Search results for 'Language and languages Study and teaching' (try it on Scholar)

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  1. Chi-Hong Kim (2010). Ŏnŏ Ŭi Simch'ŭng Kwa Ŏnŏ Kyoyuk: Deep Inside Language: Applications for Language Teaching. Kyŏngjin.score: 149.0
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  2. Kirsten Malmkjær & John Williams (eds.) (1998). Context in Language Learning and Language Understanding. Cambridge University Press.score: 122.0
    The papers in this volume represent the views of a range of experts in a variety of language-related disciplines on the role which context plays in language learning and language understanding. The authors provide various theoretical constructs which help impose order on the apparent chaos of contextual factors which may have an influence on the production and comprehension of speech events. They focus on a variety of types of context, including the context established by different speech communities, (...)
     
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  3. Donald A. Sanborn (1972). The Language Process. The Hague,Mouton.score: 116.0
     
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  4. Anthony P. R. Howatt & Richard C. Smith (eds.) (1820/2002). Foundations of Foreign Language Teaching: Nineteenth-Century Innovators. Routledge.score: 109.0
    Contents include Language as a Means of Mental Culture and International Communication (1853; 2 vols) by Claude Marcel; The Mastery of Languages, or the Art of Speaking Foreign Tongues Idiomatically (1864) by Thomas Prendergast; Introduction to the Teaching of Living Languages without Grammar or Dictionary (1874) by Lambert Sauveur; and The Art of Teaching and Studying Languages (1880; English translation 1892) by Francois Goiun.
     
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  5. Nina Zaragoza (2002). Rethinking Language Arts: Passion and Practice. Routledgefalmer.score: 103.0
    In Rethinking Language Arts: Passion and Practice, Second Edition , author Nina Zaragoza uses the form of letters to her students to engage pre-service teachers in reevaluating teaching practices. Zaragoza discusses and explains the need for teachers to be decision-makers, reflective thinkers, political beings, and agents of social change in order to create a positive and inclusive classroom setting. This book is both a critical text that deconstructs the way language arts are traditionally taught in our schools (...)
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  6. Cris Baxter & William Anthony (1987). Informality in Teaching, and Richmond Work‐Study, Language and Mathematics Scores. Educational Studies 13 (2):179-185.score: 103.0
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  7. Carol Briscoe & Chandra S. Prayaga (2004). Teaching Future K‐8 Teachers the Language of Newton: A Case Study of Collaboration and Change in University Physics Teaching. Science Education 88 (6):947-969.score: 102.0
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  8. Omkar N. Koul, Imtiaz S. Hasnain & Ruqaiya Hasan (eds.) (2004). Linguistics, Theoretical and Applied: A Festschrift for Ruqaiya Hasan. Distributed by Creative Books.score: 98.0
     
