The Vocabulary of Critical Thinkingtakes an innovative, practical, and accessible approach to teaching critical thinking and reasoning skills. With the underlying notion that a good way to practice fundamental reasoning skills is to learn to name them, the text explores one hundred and eight words that are important to know and employ within any discipline. These words are about comparing, generalizing, explaining, inferring, judging sources, evaluating, referring, assuming and creating - actions used to assess relationships and arguments - and (...) the words are grouped according to these and other concepts essential to critical thinking. Featuring five or more words and an introduction on how they are related, each chapter is organized into three parts. Part I includes definitions of the words, brief examples of their use, and matching exercises. To further contextualize the words, Part II, Understanding the Meaning, provides numerous real-world examples, with commentary, of the words in use. Finally, Part III, providing practice of the associated critical thinking skills. Questions also appear throughout the chapters to encourage reflection and to highlight important points. Thirty-five photographs and illustrations additionally enrich the text. The book is an ideal text for critical thinking and reasoning courses as well as a variety of courses that prepare students to succeed. (shrink)

Deliberate contextual vocabulary acquisition (CVA) is a reader’s ability to figure out a (not the) meaning for an unknown word from its “context”, without external sources of help such as dictionaries or people. The appropriate context for such CVA is the “belief-revised integration” of the reader’s prior knowledge with the reader’s “internalization” of the text. We discuss unwarranted assumptions behind some classic objections to CVA, and present and defend a computational theory of CVA that we have adapted to a (...) new classroom curriculum designed to help students use CVA to improve their reading comprehension. (shrink)

Some proponents of higher education English as a medium of instruction have suggested listening to English lectures provides students the opportunity to incidentally acquire unknown words. A case study was designed to examine this assumption. First, the lexical profiles of 27 Introduction to English Language Teaching first-year undergraduate course lectures were computed to determine how many words students need to know for comprehension. Then an incoming year-1 undergraduate student with an English vocabulary size of 7,500 word families and mastery (...) of the most frequent 3,000 word families listened to these lectures across 13.5 weeks with the purpose of measuring incidental acquisition gains of three aspects of word knowledge for ten targeted words. Lastly, the student’s perceptions about listening to EMI lectures and potentials for this listening inducing incidental acquisition of word knowledge were gathered through a semi-structured interview. The lexical profiling of the entire corpus showed students need knowledge of the most frequent 4,000 English word families plus proper nouns and marginal words for 98% lexical coverage; however, some lectures present students with a more substantial lexical burden than the lectures overall. The student made the most gains in receptive meaning, followed by receptive form, and finally productive meaning. Content analysis of the interview transcript found seven themes representing the student’s perception about listening to EMI lectures and their potential for inducing incidental vocabulary acquisition. While the student found listening to the EMI lectures challenging, he perceived the process as useful in preparing for university studies and a career as a secondary English teacher. The student perceived attention, topic, existing vocabulary knowledge, lecturer’s native language, and lack of interaction with the lecturer to have moderated incidental learning of vocabulary through listening to English lectures. These results indicate a need to confirm whether incoming students’ vocabulary knowledge meet the lexical demands of the EMI lectures given in the Macau context. Furthermore, pedagogical training on teacher talk strategies and orientation training for incoming students should both be provided to ensure students are receiving high quality instruction. (shrink)

The 'Vocabulary for the study of religion' is an interdisciplinary endeavor that offers a unique overview of critical terms in the study of religion. This is the first dictionary in English to cover such a broad spectrum of theoretical topics used in the academic study of religion, including those from adjacent disciplines such as sociology, anthropology, historiography, theology, philology, literary studies, psychology, philosophy, cultural studies, and political sciences. The Vocabulary contains over 400 entries written by experts with a (...) background in a variety of disciplines. (shrink)

