Lacan in Public argues that Lacan’s contributions to the theory of rhetoric are substantial and revolutionary and that rhetoric is, in fact, the central concern of Lacan’s entire body of work.
On virtue in education and argumentation.
Plato, the great philosopher of Athens, was born in 427 BC. In early manhood an admirer of Socrates, he later founded the famous school of philosophy in the grove Academus. Much else recorded of his life is uncertain; that he left Athens for a time after Socrates’ execution is probable; that later he went to Cyrene, Egypt, and Sicily is possible; that he was wealthy is likely; that he was critical of “advanced” democracy is obvious. He lived to be 80 years old. Linguistic tests including those of computer science still try to establish the order of his extant philosophical dialogues, written in splendid prose and revealing Socrates’ mind fused with Plato’s thought.
In Laches, Charmides, and Lysis, Socrates and others discuss separate ethical conceptions. Protagoras, Ion, and Meno discuss whether righteousness can be taught. In Gorgias, Socrates is estranged from his city’s thought, and his fate is impending. The Apology (not a dialogue), Crito, Euthyphro, and the unforgettable Phaedo relate the trial and death of Socrates and propound the immortality of the soul. In the famous Symposium and Phaedrus, written when Socrates was still alive, we find the origin and meaning of love. Cratylus discusses the nature of language. The great masterpiece in ten books, the Republic, concerns righteousness (and involves education, equality of the sexes, the structure of society, and abolition of slavery). Of the six so-called dialectical dialogues Euthydemus deals with philosophy; metaphysical Parmenides is about general concepts and absolute being; Theaetetus reasons about the theory of knowledge. Of its sequels, Sophist deals with not-being; Politicus with good and bad statesmanship and governments; Philebus with what is good. The Timaeus seeks the origin of the visible universe out of abstract geometrical elements. The unfinished Critias treats of lost Atlantis. Unfinished also is Plato’s last work, Laws, a critical discussion of principles of law which Plato thought the Greeks might accept.
The Loeb Classical Library edition of Plato is in twelve volumes.
But it was as a columnist for the famous African-American newspaper the Chicago Defender that Hughes chronicled the hopes and despair of his people. For twenty years, he wrote forcefully about international race relations, Jim Crow, the South, white supremacy, imperialism and fascism, segregation in the armed forces, the Soviet Union and communism, and African-American art and culture. None of the racial hypocrisies of American life escaped his searing, ironic prose.
This is the first collection of Hughes's nonfiction journalistic writings. For readers new to Hughes, it is an excellent introduction; for those familiar with him, it gives new insights into his poems and fiction.
The study of language acquisition has become a center of scientific inquiry into the nature of the human mind. The result is a windfall of new information about language, about learning, and about children themselves.
In Language Acquisition Jill and Peter de Villiers provide a lively introduction to this fast-growing field. Their book deals centrally with the way the child acquires the sounds, meanings, and syntax of his language, and the way he learns to use his language to communicate with others. In discussing these issues, the de Villiers provide a clear and insightful treatment of the classic questions about language acquisition: Does the child show a genetic predisposition for speech, or grammar, or semantics which makes him uniquely able to learn human language? What kinds of learning are involved in acquiring language and what kinds of experience with a language are necessary to support such learning? Is there a critical period during the child's development which is optimal for language acquisition? And what kind of psychological disabilities underlie the failure to acquire language?
Bridging the gap between theoretical linguistics and language teaching, Judith R. Strozer explores what recent theoretical advances suggest about learning a language after childhood and the implications for the design and execution of a foreign language program. Strozer outlines clearly, in nontechnical language, the major concepts of modern language theory, from Chomsky's theory of language through the most recent discoveries about the abstract foundations of language. She explains ideas about the evolution of a cognitive structure for language in the human brain, a "language faculty" or Universal Grammar that gives humans alone the creative ability to generate the infinite expressions of language. This innate universal schema for language endows humankind with a number a very broad principles applicable to all languages.
Turning to current advances in the theory of phrase structure, which has replaced our 2,000-year-old rules of grammar with highly abstract universal principles of language structure, she relates the latest discoveries about the foundations of language to ideas about how children learn languages. A child hearing a specific language can automatically set the parameters for the rules governing that particular language, much like setting a binary switch. But our ability to access this innate language mechanism automatically seems limited to childhood, until physical maturity somehow changes this brain function.
Arguing that adults need to learn consciously the systems and structures of another language that children acquire unconsciously, Strozer applies these latest theories about the nature of language and how we learn it to the design of foreign language programs for adults. She concludes with recommendations for developing a new kind of teaching program that would draw on comparative language research and include new pedagogic approaches.
Presenting state-of-the-art language theory in easily readable terms and illustrative examples, this book will be of interest to everyone interested in the latest understanding of the relationship between the brain and language, as well as to all professionals in linguistics and language education.
This book explores the articulation between “accent” and ethnic identification in K’ichee’, a Mayan language spoken by more than one million people in the western highlands of Guatemala. Based on years of ethnographic work, it is the first anthropological examination of the social meaning of dialectal difference in any Mayan language. Romero deconstructs essentialist perspectives on ethnicity in Mesoamerica and argues that ethnic identification among the highland Maya is multiple and layered, the result of a diverse linguistic precipitate created by centuries of colonial resistance.
