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Author: Astri Heen Wold
Publisher: Oxford University Press, USA
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 336
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Book Description
The Dialogical Alternative is an interdisciplinary collection of articles presenting and discussing a dialogical approach to language and mind. This approach is characterized by an emphasis on social interaction and dialogue, with examples taken from such fields as political speech, doctor/patient conversation, and interaction with children. The volume also suggests how such a framework may be widely applicable in a variety of thematic areas. The book represents an important alternative to mainstream monologically based models within linguistics, psycholinguistics, cognitive psychology, and cognitive science. It will be read with interest by a broad range of scholars and students from the humanities and social sciences concerned with the study of communication, language, and the mind.
Author: Astri Heen Wold
Publisher: Oxford University Press, USA
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 336
Get Book Here
Book Description
The Dialogical Alternative is an interdisciplinary collection of articles presenting and discussing a dialogical approach to language and mind. This approach is characterized by an emphasis on social interaction and dialogue, with examples taken from such fields as political speech, doctor/patient conversation, and interaction with children. The volume also suggests how such a framework may be widely applicable in a variety of thematic areas. The book represents an important alternative to mainstream monologically based models within linguistics, psycholinguistics, cognitive psychology, and cognitive science. It will be read with interest by a broad range of scholars and students from the humanities and social sciences concerned with the study of communication, language, and the mind.
Author: Frans Meijers
Publisher: Springer
ISBN: 3319628615
Category : Education
Languages : en
Pages : 217
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Book Description
This edited volume offers cross-country and cross-cultural applications of Dialogical Self Theory within the field of education. It combines the work of internationally recognized authors to demonstrate how theoretical and practical innovations emerge at the highly fertile interface of external and internal dialogues. The Theory, developed by Hubert Hermans and his colleagues in the past 25 years, responds fruitfully to the issue of educational experts hitherto working in splendid isolation and does so by combining two aspects of Dialogical Self Theory: the dialogue among individuals as well as dialogical processes within individuals, in this context students and teachers. It is the first book in which Dialogical Self Theory is applied to the field of education. In 13 chapters, authors from different cultures and continents produce theoretical considerations and a wide variety of practical procedures showing that this interface is an ideal ground for the production of new theoretical, methodological, and practical approaches that enrich the work of educational researchers and specialists. Academics, practitioners, and postgraduate students in the field of education, particularly those who are interested in the innovative and community-enhancing potentials of dialogue, will find this book valuable and informative. Ultimately the work presented here is intended to inspire more self-reflection and creative ways to engage in new conversations that can respond to real-world issues and in which education can play a more vital role.
Author: Anne-Brit Fenner
Publisher: Council of Europe
ISBN: 9789287147134
Category : Language Arts & Disciplines
Languages : en
Pages : 136
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Book Description
This study contains a number of articles which consider concepts in foreign language teaching and learning relating to: dialogue, communication, intercultural awareness, language awareness, and the roles of teacher and learner. It attempts to widen the scope of the discussion about language and culture awareness by including aspects of linguistic, literary, philosophical, and teaching theories from the authors' own cultures, as well as from other traditions.
Author: James V. Wertsch
Publisher: Psychology Press
ISBN: 1135066132
Category : Psychology
Languages : en
Pages : 94
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Book Description
This special issue of Mind, Culture, and Activity revisits Rommetveit's ideas in admiration for his quest to understand meaning, language, and mind. It also reflects the inspiration he has provided for those struggling with these issues. Written by those studying Rommetveit and one by Rommetveit himself, all three articles are attempts to spell out, extend, and apply ideas that Rommetveit outlined in his writings at some point early in his career. Rommetveit, however has moved ahead in his struggle to understand the ethical dimensions of communication--including the communication involved in the study of communication--which represents his newest project.
Author: Ivana Marková
Publisher: Cambridge University Press
ISBN: 1107002559
Category : Language Arts & Disciplines
Languages : en
Pages : 259
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Book Description
Marková offers a dialogical perspective to problems in daily life and professional practices involving communication, care, and therapy.
Author: Chris Falzon
Publisher: Routledge
ISBN: 1134698496
Category : Philosophy
Languages : en
Pages : 132
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Book Description
Foucault and Social Dialogue; Beyond Fragmentation is a compelling yet extremely clear investigation of these options and offers a new way forward. Christopher Falzon argues that the proper alternative to foundationalism is not fragmentation but dialogue and that such a dialogical picture can be found in the work of Michel Foucault. Such a reading of Foucault allows us to see, for the first time, the ethical and political position implicit in Foucault's work and how his work contributes to the larger debate concerning the death of man.
