Results for 'Language and education. '

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  1. Language and education: A critical approach to Gandhi and Wittgenstein.Mudasir A. Tantray & Tariq Rafeeq Khan - 2019 - Lokayata: Journal of Positive Philosophy 10 (2):68-73.
    This paper examines the function of language in the domain of education and it‘s vice versa. As we are aware of the fact that language and education are endemic elements of human development and evolution. According to Gandhi, education is the recognition of mind-body, soul and spirit. It is the attainment of the values through morality and ethics. Gandhi accepts communicative aspect of language where as Wittgenstein accepts analytical and conceptual aspect of language. Wittgenstein realized that (...)
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  2.  95
    Language and educational research.Ian Frowe - 2001 - Journal of Philosophy of Education 35 (2):175–186.
    This paper takes as its starting point the two paradigms for educational research discussed by Richard Pring in an earlier edition of this journal. The focus is on the role of language and how it might function in relation to research. Drawing on the work of Charles Taylor it is argued that language can legitimately be conceived as constitutive of certain aspects of reality. Taylor's position, it is suggested, indicates a possible relationship between language and reality which (...)
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  3.  50
    Wittgenstein, Language, and Education for Creativity.Glen Martin - 1996 - Teaching Philosophy 19 (1):31-46.
    Taking up Wittgenstein’s critique of the modern worldview, the author gives an account of the assumptions behind it and of its presence in educational institutions. This worldview is easily perpetuated and instilled in new generations through the influence of unconscious assumptions held by educators and institutions. The author argues that in order to halt its perpetuation, educators can use the classroom to change the way students think, specifically by transforming the use of language in the classroom. This paper outlines (...)
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  4. Constructive orientalism: debates on languages and educational policies in Colonial India, 1830-1880.Hakim Ikhlef - 2014 - In Barnita Bagchi, Connecting histories of education: transnational and cross-cultural exchanges in (post-)colonial education. London: Berghahn Books.
     
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  5.  21
    Language and Education Policy of Australia / Victorian's Teaching Turkish Framework.Hatice Parlak - 2012 - Journal of Turkish Studies 7:1825-1833.
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  6.  18
    Derrida on Language and Philosophical Education.Samir Haddad - 2020 - Studies in Philosophy and Education 40 (2):149-163.
    The relationship between national languages and schooling is a recurring theme in Derrida’s writings on education, playing an important role in the challenge he mounts to traditional understandings of the French State’s involvement in the teaching of philosophy. In this essay, I follow this thread of thinking across several of Derrida’s texts, paying specific attention to his diagnoses of positions arguing for a universal philosophical language on the one hand, and those elevating French as the proper language of (...)
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  7.  12
    Languages of Educational Discourse: Process, Procedure and Skill.Charles Bailey - 1991 - Paideusis: Journal of the Canadian Philosophy of Education Society 4 (2):3-15.
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  8.  72
    Interests, Values and Educational Language.P. S. Wilson - 1976 - Journal of Philosophy of Education 10 (1):147-166.
    P S Wilson; Interests, Values and Educational Language, Journal of Philosophy of Education, Volume 10, Issue 1, 30 May 2006, Pages 147–166, https://doi.org/10.1.
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  9.  20
    (1 other version)Language and Culture: The Context of STS Education.Raphael Sassower & Gayle L. Ormiston - 1987 - Bulletin of Science, Technology and Society 7 (5-6):754-757.
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  10.  9
    Language, Sexuality and Education.Helen Sauntson - 2018 - Cambridge University Press.
    Presenting a range of data obtained from secondary schools in the UK and US, this path-breaking book explores the role played by language in constructing sexual identities. Analysing the often complex ways in which homophobia, heterosexism and heteronormativity are enacted within school contexts, it shows that by analysing language, we can discover much about how educators and students experience sexual diversity in their schools, how sexual identities are constructed through language, and how different statuses are ascribed to (...)
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  11.  50
    Vox Populi, Vox ChatGPT: Large Language Models, Education and Democracy.Niina Zuber & Jan Gogoll - 2024 - Philosophies 9 (1):13.
    In the era of generative AI and specifically large language models (LLMs), exemplified by ChatGPT, the intersection of artificial intelligence and human reasoning has become a focal point of global attention. Unlike conventional search engines, LLMs go beyond mere information retrieval, entering into the realm of discourse culture. Their outputs mimic well-considered, independent opinions or statements of facts, presenting a pretense of wisdom. This paper explores the potential transformative impact of LLMs on democratic societies. It delves into the concerns (...)
