Wisdom’s Guiding Compass: Lady Prudence as a Pedagogical Model

Many educators desire to cultivate wisdom in their students but feel this goal is too vague to be clearly articulated and encouraged. One possible way around this problem is to learn from classical and medieval depictions of wisdom and particular virtues, which were often personified. I will examine...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Lanta Davis [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2020

Schlagwörter:	prudence pedagogy personifications virtue formation great texts

Übergeordnetes Werk:	In: Religions - MDPI AG, 2011, 11(2020), 4, p 153
Übergeordnetes Werk:	volume:11 ; year:2020 ; number:4, p 153

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3390/rel11040153

Katalog-ID:	DOAJ040183904

Internformat


LEADER	01000caa a22002652 4500
001	DOAJ040183904
003	DE-627
005	20230308034332.0
007	cr uuu---uuuuu
008	230227s2020 xx \|\|\|\|\|o 00\| \|\|eng c
024	7		\|a 10.3390/rel11040153 \|2 doi
035			\|a (DE-627)DOAJ040183904
035			\|a (DE-599)DOAJ034b7efdbb584d448e18235021d47e95
040			\|a DE-627 \|b ger \|c DE-627 \|e rakwb
041			\|a eng
050		0	\|a BL1-2790
100	0		\|a Lanta Davis \|e verfasserin \|4 aut
245	1	0	\|a Wisdom’s Guiding Compass: Lady Prudence as a Pedagogical Model
264		1	\|c 2020
336			\|a Text \|b txt \|2 rdacontent
337			\|a Computermedien \|b c \|2 rdamedia
338			\|a Online-Ressource \|b cr \|2 rdacarrier
520			\|a Many educators desire to cultivate wisdom in their students but feel this goal is too vague to be clearly articulated and encouraged. One possible way around this problem is to learn from classical and medieval depictions of wisdom and particular virtues, which were often personified. I will examine one highly illustrative artistic depiction of Prudence, which gives wisdom a face and form and thus provides students with an imaginative entryway into better understanding and practicing this virtue in the classroom. After providing a brief overview of the role of images and the imagination in learning, I explain how personifications of the virtues—and of Prudence, in particular—may be a useful pedagogical guide in helping students cultivate those virtues.
650		4	\|a prudence
650		4	\|a pedagogy
650		4	\|a personifications
650		4	\|a virtue formation
650		4	\|a great texts
653		0	\|a Religions. Mythology. Rationalism
773	0	8	\|i In \|t Religions \|d MDPI AG, 2011 \|g 11(2020), 4, p 153 \|w (DE-627)665435797 \|w (DE-600)2620962-7 \|x 20771444 \|7 nnns
773	1	8	\|g volume:11 \|g year:2020 \|g number:4, p 153
856	4	0	\|u https://doi.org/10.3390/rel11040153 \|z kostenfrei
856	4	0	\|u https://doaj.org/article/034b7efdbb584d448e18235021d47e95 \|z kostenfrei
856	4	0	\|u https://www.mdpi.com/2077-1444/11/4/153 \|z kostenfrei
856	4	2	\|u https://doaj.org/toc/2077-1444 \|y Journal toc \|z kostenfrei
912			\|a GBV_USEFLAG_A
912			\|a SYSFLAG_A
912			\|a GBV_DOAJ
912			\|a GBV_ILN_11
912			\|a GBV_ILN_20
912			\|a GBV_ILN_22
912			\|a GBV_ILN_24
912			\|a GBV_ILN_39
912			\|a GBV_ILN_40
912			\|a GBV_ILN_60
912			\|a GBV_ILN_62
912			\|a GBV_ILN_63
912			\|a GBV_ILN_65
912			\|a GBV_ILN_69
912			\|a GBV_ILN_70
912			\|a GBV_ILN_73
912			\|a GBV_ILN_95
912			\|a GBV_ILN_110
912			\|a GBV_ILN_151
912			\|a GBV_ILN_161
912			\|a GBV_ILN_206
912			\|a GBV_ILN_213
912			\|a GBV_ILN_230
912			\|a GBV_ILN_285
912			\|a GBV_ILN_293
912			\|a GBV_ILN_602
912			\|a GBV_ILN_2014
912			\|a GBV_ILN_2040
912			\|a GBV_ILN_4012
912			\|a GBV_ILN_4037
912			\|a GBV_ILN_4112
912			\|a GBV_ILN_4125
912			\|a GBV_ILN_4126
912			\|a GBV_ILN_4249
912			\|a GBV_ILN_4305
912			\|a GBV_ILN_4306
912			\|a GBV_ILN_4313
912			\|a GBV_ILN_4322
912			\|a GBV_ILN_4323
912			\|a GBV_ILN_4324
912			\|a GBV_ILN_4325
912			\|a GBV_ILN_4367
912			\|a GBV_ILN_4700
951			\|a AR
952			\|d 11 \|j 2020 \|e 4, p 153

