Some intuitions of Sociological Stylistics are effective to better perceive how the intertextual dependence between documents is the reflection of a concrete and historical social dialogism. This approach helps to balance the historicist vision and does justice to the texts. This work analyzes the dependencies between Judg 5:12; Ps 68:19 and Eph 4:8, taking into account their different versions and points of view. These concrete texts show an intertextual dependence in which literality takes a secondary value with respect to the (...) historical novelty that originates the new enunciation. In addition, each new context governs the use of the previous word endowed with authority and does so in order to preserve it. The Christian paschal mystery or the reconfiguration of Judaism after the destruction of the Temple conditions the way of updating an ancient text using it with new purposes. (shrink)

El artículo describe los elementos de la pneumatología agustiniana que pueden deducirse de su uso de Ef 4,3. Afirma que esto no niega el contexto claramente cristológico que domina el pensamiento de Agustín, señalando que gran parte de la teología de Agustín sobre el Espíritu Santo hay que buscarla en el contexto y subordinada a su cristología.

The aim of the present study is to examine the effect of group-play intervention on executive function in preschoolers. This group-play intervention was integrated as moderate to vigorous physical activity and cognitively loaded exercise to promote EF in preschoolers. An 8-week group-play MVPA intervention program, consisting of a series of outdoor physical and cognitively loaded games, was designed to improve preschoolers’ EF. This intervention program was implemented in group-play form, and conducted by teachers who received standardized training before the intervention. (...) Two classes of second grade preschoolers were randomly allocated to experimental and control groups. The intervention group received the intervention three times a week, while the control group exercised as usual in preschool. Before, in the middle of, and after the intervention, 10-m running, standing broad jump, throwing, body flexion, balance beam, and skip jump were assessed as tests of motor skills. In addition, three components of EF were measured separately before, in the middle of, and after the intervention: inhibitory control was assessed by using the silly sound Stroop task, working memory was tested using the empty house task, and shifting was assessed using the dimensional change card sorting task. Although both groups showed an increasing trend in terms of motor skills and EF during the intervention, the increasing amounts of the intervention group were significantly higher than the control group. The findings of the present study suggested that group-play intervention has positive effects on aspects of EF in addition to motor skills in preschoolers. (shrink)

"From The collected works of C.G. Jung, volumes 4, 8, 12, 16"--P. [i].

In Epistulae ex Ponto 4.8, one of the last poems written from exile, Ovid expresses his increasing hopes for Germanicus' assistance in effecting his recall to Rome. Though ostensibly addressed to his stepdaughter's father-in-law, P. Suillius Rufus, the poem contains a petition to Germanicus, as a poet to a poet, which promises future commemoration in Ovid's poetry if he is removed from Tomis: clausaque si misero patria est, ut ponar in ullo,qui minus Ausonia distet ab Vrbe loco,unde tuas possim laudes (...) celebrare recentesmagnaque quam minima facta referre mora. and if my country is closed against me in my misery, may I be placed in any place less distant from the Ausonian city, whence I might celebrate your praises while they are recent and relate your great deeds with the least delay. (shrink)

Dream analysis is a distinctive and foundational part of analytical psychology, the school of psychology founded by C. G. Jung and his successors. This volume collects Jung's most insightful contributions to the study of dreams and their meaning. The essays in this volume, written by Jung between 1909 and 1945, reveal Jung's most essential views about dreaming--especially regarding the relationship between language and dream. Through these studies, Jung grew to understand that dreams are themselves a language, a language through which (...) the soul communicates with the body. The essays included are "The Analysis of Dreams," "On the Significance of Number Dreams," "General Aspects of Dream Psychology," "On the Nature of Dreams," "The Practical Use of Dream Analysis," and "Individual Dream Symbolism in Relation to Alchemy". New to this edition is a foreword by Sonu Shamdasani, Philemon Professor of Jung History at University College London. (shrink)

