The soul of philosophy in a soulless age

Human Affairs ◽  
2021 ◽  
Vol 31 (4) ◽  
pp. 420-428
Author(s):  
David Skrbina
Keyword(s):  
The Internet ◽  
Reading And Writing ◽  
Standard Methods ◽  
Relevant Today ◽  
Addictive Drugs ◽  
Technological Age

Abstract In its original Greek conception, philosophy was intended to promote both wisdom and virtue among society; in this sense, the teaching, or presenting, of philosophy is central to its essence. Socrates and Plato famously grappled with the question of how to impart wisdom and virtue to the learner, with mixed results. One of the standard methods—reading and writing—was argued to be misleading and even deceptive, because it deals with static, ‘dead’ words and ideas rather than with the “living discourse” of one person speaking directly to another. This general critique of certain ‘technologies’ of learning is even more relevant today, in our technological age, where the presenting of philosophy often involves computers, laptops, and the Internet. Such things come to function as addictive drugs—much like the pharmakon that Plato warned of. Philosophy would thus be better served by less use of mediating technologies and by a return to live, interactive, living dialogue between student and teacher.

Digital Literacy for the 21st Century

2018 ◽  
pp. 2235-2242 ◽  
Author(s):  
Hiller A. Spires ◽  
Casey Medlock Paul ◽  
Shea N. Kerkhoff
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
The Internet ◽  
Motion Graphics ◽  
Reading And Writing ◽  
Wide Range ◽  
Multiple Media ◽  
K 12 ◽  
Audio Video ◽  
Affective Dimensions

Before the Internet was an integral part of life, Paul Gilster (1997) defined digital literacy as the “ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers” (p. 1). Thus, digital literacy involves any number of digital reading and writing techniques across multiple media forms. These media include words, texts, visual displays, motion graphics, audio, video, and multimodal forms. There are myriad cognitive processes at play, along a continuum from consumption to production when a reader is immersed with digital content as well as with print text. The purpose of this chapter is to (a) define digital literacy from multiple theoretical viewpoints, (b) illustrate how the definition continues to evolve in light of emerging technologies, and (c) discuss the cognitive, social, and affective dimensions of digital literacy as it is a key requirement in contemporary K-12 education.

Collaborative Learning and Concept Mapping for Language Teaching

2012 ◽  
pp. 160-181
Author(s):  
Rita de Cássia Veiga Marriott
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Concept Mapping ◽  
Language Teaching ◽  
Writing Skills ◽  
The Internet ◽  
Authentic Material ◽  
Reading And Writing

This chapter outlines how collaborative learning and concept mapping have been incorporated and implemented within a blended foreign language course. Focusing on these two approaches, it introduces the reader to LAPLI – The Language Learning Lab: a methodology of integrative CALL using the Internet. The aim in LAPLI’s 12 activities is to challenge high-intermediate and advanced language students to go beyond their limitations and be more active and responsible for their own learning. Students, based on authentic material selected by themselves, work individually and collaboratively throughout its activities. They are stimulated to develop fluency and accuracy in the foreign language, focusing on the development of their reading and writing skills, but also promoting their oral and social skills. Some feedback from the students is presented. The chapter concludes with a few considerations on the challenges of life-long education.

Collaborative Learning and Concept Mapping for Language Teaching

2010 ◽  
pp. 13-34 ◽  
Author(s):  
Rita de Cássia Veiga Marriott
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Concept Mapping ◽  
Language Teaching ◽  
Writing Skills ◽  
The Internet ◽  
Authentic Material ◽  
Reading And Writing

This chapter outlines how collaborative learning and concept mapping have been incorporated and implemented within a blended foreign language course. Focusing on these two approaches, it introduces the reader to LAPLI – The Language Learning Lab: a methodology of integrative CALL using the Internet. The aim in LAPLI’s 12 activities is to challenge high-intermediate and advanced language students to go beyond their limitations and be more active and responsible for their own learning. Students, based on authentic material selected by themselves, work individually and collaboratively throughout its activities. They are stimulated to develop fluency and accuracy in the foreign language, focusing on the development of their reading and writing skills, but also promoting their oral and social skills. Some feedback from the students is presented. The chapter concludes with a few considerations on the challenges of life-long education.