Indexfelder

author_variant	l d ld
matchkey_str	article:20771444:2020----::idmgiigopsldpuecaae
hierarchy_sort_str	2020
callnumber-subject-code	BL
publishDate	2020
allfields	10.3390/rel11040153 doi (DE-627)DOAJ040183904 (DE-599)DOAJ034b7efdbb584d448e18235021d47e95 DE-627 ger DE-627 rakwb eng BL1-2790 Lanta Davis verfasserin aut Wisdom’s Guiding Compass: Lady Prudence as a Pedagogical Model 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Many educators desire to cultivate wisdom in their students but feel this goal is too vague to be clearly articulated and encouraged. One possible way around this problem is to learn from classical and medieval depictions of wisdom and particular virtues, which were often personified. I will examine one highly illustrative artistic depiction of Prudence, which gives wisdom a face and form and thus provides students with an imaginative entryway into better understanding and practicing this virtue in the classroom. After providing a brief overview of the role of images and the imagination in learning, I explain how personifications of the virtues—and of Prudence, in particular—may be a useful pedagogical guide in helping students cultivate those virtues. prudence pedagogy personifications virtue formation great texts Religions. Mythology. Rationalism In Religions MDPI AG, 2011 11(2020), 4, p 153 (DE-627)665435797 (DE-600)2620962-7 20771444 nnns volume:11 year:2020 number:4, p 153 https://doi.org/10.3390/rel11040153 kostenfrei https://doaj.org/article/034b7efdbb584d448e18235021d47e95 kostenfrei https://www.mdpi.com/2077-1444/11/4/153 kostenfrei https://doaj.org/toc/2077-1444 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2040 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4367 GBV_ILN_4700 AR 11 2020 4, p 153
spelling	10.3390/rel11040153 doi (DE-627)DOAJ040183904 (DE-599)DOAJ034b7efdbb584d448e18235021d47e95 DE-627 ger DE-627 rakwb eng BL1-2790 Lanta Davis verfasserin aut Wisdom’s Guiding Compass: Lady Prudence as a Pedagogical Model 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Many educators desire to cultivate wisdom in their students but feel this goal is too vague to be clearly articulated and encouraged. One possible way around this problem is to learn from classical and medieval depictions of wisdom and particular virtues, which were often personified. I will examine one highly illustrative artistic depiction of Prudence, which gives wisdom a face and form and thus provides students with an imaginative entryway into better understanding and practicing this virtue in the classroom. After providing a brief overview of the role of images and the imagination in learning, I explain how personifications of the virtues—and of Prudence, in particular—may be a useful pedagogical guide in helping students cultivate those virtues. prudence pedagogy personifications virtue formation great texts Religions. Mythology. Rationalism In Religions MDPI AG, 2011 11(2020), 4, p 153 (DE-627)665435797 (DE-600)2620962-7 20771444 nnns volume:11 year:2020 number:4, p 153 https://doi.org/10.3390/rel11040153 kostenfrei https://doaj.org/article/034b7efdbb584d448e18235021d47e95 kostenfrei https://www.mdpi.com/2077-1444/11/4/153 kostenfrei https://doaj.org/toc/2077-1444 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2040 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4367 GBV_ILN_4700 AR 11 2020 4, p 153
allfields_unstemmed	10.3390/rel11040153 doi (DE-627)DOAJ040183904 (DE-599)DOAJ034b7efdbb584d448e18235021d47e95 DE-627 ger DE-627 rakwb eng BL1-2790 Lanta Davis verfasserin aut Wisdom’s Guiding Compass: Lady Prudence as a Pedagogical Model 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Many educators desire to cultivate wisdom in their students but feel this goal is too vague to be clearly articulated and encouraged. One possible way around this problem is to learn from classical and medieval depictions of wisdom and particular virtues, which were often personified. I will examine one highly illustrative artistic depiction of Prudence, which gives wisdom a face and form and thus provides students with an imaginative entryway into better understanding and practicing this virtue in the classroom. After providing a brief overview of the role of images and the imagination in learning, I explain how personifications of the virtues—and of Prudence, in particular—may be a useful pedagogical guide in helping students cultivate those virtues. prudence pedagogy personifications virtue formation great texts Religions. Mythology. Rationalism In Religions MDPI AG, 2011 11(2020), 4, p 153 (DE-627)665435797 (DE-600)2620962-7 20771444 nnns volume:11 year:2020 number:4, p 153 https://doi.org/10.3390/rel11040153 kostenfrei https://doaj.org/article/034b7efdbb584d448e18235021d47e95 kostenfrei https://www.mdpi.com/2077-1444/11/4/153 kostenfrei https://doaj.org/toc/2077-1444 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2040 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4367 GBV_ILN_4700 AR 11 2020 4, p 153
