Sentences with phrase «old philosophy student»

It's called The Queen, and he built it as a full - time home for himself while he was still a 20 - year old philosophy student.

Not exact matches

An old story tells about a philosophy professor who, despite his long tenure and large classes, remembered every student he had ever taught.

(a) Philosophical preoccupation with the various types of cultural activities on an idealistic basis (Johann Gottfried Herder, G. W. F. Hegel, Johann Gustav Droysen, Hermann Steinthal, Wilhelm Wundt); (b) legal studies (Aemilius Ludwig, Richter, Rudolf Sohm, Otto Gierke); (c) philology and archeology, both stimulated by the romantic movement of the first decades of the nineteenth century; (d) economic theory and history (Karl Marx, Lorenz von Stein, Heinrich von Treitschke, Wilhelm Roscher, Adolf Wagner, Gustav Schmoller, Ferdinand Tonnies); (e) ethnological research (Friedrich Ratzel, Adolf Bastian, Rudolf Steinmetz, Johann Jakob Bachofen, Hermann Steinthal, Richard Thurnwald, Alfred Vierkandt, P. Wilhelm Schmidt), on the one hand; and historical and systematical work in theology (church history, canonical law — Kirchenrecht), systematic theology (Schleiermacher, Richard Rothe), and philosophy of religion, on the other, prepared the way during the nineteenth century for the following era to define the task of a sociology of religion and to organize the material gathered by these pursuits.7 The names of Max Weber, Ernst Troeltsch, Werner Sombart, and Georg Simmel — all students of the above - mentioned older scholars — stand out.

We want photos of you sweeping the glitter off the village hall floor; heading out to teach 5 people on a dark evening half an hour's drive away after a long day at work; your piles of philosophy books stacked next to your mat; your tabs of marking for trainees; the scrubby you use on the handstand footprints on the wall; the loose change rattling in the donation box after the PWYC; your studio rent bill; the baby sick on your yoga top after mums and baby yoga; the holes in your favourite decade - old yoga leggings; the charity shop where you buy more; coffee stains on cork blocks and the hospital room where you teach cancer patients; the costume box for your yoga and theatre kids class; your ID badge for prison work; the hug from the student who finally learned to stand on one leg...

My name is Aimee and I'm a 21 year old college student majoring in Philosophy.

In addition to core studies in English, math, science, history, languages, and the fine arts, students take a required sequence in religion and philosophy: 6th - grade students study the Apostles» Creed and the saints; in the 7th grade, they focus on the Church and the Ten Commandments; 8th graders conduct an overview of the Bible and the Sacraments; 9th - grade students study the Old Testament, the Apologetics, and C. S. Lewis's Mere Christianity; the 10th - grade focus is the New Testament and Church history; 11th grade introduces metaphysics and ethics; and the 12th - grade course features the philosophy and social teachings of the Catholic Church.

Interested in discussing philosophy with older students?

However, using that old distinction we learned in college philosophy, teacher engagement is a necessary condition for word learning in the elementary classroom, but it's not sufficient without attention to student engagement.

Maybe it's time for the school world to come around to an old concept, albeit rephrased as «competency - based education» and move back to the philosophy of each individual student moving ahead when they are ready, rather than when the clock or calendar dictates it.

I was eighteen, a freshmen studying art and philosophy at the SUNY College in Buffalo, New York, when I met two older students, the artists Robert Longo and Cindy Sherman.

Oppenheim speaks of growing up in Washington and California, his father's Russian ancestry and education in China, his father's career in engineering, his mother's background and education in English, living in Richmond El Cerrito, his mother's love of the arts, his father's feelings toward Russia, standing out in the community, his relationship with his older sister, attending Richmond High School, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of development.

Foreword by James Rosenquist vii Preface by Ira Goldberg viii Acknowledgments x Introduction: Miracle on 57th Street 1 Part 1: Lessons and Demos 15 Henry Finkelstein: On Painting, with a Critique 17 Mary Beth McKenzie: Painting from Life 27 Ephraim Rubenstein: Painting from Observation 39 Thomas Torak: A Contemporary Approach to Classical Painting 59 Dan Thompson: Learning to Paint the Human Figure from Life 75 Sharon Sprung: Figure Painting from Life in Oils 91 Frederick Brosen: Classic Watercolor Realism 107 Naomi Campbell: Working Large in Watercolor 123 Ellen Eagle: Poetic Realism in Pastel 135 Costa Vavagiakis: The Evolution of a Concept 148 Part 2: Advice and Philosophies 165 William Scharf: Knowing that Miracles Happen 167 Peter Homitzky: Inventing from Observation 181 Charles Hinman: Painting in Three Dimensions 193 Deborah Winiarski: Painting and Encaustic 203 James L. McElhinney: Journal Painting and Composition 213 Part 3: Interviews 229 Frank O'Cain: Abstraction from Nature 231 Ronnie Landfield: On Learning and Teaching 251 Knox Martin: Learning from Old and Modern Masters 269 Concours: Painting and the Public at the Art Students League by Dr. Jillian Russo 282 Index 286