The automatic integration of information resources in the life sciences is one of the most challenging goals facing biomedical informatics today. Controlled vocabularies have played an important role in realizing this goal, by making it possible to draw together information from heterogeneous sources secure in the knowledge that the same terms will also represent the same entities on all occasions of use. One of the most impressive achievements in this regard is the Gene Ontology (GO), which is rapidly acquiring the (...) status of a de facto standard in the field of gene and gene product annotations, and whose methodology has been much intimated in attempts to develop controlled vocabularies for shared use in different domains of biology. The GO Consortium has recognized, however, that its controlled vocabulary as currently constituted is marked by several problematic features - features which are characteristic of much recent work in bioinformatics and which are destined to raise increasingly serious obstacles to the automatic integration of biomedical information in the future. Here, we survey some of these problematic features, focusing especially on issues of compositionality and syntactic regimentation. (shrink)

We discuss a research project that develops and applies algorithms for computational contextual vocabulary acquisition (CVA): learning the meaning of unknown words from context. We try to unify a disparate literature on the topic of CVA from psychology, first- and secondlanguage acquisition, and reading science, in order to help develop these algorithms: We use the knowledge gained from the computational CVA system to build an educational curriculum for enhancing students’ abilities to use CVA strategies in their reading of science (...) texts at the middle-school and college undergraduate levels. The knowledge gained from case studies of students using our CVA techniques feeds back into further development of our computational theory. Keywords: artificial intelligence, knowledge representation, reading, reasoning, science education, vocabulary acquisition. (shrink)

This paper examines Aristotle’s vocabulary of pain, that is the differences and relations of the concepts of pain expressed by synonyms in the same semantic field. It investigates what is particularly Aristotelian in the selection of the pain-words in comparison with earlier authors and specifies the special semantic scope of each word-cluster. The result not only aims to pin down the exact way these terms converge with and diverge from each other, but also serves as a basis for further (...) understanding Aristotle’s philosophical conception of pain. (shrink)

Eighteenth-century German writers with broad interests in natural history, and in particular, in the kind of ethnographic reports typically included in travel and expedition narratives, had to be able to access and read the original reports or they had to work with translations. The translators of these reports were, moreover, typically forced more than usual into the role of interpreter. This was especially the case when it came to accounts wherein vocabulary did not exist or was at least not (...) settled, and more importantly where scientific understanding was uncertain or altogether lacking, a situation that could only make the creation of semantic categories all the more significant. With this state of affairs in mind, this essay concentrates on Immanuel Kant’s work to develop a specialised racial vocabulary, and does so in a manner that reveals the importance of Buffon’s account of variation as a resource for Kant, even as Kant sought to position the new vocabulary as an improved template for transforming taxonomy or Naturbeschreibung into a genuine historical science or Naturgeschichte. (shrink)

The article presents a methodological update on the lexical profile of informal spoken English with the emphasis on movies, television programs, and soap operas. The study analyzed Mark Davies’s mega-corpora with data containing approximately 625 million words and employed Paul Nation’s comprehensive and up-to-date British National Corpus/Corpus of Contemporary American English wordlists. Data from the analyses showed that viewers would need a vocabulary knowledge at 3,000 and 5,000 words frequency levels to understand 95 and 98% of the words in (...) scripted dialogs, respectively. Soap operas were found to be less lexically demanding compared to TV programs and movies. Findings are expected to fill in the methodological gaps between vocabulary assessment and vocabulary profiling research. (shrink)

The Vocabulary of a Modern European State is the companion volume to The Concept of a Philosophical Jurisprudence and completes the enterprise of gathering together Oakeshott’s previously scattered essays and reviews. As with all the other volumes in the series it contains an entirely new editorial introduction explaining how the writings it contains find their place in his work as a whole. It covers the years 1952 to 1988, the period during which Oakeshott wrote his definitive work, On Human (...) Conduct. The essay from which the volume takes its title was intended as a companion piece to the third part of the latter work, and is just one of over sixty pieces that it includes. The volume draws together critical responses to works by major philosophers, historians, and political theorists of his own generation such as Bertrand de Jouvenel, Herbert Marcuse, and Michael Polanyi as well as to some major figures of current scholarship such as Quentin Skinner and Roger Scruton. (shrink)

