scholarly journals Popular science sphere of communication: on the boarder of two worldviews

2019 ◽  
pp. 58-69
Author(s):  
Igor Efimovich Kim ◽  
D ar`ya Vladimirovna Ilina
Keyword(s):  
Common Sense ◽  
Scientific Knowledge ◽  
Subject Matter ◽  
Real Life ◽  
Popular Science ◽  
Epistemic Modality ◽  
Left Hand ◽  
Right Hand ◽  
Professional Environment ◽  
The Subject

The article describes characteristics of popular science sphere of communication: aim and content of communication, communicative environment of the author and the reader, worldviews, circumstances of the communication. Comparison with adjacent spheres of communication is made. It is demonstrated that the content of the popular science sphere is derived from science sphere and placed into the reader’s non-professional environment; and all that determines existence of two views on the subject matter of the text. The first view is based on scientific knowledge, the second sight – on common sense. The author’s aim is to reconstruct the “naïve” worldview of the reader, to dispose it and to convince the addressee that the scientific view is real life. The more complete expression of these actions of the author is a framework which sets two semantic structures. Each of them consists of reference to the channel of information, predicate of “feeling-thinking-speaking”, and thesis. The first (left-hand) structure belongs to the reader’s “naïve” worldview, the second (right-hand) – to the author’s scientific sight. Language expression of the elements of this construction can be text fragments or zero. The latter is available due to standard meanings of qualificative categories of the modality of sentence – authorization and epistemic modality

scholarly journals Language expression of the argumentative framework “From popular opinion vs. from expert opinion” in the text of popular science article

2020 ◽  
Vol 18 (9) ◽  
pp. 27-35
Author(s):  
Igor E. Kim ◽  
Daria V. Ilina
Keyword(s):  
Expert Opinion ◽  
Common Sense ◽  
Popular Science ◽  
Epistemic Modality ◽  
Popular Opinion ◽  
Expert’S Opinion ◽  
Structural Constant ◽  
The Subject ◽  
Argument From Expert Opinion ◽  
Entire Text

The paper discusses argumentation in popular science articles written by scholars. The authors focus on argumentative framework, which is presented by opposition of an expert’s judgment (argument from expert opinion) and a common, “naive” view (one from popular opinion). The framework consists of a thesis being opposed (by a subject of common sense); its authorization marker; an opposing structural constant/propositional connective; an expert’s thesis; its authorization marker; general conclusion. In summary, this paper argues that the elements of the argumentative framework can be explicit, implicit, or be presented grammatically. Text analysis of popular science articles leads to the following conclusions. (1) The opposed thesis and opposing link are typically explicit. (2) The subject of common sense can be represented by lexical and syntactic expressions of indefinite-personality, impersonality together with unreal mood and epistemic modality of uncertain knowledge (One would think…; smth may seem…; many noticed that…) etc. (3) An expert’s thesis, as a rule, is presented as a negation of the opposed statement. (4) An authorization marker of the expert’s opinion is consistently implicit. The reason is that an expert writes the entire text (except for parts with authorization markers), and in this case the additional expression of this fact is optional. (5) Normally, the general conclusion is the same as the expert’s thesis, therefore it is rarely if ever explicit.

Nog een suggestie voor het onderwerp van Rembrandts historiestuk te Leiden: De grootmoedigheid van Alexander

1987 ◽  
Vol 101 (2) ◽  
pp. 89-94
Author(s):  
J. Bruyn
Keyword(s):  
17Th Century ◽  
General Nature ◽  
History Painting ◽  
Emotional Words ◽  
Left Hand ◽  
Right Hand ◽  
Political Allegory ◽  
The Subject ◽  
Background Wave ◽  
The Right