Author: Dennis Tedlock
Publisher: University of Illinois Press
ISBN: 9780252064432
Category : Language Arts & Disciplines
Languages : en
Pages : 316
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Book Description
Major figures in contemporary anthropology present a dialogic critique of ethnography. Moving beyond sociolinguistics and performance theory, and inspired by Bakhtin and by their own field experiences, the contributors revise notions of where culture actually resides. This pioneering effort integrates a concern for linguistic processes with interpretive approaches to culture. Culture and ethnography are located in social interaction. The collection contains dialogues that trace the entire course of ethnographic interpretation, from field research to publication. The authors explore an anthropology that actively acknowledges the dialogical nature of its own production. Chapters strike a balance between theory and practice and will also be of interest in cultural studies, literary criticism, linguistics, and philosophy. CONTRIBUTORS: Deborah Tannen, John Attinasi, Paul Friedrich, Billie Jean Isbell, Allan F. Burns, Jane H. Hill, Ruth Behar, Jean DeBernardi, R. P. McDermott, Henry Tylbor, Alton L. Becker, Bruce Mannheim, Dennis Tedlock
Author: M. Beatrice Ligorio
Publisher: IAP
ISBN: 1623960665
Category : Education
Languages : en
Pages : 511
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Book Description
Education is a main issue in all countries. Policy makers, educators, families, students and, in a more general way, societies expect schools to provide a high quality education. They also expect students to be able to achieve and to become active and critical citizens. As senior researchers in education, we address some of the most complex and demanding research questions: How does learning affect identity? How does participation to educational settings, scenarios and situations impact the way we are or became? Can changes in how we perceive our Selves be considered as part of the learning process? This book attempts to outline some answers to such broad questions using a very robust and updated theoretical frame: the dialogical approach. In these chapters very well-known international authors from different continents and countries analyze school and educational situations through new lens: by considering the teaching and learning processes as multi-voiced and socially complex and considering identity development as a true leverage for development. The focus on the dialogical nature of both learning and identities makes this book interesting not only for educators and educational researchers but also for anyone interested in human sciences, policy makers, students and their families. We also aimed at producing a book that can be useful for different cultures and educational systems. Thus, in this book there are researches and comments from different cultural perspectives, making it appealing for a very large target-public.
Author: J. Lachlan Mackenzie
Publisher: John Benjamins Publishing Company
ISBN: 9027262772
Category : Language Arts & Disciplines
Languages : en
Pages : 411
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Book Description
Interest in human emotion no longer equates to unscientific speculation. 21st-century humanities scholars are paying serious attention to our capacity to express emotions and giving rigorous explanations of affect in language. We are unquestionably witnessing an ‘emotional turn’ not only in linguistics, but also in other fields of scientific research. Emotion in Discourse follows from and reflects on this scholarly awakening to the world of emotion, and in particular, to its intricate relationship with human language. The book presents both the state of the art and the latest research in an effort to unravel the various workings of the expression of emotion in discourse. It takes an interdisciplinary approach, for emotion is a multifarious phenomenon whose functions in language are enlightened by such other disciplines as psychology, neurology, or communication studies. The volume shows not only how emotion manifests at different linguistic levels, but also how it relates to aspects like linguistic appraisal, emotional intelligence or humor, as well as covering its occurrence in various genres, including scientific discourse. As such, the book contributes to an emerging interdisciplinary field which could be labeled “emotionology”, transcending previous linguistic work and providing an updated characterization of how emotion functions in human discourse.
Author: Robert Burden
Publisher: Rodopi
ISBN: 9042021020
Category : Literary Criticism
Languages : en
Pages : 267
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Book Description
In the papers collected in this, the first volume of the Spatial Practices series, Englishness is reflected in the spaces it occupies or dwells in. Broadly influenced by a renewed and growing interest in questions of cultural identity, its emergence in Victorian theories and fictions of nationality, and the new cultural geography, the papers cover a rich variety of spaces and places which have been appropriated for cultural meanings: the rural countryside and farmland of the Home Counties in the early nineteenth century as Arcadian idyll in Cobbett, as the land to die for in war propaganda, and as nostalgia for a unified, organic English culture in Lawrence, Morton and Priestley's travel writing, but also in the Shell Tourist Guides to motoring in rural England; English moorland; the sacred geographies of monuments in Hardy and others; the traditional seaside deconstructed in Martin Parr's photography, and the sea as English Victorian imperial territory and its symbolic breezes in Froude's travel writing. The English landscape is also a paradigm for the description of other places in D. H. Lawrence's travel writing or for the colonial territory itself in Rushdie's writing India, a displacement of other landscapes. This collection of papers examines the assumption that constructions of rural England provide the basis for an understanding of Englishness.