In K’ichee’, dialect stereotypes—accents—act as linguistic markers embodying particular ethnic registers. K’ichee’ speakers use and recombine their linguistic repertoire—colloquial K’ichee’, traditional K’ichee’ discourse, colloquial Spanish, Standard Spanish, and language mixing—in strategic ways to mark status and authority and to revitalize their traditional culture. The book surveys literary genres such as lyric poetry, political graffiti, and radio broadcasts, which express new experiences of Mayan-ness and anticolonial resistance. It also takes a historical perspective in examining oral and written K’ichee’ discourses from the sixteenth to the twenty-first centuries, including the famous chronicle known as the Popol Vuh, and explores the unbreakable link between language, history, and culture in the Maya highlands.
An accessible overview of five major issues in sociolinguistics and the relationship between language and power
This book analyzes the key ways in which language constitutes and conveys power and social relationships in modern society. It offers selected readings that illustrate the thematic introductions and a set of tasks designed to guide linguistic analysis of data and to stimulate student discussion, in five specific areas:
• Multilingualism, Identity, and Ethnicity: examines the phenomena of linguistic diversity from the perspective of language planning and language policies, with emphasis on personal, psychological, educational, cultural, and political issues.
• Language and Youth: examines the languages of old age and the language of youth subcultures.
• Language and Gender: explores the claim that men and women use interactional communication styles based on power and solidarity, respectively.
• Language and the Media: considers the extent to which verbal interaction through mass media differs from other kinds of communication and its consequences in terms of power relations.
• Language and Organizations: explores the use of language as a tool of power in public institutions and bureaucracies and how control over individuals is articulated through a range of different discourse structures and strategies.
With a unique combination of selected readings and student-centered tasks in a single volume, Language and Power in the Modern World covers contemporary issues of communication theory and sociolinguistics, ranging from the global to the interpersonal.
A Language and Power Reader organizes reading and writing activities for undergraduate students, guiding them in the exploration of racism and cross-racial rhetorics.
Introducing texts written from and about versions of English often disrespected by mainstream Americans, A Language and Power Reader highlights English dialects and discourses to provoke discussions of racialized relations in contemporary America. Thirty selected readings in a range of genres and from writers who work in ?alternative? voices (e.g., Pidgin, African American Language, discourse of international and transnational English speakers) focus on disparate power relations based on varieties of racism in America and how those relations might be displayed, imposed, or resisted across multiple rhetorics. The book also directs student participation and discourse. Each reading is followed by comments and guides to help focus conversation.
Research has long shown that increasing a student?s metalinguistic awareness improves a student?s writing. No other reader available at this time explores the idea of multiple rhetorics or encourages their use, making A Language and Power Reader a welcome addition to writing classrooms.
"Give me the salt" and "Please pass the salt" make the same request, but in a polite situation the first utterance may give offense, while the second may not. How and why such differences in wording and intonation, in a particular context, produce different effects is the concern of pragmatics, the area of linguistics that deals with how speech is used in interaction. In this innovative study of pragmatics in Brazilian Portuguese, Dale Koike analyzes the politeness phenomenon, specifically in the context of speech acts known as "directives."
As acts intended to get someone to do something, directives bring into play a variety of sociocultural factors, depending on the relationship between the participants. Using empirical data obtained through natural language observation and from questionnaires of over one hundred adult native speakers, Koike identifies factors—such as age, education, and gender—that influence the strategies of politeness a given speaker is likely to use in making a directive. This research clarifies the unwritten language rules and assumptions that native speakers intuitively follow in phrasing their directive utterances.
Koike also includes important material on the acquisition of strategies for politeness by children and adult second-language learners, as well as on gender differences in politeness forms. Her research proposes important additions to the theory of speech acts as conceived by Austin and Searle, particularly in the application of deictic organization to account for a hierarchy of pragmatic forms.
Language and Social Relationship in Brazilian Portuguese will be of interest to a wide audience in diverse fields, including linguistics, anthropology, interaction analysis, communications, semantics, sociology, psychology, and education.
This volume brings together Pierre Bourdieu’s highly original writings on language and on the relations among language, power, and politics. Bourdieu develops a forceful critique of traditional approaches to language, including the linguistic theories of Saussure and Chomsky and the theory of speech-acts elaborated by Austin and others. He argues that language should be viewed not only as a means of communication but also as a medium of power through which individuals pursue their own interests and display their practical competence.
Drawing on the concepts that are part of his distinctive theoretical approach, Bourdieu maintains that linguistic utterances or expressions can be understood as the product of the relation between a “linguistic market” and a “linguistic habitus.” When individuals use language in particular ways, they deploy their accumulated linguistic resources and implicitly adapt their words to the demands of the social field or market that is their audience. Hence every linguistic interaction, however personal or insignificant it may seem, bears the traces of the social structure that it both expresses and helps to reproduce.
Bourdieu’s account sheds fresh light on the ways in which linguistic usage varies according to considerations such as class and gender. It also opens up a new approach to the ways in which language is used in the domain of politics. For politics is, among other things, the arena in which words are deeds and the symbolic character of power is at stake.
This volume, by one of the leading social thinkers in the world today, represents a major contribution to the study of language and power. It will be of interest to students throughout the social sciences and humanities, especially in sociology, politics, anthropology, linguistics, and literature.