AbstractOf the nine interpretations proposed for Rembraradt's history Painting of 1626 now at Leiden, none is really convincing. Il seems attractive to think of palamedes Condemned by Agamemncm as the subject because of its political significance in the year after the publication of Voredel's tragecty Palamedcs or Innocence Murdered, which denounced the execution of the Remonstrant leader Johan van Oldenbarnevelt in 1619. γet the scene depicted does not fit any episode frorn the Palamedes story. It appears rather to represent three young men appearing before a crowned figure who makes a pronouncement, probably one of magnanimity or clemency. It is conceivable that the subject was taken from Q. Curtius Rufus's Historiae Alexandri Magni Macedonis, ofwhich several editions, including translations into the vernacular, were published in Holland in the first decades of the 17th century. The episode in question was known to the young Rubens, but does not seem to have been illustrated by any other artist. At the beginning of the seventh book it is described how Alexander summoned before. him in the presence of the army two oj three brothers, who had been close friends of Philotas, a former, friend of his who had been executed for plotting against his life. The youngest brother, Poleinon, had panicked and fled but was caught and brought back at the very moment when Alexander had accused the brothers and the eldest, Amyntas, after having been released from his bonds and given a spear which he held in his left hand, had embarked on his szzccess ful defence. The appearance of Polemon infuriated the soldiers, but when he took the blame on himself and prrifessed his brothers' innocence, they were moved to tears. So too was Alexander who, prompted by their cries, absolved the brothers. This anecdote does at least explain some of the features of Rembrandt's scene. The young man standing on the right with his right hand raised as if swearing an oath would be the eloquent Amyntas with a spear in his left hand. Hidden behind him kneels the second brother, Simias, while Polemon, 'a young man just come to maturity and in the first bloom of his youth', has fallen on one knee in the foreground, underlining his emotional words with his right hand bressed to his heart. Alexander raises his sceptre in token of his absolution and some men in the background wave and shout from a socle they have climbed. Interpreted in this way, the scene coralains not a topical political allegory but, as would seem usual with history paintings, a message of a more general nature: the magnanimity of Alexander as an 'exemblum virtutis'.

Science and common sense in the study of international politics

1984 ◽  
Vol 10 (1) ◽  
pp. 19-39
Author(s):  
Roger D. Spegele
Keyword(s):  
Social Sciences ◽  
Common Sense ◽  
Subject Matter ◽  
International Politics ◽  
Scientific Research ◽  
Natural Sciences ◽  
Mind And Body ◽  
History Of ◽  
The Subject ◽  
Humean View

The history of recent efforts to establish a science of international politics may be usefully viewed as elaborate glosses on David Hume's powerful philosophical programme for resolving, reconciling or dissolving a variety of perspicuous dualities: the external and the internal, mind and body, reason and experience. Philosophers and historians of ideas still dispute the extent to which Hume succeeded but if one is to judge by the two leading ‘scientific’ research programmes1 for international politics—inductivism and naive falsificationism —these dualities are as unresolved as ever, with fatal consequences for the thesis of the unity of the sciences. For the failure to reconcile or otherwise dissolve such divisions shows that, on the Humean view, there is at least one difference between the physical (or natural) sciences. and the moral (or social) sciences: namely, that while the latter bear on the internal and external, the former are concerned primarily with the external. How much this difference matters and how the issue is avoided by the proponents of inductivism and naïve falsification is the subject matter of this paper.

scholarly journals Using Debate As A Pedagogical Tool In Enhancing Pre-Service Teachers Learning And Critical Thinking

2012 ◽  
Vol 8 (2) ◽  
pp. 135-144 ◽  
Author(s):  
Chien-Hui Yang ◽  
Enniati Rusli
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Real Life ◽  
Thinking Skills ◽  
Course Evaluation ◽  
Higher Order ◽  
Pedagogical Tool ◽  
The Real ◽  
Qualitative Feedback ◽  
The Subject