allfieldsGer	10.3390/rel11040153 doi (DE-627)DOAJ040183904 (DE-599)DOAJ034b7efdbb584d448e18235021d47e95 DE-627 ger DE-627 rakwb eng BL1-2790 Lanta Davis verfasserin aut Wisdom’s Guiding Compass: Lady Prudence as a Pedagogical Model 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Many educators desire to cultivate wisdom in their students but feel this goal is too vague to be clearly articulated and encouraged. One possible way around this problem is to learn from classical and medieval depictions of wisdom and particular virtues, which were often personified. I will examine one highly illustrative artistic depiction of Prudence, which gives wisdom a face and form and thus provides students with an imaginative entryway into better understanding and practicing this virtue in the classroom. After providing a brief overview of the role of images and the imagination in learning, I explain how personifications of the virtues—and of Prudence, in particular—may be a useful pedagogical guide in helping students cultivate those virtues. prudence pedagogy personifications virtue formation great texts Religions. Mythology. Rationalism In Religions MDPI AG, 2011 11(2020), 4, p 153 (DE-627)665435797 (DE-600)2620962-7 20771444 nnns volume:11 year:2020 number:4, p 153 https://doi.org/10.3390/rel11040153 kostenfrei https://doaj.org/article/034b7efdbb584d448e18235021d47e95 kostenfrei https://www.mdpi.com/2077-1444/11/4/153 kostenfrei https://doaj.org/toc/2077-1444 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2040 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4367 GBV_ILN_4700 AR 11 2020 4, p 153
allfieldsSound	10.3390/rel11040153 doi (DE-627)DOAJ040183904 (DE-599)DOAJ034b7efdbb584d448e18235021d47e95 DE-627 ger DE-627 rakwb eng BL1-2790 Lanta Davis verfasserin aut Wisdom’s Guiding Compass: Lady Prudence as a Pedagogical Model 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Many educators desire to cultivate wisdom in their students but feel this goal is too vague to be clearly articulated and encouraged. One possible way around this problem is to learn from classical and medieval depictions of wisdom and particular virtues, which were often personified. I will examine one highly illustrative artistic depiction of Prudence, which gives wisdom a face and form and thus provides students with an imaginative entryway into better understanding and practicing this virtue in the classroom. After providing a brief overview of the role of images and the imagination in learning, I explain how personifications of the virtues—and of Prudence, in particular—may be a useful pedagogical guide in helping students cultivate those virtues. prudence pedagogy personifications virtue formation great texts Religions. Mythology. Rationalism In Religions MDPI AG, 2011 11(2020), 4, p 153 (DE-627)665435797 (DE-600)2620962-7 20771444 nnns volume:11 year:2020 number:4, p 153 https://doi.org/10.3390/rel11040153 kostenfrei https://doaj.org/article/034b7efdbb584d448e18235021d47e95 kostenfrei https://www.mdpi.com/2077-1444/11/4/153 kostenfrei https://doaj.org/toc/2077-1444 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2040 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4367 GBV_ILN_4700 AR 11 2020 4, p 153
language	English
source	In Religions 11(2020), 4, p 153 volume:11 year:2020 number:4, p 153
sourceStr	In Religions 11(2020), 4, p 153 volume:11 year:2020 number:4, p 153
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	prudence pedagogy personifications virtue formation great texts Religions. Mythology. Rationalism
isfreeaccess_bool	true
container_title	Religions
authorswithroles_txt_mv	Lanta Davis @@aut@@
publishDateDaySort_date	2020-01-01T00:00:00Z
hierarchy_top_id	665435797
id	DOAJ040183904
language_de	englisch
fullrecord	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ040183904</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230308034332.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230227s2020 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.3390/rel11040153</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ040183904</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJ034b7efdbb584d448e18235021d47e95</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">BL1-2790</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Lanta Davis</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Wisdom’s Guiding Compass: Lady Prudence as a Pedagogical Model</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2020</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Many educators desire to cultivate wisdom in their students but feel this goal is too vague to be clearly articulated and encouraged. One possible way around this problem is to learn from classical and medieval depictions of wisdom and particular virtues, which were often personified. I will examine one highly illustrative artistic depiction of Prudence, which gives wisdom a face and form and thus provides students with an imaginative entryway into better understanding and practicing this virtue in the classroom. After providing a brief overview of the role of images and the imagination in learning, I explain how personifications of the virtues—and of Prudence, in particular—may be a useful pedagogical guide in helping students cultivate those virtues.