Humanism, Luther, and the Wittenberg Reformation
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Humanistic instruction came early to the University of Wittenberg, making tentative advances soon after the university’s founding. Though never truly a humanist, Luther quickly began using its tools and perspectives in developing his own scholarship. He knew ancient sources well and benefitted from Renaissance figures, including Valla and von Hutten. He promoted the ‘New Learning’ as a part of a faculty that increasingly offered humanist instruction. In association with Melanchthon and Spalatin, he encouraged Greek and Hebrew studies and furthered other humanist curricular reforms.Keywords:
Hebrews
The scholarship of the university faculty includes the scholarship of discovery, the scholarship of integration, the scholarship of application and the scholarship of teaching. The scholarship of teaching means that the university faculty achieve on the knowledge, abilities and qualities in the teaching activities.
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Following the publication of Scholarship Reconsidered in 1990, debates began on many campuses regarding the expansion of the definition of scholarship. These debates focused on the appropriateness of the scholarship of discovery, the scholarship of integration, the scholarship of application, and the scholarship of teaching. These conversations were enriched by the six standards for assessment proposed in Scholarship Assessed, published in 1996. Now these concepts prosper on many campuses as individual institutions find their own interpretations and adaptations of enriched and expanded scholarship.
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This report offers an estimate of the cost of a statewide scholarship program for the State of Oregon that has a similar program structure as the existing Kalamazoo Promise. It is assumed that the proposed Oregon scholarship program would begin in the fall of 2013, and the full cost of the scholarship would not occur until 2016 when four years of scholarship-eligible students are enrolled in college. This report includes estimates on the scholarship costs, as well as, costs associated with administering the scholarship program.
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This article postulates for the quality of Public Administration scholarship. To support this postulation, a discussion on the transformation of higher education is undertaken. Further, an ingemination of scholarship functions is undertaken in an effort to contextualise Public Administration scholarship within the broader understanding of the expectation of what constitutes scholarship. A synthesis of scholarship functions is done to describe what qualities Public Administration scholars should identify with, in their quest to undertake scholarship activities. Finally, a postulation of Public Administration scholarship prospects is drawn to argue for the need to introduce a standardised professional framework. Such a framework is necessary in ensuring that Public Administration scholarship sustains itself.
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The Book of John Mandeville: An Edition of the Pynson Text, with Commentary on the Defective Version
1Balliol College, Oxford The Book of John Mandeville: An Edition of the Pynson Text, with Commentary on the Defective Version TamarahKohanski lviii + 132 (MRTS 231)TempeMedieval & Renaissance Texts & Studies, Arizona Center for Medieval and Renaissance 2001£24.00 0‐86698‐273‐6
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Knowledge, as it relates to scholarship, has traditionally been developed through research, which for years was viewed as the sole method of knowledge generation. An expanded view of scholarship was proposed by Boyer, and includes the scholarship of discovery, integration, teaching, and application. This broader framework of scholarship is more suited to today's world. The aim of this paper is to provide clarification regarding the definition and criteria of scholarship and the differences between scholarly activities and scholarship. Nurses are held to the same standards of knowledge generation as other disciplines. There should be clarity on differentiating scholarly activities from scholarship.
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This chapter contains sections titled: Pre-1949 Scholarship Scholarship from 1949 to the Late 1970s Scholarship from the Late 1970s through the 1990s The New Century Conclusion
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This article is a review of how a school of nursing and midwifery might promote scholarship within the university system. It is argued that the emphasis on research in universities has undermined the importance of scholarship within education and practice. The difficulties of recognizing scholarly processes as opposed to products such as publications is outlined in relation to three areas of potential scholarship within nurse education, i.e. research, teaching and practice. Issues are raised about how scholarship might be promoted in these three areas in practical terms. It is argued that systems of recognition and reward should be equitably distributed between these wide areas of potential scholarship. This will mean universities accommodating different models of scholarship and nurses recognizing their responsibility to contribute to scholarly activity.
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