Research has shown that using debate in higher education as a pedagogical tool has effect on promoting higher order and critical thinking (Camp & Schnader, 2010; Ng et al., 2004; Roy & Macchiette, 2005; Ryan & College, 2006). Debate has been implemented in various disciplines with adult learners, such as psychology (Budesheim & Lundquist, 1999), medicine (Koklanaris, Mackenzie, Fino, Arsland, & Seubert, 2008 ), political science (Omelicheva, 2005), marketing (Roy & Macchiette, 2005), accounting (Camp & Schnader, 2010), science & technology (Scott, 2008). Based on the previous studies, students viewed the use of debate as a new and innovative way to teaching and learning, while being more informative, and eye-opening (Kennedy, 2009; Munakata, 2010). The non-traditional method of teaching also increased students motivation and interest level (Munakata, 2010) as it gave a real sense of drama (Roy & Macchiette, 2005, p. 271). However, in teacher preparation, the implementation of debate as a pedagogical tool to promote learning as well as the research on this topic is relatively limited (Erduran, Ardac, & Yakmaci-Guzel, 2006; Ng, Lan, & They, 2004; Munakata, 2010; Sadler, 2006).  This study aims to implement debate as pedagogical tool to enhance pres-service teachers learning on the subject matter and investigate the effect of using debate in teacher training in Singapore context. The following research questions were posed in the study: (1) whether debate stimulated students thinking on the subject matter more than textbook readings and lectures (traditional teacher-directed methods), (2) to which extent students found debate helpful to their learning on the subject matter, (3) to which extent debate helped students to make connections between the subject matter and the real life, and (4) what was the qualitative feedback from students in their learning through the debate activity. Fifty-six pre-service teachers participated in a course evaluation survey to provide feedback on their learning. The results have shown that 83.9% of teachers agree that debate stimulated their thinking more than textbook readings and lectures, while 14.3% of teachers felt neutral, and 1.8% of teachers strongly disagree. Eighty two percent of teachers found debate very helpful to their learning while 16.1% felt neutral. In addition, 80.4% of teachers agree that debate helps them to make connections between the subject matter and the real life experiences while 17.9% of teachers felt neutral. Several observations emerged from students qualitative feedback on using debate in learning. Students expressed that the debate activity helped them to expand the understanding of the subject matter, retention of crucial concepts and knowledge, and comprehension of essential issues on the subject matter. Students felt debate helped them to understand different perspectives, and reduce bias. Some students reported change of their positions and perspectives after the debate. More importantly, many students stated that debate helped them develop critical thinking and higher order thinking skills in comparison to traditional methods.

scholarly journals Terms in Popular Science Communication: The Case of TV Documentaries

2018 ◽  
pp. 257-272
Author(s):  
Sylvia Jaki
Keyword(s):  
Empirical Research ◽  
Subject Matter ◽  
Science Communication ◽  
Popular Science ◽  
Know How ◽  
German Science ◽  
Research Findings ◽  
The Subject ◽  
Do So

Science documentaries on television aim to provide easy and entertaining access to research findings. To do so, producers need to know how to explain complex content for non-expert audiences in a comprehensible way. At the same time, they have to decide what aspects of a subject might be relevant for viewers, or how the subject matter could be rendered more interesting by employing strategies such as personalisation or emotionalisation. One specific decision concerns the use of terms. Both existing research and journalistic handbooks suggest that terms should be or are, in fact, avoided in popular science contexts. However, there is only little empirical research on the topic. This contribution seeks to test several pre-existing hypotheses on terms in documentaries for adults and show how often terms are used and whether/how they are explained when they appear. Examining terms in four English and four German science documentaries, the analysis points out which communicative resources are used to facilitate the comprehension of terms, and where an explanation seems to focus primarily on entertainment rather than ease of comprehension. The results challenge some of the previous views on terms in popular science communication and reveal that documentaries display highly idiosyncratic strategies when it comes to the use of terms.

scholarly journals EVALUASI KUALITAS INSTRUMEN PENGUKURAN KINERJA TENAGA PENDIDIK

2017 ◽  
Vol 15 (1) ◽  
pp. 24-37
Author(s):  
Uswatun Hasanah ◽  
Susilahudin Putrawangsa ◽  
Raden Fanny Printi Ardi
Keyword(s):  
Factor Analysis ◽  
Subject Matter ◽  
Teaching Method ◽  
Real Life ◽  
Indicator Values ◽  
Informal Relationship ◽  
Two Factors ◽  
The Subject ◽  
The Relationship

The current research is an analysis on the quality of an instrument that is used to measure educator performance at a college in West Nusa Tenggara. The research aims to improve the quality of the instrument. Factor Analysis is used in the study. There are 3 measurement factors in the instrument, those are pedagogic factors (5 indicators), professionalism (11 indicators) and personality (3 indicators). The result shows that: 1) those indicators can be classified into two factors, formal factors and informal factors. Formal factors is institutional and structured, such as the indicators of subject matter delivery, the use of teaching method, the use of relevance example, and the use of learning media and tools. Meanwhile, informal factors is non-institutional, which tends to be emotional relationship or informal relationship, such as educators capability in creating pleasant and friendly classroom; 2) It is found that some indicators need to be removed because they have indicator values less than 0.5, for instance the indicator that ‘lecturers explain the relationship between the subjects being taught and other subjects outside that subjects’ is need to be removed because it has a similar meaning with another indicator that is ‘lectures explain the application of the subject in real life’.

