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Displaying 176 - 200 of 284

Article
Wheeler, Graham John. "Do what thou wilt" : the history of a precept. Religio. 2019, vol. 27, iss. 1, pp. 17–41.

Article
Noutsou, Stamatia. Regere animas : Bernard of Clairvaux's ways of handling heresy as a technology of power. Religio. 2019, vol. 27, iss. 1, pp. 43–67.

Article
Šebelová, Markéta. The miraculous and Coptic Orthodox Christianity in Egypt : power relations in operation. Religio. 2019, vol. 27, iss. 2, pp. 221–246.

Article
Řezníček, Dan. Pascal Boyer : three lectures in Brno. Religio. 2019, vol. 27, iss. 2, pp. 297–299.

Chapter
Lollok, Marek. Criticism in motion literary criticism and metacriticism of the 1990s : summary. In: Lollok, Marek. Kritika v pohybu : literární kritika a metakritika 90. let 20. století. 2019, pp. 169–171.

Chapter
Under the protection of Clio : historical disciplines at the Faculty of Arts of Masaryk University. In: Pod ochranou Kleió : historické obory na Filozofické fakultě Masarykovy univerzity. 2019, pp. 157–160.

Article
Brach, Jean-Pierre. Illicit Christianity : Guillaume Postel, Kabbalah and a "transgender" Messiah. Religio. 2019, vol. 27, iss. 1, pp. 3–15.

Article
Žáková, Michaela, Fujda, Milan. [Zwissler, Laurel. Religious, feminist, activist : cosmologies of interconnection]. Religio. 2019, vol. 27, iss. 1, pp. 146–148.

Article
Stoffel, Jean-François. Alexander Koyré, fifty years after his death – regarding four recent publications. Pro-Fil. 2019, vol. 20, iss. 2, pp. 58–71.

Article
Macagno, Fabrizio, Rapanta, Chrysi. The dimensions of argumentative texts and their assessment. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 11–44.

Article
Švaříček, Roman. The role of the teacher in supporting students' epistemic thinking in dialogic argumentation : a case study. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 143–171.

Article
McNaughton, Stuart, Zhu, Tong, Rosedale, Naomi, Oldehaver, Jacinta, Jesson, Rebecca, Greenleaf, Cynthia. Critical perspective taking : promoting and assessing online written argumentation for dialogic focus. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 119–141.

Article
Hähkiöniemi, Markus, Lehesvuori, Sami, Nieminen, Pasi, Hiltunen, Jenna, Jokiranta, Kaisa. Three dimensions of dialogicity in dialogic argumentation. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 199–219.

Article
Rapanta, Chrysi. Bewilderment as a pragmatic ingredient of teacher-student dialogic interactions. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 45–61.

Article
Reznitskaya, Alina, Švaříček, Roman. Better learning through argumentation : editorial. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 5–10.

Article
Oyler, Joe. Exploring teacher contributions to student argumentation quality. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 173–198.

Article
Sözen Özdoğan, Sinem, Özçakır, Bilal, Orhan, Burcu. A case of teacher and student mathematical problem-solving behaviors from the perspective of a cognitive-metacognitive framework. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 221–243.

Article
Av-Shalom, Na'ama Y., Zimmerman, Randi M., Chinn, Clark A., Duncan, Ravit G.. Analysis of different categories of epistemic and metacognitive discourse in argumentation. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 101–118.

Article
Reznitskaya, Alina, Wilkinson, Ian A. G.. Measuring production and comprehension of written arguments in upper-elementary grades. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 63–84.

Article
Slavková, Markéta. The burek as a meal and metaphor : food, migration and identity between "Orient" and "Occident". Porta Balkanica. 2019, vol. 11, iss. 1-2, pp. 62–75.