This paper highlights the emergence of different ‘vocabularies’ that describe various values-driven business functions within large organizations and argues for improved horizontal alignment between them. We investigate two established functions that have long-standing organizational histories: Ethics and Compliance and Corporate Social Responsibility. By drawing upon research on organizational alignment, we explain both the need for and the potential benefit of greater alignment between these values-driven functions. We then examine the structural and socio-cultural dimensions of organizational systems through which E&C and (...) CSR horizontal alignment can be coordinated to improve synergies, address tensions, and generate insight to inform future research and practice in the field of Business and Society. The paper concludes with research questions that can inform future scholarly research and a practical model to guide organizations’ efforts towards inter-functional, horizontal alignment of values-driven organizational practice. (shrink)

When a toddler knows a word, what does she actually know? Many categories have multiple relevant properties; for example, shape and color are relevant to membership in the category banana. How do toddlers prioritize these properties when recognizing familiar words, and are there systematic differences among children? In this study, toddlers viewed pairs of objects associated with prototypical colors. On some trials, objects were typically colored ; on other trials, colors were switched. On each trial, toddlers were directed to find (...) a target object. Overall, recognition was disrupted when colors were switched, as measured by eye movements. Moreover, individual differences in vocabularies predicted recognition differences: Toddlers who say fewer shape-based words were more disrupted by color switches. “Knowing” a word may not mean the same thing for all toddlers; different toddlers prioritize different facets of familiar objects in their lexical representations. (shrink)

While the vocabulary of sacrifice has been the subject of detailed studies, the terms of votive offerings in ancient Greece still lack a semantic survey of their own. I am here interested in a particular type of offering, the so-called ‘first-fruit’ offerings, in Archaic and Classical Greece. It was a common practice in different parts of the Greek world for individuals and cities to bring an offering termed ἀπαρχή to the gods using a portion of the proceeds from a (...) variety of human activities; and this act is described by the verb ἀπάρχεσθαι. And yet the word ἀπάρχεσθαι is not limited to making dedications; it is also used in sacrificial procedures and cult payments. This study aims to give a semantic analysis of these terms, examining their religious applications in different contexts. It appears that the values attached to the notion of ἀπάρχεσθαι are rather different in the cases of sacrifices, of bringing first-offerings and of cult finance. The ways in which the usages of these terms overlap with and diverge from each other constitute one of the most interesting results. (shrink)

This article seeks to extricate and explicate the unique vocabulary that was consolidated by the realistic phenomenologist Hedwig Conrad-Martius in her establishing book Realontologie, published in 1923. Among the concepts are: “Essence”, “Bearer”, Self-adherence, Capability, Tangentiality, Incorporation, Internality, “Quiet,” Fullness, Depth, Layeredness, Abyss, and others. CM does not always coin them as distinguished concepts, but they function as philosophical concepts due to the meaning she pours into them and the way she uses them. The author suggests that these terms (...) can inaugurate the realistic discourse on reality, which is noticeably almost absent in the modern philosophy that has been almost sweepingly conquered by the literal and advanced idealistic discourse. (shrink)

The business case constitutes an important instrumental motive for corporate social responsibility (CSR), but its relationship with other moral and relational motives remains controversial. In this article, we examine the articulation of motives for CSR among different stakeholders in Germany historically. On the basis of reports of German business associations, state agencies, unions, and nongovernmental organizations from 1970 to 2014, we show how the business case came to be a dominant motive for CSR by acting as a coalition magnet: the (...) vocabulary was used strategically by key policy entrepreneurs, while being ambiguous for flexible interpretations by different stakeholders, and thereby growing in attractiveness. As a resulting discourse coalition emerged among business, state, and civil society actors, the moral and relational motives for CSR became increasingly marginalized. The article offers a new approach to studying motives and contributes to understanding the complementary or competing nature of different motives for CSR. (shrink)