scholarly journals MODEL OF ARABIC INSTRUCTION BASED ON MODERN SOCIOLINGUISTICS

2020 ◽  
Vol 8 (2) ◽  
pp. 377-402
Author(s):  
Wiwin Luqna Hunaida ◽  
Rahayu Ningsih
Keyword(s):  
Language Learning ◽  
Scientific Knowledge ◽  
Learning Process ◽  
Subject Matter ◽  
Arabic Language ◽  
Foreign Languages ◽  
Teaching Material ◽  
Formal Learning ◽  
The Subject ◽  
Three Stages

This study aims to discuss modern sociolinguistic theory as the latest Arabic language learning model offering in the context of developing foreign languages in Indonesia. The results of the discussion are expected to expand scientific knowledge in the Arabic learning process in Indonesia. Some Arabic studies currently pay less attention to the study of Arabic culture. Formal learning in the classroom is just quiet theoretical learning of the language itself. Even though studying culture in language learning is very important to do. These two things are inseparable so both must be hand in hand. Everything that can be found in a language contains the culture of its language origin, as well as culture is one of the elements that can shape language. This is called macro linguistics, which is one of the scientific trends in examining issues in learning Arabic in Indonesia. For research design, this study uses a research library which operationally the library data the authors get from books and articles that have relevance to the subject matter. The stages of Arabic language learning based on sociolinguistic theory can be done through three stages, namely describing the concept of sociolinguistics, synchronizing sociolinguistic with teaching material, and implementing sociolinguistics in Arabic instruction. Thus, learning Arabic will be easier for students to understand. The results of the study reveal the results of a fantastic study.

Biased Beliefs

Beyond Bias ◽  
2021 ◽  
pp. 57-92
Author(s):  
Scott Krzych
Keyword(s):  
Common Sense ◽  
Subject Matter ◽  
Religious Fundamentalism ◽  
Documentary Films ◽  
Evangelical Christianity ◽  
Creative Potential ◽  
Ideological Position ◽  
Ideological Bias ◽  
The Subject

This chapter considers the challenges faced by documentary filmmakers who have attempted to expose examples of religious fundamentalism as ideological bias. How does one document fundamentalism objectively without also becoming a means for the very spread of the fundamentalist’s message? If documentary filmmakers rely too heavily on their own biases to frame the subject matter, then they risk trading one ideological position for another, as they well know; yet to simply reproduce on-screen the viewpoints of religious fanatics, without commentary or criticism, may result in documentary films that serve the interests of the same subjects they originally intended to expose; documentaries about evangelical Christianity may become just one additional means for evangelizing the “unsaved,” for instance. Turning to examples of fundamentalist documentary—particularly films intent to prove creationism—the chapter explains how evangelical media understands more intimately the creative potential involved in embracing bias as a means to reconstruct common sense on their own terms.

Further Notes on the Sculpture of the Later Temple of Artemis at Ephesus

1914 ◽  
Vol 34 ◽  
pp. 76-88
Author(s):  
W. R. Lethaby
Keyword(s):  
British Museum ◽  
Female Figure ◽  
Left Hand ◽  
Right Hand ◽  
The Subject ◽  
Symmetrical Group ◽  
The Right ◽  
Vertical Joint ◽  
The Given

The Square Pedestals.—In some notes on the sculpture from the Artemision at the British Museum, printed in the last volume of this Journal (p. 87), I suggested that the fragment No. 1201 most probably belonged to a relief representing either Herakles in the Garden of the Hesperides or Herakles and the Hydra. Subsequent examination and the attempt to make a restoration from the given data have made me sure that the former was the subject of the sculpture. Only this would account for the quiet action of the left hand of Herakles and for the closely associated female figure. If this were indeed the subject, how could its normal elements be arranged so as to suit the conditions of the square pedestal having a vertical joint in the centre, and making proper use of the existing fragment of which Fig. 1 is a rough sketch? This question I have tried to answer. The fragment is now fixed in the side of a built-up pedestal close to its left-hand angle, but there is nothing which settles this position and it is a practically impossible one, for there is not room left in which to complete the figure of Herakles. If, however, we shift the piece to the right hand half of the pedestal, and sketch in the completion of the two figures, we at once see how perfectly the tree and serpent would occupy the centre of the composition and leave the left-hand space for the two other watching maidens—the whole making a symmetrical group.

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