Sentence examples for branches of knowledge and from inspiring English sources

It will, however, of course, be understood that we only ascribe universal education to one who in his own individual person is thus critical in all or nearly all branches of knowledge, and not to one who has a like ability merely in some special subject.

New rules from 1833 stipulated that four candidates had to be nominated for each vacancy and that they were to compete with one another in "an examination in such branches of knowledge and by such examinations as the Board of the Company shall direct".

He sets out to combat error, to systematise the truth, to present a philosophy that can serve as a basis for the various branches of knowledge, and to offer philosophy as an aid to theology.

Some people explore geographies, others explore branches of knowledge, and yet others explore themselves.

The facilities and patronage provided by the Ayyubids led to a resurgence in intellectual activity in different branches of knowledge and learning throughout the territories they controlled.

"Mister Sterling" reflects Mr. O'Donnell's intimate, amused knowledge of the legislative branch.

From 1783 to 1806 he was professor at the University of Halle, where he raised philology to an independent branch of knowledge, and his intense lectures inspired a generation of students.

Compassionomics is the branch of knowledge and scientific study of the effects of compassionate healthcare, and herein we describe a framework for hypothesis testing.

For it does not belong to the art of rhetoric, but to a more instructive art and a more real branch of knowledge; and as it is, rhetoric has been given a far wider subject-matter than strictly belongs to it.

Besides a perennial concern with what makes life distinctive, we can distinguish at least two reductionist themes throughout history relevant to the life sciences and its philosophy: (1) the relation among different branches or domains of knowledge and (2) the relation between parts and wholes (Grene and Depew 2004, Magner 1994).

Moreover, they appreciated the branch-specific transfer of knowledge and skills, as demonstrated in the following example: So, here again I like the fact that the apprentices also need to do things that are a bit more tangible than the tasks in the bank, where money is (only) an abstract concept.