The implications of reading en writing language preference with regard to internet access for users in South Africa

2006 ◽  
Vol 25 (3) ◽  
Author(s):  
Pieter Blignaut ◽  
Theo Mcdonald
Keyword(s):  
Internet Access ◽  
Home Language ◽  
The Internet ◽  
Language Preference ◽  
Reading And Writing ◽  
African Languages ◽  
Website Development ◽  
The World ◽  
The Many ◽  
A Site

For historical reasons, English is the language of the internet. Currently, e-commerce attracts customers from all over the world. In order to do good business, websites must be accessible to clients from a variety of cultures and languages. To achieve usability for a global audience, websites must be internationalized as well as localized. Given the many cultures and idiosyncrasies of those cultures, both of these tasks are extremely complex and it is virtually impossible to do both at the same time. It could be helpful if some cultures do not object to the fact that the language of the internet is not the same as their home language. In this study the preferred language of reading and writing of various groupings of African users was determined. It was found that, whereas the Afrikaans-speaking subjects preferred to have written material in their home language, speakers of other African languages preferred English. This has enormous implications for website development as developers can focus on the usability and functionality of a site without having to spend time translating the content into a variety of languages.

scholarly journals ¿Internet: 1; Escuela: 0?

2012 ◽  
pp. 126-141 ◽  
Author(s):  
Dr. Daniel Cassany ◽  
Mtra. Denise Hernández
Keyword(s):  
Young People ◽  
The Internet ◽  
Chat Rooms ◽  
Online Activity ◽  
Reading And Writing ◽  
Academic Practices ◽  
La Red

Este artículo aborda el caso de una chica que no puede aprobar el Bachillerato de Letras, a pesar de que lleva una actividad diaria, variada y elogiada en la red, gestiona un foro de literatura, lee y escribe en fotoblogs y chats. Se aportan datos para reflexionar sobre las maneras de leer y escribir que generan los jóvenes en Internet, al margen de la escuela; se analizan las diferencias que presentan con las prácticas académicas y se reflexiona sobre las consecuencias que tiene este hecho en la educación.AbstractThis article examines the case of a girl who failed her baccalaureate, even though she carries out acclaimed, varied online activity as a webmaster for a literature forum and reading and writing photoblogs and chat rooms. It also offers data on different forms of reading and writing created by young people on the Internet outside school, and looks at their differences with academic practices and the consequences of this fact in education. Recibido: 22 de marzo de 2011 Aceptado: 4 de abril de 2011

Internet-based activities for the ESL classroom

ReCALL ◽  
1999 ◽  
Vol 11 (1) ◽  
pp. 47-57 ◽  
Author(s):  
Christina Gitsaki ◽  
Richard P Taylor
Keyword(s):  
Language Acquisition ◽  
Language Use ◽  
Writing Skills ◽  
Instructional System ◽  
The Internet ◽  
Esl Students ◽  
Reading And Writing ◽  
Educational Environments ◽  
Different Types ◽  
Authentic Language

The Internet offers a wealth of information and unlimited resources that teachers can use in order to expose students to authentic language use. Exposure, however, is not enough to trigger language acquisition. Students need to be involved in tasks that integrate the use of computers and enhance language acquisition. This paper outlines an instructional system designed to guide English as a Second Language (ESL) students through their exploration of the Internet and carry out projects that will ultimately help them improve their reading and writing skills and enrich their vocabulary. Through this instructional system the benefits of using the Internet for ESL purposes with different types of students in different educational environments can be maximised.

scholarly journals More Relevant Today Than Ever: Past, Present and Future of Media Performance Research

