Die Schule des h. [i.e. heiligen] Thomas von Aquino : zur genaueren Kenntnisnahme und weiteren Fortführung für Deutschland neu eröffnet /

Each vol. has also special t.-p.

Katalog der Gelegenheits-Musik : ein classificirtes [sic] Verzeichniss [sic] von Compositionen [sic] für Gelegenheiten aller Art der Vocal- und Instrumental-Musik in den verschiedensten Besetzungen /

Includes index.

Hermann Cohen : Mit einem bildnis von Hermann Cohen nach einer radierung von Hermann Struck.

"Cohen-bibliographie": p. 127-131, [1]

Historie eines edeln Fürsten Herzog Ernst von Bayern und von Österreich.

"Unsere Ausgabe folgt dem von Bartsch veröffentlichten Texte, indem sie nur an solchen Stellen, die heute unserm Verständnis widerstreiten, schonend eingriff, sonst aber den wohlklingenden Laut und Rhythmus der alten Prosa..."

Die eigenhändigen Briefe König Karls XII. Gesammelt und hrsg. von Ernst Carlson. Autorisirte deutsche Übersetzung von F. Mewius.

Mode of access: Internet.

Briefe an Friedrich baron de la Motte Fouqué... Mit einer biographie Fouqué's von Jul. Ed. Hitzig und einem vorwort und biographischen notizen von dr. H. Kletke. Hrsg. von Albertine baronin de la Motte Fouqué.

Mode of access: Internet.

Die Entstehung der Erkenntnis von der Stellvertretenden Bedeutung der Person Christi.

Thesis (doctoral)--Greifswald.

Das kassen- und rechnungswesen bei den preussischen staats- und unter staats-verwaltung stehenden privateisenbahnen .. nebst einschlägigen bestimmungen und einem anhange ... ausgearb. und zusammengestellt von Hermann Kosub ...

Mode of access: Internet.

Umschau in heimat und fremde. Ein geographisches lesebuch zur ergänzung der lehrbücher der geographie, insonderheit derer von Ernst v. Seydlitz.

1. bd. Deutschland.--2. bd. Europa (mit ausschluss des Deutschen Reiches)

Hermann Kaulbach Bilderbuch. Mit 45 Bildern von Hermann Kaulbach und einem Porträt des Künstlers.

Illus. on p.[68] dated: 1906.

Beiträge zur wissenschaftlichen Medicin und Chemie; Festschrift zu Ehren des sechszigsten Geburtstages von Ernst Salkowski.

Mode of access: Internet.

Die Behandlung englischen Kulturgutes im Wiener fin de siècle:am Beispiel von Hugo von Hofmannsthal, Hermann Bahr und Peter Altenberg

This study explores the fascination which English culture represented in turn-of-the-century Vienna. The writers that are going to be discussed are the renowned Anglophile Hugo von Hofmannsthal, the more ambivalent Hermann Bahr and the idealizing, but Janus-faced Peter Altenberg. With the more widely known poet, prose writer and playwright, Hofmannsthal, individual aspects of his engagement with English culture have already been well researched; the same, however, cannot be said in the case of Hermann Bahr, whose extensive literary oeuvre has now largely been forgotten, and who has, instead, come to be valued as a prominent figure in the culture life of modernist Vienna, and Peter Altenberg, whose literary fame rests mainly on his prose poems and who, a legend in his life-time, has in recent years also increasingly attracted research interest as a phenomenon and ‘embodiment’ of the culture of his time: while their engagement with French literature, for example, has long received its due share of attention, their debt to English culture has, until now, been neglected. This thesis, therefore, sets out to explore Hofmannsthal’s, Bahr’s and Altenberg’s perception and portrayal of English civilization – ranging from English character and stereotypes, to what they saw as the principles of British society; it goes on to investigate the impulses they derive from Pre-Raphaelite art (Rossetti, Burne-Jones, Whistler) and the art and crafts-movement centred around William Morris, as well as their inspiration by the art criticism of John Ruskin and Walter Horatio Pater. In English literature one of the focal points will be their reading and evaluation of aestheticism as it was reflected in the life and writings of the Dubliner Oscar Wilde, who was perceived, by these Austrian authors, as a predominant figure of London’s cultural life. Similarly, they regarded his compatriot George Bernard Shaw as a key player in turn-of-the-century English (and European) culture. Hermann Bhar largely identified with him. Hofmannsthal, on the other hand, while having some reservations, acknowledged his importance and achievements, whereas Peter Altenberg saw in Shaw a model to reassure him, as his writings were becoming more openly didactic and even more miniaturistic than they had already been. He turned to Shaw, too, to explain and justify his new goal of making his texts more intelligent to a wider circle of readers.

As compreensões do construtivismo de Ernst Von Glasersfeld e John Fossa: intermediando um diálogo em busca de novas significações

The present thesis, orientated by a letter sent by Ernst von Glasersfeld to John Fossa, is the product of a theoretical investigation of radical constructivism. In this letter, von Glasersfeld made three observations about Fossa’s understanding of radical constructivism. However, we limited our study to the second of these considerations since it de als with some of the core issues of constructivism. Consequently, we investigated what issues are raised by von Glasersfeld’s observation and whether these issues are relevant to a better understanding of constructivism and its implications for the mathema tics classroom . In order to realize the investigation, it was necessary to characterize von Glasersfeld’s epistemological approach to constructivism, to identify which questions about radical constructivism are raised by von Glasersfeld’s observation, to i nvestigate whether these issues are relevant to a better understanding of constructivism and to analyze the implications of these issues for the mathematics classroom. Upon making a hermeneutic study of radical constructivism, we found that what is central to it is its radicalism, in the sense that it breaks with tradition by its absence of an ontology. Thus, we defend the thesis that the absence of an ontology, although it has advantages for radical constructivism, incurs serious problems not only for the theory itself, but also for its implications for the mathematics classroom. The advantages that we were able to identify include a change from the usual philosophical paths to a very different rational view of the world, an overcoming of a naive way of thi nking, an understanding of the subject as active in the construction of his/her experiential reality, an interpretation of cognition as an instrument of adaptation, a new concept of knowledge and a vision of knowledge as fallible (or provisional). The prob lems are associated with the impossibility of radical constructivism to explain adequately why the reality that we build up is regular, stable, non - arbitrary and publicly shared. With regard to the educational implications of radical constructivism, the ab sence of an ontology brings to the mathematics classroom not only certain relevant aspects (or favorable points) that make teaching a process of researching student learning, empowering the student to learn and changing the classroom design, but also certa in weaknesses or limitations. These weaknesses or limitations of constructivism in the classroom are due to its conception of knowledge as being essentially subjective. This requires it to work with one - on - one situations and, likewise, makes the success of teaching dependent on the teacher’s individual skills. Perhaps the most important weakness or limitation, in this sense, is that it makes teaching orientated by constructivist principles unable to reach the goal of the formation of a community. We conclud e that issues raised by von Glasersfeld’s observation are absolutely relevant to the context of a better understanding of radical constructivism and its implications for education, especially for Mathematics Education.