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  9. Serge Martin (ed.) (2010). Penser le Langage, Penser L'Enseignement: Avec Henri Meschonnic. Atelier du Grand Tétras.score: 96.0
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  10. Noam Chomsky (2000). New Horizons in the Study of Language and Mind. Cambridge University Press.score: 92.0
    This book is an outstanding contribution to the philosophical study of language and mind, by one of the most influential thinkers of our time. In a series of penetrating essays, Chomsky cuts through the confusion and prejudice which has infected the study of language and mind, bringing new solutions to traditional philosophical puzzles and fresh perspectives on issues of general interest, ranging from the mind-body problem to the unification of science. Using a range of imaginative and (...)
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  11. Peter G. Stromberg (1993). Language and Self-Transformation: A Study of the Christian Conversion Narrative. Cambridge University Press.score: 92.0
    This is a study of how self-transformation may occur through the practice of reframing one's personal experience in terms of a canonical language: that is, a system of symbols that purports to explain something about human beings and the universe they live in. The Christian conversion narrative is used as the primary example here, but the approach used in this book also illuminates other practices such as psychotherapy in which people deal with emotional conflict through language.
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  12. Markus Conrad, Guillermo Recio & Arthur M. Jacobs (2011). The Time Course of Emotion Effects in First and Second Language Processing: A Cross Cultural ERP Study with German–Spanish Bilinguals. Frontiers in Psychology 2.score: 90.0
    To investigate whether second language processing is characterized by the same sensitivity to the emotional content of language – as compared to native language processing – we conducted an EEG study manipulating word emotional valence in a visual lexical decision task. Two groups of late bilinguals – native speakers of German and Spanish with sufficient proficiency in their respective second language - performed each a German and a Spanish version of the task containing identical semantic (...)
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  13. Clara D. Martin, Kristof Strijkers, Mikel Santesteban, Carles Escera, Robert J. Hartsuiker & Albert Costa (2013). The Impact of Early Bilingualism on Controlling a Lately Learnt Language: An ERP Study. Frontiers in Psychology 4.score: 90.0
    This study asks whether early bilingual speakers who have already developed a language control mechanism to handle two languages control a dominant and a lately learnt language in the same way as late bilingual speakers. We therefore compared event-related potentials in a language switching task in two groups of participants switching between a dominant (L1) and a weak lately learnt language (L3). Early bilingual late learners of an L3 showed a different ERP pattern (larger (...)
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  14. Theophilus Mooko * (2005). The Use of Research and Theory in English Language Teaching in Botswana Secondary Schools. Educational Studies 31 (1):39-53.score: 86.0
    The purpose of this study was to establish the usage of research and theory in the teaching of English language in secondary schools in Botswana. Altogether 100 questionnaires were administered in 19 secondary schools. The results of this study indicate that teachers rarely ever refer to language research in their teaching. Less value was also placed on the theoretical information acquired during training. The respondents indicated that their teaching is essentially based on utilizing (...)
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  15. David Sloan Wilson (1995). Language as a Community of Interacting Belief Systems: A Case Study Involving Conduct Toward Self and Others. [REVIEW] Biology and Philosophy 10 (1):77-97.score: 80.0
    Words such as selfish and altruistic that describe conduct toward self and others are notoriously ambiguous in everyday language. I argue that the ambiguity is caused, in part, by the coexistence of multiple belief systems that use the same words in different ways. Each belief system is a relatively coherent linguistic entity that provides a guide for human behavior. It is therefore a functional entity with design features that dictate specific word meaning. Since different belief systems guide human behavior (...)
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  16. Luc Steels & Tony Belpaeme (2005). Coordinating Perceptually Grounded Categories Through Language: A Case Study for Colour. Behavioral and Brain Sciences 28 (4):469-489.score: 80.0
    This article proposes a number of models to examine through which mechanisms a population of autonomous agents could arrive at a repertoire of perceptually grounded categories that is sufficiently shared to allow successful communication. The models are inspired by the main approaches to human categorisation being discussed in the literature: nativism, empiricism, and culturalism. Colour is taken as a case study. Although we take no stance on which position is to be accepted as final truth with respect to human (...)
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  17. Jerrold J. Katz (1986). Cogitations: A Study of the Cogito in Relation to the Philosophy of Logic and Language and a Study of Them in Relation to the Cogito. Oxford University Press.score: 80.0
    The cogito ergo sum of Descartes is one of the best-known--and simplest--of all philosophical formulations, but ever since it was first propounded it has defied any formal accounting of its validity. How is it that so simple and important an argument has caused such difficulty and such philosophical controversy? In this pioneering work, Jerrold Katz argues that the problem with the cogito lies where it is least suspected--in a deficiency in the theory of language and logic that Cartesian scholars (...)
     