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  12.  10
    Language and Value Orientations in Higher Education.Chijioke F. Nwosu - 2023 - Journal of Ethics in Higher Education 2:1-27.
    Language plays a central role in the life and activities of our world. This article is a theoretical analysis of the dynamic powers of language in driving possible value-based orientations in higher education. The multilingual nature of the continent of Africa and its bilateral lingual experiences during the colonial eras should be considered as both factual and impacting factors in evaluating language dynamics within value orientations and learning in the African case study. To this end, the article (...)
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  13.  10
    Philosophy and the metaphysical achievements of education: language and reason.Ryan McInerney - 2021 - New York, NY: Bloomsbury Academic.
    Tracing the deep connections between philosophy and education, Ryan McInerney argues that we must use philosophy to reflect on the significance of educational practice to all human endeavour. He uses a broad approach which takes in the relationships governing philosophy, education, and language, to reveal education's fundamental achievements and metaphysical significance. The realization of educational ideals and policies are read alongside growing skepticism regarding the theoretical and practical significance of philosophical thinking, and the emphasis on resource efficiency and measurable (...)
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  14.  48
    "Logic and language of education" by George F. Kneller.Robert H. Ennis - 1968 - Studies in Philosophy and Education 6 (1):38.
  15. A slavish art? Language and grammar in late Byzantine education and society.R. Webb - unknown
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  16.  82
    (1 other version)Language and thought.Paul H. Hirst - 1966 - Proceedings of the Philosophy of Education Society of Great Britain 1 (1):63-75.
    Paul H Hirst; Language and Thought, Journal of Philosophy of Education, Volume 1, Issue 1, 30 May 2006, Pages 63–75, https://doi.org/10.1111/j.1467-9752.1967.tb.
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  17.  26
    Language's Grace: Redemption and Education in J.M. Coetzee's Disgrace.Emma Williams - 2018 - Journal of Philosophy of Education 52 (4):627-641.
  18.  15
    Logic and language of education.George Frederick Kneller - 1966 - New York,: Wiley.
  19.  9
    Information Technology and the Language of Education.Maggie McBride & Kathryn Ross Wayne - 1998 - Bulletin of Science, Technology and Society 18 (5):365-373.
    In this article, the authors explore the interaction of language and culture through a metaphorical analysis of the ideas written of in Gregory Stock's book, Metaman, as well as explain how education shares the implicit assumptions of Metaman, thus perpetuating and strengthening a modern-day discourse that embeds a technological manifest destiny enveloped in deficiency as a guiding metaphor.
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  20.  13
    Indigenous Language, Technology-Education and Human Spiritual Potentialities.Anthony Chidozie Dimkpa & Innocent Chukwudi Eze - 2023 - Open Journal of Philosophy 13 (4):796-810.
    Language and technology are both culture-bound. While technology arises from the needs of a particular culture, language helps in the storage, preservation, and transmission of both the culture and the technology from one generation to another. Language is one of man’s most powerful developmental tools. Language determines to a large extent how one’s thought processes and brain functionality are wired. It determines how one perceives, interprets, reconstructs, and transforms their immediate environment into a more conducive habitat. (...)
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  21.  25
    Logic and Language of Education. [REVIEW]H. W. E. - 1968 - Review of Metaphysics 21 (4):753-754.
    Kneller's main concern is that, "If we are to understand the problems, policies, and concepts of education, we must first examine carefully the language of educational discourse." This book is a sober and readable review of several problems in modern philosophy, in which are revealed some of the strategies used by the giants of language philosophy to analyze difficult philosophical propositions and paradoxes. Each chapter of historical exposition is paralleled with a chapter of applications to problems in educational (...)
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  22. Paideia: The Language and Philosophy of Education.Lj Radenović, D. Dimitrijevic & I. Akkad (eds.) - forthcoming
     
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  23.  7
    Academic Orientation and Performance in English Language and Maternal Educational Background Differentials in Nigeria.Olufunmilayo Fagbemi - 2024 - Journal of Social Sciences and Humanities 63 (2):1-13.
    _Humans live and interact within societal groups, influencing one another in various ways. These influences, particularly from the home, significantly impact a child’s early development and achievement orientation, which is crucial for academic performance. A mother, as the primary caregiver, holds a vital role in shaping her child’s academic outlook and success. In Nigeria, one of the most populous but poorest nations globally, illiteracy is a persistent issue. Many individuals, especially women, either lack access to education or drop out early. (...)
