Double Movements of the Late Modern Age and Its Implication for Korean Society

2017 ◽  
Vol 51 (1) ◽  
pp. 295
Author(s):  
SangJun Kim
1999 ◽  
Vol 62 ◽  
pp. 57-71
Author(s):  
Allan Bell

The use of language in the mass media is an act of identity. The media offer us representations of the identities of groups and individuals, and are even implicated in the very nature of contemporary identity. Drawing on the work of the British socio-logist Anthony Giddens on late modernity, this paper examines four aspects of identity in contemporary society, and illustrates and evidences them by analysis of New Zealand television advertisements. Firstly, human identity in the late modern age is 'reflexive', by which the media and their language reflect back images of the self. Secondly, modern identity is at least in part a 'narrative of the self, and many advertisements frame their appeal as aspects of personal biographies, including in particular personal choices and the lifestyle which constitutes them. Thirdly, the media are the crucial technologies in the re-organisation of time and place in the modern wodd, and offer a wodd for consumption. Lastly, the media are the means by which the global reaches into the local, and the local can be disseminated to the rest of the globe. These characteristics are manifested and identifiable across all levels of language.


Social Forces ◽  
1992 ◽  
Vol 71 (1) ◽  
pp. 229
Author(s):  
Rose Laub Coser ◽  
Anthony Giddens
Keyword(s):  

2019 ◽  
pp. 499-526
Author(s):  
Matt Barton ◽  
Shane Stacks
Keyword(s):  

Author(s):  
Alan Altany

Distance learning and the scholarship of teaching and learning (SoTL) are both ancient, yet both are new. Distance learning is now associated with online learning using digital technologies, but it goes back to learning by rudimentary means of correspondence between someone with something to teach and those with a desire or need to learn. Oral stories and traditions preserved and passed on the teaching of individuals and cultures. With the development of writing, epistles, letters, scrolls, then books became the favored medium. In the late modern age, correspondence courses used overland mail delivery for those exchanges, but that was replaced with audio (telephone, audio tapes) and video (television, video tapes) means. The common thread for all those centuries of such distance learning is that the process tended to see learning as transmission of information and knowledge from a knower to relatively passive receivers (students).


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