2020 ◽  
Vol 8 (3) ◽  
pp. 239-343
Author(s):  
Melanie Magin ◽  
Birgit Stark
Keyword(s):  
Economic Conditions ◽  
The Internet ◽  
Media Content ◽  
User Perspective ◽  
Relevant Today ◽  
News Industry ◽  
The Media ◽  
Media Performance ◽  
Performance Research ◽  
Initial Focus

Media performance is constitutive for functioning democracies. But what is the situation regarding media performance in the age of digitalisation? And how can media performance continue to be assured under the current difficult economic conditions for the news industry? In this essay, we give a short overview of how media performance research has developed from the introduction of private broadcasting to the spread of the Internet and social media. In the course of this development, the initial focus of media performance research on media content has broadened to include media quality from the user perspective. We show how the contributions to this thematic issue relate with existing lines of media performance research, but also add new facets to them. Finally, we point to the directions in which research on media performance should evolve in order to keep pace with current developments in the media market.

Arabic Windows: Arabicizing Windows Applications to Read and Write Arabic

2004 ◽  
Vol 38 (1) ◽  
pp. 44-54
Author(s):  
al-Husein N. Madhany
Keyword(s):  
Word Processing ◽  
Arabic Language ◽  
The Internet ◽  
Web Browsers ◽  
Reading And Writing ◽  
Language Study ◽  
Keyboard Typing ◽  
Windows Applications ◽  
Microsoft Windows

This paper is technical in nature. It provides detailed instructions for enabling Arabic reading and writing capabilities in most Microsoft Windows versions, the major word-processing applications, and the major Internet web browsers. This paper also discusses useful, time-tested hints and resources for using Arabic with Windows including enabling the Arabic Proofing Tools, enabling the On Screen Arabic Keyboard, typing right-to-left, typing Hindi numerals, defining Arabic romanization keyboards, and finding Arabic fonts, English/Arabic keyboards, Arabic QWERTY keyboards, and Arabic keytop labels. This paper has been adapted from a manuscript the author is currently writing on resources for Arabic language study in America and on the Internet.

scholarly journals Pengembangan Literasi Teknologi Informasi dan Komunikasi di Lingkungan Pesantren Tebuireng Jombang

ADALAH ◽  
2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Amy Maulana
Keyword(s):  
Young People ◽  
Cognitive Skills ◽  
Technological Literacy ◽  
Boarding School ◽  
The Internet ◽  
Reading And Writing ◽  
The World ◽  
Software And Hardware ◽  
Use Of The Internet ◽  
Modern Era

Abstract:In the modern era, literacy writing uses the internet as the main source and reference. The use of the internet in Indonesia is currently dominated by young people, including students. In the world of education, the internet is part of technological literacy as one of the abilities that students must have. Literacy is a real set of skills, especially cognitive skills in reading and writing that are independent of the context in which the skills are obtained, from whom these skills were obtained and how to obtain them. Meanwhile, what is meant by technological literacy itself is the ability to understand the completeness of technology, both software and hardware, as well as ethics in its use.Keywords: Literacy; Boarding school; Skills Abstrak:Di era modern, penulisan literasi banyak menggunakan internet sebagai sumber dan referensi utama. Penggunaan internet di Indonesia saat ini didominasi oleh kalangan muda termasuk didalamnya adalah pelajar. Dalam dunia Pendidikan internet adalah bagian dari literasi teknologi sebagai salah satu kemempuan yang harus dimiliki oleh para siswa. Literasi adalah seperangkat keterampilan yang nyata, khususnya keterampilan kognitif dalam membaca dan menulis yang terlepas dari konteks di mana keterampilan yang dimaksud diperoleh, dari siapa keterampilan tersebut diperoleh dan bagaimana cara memperolehnya. Sedangkan yang dimaksud dengan literasi teknologi itu sendiri adalah kemampuan memahami kelengkapan yang dimiliki teknologi baik software maupun hardware serta etika dalam penggunaannya.Kata kunci: Literasi; Pesantren; Ketrampilan 

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