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  18. Jan E. M. Houben (1995). The Saṃbandha-Samuddeśa (Chapter on Relation) and Bhartṛhari's Philosophy of Language: A Study of Bhartṛhari Saṃbandha-Samuddeśa in the Context of the Vākyapadīya, with a Translation of Helārāja's Commentary Prakīrṇa-Prakāśa. E. Forsten.score: 79.5
  19. J. M. E. Moravcsik (1975). Understanding Language: A Study of Theories of Language in Linguistics and in Philosophy. Mouton.score: 79.5
  20. Veneeta Dayal, South Asian Languages and Semantic Variation: A Cross-Linguistic Study.score: 78.0
    This project investigates the possibility of variation in the semantic component, a new and dynamic area of study in formal approaches to semantics. Its particular focus is the effect on variation of language contact. The semantic status of classifier languages of South Asia, which have been described as marginal instances of this language type, is used to illustrate the nature of the investigation. Data from a small representative sample of such languages will be collected. The (...)
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  21. Hans Aarsleff (1975). Schulenburg's Leibniz Als Sprachforscher, with Some Observations on Leibniz and the Study of Language. Studia Leibnitiana 7 (1):122 - 134.score: 78.0
    This book is the best and most comprehensive treatment we have of Leibniz' study of natural languages, on the same high level of scholarship, knowledge, and insight as the essay Sigrid von der Schulenburg published in 1937. With its rich detail and source references, it is indispensable both to Leibniz scholars and to students of the history of the study of language. The editor's careful indices make it possible to use the book also as a work (...)
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  22. Tangiwai Mere Appelton Kepa (2000). Language Matters: The Politics of Teaching Immigrant Adolescents School English in the Secondary School. Educational Philosophy and Theory 32 (1):61–71.score: 78.0
    n this paper, I share my experiences of working with recently arrived immigrant adolescents from the Paci® c Islands geographic region (among others) in a unique language project in the secondary school system in Auckland. I argue that teaching English to speakers of other languages can be both creative and genuinely educative. By sharing my experiences of working with critical activity in teaching the school discourse, I hope to provide powerful insights into the creative processes made (...)
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  23. C. S. Lewis (1947/2001). The Abolition of Man, or, Reflections on Education with Special Reference to the Teaching of English in the Upper Forms of Schools. Harpersanfrancisco.score: 77.0
    C. S. Lewis sets out to persuade his audience of the importance and relevance of universal values such as courage and honor in contemporary society.
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  24. Gerald L. Bruns (1974/2001). Modern Poetry and the Idea of Language: A Critical and Historical Study. Dalkey Archive Press.score: 75.0
    Bruns lucidly depicts the distinctions and convergences between these two lines of thought by examining the works of Mallarme, Flaubert, Joyce, Beckett, and ...
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  25. Thomas Erling Peterson (2008). The Art of Language Teaching as Interdisciplinary Paradigm. Educational Philosophy and Theory 40 (7):900-918.score: 75.0
    One can extrapolate from the art of language instruction to discover methods applicable across the disciplines in higher education. The paradigm presented by language instruction is applicable throughout the arts and sciences. If cultivated—and there are institutional pressures working against it—such an art can impact the languages and codes of the individual disciplines so as to advance the research mission of scholars in those fields; it can also favor the interrelationships between the disciplines. How the student learns (...)
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  26. Hans Aarsleff (1979). The Study of Language in England, 1780-1860. Greenwood Press.score: 75.0
     
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  27. Bishnupada[from old catalog] Bhattacharya (1962). A Study in Language and Meaning: A Critical Examination of Some Aspects of Indian Semantics. Calcutta, Progressive Publishers.score: 75.0
     
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  28. Benjamin Ike Ewelu (2008). Private Language Thesis and its Epistemological Import: A Study in Philosophy of Language. Delta Publications.score: 75.0
     
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  29. Lars Haikola (1977). Religion as Language-Game: A Critical Study with Special Regard to D. Z. Phillips. Liberläromedel/Gleerup.score: 75.0
     
