scholarly journals Indirectness in the Age of Globalization: A Social Network Analysis

2019 ◽  
Vol 23 (4) ◽  
pp. 930-949
Author(s):  
Marina Terkourafi
Keyword(s):  
African American ◽  
American English ◽  
Historical Context ◽  
Theory Building ◽  
Network Ties ◽  
British English ◽  
Theoretical Predictions ◽  
The Individual ◽  
Individual Self

Indirectness has traditionally been viewed as commensurate with politeness and attributed to the speaker’s wish to avoid imposition and/or otherwise strategically manipulate the addressee. Despite these theoretical predictions, a number of studies have documented the solidarity-building and identity-constituting functions of indirectness. Bringing these studies together, Terkourafi 2014 proposed an expanded view of the functions of indirect speech, which crucially emphasizes the role of the addressee and the importance of network ties. This article focuses on what happens when such network ties become loosened, as a result of processes of urbanization and globalization. Drawing on examples from African American English and Chinese, it is argued that these processes produce a need for increased explicitness, which drives speakers (and listeners) away from indirectness. This claim is further supported diachronically, by changes in British English politeness that coincide with the rise of the individual Self. These empirical findings have implications for im/politeness theorizing and theory-building more generally, calling attention to how the socio-historical context of our research necessarily influences the theories we end up building.

Complex Syntax Production of African American Preschoolers

2001 ◽  
Vol 44 (5) ◽  
pp. 1083-1096 ◽  
Author(s):  
Sandra C. Jackson ◽  
Joanne E. Roberts
Keyword(s):  
African American ◽  
Home Environment ◽  
American English ◽  
African American English ◽  
Environment Factors ◽  
Complex Syntax ◽  
The Mean ◽  
American Children ◽  
Mean Length Of Utterance

This study examined changes in the complex syntax production of 85 3- and 4-year-old African American children and the role of child (i.e., gender, age, African American English) and family (i.e., home environment) factors. The mean percentage of utterances containing one or more complex syntax forms was 6.2% at 3 years and 11.7% at 4 years. Girls produced more complex syntax forms than did boys. Complex syntax production increased significantly between age 3 and age 4 and correlated positively with mean length of utterance in words. Children from more responsive and stimulating home environments produced more complex syntax at 4 years. African American English was not related to the amount of complex syntax used.

scholarly journals Foreign Experience in Using Educational Logotherapy in Professional Activities of Primary School Teachers

2017 ◽  
Vol 7 (3) ◽  
pp. 55-61
Author(s):  
Yuliia Stepura
Keyword(s):  
Primary School ◽  
Social Activity ◽  
Therapeutic Concept ◽  
Professional Activities ◽  
Therapeutic Interaction ◽  
The Social ◽  
Primary Schoolchildren ◽  
The Individual ◽  
Individual Self

Abstract The article examines the nature and importance of using aesthetic and therapeutic concept and educational logotherapy, in particular, for creating a special emotionally comfortable socioeducational environment for primary education The author has represented inteipretation of foreign scholars' views (J. Bugental, V. Frankl, A. Maslow, R. May, J. Moreno, C. Rogers et al) on such terms as “communication ”, “aesthetotherapy ”, “educational logotherapy” etc. An attempt has been made to analyze the social coTitent of pedagogical activity in the context of using logotherapy in primary school based on an agogical paradigm. In the scope of the article, the specific of using the therapeutic metaphor in the educational environment of primary' school has been represented as well as the basic stages of its implementation have been determined. These stages are the following: description of the storyline, persuasion and binding. The author has defined the role of the “living metaphors” in organization of the therapeutic interaction between the teacher and primary' schoolchildren. Particular attention has been paid to formation of the humanistic competency among primary schoolchildren; this competency is to be based on their understanding of the following philosophical and pedagogical categories: a norm (as a means and a results of pupils' social activity), freedom (as a mean and a result of individual self-expression among primary schoolchildren) and happiness (as an individual self-expression among primaryr schoolchildren). The author has assessed the role of deflection method and paradoxical intention for the social development of the pupil and further formation of the individual. Additional attention has been paid to determination of the socioeducational and psychological and pedagogical potential of such leading method in logotherapy as “The Socratic dialogue” (or “The Socratic circle”): as well have been highlighted the main stages of its implementation: consent (search for what pupil may agree), doubt (an expression of doubts towards weak arguments of interlocutor) and arguments (the teacher must convey' one’s opinion, without any resistance from the child): have been represented different various algorithms of its realization: the method of “aquarium”, “panel method” and “questioning technique”.

Epilogue

2017 ◽  
Author(s):  
Reginald K. Ellis
Keyword(s):  
North Carolina ◽  
African American ◽  
Moral Education ◽  
College Presidents ◽  
Historical Context ◽  
First Century ◽  
Black College ◽  
College President ◽  
American Black

The epilogue reveals the importance of placing African American black college presidents in an historical context. I re-emphasize the role of a black college president as more than an administrator of an institution but a race leader to his community. I also explain the creation of “moderation” in North Carolina and how Shepard help create this approach to the race issue prior to the legal battles surrounding school integration during the 1950s. Finally, I examine how Shepard’s legacy at North Carolina Central University has lasted well into the twenty-first century. This lasting impact is seen in the theory of the “Central Way” of doing things at the school today. This approach is largely based on the foundation of “moral education” that Shepard created in the early to mid-twentieth century.