In a diverse signing community, it is not unusual to encounter a wide variety of expression in the types of signs used by different people. Perceptions of signing proficiency often vary within the community, however. Conventional wisdom intimates that those who learned at an early age at home or in school know true standard American Sign Language, while those who learned ASL later in life or use contact or coded signs are considered to be less skillful. Joseph Christopher Hill’s new study Language Attitudes in the American Deaf Community explores the linguistic and social factors that govern such stereotypical perceptions of social groups about signing differences.
Hill’s analysis focuses on affective, cognitive, and behavioral types of evaluative responses toward particular language varieties, such as ASL, contact signing, and Signed English. His work takes into account the perceptions of these signing types among the social groups of the American Deaf community that vary based on generation, age of acquisition, and race. He also gauges the effects of social information on these perceptions and the evaluations and descriptions of signing that results from their different concepts of a signing standard. Language Attitudes concludes that standard ASL’s value will continue to rise and the Deaf/Hearing cultural dichotomy will remain relevant without the occurrence of a dramatic cultural shift.
On the Flathead Reservation in northwestern Montana, the sixty remaining fluent speakers of Montana Salish, most of them elderly, speak their language only to each other, changing to English when outsiders or younger tribal members are present. The Aleuts who used to live on Bering Island off the east coast of Russia speak Russian in addition to their native Aleut. The Republic of Singapore, an island nation of just 238 square miles, boasts four official languages. Language contact is everywhere: no nation has a completely monolingual citizenry and many have more than one official language.
Sarah G. Thomason documents the linguistic consequences of language contacts worldwide. Surveying situations in which language contact arises, she focuses on what happens to the languages themselves: sometimes nothing, sometimes the incorporation of new words, sometimes the spread of new sounds and sentence structures across many languages and wide swathes of territory. She outlines the origins and results of contact-induced language change, extreme language mixture—which can produce pidgins, creoles, and bilingual mixed languages—and language death. The book concludes with a brief survey of language endangerment.
Complete with lists of additional readings and references as well as a glossary for students new to the subject, this textbook is a richly documented introduction to a lively, fast-developing field.
It’s no secret that, in most American classrooms, students are expected to master standardized American English and the conventions of Edited American English if they wish to succeed. Language Diversity in the Classroom: From Intention to Practice works to realign these conceptions through a series of provocative yet evenhanded essays that explore the ways we have enacted and continue to enact our beliefs in the integrity of the many languages and Englishes that arise both in the classroom and in professional communities.
Edited by Geneva Smitherman and Victor Villanueva, the collection was motivated by a survey project on language awareness commissioned by the National Council of Teachers of English and the Conference on College Composition and Communication.
All actively involved in supporting diversity in education, the contributors address the major issues inherent in linguistically diverse classrooms: language and racism, language and nationalism, and the challenges in teaching writing while respecting and celebrating students’ own languages. Offering historical and pedagogical perspectives on language awareness and language diversity, the essays reveal the nationalism implicit in the concept of a “standard English,” advocate alternative training and teaching practices for instructors at all levels, and promote the respect and importance of the country’s diverse dialects, languages, and literatures.
Contributors include Geneva Smitherman, Victor Villanueva, Elaine Richardson, Victoria Cliett, Arnetha F. Ball, Rashidah Jammi` Muhammad, Kim Brian Lovejoy, Gail Y. Okawa, Jan Swearingen, and Dave Pruett.
The volume also includes a foreword by Suresh Canagarajah and a substantial bibliography of resources about bilingualism and language diversity.
In the United States today there is lively discussion, both among educators and employers, about the best way to prepare students with high-level language and cross-cultural communication proficiency that will serve them both professionally and personally in the global environment of the twenty-first century. At the same time, courses in business language and medical language have become more popular among students. Language for Specific Purposes (LSP), which encompasses these kinds of courses, responds to this discussion and provides curricular models for language programs that build practical language skills specific to a profession or field. Contributions in the book reinforce those models with national survey results, demonstrating the demand for and benefits of LSP instruction.
With ten original research-based chapters, this volume will be of interest to high school and university language educators, program directors, linguists, and anyone looking to design LSP courses or programs in any world language.
This book is a collection of papers on language processing, usage, and grammar, written to commemorate the career of Thomas Wasow on the occasion of his sixty-fifth birthday. Wasow has been professor of linguistics and philosophy at Stanford University since 1973, and is affiliated with the Symbolic Systems Program. He has made significant contributions to the study of English syntax, psycholinguistics, and philosophy of linguistics.
In Language in Hand: Why Sign Came Before Speech, William C. Stokoe begins his exploration of the origin of human language with a 2400-year-old quote by Democritus: “Everything existing in the universe is the fruit of chance and necessity.” Stokoe capitalizes upon this simple credo in this far-ranging examination of the scholarly topography to support his formula for the development of language in humans: gesture-to-language-to-speech. Intrinsic to this is the proposition that speech is sufficient for language, but not necessary. Chance brought human ancestors down from the trees to the ground, freeing their hands for gesture, and then sign language, a progression that came from the necessity to communicate.
Stokoe recounts in Language in Hand how inspiration grew out of his original discovery in the 1950s and ’60s that deaf people who signed were using a true language with constructions that did not derive from spoken English. This erudite, highly engaging investigation calls upon decades of personal experience and published research to refute the recently entrenched principles that humans have a special, innate learning faculty for language and that speech equates with language. Integrating current findings in linguistics, semiotics, and anthropology, Stokoe fashions a closely-reasoned argument that suggests how our human ancestors’ powers of observation and natural hand movements could have evolved into signed morphemes.