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  24.  38
    Analyzing Complex Longitudinal Data in Educational Research: A Demonstration With Project English Language and Literacy Acquisition Data Using xxM.Oi-Man Kwok, Mark Hok-Chio Lai, Fuhui Tong, Rafael Lara-Alecio, Beverly Irby, Myeongsun Yoon & Yu-Chen Yeh - 2018 - Frontiers in Psychology 9:299293.
    When analyzing complex longitudinal data, especially data from different educational settings, researchers generally focus only on the mean part (i.e., the regression coefficients), ignoring the equally important random part (i.e., the random effect variances) of the model. By using Project English Language and Literacy Acquisition (ELLA) data, we demonstrated the importance of taking the complex data structure into account by carefully specifying the random part of the model, showing that not only can it affect the variance estimates, the standard (...)
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  25. Huck Finn, Moral Language and Moral Education.Anders Schinkel - 2011 - Journal of Philosophy of Education 45 (3):511-525.
    The aim of this article is twofold. Against the traditional interpretation of ‘the conscience of Huckleberry Finn’ (for which Jonathan Bennett's article with this title is the locus classicus) as a conflict between conscience and sympathy, I propose a new interpretation of Huck's inner conflict, in terms of Huck's mastery of (the) moral language and its integration with his moral feelings. The second aim is to show how this interpretation can provide insight into a particular aspect of moral education: (...)
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  26.  51
    Language and Concepts in Education.Mary Anne Raywid - 1961 - Studies in Philosophy and Education 2 (1):86-103.
  27.  16
    Chapter twenty-one. The ecology of languages and education in an intercultural perspective.Timothy Reagan - 2014 - In Johanna Seibt & Jesper Garsdal, How is Global Dialogue Possible?: Foundational Reseach on Value Conflicts and Perspectives for Global Policy. De Gruyter. pp. 463-490.
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  28.  49
    Fictitious Language Games, Otherness, and Philosophy of Education: A View on the Later Wittgenstein.Tomasz Zarębski - 2023 - Studies in Philosophy and Education 42 (3):323-336.
    The article combines later Wittgenstein’s fictitious language games, along with the forms of life associated with them, with the concept of otherness and places them both within the philosophy of education. The account of otherness overlaps with the view of fictional language games in that the latter deviates from our ordinary, extant uses of language and our Lebensform, and thus can be perceived as extraordinary, unusual, strange, and sometimes nonsensical. The advantages of dealing with such construed preposterousness (...)
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  29.  11
    Language and Literacy Development in Early Childhood.Robyn Ewing, Jon Callow & Kathleen Rushton (eds.) - 2016 - Port Melbourne, VIC: Cambridge University Press.
    This book provides pre-service and practising teachers with an integrated approach to language and literacy learning in early childhood. Written by leading academics in the field, it explores how children learn to talk, play using language, become literate and make meaning - from birth through to the pre-school years. Emphasising the importance of imagination and the arts in language learning, this book addresses a wide range of contemporary issues, highlights the impact of diverse socioeconomic, language and (...)
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  30.  17
    Perceived effects of examination special centres on teaching and learning of English language and quality of education in Nsukka local government area, Enugu state, Nigeria.Esther Ngozi Oluikpe, Godswill Uchechukwu Chigbu, Chidinma Kalu Nwafor & Ngozi Ugonma Emelogu - 2021 - International Journal for Educational Integrity 17 (1).
    This study examined the perceived effects of examination special centres on teaching and learning of English language and the quality of education in Nsukka Local Government Area, Enugu State, Nigeria. The study employed a descriptive survey design. All the 123 English language teachers from 31 secondary schools, five secondary school principals, three religious priests and three traditional leaders in Nsukka Local Government Area of Enugu State, Nigeria were sampled for the study. The researchers developed a 15-item-structured questionnaire for (...)
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  31.  51
    Is There a “Language of Education“?JÜrgen Oelkers - 1997 - Studies in Philosophy and Education 16 (1-2):125-138.
    What Israel Scheffler analyzed in his The Language of Education was a corpus of slogans and metaphors which obviously influence public communication. But are these a language of “education”? The article argues that “language of education” is a historical enterprise that constitutes a special public discourse on and about education. The writings of the eminent educators developed and reflected this discourse, the language of education is composed out of typical arguments and suggestions not just of slogans (...)
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  32.  15
    A Glance to Become Gagauz Turkish Language of Writing and Education Works.Nevzat Özkan - 2010 - Journal of Turkish Studies 5:77-89.