Putting the principles of multisensory teaching into practice, this study investigated the effect of audio-visual vocabulary repetition on L2 sentence comprehension. Forty participants were randomly assigned to experimental and control groups. A sensory-based model of instruction was used to teach a list of unfamiliar vocabularies to the two groups. Following the instruction, the experimental group repeated the instructed words twice, while the control group received no vocabulary repetition. Afterward, their electrophysiological neural activities were recorded through electroencephalography while doing (...) a sentence acceptability judgment task with 216 sentences under acceptable and unacceptable conditions. A one-way analysis of variance, a multivariate analysis of variance, and a Bayesian repeated-measures ANOVA were used to compare the behavioral and neurocognitive responses [N400 as the main language-related event-related brain potential effect] of the two groups. The results showed no significant N400 amplitude difference in favor of any of the groups. The findings corroborated the ineffectiveness of two repetitions preceded by multisensory instruction on L2 sentence comprehension. (shrink)

Give me your fingers.Under this hair shirt steams the vocabularyof flesh, crosshatched into meaning.– Vievee Francis, Horse in the DarkThis exercise in vocabularies of vulnerability seeks to think...

Understanding the changes in our language abilities along the lifespan is a crucial step for understanding the aging process both in normal and in abnormal circumstances. Besides controlled experimental tasks, it is equally crucial to investigate language in unconstrained conversation. I present an information-theoretical analysis of a corpus of dyadic conversations investigating how the richness of the vocabulary, the word-internal structure, and the syntax of the utterances evolves as a function of the speaker's age and sex. Although vocabulary (...) diversity increases throughout the lifetime, grammatical diversities follow a different pattern, which also differs between women and men. Women use increasingly diverse syntactic structures at least up to their late fifties, and they do not deteriorate in terms of fluency through their lifespan. However, from age 45 onward, men exhibit a decrease in the diversity of the syntactic structures they use, coupled with an increased number of speech disfluencies. (shrink)

Contextual vocabulary acquisition (CVA) is the deliberate acquisition of a meaning for a word in a text by reasoning from context, where “context” includes: (1) the reader’s “internalization” of the surrounding text, i.e., the reader’s “mental model” of the word’s “textual context” (hereafter, “co-text” [3]) integrated with (2) the reader’s prior knowledge (PK), but it excludes (3) external sources such as dictionaries or people. CVA is what you do when you come across an unfamiliar word in your reading, realize (...) that you don’t know what it means, decide that you need to know what it means in order to understand the passage, but there is no one around to ask, and it is not in the dictionary (or you are too lazy to look it up). In such a case, you can try to figure out its meaning “from context”, i.e., from clues in the co-text together with your prior knowledge. Our computational theory of CVA—implemented in a the SNePS knowledge representation and reasoning system [28]—begins with a stored knowledge base containing SNePS representations of relevant PK, inputs SNePS representations of a passage containing an unfamiliar word, and draws inferences from these two (integrated) information sources. When asked to define the word, definition algorithms deductively search the resulting network for information of the sort that might be found in a dictionary definition, outputting a definition frame whose slots are the kinds of features that a definition might contain (e.g., class membership, properties, actions, spatio-temporal information, etc.) and whose slot-fillers contain information gleaned from the network [6–8,20,23,24]. We are investigating ways to make our system more robust, to embed it in a naturallanguage-processing system, and to incorporate morphological information. Our research group, including reading educators, is also applying our methods to the develop-. (shrink)

Acquisition of word meanings, or vocabulary, reflects general mental ability (psychometric g) more than than do most abilities measured in test batteries. Among diverse subtests, vocabulary is especially high on indices of genetic influences. Bloom's exposition of the psychological complexities of understanding words, involving the primacy of concepts, the theory of mind, and other processes, explains vocabulary's predominant g saturation.