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">prudence</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">pedagogy</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">personifications</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">virtue formation</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">great texts</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Religions. Mythology. Rationalism</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Religions</subfield><subfield code="d">MDPI AG, 2011</subfield><subfield code="g">11(2020), 4, p 153</subfield><subfield code="w">(DE-627)665435797</subfield><subfield code="w">(DE-600)2620962-7</subfield><subfield code="x">20771444</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:11</subfield><subfield code="g">year:2020</subfield><subfield code="g">number:4, p 153</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.3390/rel11040153</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/034b7efdbb584d448e18235021d47e95</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://www.mdpi.com/2077-1444/11/4/153</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2077-1444</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_206</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2040</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">11</subfield><subfield code="j">2020</subfield><subfield code="e">4, p 153</subfield></datafield></record></collection>
callnumber-first	B - Philosophy, Psychology, Religion
author	Lanta Davis
spellingShingle	Lanta Davis misc BL1-2790 misc prudence misc pedagogy misc personifications misc virtue formation misc great texts misc Religions. Mythology. Rationalism Wisdom’s Guiding Compass: Lady Prudence as a Pedagogical Model
authorStr	Lanta Davis
ppnlink_with_tag_str_mv	@@773@@(DE-627)665435797
format	electronic Article
delete_txt_mv	keep
author_role	aut
collection	DOAJ
remote_str	true
callnumber-label	BL1-2790
illustrated	Not Illustrated
issn	20771444
topic_title	BL1-2790 Wisdom’s Guiding Compass: Lady Prudence as a Pedagogical Model prudence pedagogy personifications virtue formation great texts
topic	misc BL1-2790 misc prudence misc pedagogy misc personifications misc virtue formation misc great texts misc Religions. Mythology. Rationalism
topic_unstemmed	misc BL1-2790 misc prudence misc pedagogy misc personifications misc virtue formation misc great texts misc Religions. Mythology. Rationalism
topic_browse	misc BL1-2790 misc prudence misc pedagogy misc personifications misc virtue formation misc great texts misc Religions. Mythology. Rationalism
format_facet	Elektronische Aufsätze Aufsätze Elektronische Ressource
format_main_str_mv	Text Zeitschrift/Artikel
carriertype_str_mv	cr
hierarchy_parent_title	Religions
hierarchy_parent_id	665435797
hierarchy_top_title	Religions
isfreeaccess_txt	true
familylinks_str_mv	(DE-627)665435797 (DE-600)2620962-7
title	Wisdom’s Guiding Compass: Lady Prudence as a Pedagogical Model
ctrlnum	(DE-627)DOAJ040183904 (DE-599)DOAJ034b7efdbb584d448e18235021d47e95
title_full	Wisdom’s Guiding Compass: Lady Prudence as a Pedagogical Model
author_sort	Lanta Davis
journal	Religions
journalStr	Religions
callnumber-first-code	B
lang_code	eng
isOA_bool	true
recordtype	marc
publishDateSort	2020
contenttype_str_mv	txt
author_browse	Lanta Davis
container_volume	11
class	BL1-2790
format_se	Elektronische Aufsätze
author-letter	Lanta Davis
doi_str_mv	10.3390/rel11040153
title_sort	wisdom’s guiding compass: lady prudence as a pedagogical model
callnumber	BL1-2790
title_auth	Wisdom’s Guiding Compass: Lady Prudence as a Pedagogical Model
abstract	Many educators desire to cultivate wisdom in their students but feel this goal is too vague to be clearly articulated and encouraged. One possible way around this problem is to learn from classical and medieval depictions of wisdom and particular virtues, which were often personified. I will examine one highly illustrative artistic depiction of Prudence, which gives wisdom a face and form and thus provides students with an imaginative entryway into better understanding and practicing this virtue in the classroom. After providing a brief overview of the role of images and the imagination in learning, I explain how personifications of the virtues—and of Prudence, in particular—may be a useful pedagogical guide in helping students cultivate those virtues.
abstractGer	Many educators desire to cultivate wisdom in their students but feel this goal is too vague to be clearly articulated and encouraged. One possible way around this problem is to learn from classical and medieval depictions of wisdom and particular virtues, which were often personified. I will examine one highly illustrative artistic depiction of Prudence, which gives wisdom a face and form and thus provides students with an imaginative entryway into better understanding and practicing this virtue in the classroom. After providing a brief overview of the role of images and the imagination in learning, I explain how personifications of the virtues—and of Prudence, in particular—may be a useful pedagogical guide in helping students cultivate those virtues.
