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Author: Roy Harris
Publisher: Routledge
ISBN: 1135838763
Category : Foreign Language Study
Languages : en
Pages : 207
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Book Description
This book re-examines the old debate about the relationship between rationality and literacy. Does writing "restructure consciousness?" Do preliterate societies have a different "mind-set" from literate societies? Is reason "built in" to the way we think? How is literacy related to numeracy? Is the "logical form" that Western philosophers recognize anything more than an extrapolation from the structure of the written sentence? Is logic, as developed formally in Western education, intrinsically beyond the reach of the preliterate mind? What light, if any, do the findings of contemporary neuroscience throw on such issues? Roy Harris challenges the received mainstream opinion that reason is an intrinsic property of the human mind, and argues that the whole Western conception of rational thought, from Classical Greece down to modern symbolic logic, is a by-product of the way literacy developed in European cultures.
Author: Roy Harris
Publisher: Routledge
ISBN: 1135838763
Category : Foreign Language Study
Languages : en
Pages : 207
Get Book Here
Book Description
This book re-examines the old debate about the relationship between rationality and literacy. Does writing "restructure consciousness?" Do preliterate societies have a different "mind-set" from literate societies? Is reason "built in" to the way we think? How is literacy related to numeracy? Is the "logical form" that Western philosophers recognize anything more than an extrapolation from the structure of the written sentence? Is logic, as developed formally in Western education, intrinsically beyond the reach of the preliterate mind? What light, if any, do the findings of contemporary neuroscience throw on such issues? Roy Harris challenges the received mainstream opinion that reason is an intrinsic property of the human mind, and argues that the whole Western conception of rational thought, from Classical Greece down to modern symbolic logic, is a by-product of the way literacy developed in European cultures.
Author: David R. Olson
Publisher: Cambridge University Press
ISBN: 1107162890
Category : Education
Languages : en
Pages : 285
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Book Description
Shows why reading and writing are essential to developing a consciousness of language that, in turn, lies at the core of rationality.
Author: Walter J. Ong
Publisher: Routledge
ISBN: 1134461615
Category : Literary Criticism
Languages : en
Pages : 209
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Book Description
This classic work explores the vast differences between oral and literate cultures offering a very clear account of the intellectual, literary and social effects of writing, print and electronic technology. In the course of his study, Walter J. Ong offers fascinating insights into oral genres across the globe and through time, and examines the rise of abstract philosophical and scientific thinking. He considers the impact of orality-literacy studies not only on literary criticism and theory but on our very understanding of what it is to be a human being, conscious of self and other. This is a book no reader, writer or speaker should be without.
Author: Adrian Pablé
Publisher: Routledge
ISBN: 1317220927
Category : Language Arts & Disciplines
Languages : en
Pages : 304
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Book Description
The present book is a collection of scholarly reflections on the theme of humanism from an integrational linguistic perspective. It studies humanist thought in relation to the philosophy of language and communication underpinning it and considers the question whether being a ‘humanist’ binds one to a particular view of language. The contributions to this volume explore whether integrational linguistics, being informed by a non-mainstream semiology and adopting a lay linguistic perspective, can provide better answers to contentious ontological and epistemological questions concerning the humanist project – questions having to do with the self, reason, authenticity, creativity, free agency, knowledge and human communication. The humanist perspectives adopted by the contributors to this volume are critical insofar as they start from semiological assumptions that challenge received notions within mainstream linguistics, such as the belief that languages are fixed-codes of some kind, that communication serves the purpose of thought transfer, and that languages are prerequisites for communication.
Author: Desrochers, Nadine
Publisher: IGI Global
ISBN: 1466660031
Category : Technology & Engineering
Languages : en
Pages : 430
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Book Description
The paratext framework is now used in a variety of fields to assess, measure, analyze, and comprehend the elements that provide thresholds, allowing scholars to better understand digital objects. Researchers from many disciplines revisit paratextual theories in order to grasp what surrounds text in the digital age. Examining Paratextual Theory and its Applications in Digital Culture suggests a theoretical and practical tool for building bridges between disciplines interested in conducting joint research and exploration of digital culture. Helping scholars from different fields find an interdisciplinary framework and common language to study digital objects, this book serves as a useful reference for academics, librarians, professionals, researchers, and students, offering a collaborative outlook and perspective.
