Tales by the O'Hara family : second series : comprising the Nowlans, and Peter of the castle.

The Nowlans is attributed to John Banim.

Tales,

Crohoore of the Bill-hook is attributed to Michael Banim, and The fetches and John Doe to John Banim.

The new British novelist; comprising works by the most popular and fashionable writers of the present day.

The young queen. v. 1-3.--Écarté [by John Richardson] v. 4-6.--Sentiment not principle [by Mrs. C. DeHavilland] v. 7.--The sea-king in England [by Edwin Atherstone] v. 8-9.--The exiles of Palestine [by John Carne] v. 10-12.--Walter Colyton [by Horatio Smith] v. 13-15.--The adventures of a king's page [by Charles White] v. 16-18.--Stratton Hill [by John Carne] v. 19-21.--Richmond [by Thomas Gaspey] v. 22-24.--English fashionables abroad [by Mrs. C.D. Burdett] v. 25-27.--Confessions of and old maid [by E. Carrington] v. 28-30.--Florence [by Mrs. Robertson] v. 31-33.--The incognito. v. 34-36.--Exile of Erin [by W.F. Deacon] The magic of love. v. 37.--Truckleborough hall [by W.P. Scargill] v. 40-42.--No enthusiasm. v. 43-44--The man of two lives [by James Boaden] v. 45-46.--The military bijou [by John Shipp] v. 47-48.--The rifleman's comrade. v. 49.--The Boyne water [by John Banim] v. 50.

Tales by the O'Hara family.

Attributed to John Banim.

A bookish history of Irish Romanticism

This chapter argues that authors of Irish Romantic novels and national tales, such as Maria Edgeworth and John and Michael Banim, are not only concerned with the extent to which their novels sought to copy from Irish culture but are also worried about the slightness of the novel form in relation to the copiousness of that culture. Such concerns led to attempts by Thomas Crofton Croker and others to add texture and tactility to their depictions of the Irish past, through antiquarian methodologies but also facsimiles, lithography, and other developments in print culture. The chapter demonstrates the ways in which Irish literary texts were concerned not only to accurately and minutely detail the past, but also to adduce evidence of such historical and cultural authenticity, working against teleological accounts of the birth of the modern historical method, which see Romantic history as unconcerned with the evidentiary foundations of the past.

John Waldridge, The Leaven of the Ancients: Suhrawardi and the Heritage of the Greeks, SUNY Series in Islam (Albany: State University of New York Press, 1999). Pp. 323

In the Leaven of the Ancients, John Walbridge studies the appropriation of non–Peripatetic philosophical ideas by an anti–Aristotelian Islamic philosopher, Shihab al-Din al-Suhrawardi (d. 1191). He proposes a comprehensive explanation of the origin of Suhrawardi's philosophical system, a revival of the “wisdom of the Ancients” and its philosophical affiliations “grounded” in Greek philosophy (p. xiii). Walbridge attempts to uncover the reasons for Suhrawardi's rejection of the prevailing neo–Aristotelian synthesis in Islamic philosophy, Suhrawardi's knowledge and understanding of non–Aristotelian Greek philosophy, the ancient philosophers Suhrawardi was attempting to follow, the relationship between Suhrawardi's specific philosophical teachings (logic, ontology, physics, and metaphysics), and his understanding of non–Aristotelian ancient philosophy and the relationship between Suhrawardi's system and the major Greek philosophers, schools, and traditions—in particular the Presocratics, Plato, and the Stoics (p. 8). Copyright © 2003 Cambridge University Press

The John Dewey`s epistemology and informational literacy

The `reflexive thinking` concept is discussed in this article as a means of contextualizing John Dewey`s intellectual legacy. `Reflection` represents a fundamental element for the construction of the necessary competences to information seeking and use, and consequently to individual and collective development. Since the reflexive thinking habit in information literacy is a way of learning, some questions concerning teaching and learning processes are also investigated. The discussion is, therefore, supported by the supposition that reflexive thinking is a cognitive strategy that allows a deeper comprehension of related problems, phenomena, and processes by means of the perception of the relations and the identification of involved elements, as well as the analysis and interpretation of meanings, empowering the information literacy process.