851 resultados para Monastic and religious life


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Bound with His chronicle in the original Latin entitled: Chronica Jocelini de Brakelonda.

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Mode of access: Internet.

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Includes bibliographical references (p. [7]-9) and indexes.

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Includes bibliographical references.

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Acquisition made accessible thanks to a 2015-2017 grant from the Council on Libraries and Information Resources.

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At head of title: Aleksandr Provolovich.

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Second work: Declaración mística del Cántico de los cánticos, y directorio de religiosas / que compuso San Francisco de Sales ; traducida del francés por Francisco Cubillas Donyague. Barcelona : Juan Francisco Piferrer, 1824.

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Mode of access: Internet.

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Major advances in church and monastic archaeology are discussed in terms of two distinct waves, ca. 1970–1995 and 1995 to the time of writing (2014). The first wave was influenced by landscape history and processual archaeology; scholarship focused principally on historical, economic, and technological questions and targeted individual sites and monuments for study. The second wave has been informed by postprocessual approaches and considers change and complexity in religious landscapes and perspectives on religious space, embodiment, and agency. In conclusion, this article calls for a more holistic approach to the archaeology of medieval Christian belief, one which moves beyond the focus on institutions and monuments that has characterized monastic and church archaeology and extends archaeological study to include the performative rituals of Christian life and death in the Middle Ages.

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Internationally in secondary schools, lessons are typically taught by subject specialists, raising the question of how to accommodate teaching which bridges the sciences and humanities. This is the first study to look at how students make sense of the teaching they receive in two subjects (science and religious education) when one subject’s curriculum explicitly refers to cross-disciplinary study and the other does not. Interviews with 61 students in seven schools in England suggested that students perceive a permeable boundary between science and their learning in science lessons and also a permeable boundary between religion and their learning in RE lessons, yet perceive a firm boundary between science lessons and RE lessons. We concluded that it is unreasonable to expect students to transfer instruction about cross-disciplinary perspectives across such impermeable subject boundaries. Finally we consider the implications of these findings for the successful management of cross-disciplinary education.

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Includes index.

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"The book is for the most part a reprint of an article on 'Charity and charities ̓which was first published in 1902 in the supplementary volumes of the Encyclopaedia britannica."--Pref.