Thesis (M.A.(Kultuurgeskiedenis))--Universiteit van Pretoria, 2003. / Includes bibliographical references.

Thesis--Freiburg, 1970. / Includes indexes. Includes bibliographical references (p. [399]-408).

Thesis (M.D.)--University of Pennsylvania, 1805. / Microform version available in the Readex Early American Imprints series.

No description available.

Se Petrarca, como inaugurador do humanismo no século XIV já se opusera à teologia escolástica, levada ao impasse entre fé e razão com os argumentos averroistas e depois ockhamistas e entregue às disputas dialéticas; propugnara pela recuperação da erudição clássica sustentando como cristão que nenhum guia deve ser desprezado se mostra o caminho da salvação e indicara que ninguém, a não ser o cristão, sabe a quem e de que maneira confessar - cui et qualiter confitendum sit - será Erasmo de Rotterdam no século XVI que, afastando-se das sutilezas daqueles que desde o Medievo queriam compreender os mistérios da fé fazendo a teologia se apoiar na filosofia enquanto reflexão sobre o Ser conforme o cânone platônico-aristotélico, proporá que a ciência das coisas divinas e humanas deve ser buscada antes na filosofia enquanto tradição retórica de reflexão sobre os problemas do Homem e, explorando ao máximo as possibilidades da nascente imprensa, explicará socraticamente, através de seus milhares de Adagia, Colloquia, Litterae, traduções e edições princeps, para uma Europa estupefata, angustiada e vacilante entre o renascimento da grandeza antiga e o radicalismo religioso de católicos e reformados, porque e como, decisivamente, devem ser lidos os autores greco-latinos e entendida a precedência da Revelação cristã em relação ao paganismo e às invenções - inventiones - dos outros povos. Neste quadro de rupturas, se insere com relevo os Antibárbaros, designado pelo seu autor para a edição de sua Opera Omnia como o primeiro livro da primeira ordem que é justamente aquela voltada ao ensino dos textos antigos - ad institutionem litterarum - livro que traz a suma de seus argumentos pela pacífica unidade da verdade. / If Petrarch, as inaugurator of Humanism in the XIV Century, was already contrary to the Scholastic Theology - pushed into the impasse between Faith and Reason with Averroists arguments and then Ockamists, and involved in dialectical debates - battled for the restoration of the Classical erudition standing as a Christian that none guide should be contempt if it points out the salvation path; and indicated that no one but the Christian knows to whom and in which manner to confess - cui et qualiter confitendum sit - it will be Erasmus from Rotterdam in XVI Century that, being far from the subtleness from those whose, from the Middle Ages, wanted to understand the Faith Mysteries making the Theology be supported by the Philosophy as reflection about the Being according to the Platonic-Aristotelian Canon, will propose that the science of holly and human things should be chased prior in the Philosophy as Rhetorical tradition of reflection about human problems and, exploring uttermost the possibilities of the emerging press, will explain in a Socratic manner, throughout his thousands of Adagia, Colloquia, Litterae, translations and princeps editions, for a perplex, anxious and oscillating Europe between the renaissance of the ancient greatness and the religious radicalism of Catholics and Protestants, why and how, definitely, should be read the Greek-Latin authors and grasped the precedence of Christian Revelation regarding the Paganism and the inventions -inventiones- of other peoples. In this landscape of ruptures, it inserts with weight the Antibarbarians, designated by its author for his Opera Omnia edition, as the first book of the prime order that is exactly that one made for the instruction of classical texts -ad institutionem litterarum- a book that summarizes his arguments for the peaceful unity of Truth.

4 mal im Jahr erscheinende Zeitschrift über aktuelle Themen der TU Chemnitz

4 mal im Jahr erscheinende Zeitschrift über aktuelle Themen der TU Chemnitz

This thesis examines Erasmus’s interpretation of the Sermon on the Mount in his Paraphrase on Matthew. The argument is that Erasmus offers a particularly rich reading of the Sermon through his use of the church fathers, his intratextual interpretive habits, and his exegetical insights. Chapter 1 briefly surveys major contributions for the study of the Paraphrases and provides a general introduction to the Paraphrases. Chapter 2 examines Erasmus’s frequent use of the church fathers throughout the Sermon and suggests that he shapes their works to meet his rhetorical needs. Chapter 3 surveys the intratextual connections Erasmus makes within the Sermon itself and between the Sermon and the rest of Matthew. Chapter 4 presents a couple passage-level insights from Erasmus and a discussion of his tripartite structure through the center of the Sermon as reflections from exegetical history. Chapter 5 concludes with a summary of the argument.

Since the beginning of the century, the European Union wants to catch up its lateness in the field of the Higher Education and in the research area. Through diverse programmes and new institutions it is trying to remedy to the problem. The establishment of the Bologna Process and the Erasmus mobility programme helped the Member States to find a solution. Concerning the mobility, most of the studies have a tendency to focus on the student mobility and its impact on the career of the young generation but very few are focused the teaching and research one. This case study aims at focusing on this type of mobility, the one of the academics, and see what are the motivations and the outcomes for the academics of the Faculty of Social Sciences of Prague and Brno. Finally this study based on the respondents' answers and on the previous studies shows us that there was not a big evolution made on the side of the academic institutions. Keywords Academic mobility, Erasmus teaching mobility, Czech Republic, Faculty of Social Sciences, Motivations, Outcomes Title Academic Mobility: Motivations and Outcomes, Case study of the Faculties of Social Sciences of Prague and Brno

The diploma thesis deals with the issue of grants supporting the youth. It is a very current topic considering the high rate of unemployment among the youngsters. At the same time it provides one of the options how to obtain such a grant. Presented model project is focused on active citizenship and environmental awareness of youngsters, and it was submitted in frame of the Erasmus+ Programme as a youth exchange. The financial support was successfully obtained and the project was implemented. This youth exchange also included local event, which was successful regarding the fact, that it was visited by more than 100 people. The evaluation of the project by the participants themselves was very positive. Further benefit of the thesis is a survey of available grants for the youth, while it also provides comprehensive guide for implementation of the project activity.