Review of Jacques Derrida, Theory and Practice

2021 ◽  
Vol 43 (2) ◽  
pp. 316-329
Author(s):  
David Maruzzella

The phenomenon of immanence of some knowledge about the properties of the world determines the primary «metaphoric» of human thinking, which is expressed in language. Appeal to this phenomenon is necessary to find a positive basis for the theory and practice of translation. The general conceptual spectrum of postmodern philosophy can not provide such a basis. An analysis of the texts of Jacques Derrida and Walter Benjamin shows that there is no general positive metalinguistic foundation in the mindset of these thinkers. According to Derrida, the signified appears in the form of a «constitutive loss». For Benjamin, the universal basis of real languages is a kind of mystical fiction. But without the positive general basis, there is no room for a real translation. From the point of view of Benjamin and Derrida, language is not a reservoir of meanings, but a field of their incessant creation. However, in the absence of a single positive foundation, this position inspires a potentially endless and extremely free «reconstruction» of the author’s intention. Therefore, the objective results of modern sciences, which study language and thinking, should prevent unjustifiably broad speculation on the problem of untranslatability. The information available at our disposal on the nature of the work of the «mental apparatus» of human and the features of the functioning of sign systems allow one to effectively correct the speculative incontinence of certain philosophical developments in the problematics of translation.


2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.


Sign in / Sign up

Export Citation Format

Share Document