Over thirty years ago, Richard Rorty’s Philosophy and the Mirror of Nature declared the demise of epistemology and the arrival of a new post-Philosophical era. Rorty envisaged the intellectual activity of this predominantly literary culture as an unconstrained large-scale conversation that would flourish in an “ecstasy of spiritual freedom.” Having abandoned all systematic pretensions, edifying philosophers would add their voice to the conversation of mankind, fully aware of the radical incommensurability of the mortal vocabularies they employ. In an attempt to (...) evaluate this radical proposal, the first part of this essay argues that some of Rorty’s most memorable utopian statements are far-fetched, rhetorical and often exaggerated to the point that they damage his broad humanistic vision. Building on this, the second part discusses the “missed potential” of Rorty’s excessively broad notion of a conversation of mankind and of the uncompromisingly anti-essentialist and anti-foundationalist reorientation that he proposes. (shrink)

Vocabulary knowledge affects any learner’s general language proficiency and the lack of vocabulary is often seen as an obstacle in a student’s progress. This statement becomes even truer when considering languages for specific purposes as the knowledge of technical vocabulary is closely connected to mastering professional skills. The research on vocabulary learning distinguishes two types of learning, incidental and intentional, which should complement each other. One of the most efficient intentional strategies proved to be the use (...) of flashcards. Modern technologies have contributed to further development of this rather popular method by offering new ways of vocabulary consolidation as well as novel forms of interaction. The main objective of the paper is to introduce a teaching methodology aimed at the intentional building of students’ vocabulary, however, at the same time making students being aware of a broader context in which a word or a collocation is used. The presented methodology involves student generated and recycled content as well as the use of electronic tools, namely Google docs and Quizlet. In the course of three subsequent spring semesters, students first created a Google Docs collaborative learning log with lists of vocabulary, the following year’s students uploaded the lists of definitions and translations into Quizlet sets and in the final year the words in Quizlet flashcards where supplemented with example sentences. Students’ performance showed that both Google Docs and Quizlet are efficient tools not only for vocabulary learning, but also for language teaching. The proposed methodology was used in legal English classes, however, it can be implemented in any language course. (shrink)

In classifications of vocabulary knowledge, vocabulary size and depth have often been separately conceptualized (Schmitt, 2014). Although size and depth are known to be substantially correlated, it is not clear whether they are a single construct or two separate components of vocabulary knowledge (Yanagisawa & Webb, 2020). This issue has not been addressed extensively in the literature and can be better examined using structural equation modeling (SEM), with measurement error modeled separately from the construct of interest. The (...) current study reports on conventional and Bayesian SEM approaches (e.g., Muthén & Asparouhov, 2012) to examine the factor structure of the size and depth of second language vocabulary knowledge of Japanese adult learners of English. A total of 255 participants took five vocabulary tests. One test was designed to measure vocabulary size in terms of the number of words known, while the remaining four were designed to measure vocabulary depth in terms of word association, polysemy, and collocation. All tests used a multiple-choice format. The size test was divided into three subtests according to word frequency. Results from conventional and Bayesian SEM show that a correlated two-factor model of size and depth with three and four indicators, respectively, fit better than a single-factor model of size and depth. In the two-factor model, vocabulary size and depth were strongly correlated (r =.945 for conventional SEM and.943 for Bayesian SEM with cross loadings), but they were distinct. The implications of these findings are discussed. (shrink)

Argues that the only way to understand the Confucian vision of the consummate moral life is to take the tradition on its own terms.