Conference Report for Toward a Science of Consciousness Tucson Conference, April 4- 8, 2006.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Teaching General Music in Grades 4–8: A Musicianship ApproachKatherine StrandThomas Regelski, Teaching General Music in Grades 4–8: A Musicianship Approach ( Oxford: Oxford University Press 2004)In this recent addition to the world of texts for secondary methods classes, Teaching General Music in Grades 4–8: A Musicianship Approach, Thomas Regelski takes a new look at the challenging task of teaching the pre-adolescent and adolescent age group. This text brings (...) together many of Regelski's earlier writing on topics such as the professionalism of music teaching practice, music education as praxial education, and the operationalization of critical theory in music education. His thoughtful work offers insights and challenges to pre-service and in-service teachers.In the Introduction, Regelski provides a brief history of critical theory in education and describes how he applies critical theory to the profession of music teaching and the experience of musical learning. In this "new view" of education, teachers should seek to be transformative rather than simply transmitting a cultural status quo through status quo methods of teaching. Critical theory in teaching criticizes both the methods and the content in the light of context, student learning needs, praxis, and the situatedness of learning. He argues, as in earlier articles, against what he calls methodolotry: the tendency to adopt a method and follow that method unquestioningly. Rather, he proposes that teachers [End Page 121] should adopt a stance of reflective practitioner, becoming informal action researchers by questioning the value and effectiveness of instructional strategy and curricular content. (Sadly, once introduced, there is no more information about how to engage in action research, nor any encouragement to learn more about the subject.)Educational content should be based on critical theory which, as Regelski argues:... seeks to study the past, but in terms of its implications–positive or negative–for the present and, especially, as a basis for improving society and the individuals who constitute society.... [T]he past is evoked "critically" and selectively and new practices that will become traditions of the future will be initiated.1The job of the teacher is to help students make critical judgments regarding music and the "good time" the musical experience contributes to the students' lives.2 Music classrooms should be considered music laboratories in which children learn through thoughtful, investigatory experiences. Music education should promote life-skills relevant to the student's world, teach functional musical skills, incite interest in unfamiliar musical experiences, and address the pre-adolescent and adolescent student's "need to achieve."3In the first chapter, Regelski argues for "action learning," or learning in which the student is the principal actor. To support his argument, he cites findings in cognitive psychology, philosophical trends of pragmatism, utilitarianism, and humanism, transfer of learning theory, authentic learning and assessment, and constructivist learning theories. This myriad of ideas combine to form the essence of his argument: children in this age group need to develop intentionality in music-making to have a "good time" and instruction should always connect in-school musical learning with a student's real-world musical experiences. The value of action learning lies in the transfer of learning from the classroom to life after school:It advances the skills predictably useful to typical adults throughout life: for example, recreational singing, music reading sufficient to church and community choirs, "making sense" of music and enjoyment through listening, and the like. It is not a survey of disconnected musical generalities, a superficial sampling of music "in general"; boiled down theory, history, appreciation: or the introduction to the "discipline" of music as a "subject" of study for its own sake. Instead, it promotes the broad musicianship skills and positive attitudes for "breaking 100" [as in bowling, the level at which one calls oneself a "musician"] that enable students to be musically independent and active outside of class and after graduation, and to want to be musically active as part of the life well lived [italics added].4 [End Page 122]In the second chapter, Regelski provides an excellent summary of the physical, cognitive, and social development of children from age 9 to 14. Age categories are broken into upper elementary grades 4–6... (shrink)

The five chapters which Quintilian has devoted to ‘Grammatica’ are in many ways the most valuable discussion of the subject which we possess. They are older than any other surviving account, except the remains of Varro De lingua Latino, and the grammar of Dionysius Thrax, and this last, though far more complete than Quintilian in its examination of the parts of speech, has nothing that compares with the other chapters on analogy, etymology, etc., nor does it give so clear a (...) view of ‘grammatica’ as a whole. These chapters do not appear to have been treated by any scholar since Nettleship published his article on ‘Latin Grammar in the First Century’ in the Journal of Philology, vol. xv. If, in the course of this paper, I traverse on certain points the opinions of so distinguished a scholar, let it be understood that I do so with much diffidence, and only after much consideration of the facts as they appear to me. (shrink)

Stobaeus records a placitum where Empedocles says that the world is destroyed by the domination in turn of Love and of Strife. The placitum makes perfectly good sense in the context of Empedocles' belief that Love and Strife produce, in turn, a non-cosmic state of total unity (Love) and of total separation (Strife). But for over two hundred years scholars have been unable to hear that simple message. Sturz (1805) emended the text so as to make it fit the non-cyclical (...) interpretation of Empedocles that he had taken over from the pages of Tiedemann (1791). When Diels included Stobaeus' text in his edition of Aetius, in the "Doxographi graeci" (1879), he failed to remove the emendation, although his own reconstruction of the chapter heading in Aetius made the emendation impossible. Twenty years later, Diels saw the light, and printed Stobaeus' placitum, unemended, in his "Poetarum philosophorum fragmenta" (1901) and in successive editions of his "Fragmente der Vorsokratiker" (from 1903 onwards). But Kranz resurrected the emendation in the "Nachträge" to his sixth edition of the "Fragmente der Vorsokratiker" (1951). The emended placitum is used again by Uvo Hölscher (1965) to support a non-cyclical interpretation of Empedocles and is repeated in the latest collection of the fragments and testimonia (Brad Inwood, 1992). Hölscher fails to appreciate that the text that he uses to support his reconstruction is merely Sturz's translation into Greek of the non-cyclical interpretation of Empedocles proposed by Tiedemann at the end of the eighteenth century. (shrink)

