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  1.  8
    John Henry Newman.M. Katherine Tillman - 2013 - Newman Studies Journal 10 (1):5-14.
    After considering the meaning of “wisdom” in the Hellenic and Semitic Traditions, this essay examines Newman’s views about “worldly wisdom” in both a practical and a philosophical sense and then considers “holy wisdom” as contemplative and transcendent.
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  2. John Henry Newman.M. Katherine Tillman - 2013 - Newman Studies Journal 10 (1):5-14.
    After considering the meaning of “wisdom” in the Hellenic and Semitic Traditions, this essay examines Newman’s views about “worldly wisdom” in both a practical and a philosophical sense and then considers “holy wisdom” as contemplative and transcendent.
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  3.  39
    “A Rhetoric in Conduct”: The Gentleman of the University and the Gentleman of the Oratory.M. Katherine Tillman - 2008 - Newman Studies Journal 5 (2):6-25.
    Newman’s explicit presentation of the ideal type, “the gentleman,” appears first and foremost in his Oratory papers of 1847 and 1848, and appears only secondarily, and then but partially, four and five years later in his Dublin Discourses of 1852. This essay traces lines of similarity and of difference between these successive portraits and distinguishes both from the attractive, better-known sketch Newman presents as Lord Shaftesbury’s, the “beau ideal” of the man of the world.
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  4.  11
    A Tribute to Fr. Marvin R. O'Connel.M. Katherine Tillman - 2016 - Newman Studies Journal 13 (2):8-9.
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  5.  52
    John Henry Newman.M. Katherine Tillman - 2011 - Newman Studies Journal 8 (2):80-82.
    After considering the meaning of “wisdom” in the Hellenic and Semitic Traditions, this essay examines Newman’s views about “worldly wisdom” in both a practical and a philosophical sense and then considers “holy wisdom” as contemplative and transcendent.
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  6.  25
    “Realizing” the Classical Authors: Newman’s Epic Journey in the Mediterranean.M. Katherine Tillman - 2006 - Newman Studies Journal 3 (2):60-77.
    What is the significance of Newman’s Mediterranean Journey of 1832–1833? This essay provides a triple-framed response: historically, Newman’s journey was a postlude to his removal as a tutor of Oriel College and a prelude to the Oxford Movement; existentially, his journey was a “realization” of geographical learnings and philosophical ideas that had previously been “notional”; analogically, his journey hadfascinating parallels with the Oxonian classical “types” of Homer’s Odysseus and Virgil’s Aeneas.
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