abstract_unstemmed	Many educators desire to cultivate wisdom in their students but feel this goal is too vague to be clearly articulated and encouraged. One possible way around this problem is to learn from classical and medieval depictions of wisdom and particular virtues, which were often personified. I will examine one highly illustrative artistic depiction of Prudence, which gives wisdom a face and form and thus provides students with an imaginative entryway into better understanding and practicing this virtue in the classroom. After providing a brief overview of the role of images and the imagination in learning, I explain how personifications of the virtues—and of Prudence, in particular—may be a useful pedagogical guide in helping students cultivate those virtues.
collection_details	GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2040 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4367 GBV_ILN_4700
container_issue	4, p 153
title_short	Wisdom’s Guiding Compass: Lady Prudence as a Pedagogical Model
url	https://doi.org/10.3390/rel11040153 https://doaj.org/article/034b7efdbb584d448e18235021d47e95 https://www.mdpi.com/2077-1444/11/4/153 https://doaj.org/toc/2077-1444
remote_bool	true
ppnlink	665435797
callnumber-subject	BL - Religions, Mythology, Rationalism
mediatype_str_mv	c
isOA_txt	true
hochschulschrift_bool	false
doi_str	10.3390/rel11040153
callnumber-a	BL1-2790
up_date	2024-07-03T13:27:37.364Z
_version_	1803564621357907968
fullrecord_marcxml	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ040183904</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230308034332.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230227s2020 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.3390/rel11040153</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ040183904</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJ034b7efdbb584d448e18235021d47e95</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">BL1-2790</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Lanta Davis</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Wisdom’s Guiding Compass: Lady Prudence as a Pedagogical Model</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2020</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Many educators desire to cultivate wisdom in their students but feel this goal is too vague to be clearly articulated and encouraged. One possible way around this problem is to learn from classical and medieval depictions of wisdom and particular virtues, which were often personified. I will examine one highly illustrative artistic depiction of Prudence, which gives wisdom a face and form and thus provides students with an imaginative entryway into better understanding and practicing this virtue in the classroom. After providing a brief overview of the role of images and the imagination in learning, I explain how personifications of the virtues—and of Prudence, in particular—may be a useful pedagogical guide in helping students cultivate those virtues.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">prudence</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">pedagogy</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">personifications</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">virtue formation</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">great texts</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Religions. Mythology. Rationalism</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Religions</subfield><subfield code="d">MDPI AG, 2011</subfield><subfield code="g">11(2020), 4, p 153</subfield><subfield code="w">(DE-627)665435797</subfield><subfield code="w">(DE-600)2620962-7</subfield><subfield code="x">20771444</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:11</subfield><subfield code="g">year:2020</subfield><subfield code="g">number:4, p 153</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.3390/rel11040153</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/034b7efdbb584d448e18235021d47e95</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://www.mdpi.com/2077-1444/11/4/153</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2077-1444</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_206</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2040</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">11</subfield><subfield code="j">2020</subfield><subfield code="e">4, p 153</subfield></datafield></record></collection>
score	7.399126

Nicht das Richtige dabei?

Schreiben Sie uns!

Wisdom’s Guiding Compass: Lady Prudence as a Pedagogical Model

Nicht das Richtige dabei?

Zugang & Verfügbarkeit

Vorhandene Bände

Nicht das Richtige dabei?