Author: Alexander Pollatsek
Publisher: Oxford University Press, USA
ISBN: 0199324573
Category : Education
Languages : en
Pages : 521
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Book Description
Writing is one of humankind's greatest inventions, and modern societies could not function if their citizens could not read and write. How do skilled readers pick up meaning from markings on a page so quickly, and how do children learn to do so? The chapters in the Oxford Handbook of Reading synthesize research on these topics from fields ranging from vision science to cognitive psychology and education, focusing on how studies using a cognitive approach can shed light on how the reading process works. To set the stage, the opening chapters present information about writing systems and methods of studying reading, including those that examine speeded responses to individual words as well as those that use eye movement technology to determine how sentences and short passages of text are processed. The following section discusses the identification of single words by skilled readers, as well as insights from studies of adults with reading disabilities due to brain damage. Another section considers how skilled readers read a text silently, addressing such issues as the role of sound in silent reading and how readers' eyes move through texts. Detailed quantitative models of the reading process are proposed throughout. The final sections deal with how children learn to read and spell, and how they should be taught to do so. These chapters review research with learners of different languages and those who speak different dialects of a language; discuss children who develop typically as well as those who exhibit specific disabilities in reading; and address questions about how reading should be taught with populations ranging from preschoolers to adolescents, and how research findings have influenced education. The Oxford Handbook of Reading will benefit researchers and graduate students in the fields of cognitive psychology, developmental psychology, education, and related fields (e.g., speech and language pathology) who are interested in reading, reading instruction, or reading disorders.
Author: Guy Merchant
Publisher: Cambridge University Press
ISBN: 1009268643
Category : Language Arts & Disciplines
Languages : en
Pages : 203
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Book Description
A new analysis and exploration of writing practices that takes into account the radical impact of digital technologies of communication.
Author: Flavia Cavaliere
Publisher: Edizioni Nuova Cultura
ISBN: 8861349331
Category : Language Arts & Disciplines
Languages : en
Pages : 150
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Book Description
Author: Sinfree Makoni
Publisher: Routledge
ISBN: 1000527212
Category : Education
Languages : en
Pages : 263
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Book Description
By foregrounding language practices in educational settings, this timely volume offers a postcolonial critique of the languaging of higher education and considers how Southern epistemologies can be used to further the decolonization of post-secondary education in the Global South. Offering a range of contributions from diverse and minoritized scholars based in countries including South Africa, Rwanda, Sudan, Qatar, Turkey, Portugal, Sweden, India, and Brazil, The Languaging of Higher Education in the Global South problematizes the use of language in various areas of higher education. Chapters demonstrate both subtle and explicit ways in which the language of pedagogy, scholarship, policy, and partcipiation endorse and privelege Western constructs and knowledge production, and utilize Southern theories and epistemologies to offer an alternative way forward – practice and research which applies and promotes Southern epistemologies and local knowledges. The volume confronts issues including integrationism, epistemic solidarity, language policy and ideology, multilingualism, and the increasing use of technology in institutions of higher education. This innovative book will be of interest to researchers, scholars, and postgraduate students in the fields of higher education, applied linguistics, and multicultural education. Those with an interest in the decolonization of education and language will find the book of particular use.
Author: Paul J. Thibault
Publisher: Routledge
ISBN: 1351215574
Category : Language Arts & Disciplines
Languages : en
Pages : 319
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Book Description
Language plays a central role in human life. However, the term ‘language’ as defined in the language sciences of the 20th century and the traditions these have drawn on, have arguably, limited our thinking about what language is and does. The two inter-linked volumes of Thibault’s study articulate crucially important aspects of an emerging new perspective shift on language - the Distributed Language view – that is now receiving more and more attention internationally. Rejecting the classical view that the fundamental architecture of language can be localized as a number of inter-related levels of formal linguistic organization that function as the coded inputs and outputs to each other, the distributed language view argues that languaging behaviour is a bio-cultural organisation of process that is embodied, multimodal, and integrated across multiple space-time scales. Thibault argues that we need to think of human languaging as the distinctively human mode of our becoming and being selves in the extended human ecology and the kinds of experiencing that this makes possible. Paradoxically, this also means thinking about language in non-linguistic ways that break the grip of the conventional meta-languages for thinking about human languaging. Thibault’s book grounds languaging in process theory: languaging and the forms of experience it actualizes is always an event, not a thing that we ‘use’. In taking a distinctively interdisciplinary approach, the book relates dialogical theories of human sense-making to the distributed view of human cognition, to recent thinking about distributed language, to ecological psychology, and to languaging as inter-individual affective dynamics grounded in the subjective lives of selves. In taking this approach, the book considers the coordination of selves in social encounters, the emergent forms of self-reflexivity that characterise these encounters, and the implications for how we think of and live our human sociality, not as something that is mediated by over-arching codes and systems, but as emerging from the endogenous subjectivities of selves when they seek to coordinate with other selves and with the situations, artefacts, social institutions, and technologies that populate the extended human ecology. The two volumes aim to bring our understanding of human languaging closer to human embodiment, experience, and feeling while also showing how languaging enables humans to transcend local circumstances and thus to dialogue with cultural tradition. Volume 1 focuses on the shorter timescales of bodily dynamics in languaging activity. Volume II integrates the shorter timescales of body dynamics to the longer cultural-historical timescales of the linguistic and cultural norms and patterns to which bodily dynamics are integrated.