Del 4 al 8 de Mayo la ciudad de Donostia-San Sebastián reunió a más de 170 profesores de todo el mundo con ocasión de celebrar el Tercer Congreso Internacional de Ciencia Cognitiva, organizado por el departamento de Lógica y Filosofía de la Ciencia de la UPV/ehu. El enfoque que el simposio quiso otorgar al tratamiento de la ciencia cognitiva tuvo en general un aroma procedente del estudio que permiten los procesos cognitivos inherentes al lenguaje natural. Particularmente pudieron distinguirse cuatro temas (...) que constituyeron, pese a su íntima relación y por cuestiones de forma, diferentes bloques en torno a los cuales giraron las distintas ponencias y comunicaciones. (shrink)

The letter to the Ephesians employs various communicative strategies in responding to the rhetorical situation of its implied recipients. Focusing on the recipients' new identity and ethos έν Χριστώ [in Christ], the text emphasises supernatural elements such as resurrection, ascension, heavenly places, revealed mystery, Spirit and power. At the same time, it adopts a rich mosaic of traditional materials, inter alia echoing the Hebrew Scriptures, Hellenistic traditions and early-Christian liturgical traditions. This article explores the dynamic yet complex intertextual fusion and (...) reappropriation of (mainly Jewish) traditions in Ephesians as the author's experience and understanding of the ascended Christ. Special attention is given to the probable functioning of Psalm 68:18 (LXX 67:19) in Ephesians 4:1-16. In conclusion, the essay investigates the intended rhetorical effect of material from the Hebrew Scriptures in the letter - as construction of Christian identity in continuation with the story of Israel and from within the context of Empire. (shrink)

Insofar as living well is, for Aristotle, the ultimate end of human life, and insofar as our life comprises different activities (energeiai), the key prerequisite for living well is to rank and choose different activities according to their value. The objective of this article is to identify and discuss different considerations that determine the value of an activity in Aristotle's ethics. Focusing on selected passages from Nicomachean Ethics X, I argue that the structure of an activity's value displays considerable heterogeneity. (...) An activity can be good on account of its excellence, excellence-independent worthwhileness, as well as its continuity; these kinds of value do not necessarily entail each other, and they can even occur at each other's expense. This interpretation shifts the focus from the notion of virtue to the notion of activity, and thus opens up a fresh angle on Aristotle's: virtue or excellence is just one source of activity's value, alongside its worthwhileness and continuity. (shrink)

A report on an international meeting held at Georgetown University on the Philosophy of Chemistry.

