Verlag: The Lyons Press, 2004
ISBN 10: 1592284566 ISBN 13: 9781592284566
Zustand: Very Good. Very Good condition. A copy that may have a few cosmetic defects. May also contain a few markings such as an owner's name, short gifter's inscription or light stamp.
Verlag: University Of Delaware Press, 2000
ISBN 10: 0874136911 ISBN 13: 9780874136913
Anbieter: Anybook.com, Lincoln, Vereinigtes Königreich
Zustand: Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. In good all round condition.
Verlag: Princeton University Press, 1993
ISBN 10: 0691069476 ISBN 13: 9780691069470
Anbieter: WeBuyBooks, Rossendale, LANCS, Vereinigtes Königreich
Zustand: Good. Most items will be dispatched the same or the next working day. Ex library copy with usual stamps & stickers.
Verlag: Princeton : Princeton University Press, 1993
ISBN 10: 0691069476 ISBN 13: 9780691069470
Anbieter: Fundus-Online GbR Borkert Schwarz Zerfaß, Berlin, Deutschland
Zustand: Sehr gut. 281 p. From the library of Prof. Wolfgang Haase, long-time editor of ANRW and the International Journal of the Classical Tradition (IJCT). - Very good and clean. - Sehr gut und sauber. - Writers in sixteenth-century England often kept commonplace books in which to jot down notable fragments encountered during reading or conversation, but few critics have fully appreciated the formative influence this activity had on humanism. Focusing on the discursive practices of "gathering" textual fragments and "framing" or forming, arranging, and assimilating them, Mary Crane shows how keeping commonplace books made up the English humanists' central transaction with antiquity and provided an influential model for authorial practice and authoritative self-fashioning. She thereby revises our perceptions of English humanism, revealing its emphasis on sayings, collectivism, shared resources, anonymous inscription, and balance of powerin contrast to an aristocratic mode of thought, which championed individualism, imperialism, and strong assertion of authorial voice. Crane first explores the theory of gathering and framing as articulated in influential sixteenth-century logic and rhetoric texts and in the pedagogical theory with which they were linked in the humanist project. She then investigates the practice of humanist discourse through a series of texts that exemplify the notebook method of composition. These texts include school curricula, political and economic treatises (such as More's Utopia), contemporary biography, and collections of epigrams and poetic miscellanies. Contents: Finding a Place: The Humanist Logic of Gathering and Framing; Common People, Uncommon Words: The Power of Rhetoric; Seed or Goad: Educating the Humanist Subject; Educational Practice in Early Sixteenth-Century England; Pastime or Profit: Aristocratic and Humanist Ideology, 1520-1550; Framing the State: William Cecil and the Humanist System, 1558-1598; "In a Net to Hold the Wind": Gathering, Framing, and Lyric Subjectivity, 1520-1540; Bend or Frame: Lyric Collections and the Dangers of Narrative, 1550-1590. ISBN 9780691069470 Sprache: Englisch Gewicht in Gramm: 621 Original Cloth with Dustjacket. Originalleinen mit Schutzumschlag.
Verlag: Fordham University Press Mai 2023, 2023
ISBN 10: 1531501338 ISBN 13: 9781531501334
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Taschenbuch. Zustand: Neu. Neuware - This book tells the story of how a team of colleagues at Boston College took an unusual approach (working with a design consultancy) to renewing their core and in the process energized administrators, faculty, and students to view liberal arts education as an ongoing process of innovation. It aims to provide insight into what they did and why they did it and to provide a candid account of what has worked and what has not worked. Although all institutions are different, they believe their experiences can provide guidance to others who want to change their general education curriculum or who are being asked to teach core or general education courses in new ways.The book also includes short essays by a number of faculty colleagues who have been teaching in BC's new innovative core courses, providing practical advice about the challenges of trying interdisciplinary teaching, team teaching, project-or problem-based learning, intentional reflection, and other new structures and pedagogies for the first time. It will also address some of the nuts and bolts issues they have encountered when trying to create structures to make curriculum change sustainable over time and to foster ongoing innovation.
Verlag: Fordham University Press, 2023
ISBN 10: 1531501338 ISBN 13: 9781531501334
Anbieter: moluna, Greven, Deutschland
Zustand: New. Über den AutorMary Thomas Crane (Edited By) Mary Thomas Crane is the Thomas F. Rattigan Professor of English and director of the Institute for the Liberal Arts at Boston College. She works on early modern Englis.
Verlag: FORDHAM UNIV PR, 2023
ISBN 10: 153150132X ISBN 13: 9781531501327
Anbieter: moluna, Greven, Deutschland
Zustand: New. Über den AutorMary Thomas Crane (Edited By) Mary Thomas Crane is the Thomas F. Rattigan Professor of English and director of the Institute for the Liberal Arts at Boston College. She works on early modern English.
Verlag: Fordham University Press Mai 2023, 2023
ISBN 10: 153150132X ISBN 13: 9781531501327
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Buch. Zustand: Neu. Neuware - This book tells the story of how a team of colleagues at Boston College took an unusual approach (working with a design consultancy) to renewing their core and in the process energized administrators, faculty, and students to view liberal arts education as an ongoing process of innovation. It aims to provide insight into what they did and why they did it and to provide a candid account of what has worked and what has not worked. Although all institutions are different, they believe their experiences can provide guidance to others who want to change their general education curriculum or who are being asked to teach core or general education courses in new ways.The book also includes short essays by a number of faculty colleagues who have been teaching in BC's new innovative core courses, providing practical advice about the challenges of trying interdisciplinary teaching, team teaching, project-or problem-based learning, intentional reflection, and other new structures and pedagogies for the first time. It will also address some of the nuts and bolts issues they have encountered when trying to create structures to make curriculum change sustainable over time and to foster ongoing innovation.