Sentence examples for philosophical learning from inspiring English sources

Like all of Beckett's work, Waiting for Godot is linguistically lean and reveals its author's immense philosophical learning.

The scientific, mathematical and philosophical learning needed to follow the many themes in full the 100 pages of footnotes should perhaps be left for a second or third reading is stupendous.Philosophers will probably fasten on the hard arguments—on truth or necessity, say and pass over the future-science guesswork about, for example, evolutionary cosmology.

(We do not know how he acquired his philosophical learning).

In general, however, he attempts to subordinate Greek and Arabic philosophical learning, when necessary, to his Augustinian Neoplatonism.

Chinese philosophers from the Song dynasty, from Zhang Zai (1020-77) through Zhu Xi, emphasized the need for doubt and skepticism in relation to achieving any real progress in philosophical learning.

They devoted their considerable philosophical learning to religious and moral issues, to defending the existence of God and the immortality of the soul, and to formulating a practical ethics for Christian conduct.

Though both states and individuals are important elements of the socio-economic whole, nothing philosophical is learned by examining the essence of the individual or the way in which justice is embodied by the state.

The objectivity of the camera lens was an entirely new perspective for me, rather like the philosophical exercise of learning another language.

Citing Bacon's "insistence that we look accurately at nature, not just stay in an Aristotelian kind of philosophical world of learning as was being taught to him when he was at Cambridge," as well as what Bacon wrote about poetry, his love of Julius Caesar and his love for fables, Mr. Rylance said, "There's just so much evidence there that you cannot write Bacon out of these plays".

In a review, Gray (2013) presented formative assessment as a spectrum beginning with formative assessment as teaching strategies that use feedback (Kluger and DeNisi 1996) to strategies that focus on student ideas, goals, and instruction (e.g., Ruiz-Primo and Furtak 2006; Shepard 2005) and to formative assessment as a philosophical stance on learning (Lave and Wenger 1991).

For many, developing a greater understanding of a religion extends not only to studying the theological and philosophical points but to learning another language.