Search results for ""scholastic""

Make science come alive with 104 pages full of fun science experiments meant to encourage STEM learning, perfect for Kindergarten through second grade. Includes four sheets of stickers! A strong educational foundation helps ensure a child is able to benefit from the learning opportunities available in today''s kindergarten, first grade, and second grade classrooms. Help encourage your child''s interest in STEM with this first science experiments book, which includes a dozen fun experiments for you to do together at home! 104 pages of science experiments! Includes 4 sheets of stickers Aimed at children ages 5-7 Encourages interest in STEM topics. Easy experiments can be done at home with parent and child! Includes helpful parent tips throughout Bright, colorful pages blend photographs and illustrations to make this workbook one of the most eye-catching and engaging available Teacher approved!

Read more less

Rather than being an event of an aesthetic, sublime or revelatory character, art can be rather understood simply as a habitual productive activity, taking an equal part in the design of quotidian reality as any other tool. The habitual approach to art carries with it several consequences regarding the understanding of the history of art and the theory of artistic production. This habitual approach has its origins in the Scholastic conception of the habitus of art, leaning on the Aristotelian definition of Poiesis. But the habitual approach had also its long history, passing through French Spiritualism in the 19th century, and several other stations in the 20th century. The essay follows Erwin Panofsky’s concept of "mental habit" as a methodological instrument in the history of art. After exposing the principles of a habitual approach to the history of art, the essay continues to follow Panofsky’s essay Gothic Architecture and Scholasticism, trying to trace what was Panofsky in fact conceiving under this term. In the conclusion, the essay suggests some guiding principles for conceiving of a habitus-oriented theory of art, energized by the scholastic approach to the habitus of art and by the method of habitus in the science of history.

Read more less

to produce a definitive body of knowledge that would be as perfect as humanity's fallen state permits, and which would provide a view of God, nature, and human conduct, promoting order in this world and blessedness in the next.

Read more less

This is a study in the Christology of Jerome Zanchi (1516-90), a leading 16th century reformed scholastic theologian. The study as a whole is bound together by doctrinal topics, themes and trajectories important to the 16th century Christological debates as well as by philosophical issues and arguments. In the first chapter, Stefan Lindholm situates Zanchi in the contemporary research into reformed scholasticism. Lindholm gives an account of what he calls analytic Christology and why it is relevant to the present study. In the second chapter, he contextualizes Zanchis Christology, historically and theologically. He discusses the sources and context of Zanchis Christology and characterize it as catholic, scholastic and reformed.In the second part, on the hypostatic union, Lindholm evaluates Zanchis view of the virgin birth The process of hominization in the third chapter. In the fourth chapter, he analyses Zanchis uses of the part-whole and soul-body similes for the hypostatic union. What emerges is a rather ambiguous view of the hypostatic union. At the end of this chapter, Lindholm offers further correctives to Zanchis assumed metaphysical framework in order to better accommodate the sort of claims Zanchi wants to make about the hypostatic union. The central theme in the debate between the Lutherans and the reformed theologians, the communication of properties, is treated in the third part. Chapter five deals with Zanchis controversy with Martin Chemnitz notion of the majestic genus (genus maiestaticum). In the sixth chapter Lindholm discusses the most heated issue in the debate about the communication of properties: ubiquity. He shows that Zanchi tends to argue against a sort of generalized version of ubiquity but it is not clear that Chemnitz actually ascribed to that position which weakens the force of Zanchis arguments. Finally, Lindholm looks at two scholastic arguments found in Chemnitz for multi-location and reconstruct a possible Zanchian response to them. In a postscript, Lindholm suggests some trajectories for future research.

Read more less

to produce a definitive body of knowledge that would be as perfect as humanity's fallen state permits, and which would provide a view of God, nature, and human conduct, promoting order in this world and blessedness in the next.

Read more less