Stokoe also proposes how the primarily gestural expression of language with vocal support shifted to primarily vocal language with gestural accompaniment. When describing this transition, however, he never loses sight of the significance of humans in the natural world and the role of environmental stimuli in the development of language. Stokoe illustrates this contention with fascinating observations of small, contemporary ethnic groups such as the Assiniboin Nakotas, a Native American group from Montana that intermingle their spoken and signed languages depending upon cultural imperatives.
Language in Hand also presents innovative thoughts on classifiers in American Sign Language and their similarity to certain spoken languages, convincing evidence that speech originally copied sign language forms before developing unrelated conventions through usage. Stokoe concludes with a hypothesis on how the acceptance of sign language as the first language of humans could revolutionize the education of infants, both deaf and hearing, who, like early humans, have the full capacity for language without speech.
Language in Use creatively brings together, for the first time, perspectives from cognitive linguistics, language acquisition, discourse analysis, and linguistic anthropology. The physical distance between nations and continents, and the boundaries between different theories and subfields within linguistics have made it difficult to recognize the possibilities of how research from each of these fields can challenge, inform, and enrich the others. This book aims to make those boundaries more transparent and encourages more collaborative research.
The unifying theme is studying how language is used in context and explores how language is shaped by the nature of human cognition and social-cultural activity. Language in Use examines language processing and first language learning and illuminates the insights that discourse and usage-based models provide in issues of second language learning. Using a diverse array of methodologies, it examines how speakers employ various discourse-level resources to structure interaction and create meaning. Finally, it addresses issues of language use and creation of social identity.
Unique in approach and wide-ranging in application, the contributions in this volume place emphasis on the analysis of actual discourse and the insights that analyses of such data bring to language learning as well as how language shapes and reflects social identity—making it an invaluable addition to the library of anyone interested in cutting-edge linguistics.
Language, Mind and Brain is a delightfully readable, yet erudite exploration of how the human mind processes and orders sounds and words into meaning. It explores how properties of the human mind/brain constrain linguistic structure and how linguistics can benefit by combining traditional linguistic methodologies with insights from research on language acquisition, processing, and impairment. The first part of the book offers a useful introduction to the relevant issues for readers with little prior knowledge of these disciplines; part two addresses such key issues as the status of rules, the relationship between grammar and the lexicon, and the relationship between innate structure and acquired knowledge. Fascinating for anyone interested in the intricacies of how language is acquired and how the brain sorts sounds into communication.
The Language of Experience examines the relationship between literacy and change--both personal and social. Gorzelsky studies three cases, two historical and one contemporary, that speak to key issues on the national education agenda.
"Struggle" is a community literacy program for urban teens and parents. It encourages them to reflect on, articulate, and revise their life goals and design and implement strategies for reaching them. To provide historical context for this and other contemporary efforts in using literacy to promote social change, Gorzelsky analyzes two radical religious and political movements of the English Civil Wars and the 1930s unionizing movement in the Pittsburgh region. Charting the similarities and differences in the function of literate practices in each case shows how different situations and contexts can foster very different outcomes.
Gorzelsky's analytic frame is drawn from Gestalt theory, which emphasizes the holistic nature of perception, communication, and learning. Through it she views how discourse and language structures interact with experience and how this interaction changes awareness and perception.
The book is methodologically innovative in its integration of a macro-social view of cultural, social, and discursive structures with a micro-social view of the potential for change embodied in them. Through her analysis and in her use of the voices of the people she studies, Gorzelsky offers a tool for analyzing individual instances of literate practices and their potential for fostering change.
Pulling the rug out from debates about interpretation, The Language of Statutes joins together learning from law, linguistics, and cognitive science to illuminate the fundamental issues and problems in this highly contested area. Here, Lawrence M. Solan argues that statutory interpretation is alive, well, and not in need of the major overhaul that many have suggested. Rather, he suggests, the majority of people understand their rights and obligations most of the time, with difficult cases occurring in circumstances that we can predict from understanding when our minds do not work in a lawlike way.
Solan explains that these cases arise because of the gap between our inability to write crisp yet flexible laws on one hand and the ways in which our cognitive and linguistic faculties are structured on the other. Making our lives easier and more efficient, we’re predisposed to absorb new situations into categories we have previously formed—but in the legislative and judicial realms this can present major difficulties. Solan provides an excellent introduction to statutory interpretation, rejecting the extreme arguments that judges have either too much or too little leeway, and explaining how and why a certain number of interpretive problems are simply inevitable.
The Inka empire, Tawantinsuyu, fell to Spanish invaders within a year's time (1532-1533), but Quechua, the language of the Inka, is still the primary or only language of millions of Inka descendants throughout the southern Andes. In this innovative study, Bruce Mannheim synthesizes all that is currently known about the history of Southern Peruvian Quechua since the Spanish invasion, providing new insights into the nature of language change in general, into the social and historical contexts of language change, and into the cultural conditioning of linguistic change.
Mannheim first discusses changes in the social setting of language use in the Andes from the time of the first European contact in the sixteenth century until today. He reveals that the modern linguistic homogeneity of Spanish and Quechua is a product of the Spanish conquest, since multilingualism was the rule in the Inka empire. He identifies the social and political forces that have influenced the kinds of changes the language has undergone. And he provides the first synthetic history of Southern Peruvian Quechua, making it possible at last to place any literary document or written text in a chronological and social context.