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  33.  40
    The Impact of the Interaction between Verbal and Mathematical Languages in Education.Atieno Kili K’Odhiambo & Samson O. Gunga - 2010 - Thought and Practice: A Journal of the Philosophical Association of Kenya 2 (2):79-99.
    Since the methods employed during teacher-learner interchange are constrained by the internal structure of a discipline, a study of the interaction amongst verbal language, technical language and structure of disciplines is at the heart of the classic problem of transfer in teaching-learning situations. This paper utilizes the analytic method of philosophy to explore aspects of the role of language in mathematics education, and attempts to harmonize mathematical meanings exposed by verbal language and the precise meanings expressed (...)
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  34.  17
    Learning and education in the global sign network.Susan Petrilli - 2020 - Semiotica 2020 (234):317-420.
    The contribution that may come from the general science of signs, semiotics, to the planning and development of education and learning at all levels, from early schooling through to university education and learning should not be neglected. As Umberto Eco claims in the “Introduction” to the Italian edition of his book Semiotica and Philosophy of Language (1984: xii, my trans.), “[general semiotics] is philosophical in nature, because it does not study a particular system, but posits the general categories in (...)
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  35.  21
    The Routledge handbook of language and emotion.Sonya E. Pritzker, Janina Fenigsen & James MacLynn Wilce (eds.) - 2020 - New York, NY: Routledge, Taylor and Francis Group.
    The Routledge Handbook of Language and Emotion offers a variety of critical theoretical and methodological perspectives that interrogate the ways in which ideas about and experiences of emotion are shaped by linguistic encounters, and vice versa. Taking an interdisciplinary approach which incorporates disciplines such as linguistic anthropology, sociolinguistics, applied linguistics, psychology, communication studies, education, sociology, folklore, religious studies, and literature, this book: explores and illustrates the relationship between language and emotion in the five key areas of language (...)
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  36.  63
    Bourdieu and education: acts of practical theory.Michael Grenfell - 1998 - Bristol, PA: Falmer Press. Edited by David James.
    Bourdieu and Education details the practical applications of Bourdieu's theories in a series of specific pedagogic research studies, showing how his ideas can be put into practice. Language, gender, career decision-making and the experience of higher education students are all covered. Questions are also raised concerning research methodology. The authors also examine Bourdieu's interest in the position of the researcher within the research process. Bourdieu's influence is traced in aspects of both theory and practice. Finally, principles, approaches, methods and (...)
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  37.  76
    Parents as ‘educators’: languages of education, pedagogy and ‘parenting’.Stefan Ramaekers & Judith Suissa - 2011 - Ethics and Education 6 (2):197-212.
    In this article, we explore to what extent parents should be ‘educators’ of their children. In the course of this exploration, we offer some examples of these practices and ways of speaking and thinking, indicate some of the problems and limitations they import into our understanding of the parent–child relationship, and make some tentative suggestions towards an alternative way of thinking about this relationship.
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  38.  38
    Educational Research: Language and Content. Lessons in Publication Policies from the Low Countries.Paul Smeyers & Bas Levering - 2000 - British Journal of Educational Studies 48 (1):70 - 81.
    Owing to the growing internationalisation of research, educational researchers in the Netherlands are increasingly expected to publish through the medium of the English language. Though this undoubtedly benefits the communication between scholars, there are also side-effects. This paper discusses problematic issues from three perspectives: (i) the use of a non-native language for communication between scholars in the area of education; (ii) the use either exclusively, or not, of a publication record of such publications for purposes of recruitment and (...)
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  39.  4
    Intellectual schizophrenia: culture, crisis, and education.Rousas John Rushdoony - 1961 - Philadelphia,: Presbyterian and Reformed Pub. Co..
    The title of this book is particularly significant in that Dr. Rushdoony was able to identify the basic contradiction that pervades a secular society that rejects God's sovereignty by still needs law and order, justice, science, and meaning to life. Secular man wants to use the thinks of creation while denying their creator. As Dr. Rushdoony writes, 'there is no law, no society, no justice, no structure, no design, no meaning apart from God.' And so, modern man has become schizophrenic. (...)
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  40.  52
    Language‐in‐education issues: Sweden as a case study.Béatrice Cabau - 2009 - Educational Studies 35 (4):379-389.
    From the beginning of the 1990s, the Swedish society has been affected by various changes at various levels. This modified social, political and economic context led to several reforms implemented in the educational arena. These reforms dealt with decentralisation, choice, use of market forces and privatisation. All these aspects had an impact on language education. This article will focus upon the social, ideological/political and educational parameters having affected language?in?education policy in Sweden these last years. It will investigate the (...)
