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Author: John Ivan Simon
Publisher: Random House Value Publishing
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 248
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Book Description
Author: John Ivan Simon
Publisher: Random House Value Publishing
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 248
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Book Description
Author: I. MacKenzie
Publisher: Springer
ISBN: 0230503985
Category : Literary Criticism
Languages : en
Pages : 246
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Book Description
Linguistic signs do not coincide with intended or interpreted meanings. For relevance theory, this theoretical commonplace merely demonstrates the inferential nature of language. For Paul de Man, on the contrary, it suggested that language is unstable, random, arbitrary, mechanical, ironic and inhuman. This book seeks to show that relevance theory is a more plausible account of communication, cognition and literary interpretation than the deconstructionist theory de Man elaborated from readings of Rousseau, Hegel and Nietzsche.
Author: George Demetrion
Publisher: Routledge
ISBN: 1135622671
Category : Education
Languages : en
Pages : 335
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Book Description
The book provides a historical overview of adult literacy theory, policy, practice, and research from the mid-1980s to the present. The main focus is a descriptive analysis of three distinctive schools of literacy: the Freirean-based participatory literacy movement grounded in oppositional politics and grass-roots community activism; the British-based New Literacy Studies that focuses on the ways in which diverse students utilize various literacy practices in their daily lives; and the U.S. federal government's focus on functional literacy linked to a 45-year policy emphasis on workforce readiness. These three schools of thought lead to substantially different implications over such critical areas as curriculum, assessment and accountability, and the socio-cultural role of literacy, policy, and political culture, which are discussed throughout the chapters of the book. This discussion includes a chapter on research traditions that closely parallels these perspectives on literacy education. Demetrion argues that unless values grounded ultimately in political culture emerge, it is exceedingly unlikely that the adult literacy field will be able to move from its current marginalized status toward that of achieving the level of public and policy legitimacy many believe it needs for its long-term institutional flourishing. It is argued that any settlement of this issue must be accomplished in the field of practice rather than the ground of theory, even as theoretical insight can help to frame the issues. Conflicting Paradigms in Adult Literacy Education: In Quest of a U.S. Democratic Politics of Literacy speaks to a wide audience, including not only the adult literacy community, but anyone interested in educational theory, practice, policy, research traditions, or political culture, and more fundamentally, in their intersection. Given the breadth of the topics covered, as well as the broad scope of the argument, the book is also meant for those who would like to gain a useful perspective on contemporary U.S. culture, through the window of these conflicting tensions within the field of adult literacy education.
Author: Norman Blaikie
Publisher: John Wiley & Sons
ISBN: 1509515402
Category : Social Science
Languages : en
Pages : 256
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Book Description
This unique book explains the central role that research paradigms play in the design and conduct of social research. The authors argue that social research should not just describe or confirm a social problem but should seek to find an explanation for it – and to do so requires research with 'eyes philosophically wide open'. Important philosophical and practice elements of three widely recognized paradigms – Neo-Positive, Interpretive and Critical Realist – are carefully elaborated and their use in action illustrated with detailed examples. The authors show that the philosophical assumptions of a chosen paradigm must match those embedded in a characterization of a research problem and its context. This paradigm orientation is shown to be fundamental to appropriately framing a problem, formulating research questions, deciding on a logic of inquiry and selecting and using methods to investigate it. Ultimately, an appropriate paradigm orientation to social research provides a dispassionate, rigorous and effective basis for the production of new social scientific knowledge. Following on from Blaikie's Approaches to Social Enquiry and Designing Social Research, this innovative book will be invaluable to upper-level and research students, their lecturers and supervisors, and researchers across the social sciences.
Author: Henry Petroski
Publisher: Cambridge University Press
ISBN: 9780521466493
Category : Art
Languages : en
Pages : 228
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Book Description
Case histories of engineering success and failure are presented to enrich understanding of the design process.
Author: William E. Campbell
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 300
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Book Description
Outlines new ways to help students learn covering a variety of methodologies.
Author: John L. Casti
Publisher:
ISBN: 9780349105444
Category : Science
Languages : en
Pages : 565
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Book Description
Intended for both the layman and the scientist, this book presents an overview of some of today's great scientific questions, from the way in which we acquire language and the fundamental nature of our thinking processes, to the possible existence of life elsewhere in the universe. Each chapter is constructed in the form of a trial, with the conventional scientific wisdom presented by the prosecution and alternative views put forward by the defence . The author, who aims to be both informative and entertaining, subsequently steps in to act as juror , offering explanations of his verdicts.
Author: Jane Fried
Publisher: University Press of America
ISBN:
Category : Education
Languages : en
Pages : 316
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Book Description
Shifting Paradigms is addressed to all student affairs professionals whose primary focus is student learning. Faculty members in preparation programs, senior administrators and student development educators in residence halls, student unions or career counseling offices will use the ideas presented in different ways. Nevertheless, the book has a common purpose for all readers which is to assert the educational functions of student affairs and services, and to situate student development education solidly within the mission of colleges and universities in the United States. This goal is achieved through examination of some of the diversity issues which are troubling so many campuses today. Diversity is broadly construed to include differences related to race, ethnicity, sexual orientation, gender and disability status as well as differences in perspective generated by professional roles and philosophy. This book presents a new paradigm for the profession of student affairs and the practice of student development. Co-published with American College Personnel Association.
Author: Victorita Trif
Publisher:
ISBN: 9781799814283
Category : Education
Languages : en
Pages :
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Book Description
"This book examines sophisticated paradigms from academic narratives and educational realities"--
Author: Luciano L'Abate
Publisher: Springer Science & Business Media
ISBN: 1461409144
Category : Psychology
Languages : en
Pages : 453
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Book Description
Within the field of psychology there is a proliferation of paradigms, theories, models, and dimensions without an underlying conceptual framework or theory. This conclusion has been reached by representatives of many different psychological specialties. In response to this inconsistency this book presents a hierarchical framework about important theoretical issues that are present in psychological thinking. These issues concern definitions of three major theoretical concepts in theory and practice: (a) paradigms, (b) theories, and (c) models. It focuses on defining, comparing, and contrasting these three conceptual terms. This framework clarifies differences among paradigms, theories, and models, terms which have become increasingly confused in the psychological literature. Paradigms are usually confused with theories or with models while theories are confused with models. Examples of misuses of these terms suggest the need for a hierarchical structure that views paradigms as conceptual constructions overseeing a variety of psychological theories and verifiable models.