Mannheim also studies changes in the formal structure of Quechua. He finds that changes in the sound system were motivated primarily by phonological factors and also that the changes were constrained by a set of morphological and syntactic conditions. This last conclusion is surprising, since most historical linguists assume that sound change is completely independent of other aspects of language. Thus, The Language of the Inka since the European Invasion makes an empirical contribution to a general theory of linguistic change.
Written in an engaging style that is accessible to the nonlinguist, this book will have a special appeal to readers interested in the history and anthropology of native South America.
Language of Tomorrow is a comprehensive guide to the history, evolution, and current forms of pictographic communication, charting its course from ancient Egyptian writing systems to modern-day emojis. The book is a culmination of research combining visual communication, semiotic theory, cultural studies, linguistics, artificial intelligence, and new media.
Haytham Nawar presents a cohesive and comprehensive historical framework—covering pictographic, logographic, and ideographic writing systems and scripts—through which we can discuss the future of communication. In his analysis, he explores the possibility of developing a standardized universal pictographic communication system that fosters mutual understanding and bridges diverse cultures. Weaving practice and theory across disciplines and bringing together language, culture, art, and design, Language of Tomorrow aims to locate the direction for the research and development of a transcultural visual communication system for the posthuman era.
Humankind has always been fascinated and troubled by the way languages and dialects differ. Linguistically based differences in point of view have preoccupied many original minds of the past, such as Kant, and remain at the forefront of language study: in philosophy, anthropology, literary criticism, and other fields.
Paul Friedrich's The Language Parallax argues persuasively that the "locus and focus" of differences among languages lies not so much in practical or rational aspects as in the complexity and richness of more poetic dimensions—in the nuances of words, or the style and voice of an author. This poetic reformulation of what has been called "linguistic relativism" is grounded in the author's theory of the imagination as a main source of poetic indeterminacy. The reformulation is also based on the intimate relation of the concentrated language of poetry to the potential or possibilities for poetry in ordinary conversation, dreams, and other experiences. The author presents challenging thoughts on the order and system of language in their dynamic relation to indeterminacy and, ultimately, disorder and chaos.
Drawing on his considerable fieldwork in anthropology and linguistics, Friedrich interweaves distinct and provocative elements: the poetry of language difference, the indeterminacy in dialects and poetic forms, the discovery of underlying orders, the workings of different languages, the strength of his own poetry. The result is an innovative and organic whole.
The Language Parallax, then, is a highly original work with a single bold thesis. It draws on research and writing that has involved, in particular, English, Russian, and the Tarascan language of Mexico, as well as the personal and literary study of the respective cultures. Anthropologist, linguist, and poet, Friedrich synthesizes from his experience in order to interrelate language variation and structure, the creative individual, ideas of system-in-process, and questions of scientific and aesthetic truth. The result is a new view of language held to the light of its potentially creative nature.
This volume addresses the burgeoning need for language policy and language planning for the sign languages used by deaf people. Author Timothy Reagan writes for two audiences in his new book, those who know language policy and language planning but not the Deaf World, and those well-versed in the Deaf cultural community but unfamiliar with language planning studies. To begin, Chapter 1 presents an overview of the Deaf World and a brief introduction to sign language in general. The second chapter outlines a broad overview of language policy and language planning studies both as an academic discipline and an applied type of social engineering.
In Chapter 3, Reagan examines the specifics of American Sign Language in terms of the history of language policy and planning from the nineteenth century to the post-Congress of Milan period and its form in recent years. The fourth chapter critically examines the creation of manual codes used in deaf education in the U.S. and elsewhere. Chapter 5 analyzes language policy and planning in settings around the world, and the final chapter recommends steps and methods for future language policy and planning efforts for sign language. The cohesive rationale offered in Language Policy and Planning for Sign Languages will prove to be invaluable to all administrators and educators working with populations that use sign languages.
Language Proof and Logic is available as a physical book with the software included and as a downloadable package of software plus the book in PDF format. The all-electronic version is available from Openproof at gradegrinder.net.
The textbook/software package covers first-order language in a method appropriate for first and second courses in logic. An on-line grading services instantly grades solutions to hundred of computer exercises. It is designed to be used by philosophy instructors teaching a logic course to undergraduates in philosophy, computer science, mathematics, and linguistics.
Introductory material is presented in a systematic and accessible fashion. Advanced chapters include proofs of soundness and completeness for propositional and predicate logic, as well as an accessible sketch of Godel's first incompleteness theorem. The book is appropriate for a wide range of courses, from first logic courses for undergraduates (philosophy, mathematics, and computer science) to a first graduate logic course.
The software package includes four programs:
Tarski's World, a new version of the popular program that teaches the basic first-order language and its semantics;
Fitch, a natural deduction proof environment for giving and checking first-order proofs;
Boole, a program that facilitates the construction and checking of truth tables and related notions (tautology, tautological consequence, etc.);
Submit, a program that allows students to submit exercises done with the above programs to the Grade Grinder, the automatic grading service.
Grade reports are returned to the student and, if requested, to the student's instructor, eliminating the need for tedious checking of homework. All programs are available for Windows and Macintosh systems. Instructors do not need to use the programs themselves in order to be able to take advantage of their pedagogical value. More about the software can be found at gradegrinder.net.
