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David A. Lines [13]David Lines [9]David Alan Lines [1]
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David Lines
University of Auckland
  1.  11
    Beyond Latin in Renaissance Philosophy: A Plea for New Critical Perspectives.David A. Lines - 2015 - Intellectual History Review 25 (4):373-389.
  2.  40
    ‘Working With’ Music: A Heideggerian Perspective of Music Education.David Lines - 2005 - Educational Philosophy and Theory 37 (1):65-75.
    This essay considers the way and manner in which a musician and music educator approaches his or her work. It is suggested that anthropomorphic conceptions of music have endured in music education practice in the West. It is proposed that our view of the ‘processes’ of music making, music reception and music learning can be challenged and reconsidered. Heidegger's theory of art is used as a way of rethinking these processes, and of reconsidering our relational dimension with music. The unfolding (...)
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  3.  6
    Humanistic and Scholastic Ethics.David A. Lines - unknown
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  4.  43
    Natural Philosophy in Renaissance Italy: The University of Bologna and the Beginnings of Specialization.David A. Lines - 2001 - Early Science and Medicine 6 (4):267-320.
    In the Italian universities, there was traditionally a strong alliance between natural philosophy and medicine, which however was all to the advantage of the latter; its teachers were better regarded and better paid than others in the faculty of Arts and Medicine, and this led to career paths that sought out the teaching of medicine as soon as possible. This article examines a reversal of this trend observable in sixteenth-century Bologna and some other Italian universities , leading to careers concentrating (...)
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  5. Aristotle's Ethics in the Renaissance.David A. Lines - 2013 - In Jon Miller (ed.), The Reception of Aristotle's Ethics. Cambridge University Press.
  6.  4
    Music Education for the New Millennium: Theory and Practice Futures for Music Teaching and Learning.David Lines (ed.) - 2006 - Wiley-Blackwell.
    This volume challenges readers to think about what music means in contemporary society, and how music education can remain culturally relevant in the new millennium. A collection of thought-provoking philosophical perspectives on music education. Explores the changing ways in which music is being produced, disseminated and received. Considers how current phenomena such as the commoditization of music, the use of new technologies, and access to hybrid music forms, relate to music education. Covers themes such as pragmatism, performativity, cultural identity, emotion, (...)
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  7. The Importance of Being Good: Moral Philosophy in the Italian Universities, 1300-1600.David A. Lines - 1996 - Rinascimento 36:139-193.
  8.  25
    Introduction.David Lines - 2005 - Educational Philosophy and Theory 37 (1):3–6.
    This special issue aims to help bridge this gap: it provides a flavour of how philosophical translation in particular was conceived in Renaissance Europe. It is also meant to help stimulate a debate concerning the viewpoint of Renaissance practitioners of the art of «interpretation»: when working from Latin or Greek, did they see the activities of translation and vernacularization, for instance, as identical? Did they conceive of “vertical” and “horizontal” translations as separate, according to an influential distinction outlined by Gianfranco (...)
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  9.  12
    Paul F. Grendler. The Universities of the Italian Renaissance. Xx+592 Pp., Illus., Bibl., Index. Baltimore: Johns Hopkins University Press, 2002. $49.50. [REVIEW]David A. Lines - 2003 - Isis 94 (4):715-716.
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  10.  6
    Foreword.David A. Lines - 2016 - History of European Ideas 42 (5):589-589.
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  11.  11
    Lorenza Tromboni, ed., Inter omnes Plato et Aristoteles: Gli appunti filosofici di Girolamo Savonarola. Introduzione, edizione critica e commento. Porto: Fédération Internationale des Instituts d’Études Médiévales, 2012. Pp. xviii, 326. €49. ISBN: 978-2-503-54803-6. [REVIEW]David A. Lines - 2015 - Speculum 90 (3):861-862.
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  12.  9
    Natural Philosophy and Mathematics in Sixteenth-Century Bologna.David A. Lines - 2006 - Science & Education 15 (2-4):131-150.
  13.  3
    Improvisation and Cultural Work in Music and Music Education.David Lines - 2005 - Educational Philosophy and Theory 37 (1):65-74.
    This essay considers the way and manner in which a musician and music educator approaches his or her work. It is suggested that anthropomorphic conceptions of music have endured in music education practice in the West. It is proposed that our view of the ‘processes’ of music making, music reception and music learning can be challenged and reconsidered. Heidegger's theory of art is used as a way of rethinking these processes, and of reconsidering our relational dimension with music. The unfolding (...)
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  14.  2
    «In Other Words» Translating Philosophy in the Fifteenth and Sixteenth Centuries. Introduction.David A. Lines & Anna Laura Puliafito - 2019 - Rivista di Storia Della Filosofia 2:181-192.
    This article investigates the claims made in the dedicatory epistle to Girolamo Manfredi’s De homine to have effected an Italian translation of various earlier works. First published in 1474, the De homine is strongly dependent on the pseudo-Aristotelian Problems, for which several translations into Latin were available by Manfredi’s time as well as the highly influential commentary by Pietro d’Abano. Focusing on one particular section of the De homine, on voice, this article offers an analysis of the various sources used (...)
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