Among children and adolescents, emotion understanding relates to academic achievement and higher well-being. This study investigates the role of general and emotion-specific language skills in children’s and adolescents’ emotion understanding, building on previous research highlighting the significance of domain-specific language skills in conceptual development. We employ a novel inventory (CEVVT) to assess emotion-specific vocabulary. The study involved 10–11-year-old children (N = 29) and 16–17-year-old adolescents (N = 28), examining their emotion recognition and knowledge of emotion regulation strategies. Results highlight (...) the ongoing development of emotion-specific vocabulary across these age groups. Emotion recognition correlated with general vocabulary in the younger group. In the older age group, emotion recognition was related to emotion-specific vocabulary size, but this effect only became apparent when controlling for the depth of emotion-specific vocabulary. Against expectation, there were no significant contributions of general or emotion-specific vocabulary to knowledge of emotion regulation strategies in either age group. These findings enhance our comprehension of the nuanced interplay between language and emotion across developmental stages. (shrink)

At or near the beginning of many textbooks and syllabi in applied or professional ethics is a unit on philosophical moral theories (such as utilitarianism, deontology, and virtue ethics). However, teaching such theories is of questionable value in this context. This article introduces the moral vocabulary approach. Instead of burdening students with complex ethical theories, they are introduced to the logic of elementary moral concepts. This avoids many of the drawbacks of teaching ethical theories, while preserving the benefit of (...) equipping students with the conceptual tools they need to critically analyse ethical issues. (shrink)

This dissertation is concerned with normativity both as an explanatory device in the philosophy of language, logic and epistemology and as a philosophical issue in its own right. Following later Wittgenstein and Sellars, it is argued that language is normative, in the first instance because of the fact that speech acts take place within a structure of social norms and institutions. This fact is then utilized to show that important features of semantic content can be explained in terms of such (...) norms. ;This Sellarsian conception of linguistic usage as the performance of acts within a linguistic game of giving and asking for reasons, leads us to focus on inferential proprieties as central to semantic content. It is, then, natural to look at logical vocabulary, paradigmatically 'entails', as expressing the very normative relations definitive of this content. An idea of Brandom's is developed in providing a formal theory of the inferential content of logical vocabulary. Such normative-inferentialist semantic analyses are developed for a wide range of logical systems. ;A certain conception of justification also falls naturally out of this general theory of language. If asserting is an act performed within a linguistic game, then justification can be thought of as a matter of winning such a game, a successfully defending one's assertion in the face of licensed challenges to it. This account is developed, drawing consequences for the theory of rationality and knowledge. ;The second major issue of the dissertation is the theory of the normative itself and much of the constructive work in the philosophy of language, philosophy of logic and epistemology forms a case study for a particular theory of the normative. On the basis of Wittgensteinian considerations, it is argued that normativity must be understood as resting ultimately on social practice. ;We solve problems of earlier accounts of norms by introducing a novel normative relation between assertions of normative propriety and social practices. Normative assertions do not describe existing social standards, but do nonetheless derive their semantic content from those standards. This argument carried through in detail for cases of logical and epistemic vocabulary in the dissertation. (shrink)

This chapter presents a list of the English words the author uses as stand-ins for Nietzsche's German.