Confession, conscience, and selfhood on trial

2018 ◽  
pp. 124-177
Author(s):  
Laura Kounine
Keyword(s):  
Case Studies ◽  
The Self ◽  
Change Over Time ◽  
Linear Pattern ◽  
Moral Question ◽  
Modern Self ◽  
The Individual ◽  
Individual Self ◽  
Over Time

This chapter deals with the role of the self and conscience in defending oneself against the charge of witchcraft. To add depth to intellectual concepts—and teleologies—of the self, we must understand how the individual self was understood, felt, and experienced. Particularly for the crime of witchcraft, the crux of the trial was premised on the moral question of what kind of person would commit such a crime. Those on trial for witchcraft in the Lutheran duchy of Württemberg invoked the idioms of ‘mind’, ‘conscience’, ‘heart’, or ‘self’ in constructing their defence. Through four case studies, ranging from 1565 to 1678, this chapter examines the different ways in which people could conceptualize their person, and shows that change over time in the ‘development’ of the modern self was not a uniform or directly linear pattern.

Community Access to Child Health (CATCH) in the Historical Context of Community Pediatrics

PEDIATRICS ◽  
1999 ◽  
Vol 103 (Supplement_4) ◽  
pp. 1373-1383 ◽  
Author(s):  
Vince L. Hutchins ◽  
Holly Grason ◽  
Barbara Aliza ◽  
Cynthia Minkovitz ◽  
Bernard Guyer
Keyword(s):  
Child Health ◽  
Historical Context ◽  
Community Context ◽  
Robert Wood Johnson Foundation ◽  
Healthy Children ◽  
Supportive Services ◽  
National Leaders ◽  
The Individual ◽  
Community Access

Objectives. As part of the evaluation of the American Academy of Pediatrics (AAP) Community Access to Child Health (CATCH), to 1) identify, retrospectively, the actual chronology of activities undertaken through CATCH, and 2) review its antecedents within the AAP, and its predecessor program—Healthy Children. Methods. Key informant telephone interviews with 14 national leaders in CATCH were conducted. Relevant program and administrative files and other documents were reviewed. AAP staff assisted the authors in preparing a detailed chronology of Healthy Children and CATCH activities and events from spring 1988 through summer 1996. Results and Conclusions. A decade of change in the AAP, under the acronym CATCH began in the late 1980s. The formation of the AAP's Partnership for Children and the Access to Care for Children Initiative, combined with the decision by the Robert Wood Johnson Foundation to transfer the funding of Healthy Children to the AAP, underpinned the changes. The Foundation's decision provided the resources and stimulus for the expansion and increased recognition of Community Pediatrics at the national AAP office, culminating in the establishment of the Department of Community Pediatrics in mid-1994. A national program of pediatrician-led, community-based programs and supportive services was launched, other resources were attracted, and a philosophical shift in defining the role of the pediatrician was put forward. A responsibility toward all children within the community was included in the role of the pediatrician, as well as caring for the individual child within a community context.

scholarly journals You never compare alone: How social consensus and comparative context affect self-evaluation

2014 ◽  
Vol 45 (2) ◽  
pp. 156-166 ◽  
Author(s):  
Adam Grabowski ◽  
Philip Broemer
Keyword(s):  
Group Membership ◽  
Reference Group ◽  
Social Self ◽  
Social Consensus ◽  
Self Evaluation ◽  
The Social ◽  
The Individual ◽  
Individual Self ◽  
Evaluative Standards

Abstract Three studies address the role of social consensus on evaluative standards in different comparative contexts. Previous research has documented that self-categorisation at the individual or group level changes social comparison effects in terms of assimilation and contrast. With regard to self-ratings of physical attractiveness, the present studies show that people who focus on group membership can benefit from including outstanding others in their reference group, whereas people who focus on their individual attributes run the risk of self-devaluation. It is argued that high consensus strengthens the association between evaluative standards and group membership and renders the inclusion of outstanding others more likely. Study 3 shows that the need to protect self-esteem moderates the influence of perceived consensus. Stressing the individual self led participants who received negative feedback to exclude outstanding others when consensus was low. Stressing the social self, however, led participants to include outstanding others when consensus was high.

Introduction

2017 ◽  
Author(s):  
Joshua S. Walden
Keyword(s):  
Twentieth Century ◽  
Narrative Construction ◽  
Modes Of Representation ◽  
History Of ◽  
The Individual ◽  
Individual Self

The introduction offers an overview of the history of visual and musical portraiture and an exploration of the role of abstraction in visual portraiture in the twentieth century. It continues with a discussion of modes of representation in music, and the role played by metaphor in the generation and interpretation of musical representation and meaning. It then examines contemporary notions of identity to develop an understanding of how the musical portrait operates in the narrative construction of the individual self in the contemporary era. Finally, it closes with a description of the chapter structure of the book’s exploration of musical portraiture.

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