How does the environment shape spatial language? Evidence for sociotopography

2017 ◽  
Vol 21 (3) ◽  
Author(s):  
Bill Palmer ◽  
Jonathon Lum ◽  
Jonathan Schlossberg ◽  
Alice Gaby

AbstractThis article investigates the extent to which the way individuals describe spatial relationships correlates with features of the local landscape. Drawing on empirical data from two unrelated languages, Dhivehi (Indo-Aryan) and Marshallese (Austronesian), across a range of topographic environments, we examine the linguistic resources available to speakers, and spatial referential strategy preferences across languages and environments. We find that spatial language shows sensitivity to features of the topography, but this is mediated by the way speakers interact with the landscape. This leads us to propose a Sociotopographic Model, modelling the complex interplay of language structure, local environment, cultural practices, and language use, at odds with competing claims about the primacy of language or of environment in shaping spatial cognition.

Author(s):  
Arezou Azad

Covering the period from 709 to 871, this chapter traces the initial conversion of Afghanistan from Zoroastrianism and Buddhism to Islam. Highlighting the differential developments in four regions of Afghanistan, it discusses the very earliest history of Afghan Islam both as a religion and as a political system in the form of a caliphate.  The chapter draws on under-utilized sources, such as fourth to eighth century Bactrian documents from Tukharistan and medieval Arabic and Persian histories of Balkh, Herat and Sistan. In so doing, it offers a paradigm shift in the way early Islam is understood by arguing that it did not arrive in Afghanistan as a finished product, but instead grew out of Afghanistan’s multi-religious context. Through fusions with Buddhism, Zoroastrianism, early Abrahamic traditions, and local cult practices, the Islam that resulted was less an Arab Islam that was imported wholesale than a patchwork of various cultural practices.


2003 ◽  
Vol 141-142 ◽  
pp. 199-223
Author(s):  
Seran Doğançay-Aktuna

This paper overviews the ways in which EFL learners' pragmatic awareness can be developed in language classrooms through focused instruction and practice. It argues that effective communication requires awareness of the conventions governing language use and attention to the characteristics of the context and the interlocutors, besides linguistic resources. The main claim is that even though some pragmatics data that is based on native speaker norms might not provide relevant models for learners of English as a foreign or international language, these learners still need to become aware of crosscultural variation in norms of language use and learn how to consider social and contextual factors surrounding effective communication. After defining pragmatic competence and transfer, the paper discusses possible ways for integrating pragmatic consciousness-raising into language teaching and the problems involved in this endeavour. It then describes a course designed to raise pragmatic awareness in advanced level EFL learners as part of their TEFL training program. The underlying principles, materials and sample activities of the course are presented and learners' reaction to the course is discussed.


2017 ◽  
Vol 47 (3) ◽  
pp. 249-258
Author(s):  
K. Arunlal ◽  
C. Sunitha Srinivas

One of the oldest cultural practices of human societies, poetry, simultaneously responded and contributed to the evolution of human sense of spaces. Before print culture became ubiquitous, poetry was a time-art: all classic poetic techniques and devices were meant to hold a piece of verse permanently in a person’s memory, and by extension, in a community’s living history. However, contemporary poetry has little use for the chronologic dimension of poetry. The correlation of spatialized poetry with the new proliferation of ideas regarding space can be explored in multiple angles. The way space is looked at has changed in all art forms due to certain contingencies of modern history. This paper is a mapping of these alterations in the spatial turn of poetry, and a further application of ideas of space in understanding contemporary poetry.


2019 ◽  
Author(s):  
Tasnim Lubis

In oral literature, the moment that people remember most is could be the way the performer in performing it, the intonation, the history beyond, the particular sayings, or the performer itself. It depends on the listeners’ background about how they achieved. Among of them, oral literature has important role in sharing information among a speech community because the listeners are able to get the message directly without any interpretation. Consequenty, the study of oral literature is not merely study the language as principal but also language use because it is related to the character and identity. In addition, the study tends to have information from native view because it is related to their concept in mind. This study discussed about the concept of oral literature, the role of oral literature of Malaynese in building character and identity, and the role of Antropolinguistik as interdisipliner to analize oral literature in Malaynese.


