Dialogue as Foundation of Innovative Learning · Dominique Gillebeert: Philosophieren mit Kindern als Forschungsmethode. Erste Erfahrungen und Reflexionen des Verfahrens · Petra Herczeg: Welche Philosophie und welches Menschenbild wird im Kinderfernsehen transportiert und welche Implikationen ergeben sich aus den 'Gut-Böse'-Schemadarstellungen auf das Weltbild von Kindern?
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Sartorelli studies the specific case of Miguel Servet's masterpiece, the Christianismi Restitutio, and reviews the fundamental attributes of this restitutionist model of utopia. Carlos Eduardo Ornelas Berriel's contribution studies religion in Campanella's thought. He maintains that Campanella's ambitious political project ?already expounded in the Commentarii sulla monarchia de' Cristiani (1593) and in the Discorsi del governo ecclesiatico (1594) is based on the universalist premise that the Christian world ought to be subject to one sovereign who exercises earthly powers and also a priestly function. His desire to reconstruct the authority of the Church is particularly apparent in the City of the Sun (1602). Berriel's examination of this utopian story focuses attention on the concept of natural religion and Campanella's hope of reconciling reason and faith by means of the project of the ideal polis. 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Fátima Vieira explores the view of religion and the family in utopian literature of the seventeenth century, a period of great political tensions that gave rise to new proposals for social organization. She states that two divergent models of religious radicalism, involving different attitudes towards women, were expressed in the utopian texts of the time. Vieira analyses these utopian stories in detail and the way in which they rewrite (as well as restate) the traditional attributes of woman in the family and society. Iveta Nakládalová invites the reader to reflect upon the spiritual dimension of the utopian genre. The objective of her article is, in the first place, to stress the utopian drive, that is, the immanent impulse that makes utopia the repository of longings for a better society, although her particular aim is to demonstrate its numinous nature –also manifest in its religious attributes– nourished by the desire to transcend the everyday order of reality. 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