The price of a new text/software package includes one Registration ID, which must be used each time work is submitted to the grading service. Once activated, the Registration ID is not transferable.
Focusing on expressions of popular culture among blacks in Africa, the United States, and the Carribean this collection of multidisciplinary essays takes on subjects long overdue for study. Fifteen essays cover a world of topics, from American girls’ Double Dutch games to protest discourse in Ghana; from Terry McMillan’s Waiting to Exhale to the work of Zora Neale Hurston; from South African workers to Just Another Girl on the IRT; from the history of Rasta to the evolving significance of kente clothl from rap video music to hip-hop to zouk.
The contributors work through the prisms of many disciplines, including anthropology, communications, English, ethnomusicology, history, linguistics, literature, philosophy, political economy, psychology, and social work. Their interpretive approaches place the many voices of popular black cultures into a global context. It affirms that black culture everywhere functions to give meaning to people’s lives by constructing identities that resist cultural, capitolist, colonial, and postcolonial domination.
The oil-rich sultanate of Brunei Darussalam is located on the northern coast of Borneo between the two Malaysian states of Sarawak and Sabah. Though the country is small in size and in population, the variety of language use there provides a veritable laboratory for linguists in the fields of Austronesian linguistics, bilingual studies, and sociolinguistic studies, particularly those dealing with language shift.
This useful reference is divided into three sections: one on varieties of the Malay language used in the country, one on other indigenous languages, and one on the role and form of the English used there. Contributors to the collection include Bruneian scholars as well as established experts in the fields of Austronesian linguistics, sociolinguistics studies, and the description of new varieties of English.
Top linguists from diverse fields address language varieties in the South.
People in many African communities live within a series of concentric circles when it comes to language. In a small group, a speaker uses an often unwritten and endangered mother tongue that is rarely used in school. A national indigenous language—written, widespread, sometimes used in school—surrounds it. An international language like French or English, a vestige of colonialism, carries prestige, is used in higher education, and promises mobility—and yet it will not be well known by its users.
The essays in Languages in Africa explore the layers of African multilingualism as they affect language policy and education. Through case studies ranging across the continent, the contributors consider multilingualism in the classroom as well as in domains ranging from music and film to politics and figurative language. The contributors report on the widespread devaluing and even death of indigenous languages. They also investigate how poor teacher training leads to language-related failures in education. At the same time, they demonstrate that education in a mother tongue can work, linguists can use their expertise to provoke changes in language policies, and linguistic creativity thrives in these multilingual communities.
These essays were drawn from the papers presented at the Linguistic Society of America's Summer Institute at the State University of New York at Oswego in 1976. The contents are as follows:
Michel Foucault observed that “the birth of philology attracted far less notice in the Western mind than did the birth of biology or political economy.” In this penetrating exploration of the origin of the discipline, Maurice Olender shows that philology left an indelible mark on Western visions of history and contributed directly to some of the most horrifying ideologies of the twentieth century.
The comparative study of languages was inspired by Renaissance debates over what language was spoken in the Garden of Eden. By the eighteenth century scholars were persuaded that European languages shared a common ancestor. With the adoption of positivist, “scientific” methods in the nineteenth century, the hunt for the language of Eden and the search for a European Ursprache diverged. Yet the desire to reconcile historical causality with divine purpose remained.
Because the Indo-European languages clearly had a separate line of descent from the biblical tongues, the practitioners of the new science of philology (many of whom had received their linguistic training from the Church) turned their scholarship to the task of justifying the ascendance of European Christianity to the principal role in Providential history. To accomplish this they invented a pair of concepts—Aryan and Semitic—that by the end of the century had embarked on ideological and political careers far outside philology. Supposed characteristics of the respective languages were assigned to the peoples who spoke them: thus the Semitic peoples (primarily the Jews) were, like their language, passive, static, and immobile, while the Aryans (principally Western Europeans) became the active, dynamic Chosen People of the future.
Olender traces the development of these concepts through the work of J. G. Herder, Ernest Renan, Friedrich Max Müller, Adolphe Pictet, Rudolph Grau, and Ignaz Goldziher. He shows that, despite their different approaches, each of these men struggled more or less purposefully “to join romanticism with positivism in an effort to preserve a common allegiance to the doctrines of Providence.”
With erudition and elegance, Olender restores the complexity and internal contradictions of their ideas and recreates the intellectual climate in which they flourished.
A linguistic analysis supporting a new model of the colonization of the Antilles before 1492
This work formulates a testable hypothesis of the origins and migration patterns of the aboriginal peoples of the Greater Antilles (Cuba, Jamaica, Hispaniola, and Puerto Rico), the Lucayan Islands (the Commonwealth of the Bahamas and the Crown Colony of the Turks and Caicos), the Virgin Islands, and the northernmost of the Leeward Islands, prior to European contact. Using archaeological data as corroboration, the authors synthesize evidence that has been available in scattered locales for more than 500 years but which has never before been correlated and critically examined.
Within any well-defined geographical area (such as these islands), the linguistic expectation and norm is that people speaking the same or closely related language will intermarry, and, by participating in a common gene pool, will show similar socioeconomic and cultural traits, as well as common artifact preferences. From an archaeological perspective, the converse is deducible: artifact inventories of a well-defined sociogeographical area are likely to have been created by speakers of the same or closely related language or languages.