In lieu of an abstract, here is a brief excerpt of the content:Merging Traditional Technique Vocabularies with Democratic Teaching Perspectives in Dance EducationA Consideration of Aesthetic Values and Their Sociopolitical ContextsBecky Dyer (bio)IntroductionConventional aesthetic values in dance traditionally have been wed to long-established authoritarian teaching approaches in American professional dance companies and university dance programs. Developed over time from a mixture of enduring cultural tastes, aesthetic ideals, and historical influences, aesthetic values play a significant role in teaching and learning processes (...) in the classroom, although the impact of their presence on learning is often indiscernible or paid little attention. As dance educators in higher education make efforts to move toward more democratic teaching perspectives, they often find themselves philosophically lodged between established approaches to teaching traditional, codified vocabularies and aesthetics and more contemporary, student-centered, and democratically oriented perspectives to teaching and learning dance. Attention to the sociopolitical contexts of dance training gives practitioners opportunities to consider aesthetic values of dance from differing cultural vantage points and the perspectives by which these values are taught and learned.Each learning circumstance in dance is a complex weaving of personal and social experience involving individuals, communities, movers, and viewers. Movement aesthetic values emerge from personal and communal morals and ideals as well as social mores of the body, which create contextual lenses for experiencing, interpreting, and making meaning of movement vocabularies created and perpetuated in dance communities. It is important that teachers who seek to incorporate more democratically oriented, student-centered teaching perspectives become mindful of ways social values and perceptual/contextual frameworks impact personal [End Page 108] and communal practices in dance. Approaches to learning technique that consider sociocultural factors of dance movement aesthetics—wherein teachers and learners are led to recognize and reflect upon personal, social, and aesthetic values embodied in movement and embedded in movement vocabularies—can lead teachers and learners to better understand the significance of learning in dance as it relates to personal and social worlds beyond the classroom.This article will suggest how movement analysis from a socially contextualized perspective can inform understanding about the significance of sociopolitical contexts and aesthetic values in Western dance training. Perspectives of movement analysis will provide groundwork for discussing perceivable ways to address discrepancies between democratic and authoritarian teaching viewpoints and to challenge the prominent linking of conventional aesthetic values and vocabularies, as well as codified techniques, to authoritarian practices. The discussion will address relationships between pedagogical perspectives and ideologies held by teachers concerning the place and worth of conventional aesthetic values and the nature of aesthetic experiences in the dance technique classroom, and the potential understandings and meanings their students construct.Foundations of Movement Analysis: The Ideas and Practices of Rudolf LabanRecognizing embedded personal and social aesthetic values in movement is an important initial stage in developing more critically reflective practices that promote meaning, agency, and student interest in learning. The task is challenging because the only values accessibly evident to the bystander, and often the mover, are visual ones. Yet, as Rudolf Laban (1879-1958) suggested, intangible values also inspire movement. Laban created a theoretical framework—referred to as Laban Movement Analysis—for movement exploration, description, and analysis to consider both noticeably apparent and less-tangible values of movement by investigating movement phenomena and factors that generate them.1 The praxis-oriented system involves reflecting on movement observations, considering emotional and mental facets of movement, and taking into account experiential bodily perspectives of the mover.2Although one of Laban's fundamental purposes for developing a descriptive vocabulary for movement was to facilitate the mastery of dance technique,3 his teaching emphasized the "harmonious expressiveness of the whole individual," as he aimed to facilitate dancers' ability to understand and use their bodies in order to discover individual ways of expressing themselves and communicating.4 Laban's attitudes toward training were in sharp contrast to approaches of the day, yet interestingly, they were not [End Page 109] opposed to them. For example, common dance gestures and postures were expanded into free exploration and studied from diverse points of view rather than a narrow range of perspectives, aesthetic values, and movement qualities.5Laban's theory of "Effort," which he linked to emotions as well as... (shrink)

This paper motivates and develops a novel semantics for several epistemic expressions, including possibility modals and indicative conditionals. The semantics I defend constitutes an alternative to standard truth conditional theories, as it assigns sets of probability spaces as sentential semantic values. I argue that what my theory lacks in conservatism is made up for by its strength. In particular, my semantics accounts for the distinctive behavior of nested epistemic modals, indicative conditionals embedded under probability operators, and instances of constructive dilemma (...) containing epistemic vocabulary. (shrink)

A series of reflections on Laplanche and Pontalis's Vocabulaire de la psychanalyse, one of the precursor volumes of the Dictionary of Untranslatables, and specifically on Laplanche's effort to glean the most important lessons to be culled from that speculative volume on the translation of German into French. Laplanche, in Vie et mort en psychanalyse, posits that, until one gauges the significance of the chiasmus structuring the evolution of Freud's metapsychology, the sense of Freud's discovery will not have been grasped. In (...) this essay, the translator of Vie et mort uncovers the chiasmus that structures the evolution of Laplanche's own thought and reflects on the role which that figure has played in his own career as a critic. (shrink)

Emerging Moral Vocabularies challenges the broad assertion that Western post-industrial societies are inevitably becoming more individualistic and self-centered, and instead encourages scholars to examine emerging forms for moral and ethical meaning, which form new moral boundaries.