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  30. S. Panneerselvam (1993). The Problem of Meaning with Special Reference to Wittgenstein and Śaṅkara: A Case Study in the Philosophy of Language. Radhakrishnan Institute for Advanced Study in Philosophy, University of Madras.score: 75.0
  31. Anna Wierzbicka (2005). Empirical Universals of Language as a Basis for the Study of Other Human Universals and as a Tool for Exploring Cross‐Cultural Differences. Ethos 33 (2):256-291.score: 75.0
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  32. Jonathan Grainger Xavier Aparicio, Katherine J. Midgley, Phillip J. Holcomb, He Pu, Jean-Marc Lavaur (2012). Language Effects in Trilinguals: An ERP Study. Frontiers in Psychology 3.score: 75.0
    Event-related potentials were recorded during the visual presentation of words in the three languages of French-English-Spanish trilinguals. Participants monitored a mixed list of unrelated non-cognate words in the three languages while performing a semantic categorization task. Words in L1 generated earlier N400 peak amplitudes than both L2 and L3 words, which peaked together. On the other hand, L2 and L3 words did differ significantly in terms of N400 amplitude, with L3 words generating greater mean amplitudes compared with L2 (...)
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  33. Ronald P. Leow (2000). A Study of the Role of Awareness in Foreign Language Behavior: Aware Versus Unaware Learners. Studies in Second Language Acquisition 22 (4):557-584.score: 74.0
  34. Xinli Wang (2003). Presuppositional Languages and the Failure of Cross-Language Understanding. Dialogue 42 (01):53-77.score: 72.0
    Why is mutual understanding between two substantially different comprehensive language communities often problematic and even unattainable? To answer this question, the author first introduces a notion of presuppositional languages. Based on the semantic structure of a presuppositional language, the author identifies a significant condition necessary for effective understanding of a language: the interpreter is able to effectively understand a language only if he/she is able to recognize and comprehend its metaphysical presuppositions. The essential role of (...)
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  35. Noam Chomsky (1994). Naturalism and Dualism in the Study of Language and Mind. International Journal of Philosophical Studies 2 (2):181 – 209.score: 69.0
    (1994). Naturalism and dualism in the study of language and mind. International Journal of Philosophical Studies: Vol. 2, No. 2, pp. 181-209. doi: 10.1080/09672559408570790.
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  36. Christine James (2009). Language and Emotional Knowledge: A Case Study on Ability and Disability in Williams Syndrome. Biosemiotics 2 (2):151-167.score: 69.0
    Williams Syndrome provides a striking test case for discourses on disability, because the characteristics associated with Williams Syndrome involve a combination of “abilities” and “disabilities”. For example, Williams Syndrome is associated with disabilities in mathematics and spatial cognition. However, Williams Syndrome individuals also tend to have a unique strength in their expressive language skills, and are socially outgoing and unselfconscious when meeting new people. Children with Williams are said to be typically unafraid of strangers and show a greater interest (...)
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  37. Harald Clahsen (1999). Lexical Entries and Rules of Language: A Multidisciplinary Study of German Inflection. Behavioral and Brain Sciences 22 (6):991-1013.score: 69.0
    Following much work in linguistic theory, it is hypothesized that the language faculty has a modular structure and consists of two basic components, a lexicon of (structured) entries and a computational system of combinatorial operations to form larger linguistic expressions from lexical entries. This target article provides evidence for the dual nature of the language faculty by describing recent results of a multidisciplinary investigation of German inflection. We have examined: (1) its linguistic representation, focussing on noun plurals and (...)
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  38. Barbara Sörensen Criblez (2000). John Dewey's Teaching Methods in the Discussion on German-Language Kindergartens €“ A Case of Non-Perception? Studies in Philosophy and Education 19 (1):133-140.score: 69.0
    At the beginning of the 20th century,German-language kindergartens were completelyovershadowed by Friedrich Froebel's tradition. Thesearch for new forms of teaching started mainly bytaking over the body of thinking developed byteaching reformers. John Dewey's work was onlyaccorded marginal examination. The person who gotto grips most intensively with John Dewey and theAmerican tradition of kindergarten teaching duringthe first half of the 20th century is Emmy Walser,one of the leading personalities in the kindergartenmovement in Switzerland. As a result, the ``freeworking (...)
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  39. Camilo Thorne & Diego Calvanese (2012). Tractability and Intractability of Controlled Languages for Data Access. Studia Logica 100 (4):787-813.score: 69.0
    In this paper we study the semantic data complexity of several controlled fragments of English designed for natural language front-ends to OWL (Web Ontology Language) and description logic ontology-based systems. Controlled languages are fragments of natural languages, obtained by restricting natural language syntax, vocabulary and semantics with the goal of eliminating ambiguity. Semantic complexity arises from the formal logic modelling of meaning in natural language and fragments thereof. It can be characterized as the (...)
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  40. Kristen Gillespie-Lynch, Patricia M. Greenfield, Yunping Feng, Sue Savage-Rumbaugh & Heidi Lyn (2013). A Cross-Species Study of Gesture and Its Role in Symbolic Development: Implications for the Gestural Theory of Language Evolution. Frontiers in Psychology 4.score: 69.0
    Using a naturalistic video database, we examined whether gestures scaffolded the symbolic development of a language-enculturated chimpanzee, a language-enculturated bonobo, and a human child during the second year of life. These three species constitute a complete clade: species possessing a common immediate ancestor. A basic finding was the functional and formal similarity of many gestures between chimpanzee, bonobo, and human child. The child’s symbols were spoken words; the apes’ symbols were lexigrams, noniconic visual signifiers. A developmental pattern in (...)
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  41. Wilhelm Humboldt (1999). On Language: On the Diversity of Human Language Construction and its Influence on the Mental Development of the Human Species. Cambridge University Press.score: 69.0
    Wilhelm von Humboldt's classic study of human language was first published in 1836, as a general introduction to his three-volume treatise on the Kawi language of Java. It is the final statement of his lifelong study of the nature of language, exploring its universal structures and its relation to mind and culture. Empirically wide-ranging - Humboldt goes far beyond the Indo-European family of languages - it remains one of the most interesting and important attempts (...)
     
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  42. Wilhelm Humboldt (1988). On Language: The Diversity of Human Language-Structure and its Influence on the Mental Development of Mankind. Cambridge University Press.score: 69.0
    This is an entirely new translation of one of the fundamental works in the development of the study of language. Published in 1836, it formed the general introduction to Wilhelm von Humboldt's three-volume treatise on the Kawi language of Java. It is the final statement of his lifelong study of the nature of language, and presents a survey of a great many languages, exploring ways in which their various grammatical structures make them more or (...)
     