Stobaeus records a placitum where Empedocles says that the world is destroyed by the domination in turn of Love and of Strife. The placitum makes perfectly good sense in the context of Empedocles' belief that Love and Strife produce, in turn, a non-cosmic state of total unity (Love) and of total separation (Strife). But for over two hundred years scholars have been unable to hear that simple message. Sturz (1805) emended the text so as to make it fit the non-cyclical (...) interpretation of Empedocles that he had taken over from the pages of Tiedemann (1791). When Diels included Stobaeus' text in his edition of Aetius, in the "Doxographi graeci" (1879), he failed to remove the emendation, although his own reconstruction of the chapter heading in Aetius made the emendation impossible. Twenty years later, Diels saw the light, and printed Stobaeus' placitum, unemended, in his "Poetarum philosophorum fragmenta" (1901) and in successive editions of his "Fragmente der Vorsokratiker" (from 1903 onwards). But Kranz resurrected the emendation in the "Nachträge" to his sixth edition of the "Fragmente der Vorsokratiker" (1951). The emended placitum is used again by Uvo Hölscher (1965) to support a non-cyclical interpretation of Empedocles and is repeated in the latest collection of the fragments and testimonia (Brad Inwood, 1992). Hölscher fails to appreciate that the text that he uses to support his reconstruction is merely Sturz's translation into Greek of the non-cyclical interpretation of Empedocles proposed by Tiedemann at the end of the eighteenth century. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Teaching General Music in Grades 4–8: A Musicianship ApproachKatherine StrandThomas Regelski, Teaching General Music in Grades 4–8: A Musicianship Approach ( Oxford: Oxford University Press 2004)In this recent addition to the world of texts for secondary methods classes, Teaching General Music in Grades 4–8: A Musicianship Approach, Thomas Regelski takes a new look at the challenging task of teaching the pre-adolescent and adolescent age group. This text brings (...) together many of Regelski's earlier writing on topics such as the professionalism of music teaching practice, music education as praxial education, and the operationalization of critical theory in music education. His thoughtful work offers insights and challenges to pre-service and in-service teachers.In the Introduction, Regelski provides a brief history of critical theory in education and describes how he applies critical theory to the profession of music teaching and the experience of musical learning. In this "new view" of education, teachers should seek to be transformative rather than simply transmitting a cultural status quo through status quo methods of teaching. Critical theory in teaching criticizes both the methods and the content in the light of context, student learning needs, praxis, and the situatedness of learning. He argues, as in earlier articles, against what he calls methodolotry: the tendency to adopt a method and follow that method unquestioningly. Rather, he proposes that teachers [End Page 121] should adopt a stance of reflective practitioner, becoming informal action researchers by questioning the value and effectiveness of instructional strategy and curricular content. (Sadly, once introduced, there is no more information about how to engage in action research, nor any encouragement to learn more about the subject.)Educational content should be based on critical theory which, as Regelski argues:... seeks to study the past, but in terms of its implications–positive or negative–for the present and, especially, as a basis for improving society and the individuals who constitute society.... [T]he past is evoked "critically" and selectively and new practices that will become traditions of the future will be initiated.1The job of the teacher is to help students make critical judgments regarding music and the "good time" the musical experience contributes to the students' lives.2 Music classrooms should be considered music laboratories in which children learn through thoughtful, investigatory experiences. Music education should promote life-skills relevant to the student's world, teach functional musical skills, incite interest in unfamiliar musical experiences, and address the pre-adolescent and adolescent student's "need to achieve."3In the first chapter, Regelski argues for "action learning," or learning in which the student is the principal actor. To support his argument, he cites findings in cognitive psychology, philosophical trends of pragmatism, utilitarianism, and humanism, transfer of learning theory, authentic learning and assessment, and constructivist learning theories. This myriad of ideas combine to form the essence of his argument: children in this age group need to develop intentionality in music-making to have a "good time" and instruction should always connect in-school musical learning with a student's real-world musical experiences. The value of action learning lies in the transfer of learning from the classroom to life after school:It advances the skills predictably useful to typical adults throughout life: for example, recreational singing, music reading sufficient to church and community choirs, "making sense" of music and enjoyment through listening, and the like. It is not a survey of disconnected musical generalities, a superficial sampling of music "in general"; boiled down theory, history, appreciation: or the introduction to the "discipline" of music as a "subject" of study for its own sake. Instead, it promotes the broad musicianship skills and positive attitudes for "breaking 100" [as in bowling, the level at which one calls oneself a "musician"] that enable students to be musically independent and active outside of class and after graduation, and to want to be musically active as part of the life well lived [italics added].4 [End Page 122]In the second chapter, Regelski provides an excellent summary of the physical, cognitive, and social development of children from age 9 to 14. Age categories are broken into upper elementary grades 4–6... (shrink)

T. 1. Vorwort. Nachruf auf Hans Werner Arndt. Einleitung. Ehrenpromotion von Jean Ecole. Plenums-und Abendvorträge. -- T. 2. Sektion 1: System der Metaphysik. Sektion 2: Logik. Sektion 3: Ontologie. Sektion 4: Psychologie -- T. 3. Sektion 5: Kosmologie. Sektion 6: Theologie. Sektion 7: Praktische Philosophie -- T. 4. Sektion 8: Mathematik und Naturwissenschaften. Sektion 9: Ästhetik und Poetik -- T. 5. Sektion 10: Wolff und seine Schule. Sektion 11: Wirkungen Wolffs. Sektion 12: Wolff in Halle, Vertreibung und Rückkehr.

T. 1. Vorwort. Nachruf auf Hans Werner Arndt. Einleitung. Ehrenpromotion von Jean Ecole. Plenums-und Abendvorträge. -- T. 2. Sektion 1: System der Metaphysik. Sektion 2: Logik. Sektion 3: Ontologie. Sektion 4: Psychologie -- T. 3. Sektion 5: Kosmologie. Sektion 6: Theologie. Sektion 7: Praktische Philosophie -- T. 4. Sektion 8: Mathematik und Naturwissenschaften. Sektion 9: Ästhetik und Poetik -- T. 5. Sektion 10: Wolff und seine Schule. Sektion 11: Wirkungen Wolffs. Sektion 12: Wolff in Halle, Vertreibung und Rückkehr.

This detailed and extensive work is a useful reference tool in the field of Late Antique numismatics. The title suggests that Noeske's book focuses on coin finds from Egypt, particularly from the site of Abu Mina, but the three volumes examine finds of both hoards and excavations from both the Diocese Aegyptus and the Diocese Oriens in considerable detail. The fact that all this material from Egypt, Cyprus, and Syria-Palestine is assembled together for the first time makes it possible for (...) the reader to easily compare the data from many diverse publications, as well as some unpublished materials. Noeske also provides data about coin numbers from other periods, allowing readers who are not exclusively interested in Late Antique numismatics to use the publication as a reference work. In addition to the list of coins, Noeske also provides an analysis of the materials presented, and a large number of maps, graphs, and charts. (shrink)