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  41.  72
    Language and the formation of society in germany.Joachim Gessinger - 1985 - Topoi 4 (2):215-222.
    This article provides an account of the language standardization process in Germany during the 18th century. Linguistic activity as a means of social definition and differentiation is discussed with respect to class relations within the absolutist states in Germany. The linguistic awareness of different social classes expressed in the debates on linguistic standards of language unification supports the assumption of an asymmetric modernization process which is based not only on conditions such as literacy, education and economical subsistence but (...)
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  42.  50
    Critical Pedagogy in a Time of War: A review of Ilan Gur Ze’ev . Critical Theory and Critical Pedagogy Today. Toward a New Critical Language in Education. Haifa: Studies in Education.Kathleen Weiler - 2007 - Studies in Philosophy and Education 27 (5):375-380.
  43.  43
    Freedom and Education III: Catholicism and Academic Freedom.Charles Donahue - 1954 - Thought: Fordham University Quarterly 29 (4):555-573.
  44.  42
    English language acquisition and educational attainment at the end of primary school.Steve Strand & Feyisa Demie - 2005 - Educational Studies 31 (3):275-291.
    This paper analyses the national key stage 2 test results for 2300 11?year?old pupils in an inner London LEA. A range of concurrent pupil background data was also collected, including whether pupils spoke English as an additional language (EAL), and if so, their stage of fluency in English. EAL pupils at the early stages (1?3) of developing fluency had significantly lower KS2 test scores in all subjects than their monolingual peers. However, EAL pupils who were fully fluent in English (...)
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  45.  32
    Expanding and Improving the English Language and Culture Education of Ukrainian Tertiary Students Majoring in English.Oleg Tarnopolsky - 2019 - International Letters of Social and Humanistic Sciences 87:32-40.
    Publication date: 2 May 2019 Source: Author: Oleg Tarnopolsky The article discusses an innovative course taught to students majoring in English at Ukrainian universities. The course called “Specific Features of the English Language and English-Speaking Nations’ Cultures in the Context of International Communication” was designed to eliminate the lack of a number of issues that must be included in the curriculum of English language and culture studies to be learned by such students but which are ordinarily not included (...)
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  46.  47
    Book Review:Authority, Responsibility and Education. Richard Peters; Moral Issues in the Training of Teachers and Social Workers. Paul Halmos; The Language of Education. Israel Scheffler. [REVIEW]Mary Mothersill - 1961 - Ethics 72 (1):65-67.
  47.  12
    Writing Up and Down: The Language of Educational Research.Richard Smith - 2020 - Journal of Philosophy of Education 54 (3):666-678.
    Journal of Philosophy of Education, EarlyView.
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  48.  24
    Spiritual Language and the Ethics of Redemption: a Reply to Jim Mackenzie.David Carr - 1999 - Journal of Philosophy of Education 33 (3):451-461.
    I argue in this paper that Jim Mackenzie's critique of my recent work on religious and spiritual education fails on two main counts. First, his imputation to me of a confessional approach to religious education is simply misdirected, insofar as my previous papers are quite clearly concerned to sketch an alternative to both confessional and phenomenological approaches. Secondly, his attempt to reduce my ‘spiritual truths’ to moral and other claims turns on some question-begging decontextualisation of such judgements, as well as (...)
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  49.  23
    Language and Cognition in Gaelic-English Young Adult Bilingual Speakers: A Positive Effect of School Immersion Program on Attentional and Grammatical Skills.Maria Garraffa, Mateo Obregon, Bernadette O’Rourke & Antonella Sorace - 2020 - Frontiers in Psychology 11:570587.
    The present study investigates linguistics and cognitive effects of bilingualism with a minority language acquired through school medium education. If bilingualism has an effect on cognition and language abilities, regardless of language prestige or opportunities of use, young adult Gaelic-English speakers attending Gaelic medium education (GME) could have an advantage on linguistic and cognitive tasks targeting executive functions. These will be reported, compared to monolingual speakers living in the same area. Furthermore, this study investigates whether there is (...)
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  50.  24
    Handbook of Language and Ethnic Identity.Joshua A. Fishman (ed.) - 1999 - Oxford University Press USA.
    This handbook explores the link between ethnic identity and language from the perspectives of different social science disciplines and diverse geographical regions. This volume will serve as a complete resource on the subject and, because of its accessibility, will appeal to scholarly, college and lay audiences. "...a useful resource for readers who wish to gain an overview of some of the main issues of language and ethnicity in diverse regions and to understand the approach to these issues taken (...)
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