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  43. Miran Skrap Marta Maieron, Dario Marin, Franco Fabbro (2013). Seeking a Bridge Between Language and Motor Cortices: A PPI Study. Frontiers in Human Neuroscience 7.score: 69.0
    The relation between the sensorimotor cortex and the language network has been widely discussed but still remains controversial. Two independent theories compete to explain how this area is involved during action-related verbs processing. The embodied view assumes that action word representations activate sensorimotor representations which are accessed when an action word is processed or when an action is observed. The abstract hypothesis states that the mental representations of words are abstract and independent of the objects’ sensorimotor properties they refer (...)
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  44. Jonathan Rée (1999). I See a Voice: Deafness, Language, and the Senses--A Philosophical History. Metropolitan Books, H. Holt and Co..score: 69.0
    A groundbreaking study of deafness, by a philosopher who combines the scientific erudition of Oliver Sacks with the historical flair of Simon Schama. There is nothing more personal than the human voice, traditionally considered the expression of the innermost self. But what of those who have no voice of their own and cannot hear the voices of others? In this tour de force of historical narrative, Jonathan Ree tells the astonishing story of the deaf, from the sixteenth century to (...)
     
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  45. M. J. Cain (2010). Linguistics, Psychology and the Scientific Study of Language. Dialectica 64 (3):385-404.score: 68.0
    In this paper I address the issue of the subject matter of linguistics. According to the prominent Chomskyan view, linguistics is the study of the language faculty, a component of the mind-brain, and is therefore a branch of cognitive psychology. In his recent book Ignorance of Language Michael Devitt attacks this psychologistic conception of linguistics. I argue that the prominent Chomskyan objections to Devitt's position are not decisive as they stand. However, Devitt's position should ultimately be rejected (...)
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  46. Rüdiger Schreyer (1985). The Origin of Language: A Scientific Approach to the Study of Man. Topoi 4 (2):181-186.score: 68.0
    The Enlightenment regarded language as one of the most significant achievements of man. Consequently inquiries into the origin and development of language play a central role in eighteenth-century moral philosophy. This new science of man consciously adopts the method of analysis and synthesis used in the natural sciences of the time. In moral philosophy, analysis corresponds to the search for the basic principles of human nature. Synthesis is identified with the attempt to interpret all artificial achievements of man (...)
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  47. Jakub Szymanik (2007). A Note on Some Neuroimaging Study of Natural Language Quantifiers Comprehension. Neuropsychologia 45 (9):2158-2160.score: 68.0
    We discuss McMillan et al. (2005) paper devoted to study brain activity during comprehension of sentences with generalized quantifiers. According to the authors their results verify a particular computational model of natural language quantifier comprehension posited by several linguists and logicians (e. g. see van Benthem, 1986). We challenge this statement by invoking the computational difference between first-order quantifiers and divisibility quantifiers (e. g. see Mostowski, 1998). Moreover, we suggest other studies on quantifier comprehension, which can throw more (...)
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  48. L. Anckaert (1995). Language, Ethics, and the Other Between Athens and Jerusalem: A Comparative Study of Plato and Rosenzweig. Philosophy East and West 45 (4):545-567.score: 68.0
    A comparative study of Plato's "Republic" and Rozenzweig's "Stern der Eriösung" proposed that the way of speaking determines which reality can be spoken and what types of relationality are possible. Rhetorical analysis shows that Plato's philosophy of language, in contrast to Rozenzweig's, undervalues the relational possibilities of time, alterity, and language. This is revealed through a study of the place and significance of the genera of arts for thinking and society.
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  49. Katalin Neumer, Language, Thought, Relativism, Nationalism: An Interdisciplinary Study.score: 68.0
    Ms. Neumer and her team began their project with a critical analysis of the various theories of the relationship between language and thought. Their aim was to develop a theoretical position concerning the issue of universalism versus relativism. This issue is closely bound up with one of the main questions of the history of East and Central Europe, namely, the question of the nation, and the possibility of mutual understanding between national cultures. The team attempted to avoid falling into (...)
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  50. Vāsudeva Dvivedī, Dharmadatta Caturvedī, Śaradindukumāra Tripāṭhī & Ramākānta Paṭeriyā (eds.) (2006). Saṃskr̥tasevāsādhanā: Sva. Paṃ. Vāsudevadvivedīśāstrimahodayānāmatmaprakarṣaṃ Kartr̥tvaṃ Saṃskr̥tapracārāvadānam Cādhikr̥tya Nibaddho'yam Abhinandanagranthaḥ. Abhinandanagranthasamitiḥ.score: 68.0
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