2021 ◽  
pp. 51-58
Author(s):  
Herman Cappelen ◽  
Josh Dever

This short chapter does two things. First, it shows that in fact workers in AI frequently talk as if AI systems express contents. We present the argument that the complex nature of the actions and communications of AI systems, even if they are very different from the complex behaviours of human beings, and the way they have ‘aboutness’, strongly suggest a contentful interpretation of those actions and communications. It then introduces some philosophical terminology that captures various aspects of language use, such as the ones in the title, to better make clear what one is saying—philosophically speaking—when one claims AI systems communicate, and to provide a vocabulary for the next few chapters.


2021 ◽  
Author(s):  
◽  
Brian Tweed

<p>In this thesis, the learning of conventional curriculum mathematics in indigenous Māori schools is conceptualised as a site of struggle within the wider context of a national New Zealand education system. For example, the research literature documents the effects of inadequate mathematics education resources, detrimental impacts on the nature of traditional Māori language and cultural practices, and concerns about under-achievement of Māori students in mathematics and access to powerful societal knowledge. The thesis aims to uncover a causal mechanism for the struggle with mathematics education in one Māori school.  Empirical data about mathematics learning activities are examined using a theoretical perspective strongly influenced by Dialectical Critical Realism. The methodological frameworks are based on Basil Bernstein’s sociology of education, Systemic Functional Linguistics and Legitimation Code Theory. Using these theoretical and methodological tools, empirical data are related to deeper-level ontological determinations which underpin practices in the Māori school.  The major conclusion of the thesis is that struggle derives from two conflicting ontological determinations about the nature of a person. Mathematics education tends to construe people, and create subjectivities, in terms of their knowledge. The ethos of the Māori school considered in this thesis tends to construe people, and create subjectivities, in terms of their genealogically-embedded, unique, material and spiritual natures.  Based on this conclusion, the thesis indicates some potential consequences and future developments of mathematics education in Māori schools. These developments may be thought of in general terms as a disengagement from current relations with mathematics education, an establishment of autonomy, and a re-engagement with mathematics on different terms.</p>


Author(s):  
Michael Suk-Young Chwe

This chapter begins by describing two competing kinds of explanations to the one offered in the preceding chapter. The first is the way in which rituals are thought to influence behavior through direct psychological stimulation. The second is based on how being physically together in a group of people affects individual emotions. It addresses the question of whether common knowledge is an impossible ideal. It then discusses how publicity—or more precisely, common knowledge generation—and content are never really separable, in contrast to the book's argument that both must be considered in understanding cultural practices such as rituals. The chapter goes on to explain how historical precedent can generate common knowledge and generating community through common knowledge.


Author(s):  
Elinor Mason

Feminist philosophy is philosophy that is aimed at understanding and challenging the oppression of women. Feminist philosophy examines issues that are traditionally found in practical ethics and political philosophy, metaphysics, epistemology and philosophy of language. In fact, feminist concerns can appear in almost all areas of traditional philosophy. Feminist philosophy is thus not a kind of philosophy; rather, it is unified by its focus on issues of concern to feminists. Feminist philosophers question the structures and institutions that regulate our lives. When Mary Wollstonecraft was writing in 1792, the institutions excluded and subordinated women explicitly. Wollstonecraft, as the title of her book (A Vindication of the Rights of Woman) makes clear, was extending the enlightenment idea that men have basic human rights, to women. Wollstonecraft argued that women should not be seen as importantly different from men: there may be differences due to different upbringing, but, Wollstonecraft argues, there is no reason to think men and women differ in important ways, and women should be given the same education and opportunities as men. What seemed radical in 1792 may not seem radical now. Yet gender inequality persists. Thus philosophers must look beyond the formal rules and laws to the underlying structures that cause and perpetuate oppression. The feminist philosopher is always asking, ‘is there some element of this practice that depends on gender in some way?’ Feminist philosophers examine and critique the way we structure our families and reproduction, the cultural practices we engage in, such as prostitution and pornography, the way we think, and speak and value each other as knowers and thinkers. In order to examine these issues the feminist philosopher may need an improved conceptual toolbox: we need to understand such complex concepts as intersectionality, false consciousness, and of course, gender itself. Is gender biologically determined – is it something natural and immutable, or is it socially constructed? As Simone de Beauvoir puts it, ‘one is not born, but rather becomes, a woman’. Feminist philosophers tend to argue that gender is all (or mostly) socially constructed, that it is something we invent rather than discover. Gender is nonetheless an important part of our world, and feminist philosophy aims to understand how it works.


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