computer generated » computer mediated (توسيع البحث)
reading computer » reading chapter (توسيع البحث), reading homer (توسيع البحث), brain computer (توسيع البحث)
dynamic reading » dynamic learning (توسيع البحث), dramatic reading (توسيع البحث), monastic reading (توسيع البحث)
Lost in a Sea of Letters : Saʿd al-Dīn Ḥamūya and the Plurality of Sufi Knowledge /
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In Lost in a Sea of Letters , Cyril Uy explores the life and work of Saʿd al-Dīn Ḥamūya (d. 1252), a Mongol-era Sufi whose arcane treatises inspired generations of mystics and messiahs. Reading Ḥamūya in dialogue with contemporaries across Central Asia, Iran, and the Eastern Mediterranean, Uy excavates a world in which knowledge was an embodied sensibility: a way of being that could improvise across all dimensions of human experience. Ḥamūya's performative writing reworked the foundations of this knowledge, provoking readers to live reality through the cacophony of his Sufi free jazz. Foregrounding Ḥamūya's deconstructive ethos and radical openness to interpretation, Uy reveals how embracing plurality could thrive as a mode of social, intellectual, and spiritual competition.
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1 online resource (350 pages) : illustrations. :
Includes bibliographical references and index. :
9789004725072
A Companion to Mester de Clerecía Poetry /
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Mester de clerecía is the term traditionally used to designate the first generations of learned poetry in medieval Ibero-Romance dialects (the precursors of modern Castilian and other Romance languages of the Iberian Peninsula). In its time, this poetry was anything but traditional. These long poems of structured verse reappropriate the heroic past through the retelling of legends from Classical Antiquity, saints' lives, miracle stories, Biblical apocrypha, and other tales. At the same time, the poems recast the place of their authors, and learned characters within their stories, in the shifting dynamics of their thirteenth and fourteenth century present. Contributors are Pablo Ancos, Maria Cristina Balestrini, Fernando Baños Vallejo, Andrew M. Beresford, Olivier Biaggini, Martha M. Daas, Emily C. Francomano, Ryan Giles, Michelle M. Hamilton, Anthony John Lappin, Clara Pascual-Argente, Connie L. Scarborough, Donald W. Wood, and Carina Zubillaga.
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1 online resource (480 pages) : illustrations. :
Includes bibliographical references and index. :
9789004698048
Contemporary Moroccan Thought : On Philosophy, Theology, Society, and Culture /
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Contemporary Moroccan Thought offers a new and broad coverage of the intellectual dynamics and scholarly output of what is presented here as the Rabat School since the 1950s. Geographically situated at the western edge of the classical Arab-Islamic world, Moroccan scholarship has made a belated yet vigorous comeback on the modern Arab intellectual scene, attracting wider reception beyond the Arabic-speaking world, through influential contributions in philosophical, theological, social and cultural studies. This volume sets a new standard in the study of Moroccan, North African, and Middle Eastern societies, and will undoubtedly remain an important scholarly reference for generations to come. Contributors Deina Abdelkader, Nayla Abi Nader, Kholoud Al-Ajarma, Salah Basalamah, Mohamed Wajdi Ben Hammed, Sara Borrillo, Ibrahim Bouhaouliane, Tina Dransfeldt Christensen, Driss El Ghazouani, Brahim El Guabli, Abdennabi El Harri, Amin El-Yousfi, Francesca Forte, Fatma Gargouri, Wael Hallaq, Mohammed Hashas, Alma Rachel Heckman, Aziz Hlaoua, Abdellatif Kidai, Markus Kneer, Mohamed Lamallam, Khalid Lyamlahi, Juan A. Macías-Amoretti, Djelloul Magoura, Mohammed K. B. Rhazzali, Raja Rhouni, Nils Riecken, Fatima Sadiqi, Hamza Salih, Ari Schriber, Simone Sibilio, and Abdessalam Tawil. See Less
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1 online resource (850 pages) : illustrations. :
Includes bibliographical references and index. :
9789004519534
Making Sense of European Teacher Induction and Mentoring Practices /
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How can we enable and encourage new teachers to realize their potential at the beginning of their professional careers? This book examines teacher induction practices across Europe and offers a new perspective on how new teachers learn, grow, and develop into autonomous professionals. This book challenges the traditional models of mentoring viewing new teachers as passive recipients of support and instead emphasizes their potential as reflective practitioners. Based on current and timely research, the book introduces the concept of "ecologies of practice," which refers to emerging, interdependent and diverse education ecosystems in which practices are intertwined and therefore need to be developed as a dynamic whole. This book is essential reading for anyone committed to nurturing the potential of the next generation of teachers to their full potential.
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Includes bibliographical references and index. :
9789004727557