More and more tech-savvy learners are expanding the language learning environment with mobile Assisted Language Learning (MALL).From the perspective of epistemological philosophy, this paper examines the relevance of the smartphone application effect, receptive vocabulary knowledge, and receptive language ability in the development of English vocabulary knowledge in Chinese college English learners. Fifty-four freshman English learners were divided into two groups. One group used a smartphone app, and the other used traditional memorization methods. The results showed that, first, there (...) was a significant difference in scores between the two groups, and the longer the experimental group used the app, the higher their scores on both long-term and short-term memory tests. Second, there is a high correlation and significant between the short-term and long-term vocabulary memory test scores of the two groups of students and the pre-test and post-test reading and listening scores. Thirdly, the role of motivation in learners' emotional factors may be related to the development of receptive vocabulary knowledge and receptive language skills. It is effective for freshmen of English universities in China to correctly use smartphone applications for vocabulary development. Vocabulary learning based on mobile devices positively impacts learners' emotional factors, so it is related to the increase of motivation. (shrink)

An astounding project of analysis on more than one hundred translations of ancient philosophical texts, this index of words found in the Ancient Commentators on Aristotle series comprises some 114,000 entries. It forms in effect a unique dictionary of philosophical terms from the post-Hellenistic period through to late antiquity and will be an essential reference tool for any scholar working on the meaning of these ancient texts. As traditional dictionaries have usually neglected to include translation examples from philosophical texts of (...) this period, scholars interested in how meanings of words vary across time and author have been ill served. This index fills a huge gap, therefore, in the lexical analysis of ancient Greek and has application well beyond the reading of ancient philosophical commentaries. Bringing together the full indexes from 110 of the volumes published in Bloomsbury's Ancient Commentators on Aristotle series, McKirahan has combined each word entry and analysed how many times particular translations occur. He presents his findings numerically so that each meaning in turn has a note as to the number of times it is used. For meanings that are found between one and four times the volume details are also given so that readers may quickly and easily look up the texts themselves. (shrink)

"Any linguistic study of the Greek verb be is essentially conditioned, and perhaps ultimately motivated, by the philosophic career of this word. We know what an extraordinary career it has been. It seems fair to say, with Benveniste, that the systematic development of a concept of Being in Greek philosophy from Parmenides to Aristotle, and then in a more mechanical way from the Stoics to Plotinus, relies upon the pre-existing disposition of the language to make a very general and diversified (...) use of the verb einai. Furthermore, insofar as the notions expressed by on, einai, and ousia in Greek underlie the doctrines of Being, substance, essence, and existence in Latin, in Arabic, and in modern philosophy from Descartes to Heidegger and perhaps to Quine, we may say that the usage of the Greek verb be studied here forms the historical basis for the ontological tradition of the West, as the very term "ontology" suggests. At the same time it is generally recognized that this wide range of uses for the single verb eimi in Greek reflects a state of affairs which is "peculiar to Indo-European languages, and by no means a universal situation or a necessary condition." (1) The present monograph series on "the verb 'be' and its synonyms" shows just how far the languages of the earth may differ from one another in their expression for existence, for predication with nouns or with adjectives, for locative predication, and so forth. The topic of be can itself scarcely be defined except by reference to Indo-European verbs representing the root *es-. The question naturally arises whether an historical peculiarity of this kind can be of any fundamental importance for general linguistics and, even more pressing, whether a concept reflecting the Indo-European use of *es- can be of any general significance in philosophy.". (shrink)