Languages of the Pre-Columbian Antilles presents information based on these assumptions. The data is scant—scattered words and phrases in Spanish explorers' journals, local place names written on maps or in missionary records—but the collaboration of the authors, one a linguist and the other an archaeologist, has tied the linguistics to the ground wherever possible and allowed the construction of a framework with which to understand the relationships, movements, and settlement patterns of Caribbean peoples before Columbus arrived.
Though subjected to years of criticism, Four Theories of the Press remains a core text in communications. Its influence on the field, impact on generations of journalists, and ability to spark debate on why the press acts as it does continue to make it an oft-quoted source and classroom staple.
In Last Rights, eight communications scholars critique and expand on the classic text. The authors argue that Four Theories spoke to and for a world beset by a cold war ended long ago. At the same time, they praise the book for offering an alternative view of the press and society and as a useful tool for helping scholars and citizens alike grapple with contradictions in classical liberalism. They also raise important questions about the Internet and other major changes in communications systems and society since the original publication of Four Theories.
Contributors: William E. Berry, Sandra Braman, Clifford Christians, Thomas G. Guback, Steven J. Helle, Louis W. Liebovich, John C. Nerone, and Kim B. Rotzoll
Contributors include Marina Alonso Bolaños, Gonzalo Camacho Díaz, José Jorge de Carvalho, Claudio F. Díaz, Rodrigo Cantos Savelli Gomes, Juan Pablo González, Rubén López-Cano, Angela Lühning, Jorge Martínez Ulloa, Maria Ignêz Cruz Mello, Julio Mendívil, Carlos Miñana Blasco, Raúl R. Romero, Iñigo Sánchez Fuarros, Carlos Sandroni, Carolina Santamaría-Delgado, Rodrigo Torres Alvarado, and Alejandro Vera.
The mother tongue of the Roman Empire and the lingua franca of the West for centuries after Rome’s fall, Latin survives today primarily in classrooms and texts. Yet this “dead language” is unique in the influence it has exerted across centuries and continents. Jürgen Leonhardt has written a full history of Latin from antiquity to the present, uncovering how this once parochial dialect developed into a vehicle of global communication that remained vital long after its spoken form was supplanted by modern languages.
Latin originated in the Italian region of Latium, around Rome, and became widespread as that city’s imperial might grew. By the first century BCE, Latin was already transitioning from a living vernacular, as writers and grammarians like Cicero and Varro fixed Latin’s status as a “classical” language with a codified rhetoric and rules. As Romance languages spun off from their Latin origins following the empire’s collapse—shedding cases and genders along the way—the ancient language retained its currency as a world language in ways that anticipated English and Spanish, but it ceased to evolve.
Leonhardt charts the vicissitudes of Latin in the post-Roman world: its ninth-century revival under Charlemagne and its flourishing among Renaissance writers who, more than their medieval predecessors, were interested in questions of literary style and expression. Ultimately, the rise of historicism in the eighteenth century turned Latin from a practical tongue to an academic subject. Nevertheless, of all the traces left by the Romans, their language remains the most ubiquitous artifact of a once peerless empire.
The necessity for library leaders to demonstrate that libraries are innovative, collaborative, and can provide eye-catching, transformational services and programs to their communities cannot be understated. But libraries do not suffer from a lack of big ideas. What library workers really need is a roadmap for making those impactful ideas become reality. Based in part on her extensive experience coordinating large-scale initiatives, this guide from ASCLA Leadership and Professional Achievement Award-winning consultant Horton will walk you through formulating and shaping your ideas into sellable, actionable projects. You’ll learn
Laurent Clerc won lasting renown as the deaf teacher who helped Thomas Hopkins Gallaudet establish schools to educate deaf Americans in the 19th century. Now, his character as a young boy growing up in Paris has been captured in the novel Laurent Clerc.
In his own voice, Clerc vividly relates the experiences that led to his later progressive teaching methods. Especially influential was his long stay at the Royal National Institute for the Deaf in Paris, where he encountered sharply distinct personalities — the saintly, inspiring deaf teacher Massieu, the vicious Dr. Itard and his heartless “experiments” on deaf boys, and the “Father of the Deaf,” Abbe Sicard, who could hardly sign.
Young adult readers will find his story richly entertaining as well as informative.
Futurists predict that in the next ten years the profession of “lawyer” will splinter into job titles like “legal process analyst” or “legal knowledge engineer.” And some in the field are already taking a proactive approach — in fact, more than two dozen law schools have developed innovation centers to explore artificial intelligence (AI) and the law. In a competitive marketplace, both firms and individuals need to familiarize themselves with the dazzling array of new products and enhanced features capable of improving efficiency. Written by leading practitioners and visionaries like Robert Ambrogi, this groundbreaking survey of current practices and future trends offers an incisive examination of the evolving roles for law librarians. Readers will learn how AI technology is changing law school curricula, lawyer practice, marketing, and other key aspects of the field through coverage of such topics as
Reading this collection will give you a firm grasp of the innovations, tools, benefits, and risks of AI in law librarianship.
