Published Article / Reflection and reflective practice as a method to inform facilitators' teaching and learning practices has been in use for a long time. It was first introduced by Dewy in 1933. The methodology consisted of a qualitative approach supported by a quantitative analysis and was prompted by a number of questions pertaining to reflective teaching. This article communicates how reflective teaching was embedded in the Radiographic Pathology module for undergraduates in 2007 as well as the outcomes of the process.

This thesis proposes a new model of situating Roman jurisprudence in the intellectual world of the Early Empire. Moving away from the traditional question as to the relationship between law and philosophy, I take a wider view by approaching the jurists as (in their own words) engaging in legal interpretation, and I compare and contrast them with other ancient scholars involved in interpretation: philosophers, medical readers of Hippocrates, grammarians, etc. Chapter 1 studies ancient intellectuals' claiming and constructing expert authority for their learning. Jurists are well-versed in the topoi developed in Hellenistic scholarship/science; they are thus fully embedded in (rather than: isolated from) the wider intellectual landscape. Situating Pomponius' history of jurisprudence in its literary as well as socio-political contexts, I argue in chapter 2 that the text constructs a history of jurisprudence that suggests that jurists were crucial to the rise of Rome. Chapter 3 studies Gaius' interpretative practices through his engagement with older legal texts within the exegetical culture of the second century. Gaius shares with philosophers and medical doctors an interest in mining wisdom from old texts, but he also emphasises the progress made within the legal tradition ever since. Chapter 4 focuses on collecting legal knowledge. I argue that the spread of a common structure of law books signals that law was a well-integrated “discipline”. Chapter 5 studies juristic engagement with expert knowledge from outside the legal tradition. I argue that jurists' explicit engagement with philosophical concepts does not entail commitments to larger pieces of philosophical doctrine. Chapter 6 analyses the development of legal doctrine about causation and liability in the context of the lex Aquilia. I argue that juristic debates and interpretations are largely shaped and constrained by the legal (Aquilian) tradition, although jurists are to some extent open to intellectual debates and social values.

The purpose of this study of Azariah de'Rossi's Me~or Enayim is primarily to establish the precise scholarly context of de'Rossi's historical investigations by means of an analysis of the author's use of sources. The first section is devoted, for the most part, to de'Rossi's study of the origins of the Septuagint and to his use and evaluation of the work of Philo and Josephus. In relation to his Septuagint studies it is argued that his work bears greater affinity to northern European than to Italian antiquarian scholarship of his time. The original nature of de'Rossi's critique of Philo is demonstrated and is considered in the light of Christian attitudes towards the Hellenistic Jew. As regards de'Rossi's Jewish sources attention is given to his controversial analysis of the Aggadoth and to his evaluation of some post-Talmudic sources. Further clarification as to the scholarly framework of de'Rossi's researches is provided in the chapter on his use of the work of two Christian writers - Augustinus Steuchus and Annius of Viterbo. A re-appraisal of the Jewish reaction to the publication of the Me'or (Enayim is given in the Postscript. In the second par~ an annotated English translation of five ~ c chapters of the Me'or _Enayim have been provided as illustration of the discussions of the first part of the thesis.

No description available.

No description available.

Sans parler de son histoire universelle encore à écrire, il savère que, dans lhistoire des idées et au regard dautres pans de la culture antique et romaine comme léducation, le thème de lérudition fait figure de parent pauvre dans les études modernes, de quelque nature quelles soient. Nous nous proposons ici, en complément de travaux historico-littéraires tels que ceux de Sandys ou de Pfeiffer sur la scholarship antique et dans la lignée de recherches existantes sur philologos/philologus , scholastikos/scholasticus ou docere , détudier plus particulièrement la notion dérudition dans lAntiquité et spécialement à Rome, du IIe s. av. J.-C. au IIe s. ap. J.-C., par le biais dun examen du lexique y afférent. Concrètement, nous nous sommes livré à un examen exhaustif des termes antiquarius; curiosus, curiositas et curiose; eruditus, eruditio, erudite, ainsi que des autres formes verbales derudire relatives au sujet. Par ailleurs, étudier sémantiquement une notion, quelle quelle soit, à Rome et à cette période, mérite et réclame, selon nous, une étude in utraque lingua. Se livrer à une dichotomie entre grec et latin serait tomber dans le piège des catégories modernes et négliger la réalité de lImperium Romanum. Cest pourquoi nous joignons à la présente recherche deux études exhaustives sur archaiologein et philarchaios destinées à offrir un autre regard contemporain sur la notion de « goût du passé ».

Thesis (doctoral)--Jena. / Includes bibliographical references.

No description available.

No description available.

"The Falling Scholar - Essays in the Outside" is a collection of six essays that explore the effects and affects of crisis in the contexts of academic writing. Crisis, from the Greek root word, Krinein, means "to turn;" and is applied in a variety of historical settings that allow for the writing itself to turn towards writing. As the writer, I am always in a position of turning towards, or away from the crisis as a site of learning, or of turning the crisis into something else. These essays constitute a performance-writing that attempts to expose new possibilities in meanings and interpretations through "turning," and for revealing the subject-in-process. The subject-in- process is an identity that flows in and out of each effort to address the crisis: whether personal, social, or political, each crisis is an event for turning towards what might not yet be written about how we understand ourselves as authors of our bodies. These essays are invested with a writer's vigilance, attending ceaselessly to the ways writing can refuse, deny, displace, disguise, conceal, and protect what might be revealed in writing. By locating this work in the university, I have tried to explicate the conflicts and contradictions that arise for women who are writing within the institutionalized discourses that originate in a historically misogynist vernacular. The "poetic conscience" is foregrounded as what might assist in writing outside of the traditional academic language practices, and each essay contains stories that work to disclose what is so often closed or forbidden by university writing systems. It is a writing that subjects the reader to the process of the writer's learning to write as an intellectual and as an artist - an initial effort to perform intellectual artistry as a passionate practice, and as a performance of the passionate intellectual.