The eight articles in this volume reexamine the syntactic and semantic analyses of aspect that have been proposed mainly on the basis of aspectual expressions in English. The authors contrast expressions sharing an analogous morpho-syntactic make-up and some core distributional and semantic properties, drawing on a wide range of new empirical data from languages as diverse as Syrian Arabic, Urdu, Brazilian Portuguese, Russian, Indonesian, and German. The papers address four aspect-related problems in particular: the grammatical and semantic constraints on the different readings of the present perfect, the semantic and syntactic analysis of auxiliaries, the impact of adverbial expressions on the aspectual properties of the sentence, and morphology-semantics mapping.
Today's emphasis on metrics and personalization make evidence-based instruction an imperative. In this practice-based handbook, the authors draw on the research of the humanistic psychologist and educator Carl Rogers to present an empathetic approach to information literacy sessions, reference service, and outreach. With an eye on everyday library work, they offer concrete, empirically-based strategies to connect with learners at all levels. Offering plentiful examples of pedagogy in action, this book covers:
Fusing theory with practice, this handbook is a valuable resource to help every practitioner connect with learners more effectively.
This book offers
In Learning from Language, Walter H. Beale seeks to bring together the disciplines of linguistics, rhetoric, and literary studies through the concept of symmetry (how words mirror thought, society, and our vision of the world).
Citing thinkers from antiquity to the present, Beale provides an in-depth study of linguistic theory, development, and practice. He views the historic division between the schools of symmetry and asymmetry (a belief that language developed as a structure independent of human experience), as built into the character of language itself, and as an impediment to literary humanism (the combined study of language, rhetoric, and literature to improve the competence and character of the individual).
In his analysis, Beale outlines and critiques traditional claims of symmetry, then offers new avenues of approach to the subject. In doing so, he examines how important issues of human culture and consciousness have parallels in processes of language; how linguistic patterns relate to pervasive human problems; how language is an active participant in the expression, performance, and construction of reality; the concepts of designating versus naming; figurative language as a process of reenvisioning reality; and the linking of style to virtue by the ancients.
Beale concludes that both asymmetrical and symmetrical elements exist in language, each with their own relevance, and that they are complementary, rather than opposing philosophies. The basic intuitions of symmetry that relate language to life are powerful and important to all of English studies. Combined with a love for the workings, sounds, and structures of language, Beale says, an understanding of symmetry can help guide the pursuit of literary humanism.
Learning from the Lived Experiences of Graduate Student Writers is a timely resource for understanding and resolving some of the issues graduate students face, particularly as higher education begins to pay more critical attention to graduate student success. Offering diverse approaches for assisting this demographic, the book bridges the gap between theory and practice through structured examination of graduate students’ narratives about their development as writers, as well as researched approaches for enabling these students to cultivate their craft.
The first half of the book showcases the voices of graduate student writers themselves, who describe their experiences with graduate school literacy through various social issues like mentorship, access, writing in communities, and belonging in academic programs. Their narratives illuminate how systemic issues significantly affect graduate students from historically oppressed groups. The second half accompanies these stories with proposed solutions informed by empirical findings that provide evidence for new practices and programming for graduate student writers.
Learning from the Lived Experiences of Graduate Student Writers values student experience as an integral part of designing approaches that promote epistemic justice. This text provides a fresh, comprehensive, and essential perspective on graduate writing and communication support that will be useful to administrators and faculty across a range of disciplines and institutional contexts.
Contributors: Noro Andriamanalina, LaKela Atkinson, Daniel V. Bommarito, Elizabeth Brown, Rachael Cayley, Amanda E. Cuellar, Kirsten T. Edwards, Wonderful Faison, Amy Fenstermaker, Jennifer Friend, Beth Godbee, Hope Jackson, Karen Keaton Jackson, Haadi Jafarian, Alexandria Lockett, Shannon Madden, Kendra L. Mitchell, Michelle M. Paquette, Shelley Rodrigo, Julia Romberger, Lisa Russell-Pinson, Jennifer Salvo-Eaton, Richard Sévère, Cecilia D. Shelton, Pamela Strong Simmons, Jasmine Kar Tang, Anna K. Willow Treviño, Maurice Wilson, Anne Zanzucchi
How do you supervise a graduate student working in a library—and not just adequately, but well? What is a valuable and meaningful work experience? How can libraries design more equitable and ethical positions for students?
Learning in Action: Designing Successful Graduate Student Work Experiences in Academic Libraries provides practical, how-to guidance on creating and managing impactful programs as well as meaningful personal experiences for students and library staff in academic libraries. Fourteen chapters are divided into four thorough sections:
Since the mid-1960s, the war on crime has reshaped public attitudes about state authority, criminal behavior, and the responsibilities of citizenship. But how have American writers grappled with these changes? What happens when a journalist approaches the workings of organized crime not through its legendary Godfathers but through a workaday, low-level figure who informs on his mob? Why is it that interrogation scenes have become so central to prime-time police dramas of late? What is behind writers’ recent fascination with “cold case” homicides, with private security, or with prisons?
In Learning to Live with Crime, Christopher P. Wilson examines this war on crime and how it has made its way into cultural representation and public consciousness. Under the sway of neoconservative approaches to criminal justice and public safety, Americans have been urged to see crime as an inevitable risk of modern living and to accept ever more aggressive approaches to policing, private security, and punishment. The idea has been not simply to fight crime but to manage its risks; to inculcate personal vigilance in citizens; and to incorporate criminals’ knowledge through informants and intelligence gathering. At its most scandalous, this study suggests, contemporary law enforcement has even come to mimic crime’s own operations.
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