scholarly journals Narrativas orais indígenas como diálogos socioeducativos / Indigenous Oral Narratives as Socio-Educational Dialogues

2019 ◽  
Vol 8 (2) ◽  
pp. 81-92
Author(s):  
Lílian Miranda Bastos Pacheco ◽  
Gabriela Barbosa Souza
Keyword(s):  
Teaching Strategies ◽  
Hidden Curriculum ◽  
Indigenous Community ◽  
Oral Narratives ◽  
Cultural Group ◽  
Main Subject

ABSTRACTThis study has the objective of reflecting on a proposal for an intercultural curriculum based on the work of spoken narratives. First, it’s emphasized the concepts of a hidden curriculum, culture, cosmovision, suggesting a geopolitical knowledge. Them, it will be covered the role of spoken narratives as a source of the Pataxó Hãhãhãi people memory with testimonials from members of this cultural group. Lastly, it will be analysed a spoken story from this indigenous community. It’s highlighted the importance of practicing local story teaching strategies to build a intercultural curriculum with the main subject being the concept of cultural identities.RESUMOO presente estudo objetiva refletir sobre uma proposta de curriculum interétnico, a partir do trabalho com as narrativas orais. Primeiro serão enfatizados os conceitos de currículo oculto, cultura, cosmovisões, insinuando uma geopolítica do conhecimento. Posteriormente, será tratado o papel das narrativas orais como fonte de memória do povo Pataxó Hãhãhãi, a partir de depoimentos de membros do referido grupo cultural. Por fim, será analisado um conto oral dessa comunidade indígena. Destaca-se a importância da realização de estratégias de ensino a partir das narrativas locais para construção de um currículo intercultural, que tem como eixo principal o conceito de identidades culturais.

Approaches to reforming contemporary religious discourse†

2013 ◽  
Vol 6 (2) ◽  
pp. 172-188
Author(s):  
Ahmad Kamal Abou Al-Majd
Keyword(s):  
Religious Orientation ◽  
Religious Discourse ◽  
Frame Of Reference ◽  
Main Subject ◽  
The Past ◽  
Original Frame ◽  
The Mind ◽  
Working Out

This article attempts to attenuate the exaggerated polarization in contemporary religious discourse in Egyptian society emanating from two flawed positions: a wrong conception of ‘applying Shari'a‘; and a wrong intention whereby deliberate cultural exclusion is practised to eradicate any religious orientation. The main subject of this article are manifestations of deviation of this discourse from the orientation of the original frame of reference of religion: (1) The call for Islam through scaring and intimidation; (2) the tendency to be tough on people, thus increasing obligatory duties and decreasing what is permissible; (3) inattention to the objectives of Shari'a and focusing on its literal aspect; (4) inattention to priorities; (5) belittling the role of the mind in Islamic conceptualization; (6) immersion in the past; and (7) Muslims' relationship with others. Nevertheless, rationalizing ‘religious discourse’ and working out a kind of consensus seems to be of utmost importance.

scholarly journals A HIDDEN CURRICULUM PRACTICES

2020 ◽  
Vol 6 (1) ◽  
pp. 55-72
Author(s):  
Atik Kurniawati
Keyword(s):  
Hidden Curriculum ◽  
Board Of Trustees ◽  
Qualitative Approach ◽  
School Teachers ◽  
Formal Curriculum ◽  
Role Of The State ◽  
Depth Interviews ◽  
Curriculum Practices

This paper departs from the issue of the hidden curriculum that occurred during the last 10 years. Hidden curriculum is the practice of school education that contributes to education. Previous studies discuss the role of the state, the role of the school and the teacher's role in the practice of hidden curriculum separately.While in this paper, the researchers wanted to demonstrate the practice of hidden curriculum in a comprehensive manner by using thought Henry Giroux. This research is a case study with a qualitative approach. This research was conducted in 2019 by conducting in-depth interviews, observation and documents. The findings in this study (1) there is a contestation of values ​​due to differences in ideology trustees and teachers that are implemented in the practice of hidden curriculum, (2) The practice of hidden curriculum is done by the board of trustees behind the development of a formal curriculum, and carried out by the teacher to maintain the old identity through daily practices, (3) impacted on the delay on student achievement, because it is generally the practice of hidden curriculum support the practice of the formal curriculum, but the opposite what happened.. advice in this study is need to agree and trust between the board of trustees and school teachers in order to get maximum achievement.

scholarly journals The role of a stylistic device in creating the image of the author

2020 ◽  
pp. 81-91
Author(s):  
N.V. Khalikova
Keyword(s):  
Main Subject ◽  
Artistic Style ◽  
The World ◽  
The Aesthetic ◽  
Subject Of Cognition ◽  
Artistic Image ◽  
Human Landscape ◽  
Stylistic Device ◽  
Book Culture

The purpose of the article is to compare the definitions of a stylistic device with modern philological ideas about the text and the image of the author as the main subject of cognition of reality in a feature. The methods of structural poetics make it possible to separate the stylistic means and methods as functionally different units of the artistic speech and the language of the writer. There is a steady connection between the worldview of the writer, their “image of the author” and their style. Autological and metalogical stylistic means are equally important for creating both an artistic and a non-artistic image (journalistic, scientific, everyday). Artistic means and techniques perform fundamentally different functions. Artistic means of image expressiveness contribute to the aesthetization of speech. Stylistic techniques organize the processes of meaning generation, preservation and transmission of meanings. The text records and reproduces artistic thinking, typical for this very writer, a set of ideas about a human, landscape, interior, ways of action and other classes of images. The artistic style is the same as the style of thinking, a level speech style of reflecting the perception of reality. The style can be adopted, it can be imitated and, thus, one can understand how the author thinks, what their manner of the aesthetic transformation of reality, forms of perception, is. The stylistic forms of the same author are reproduced from work to work, regardless of the plot and ideological content. To explain how the technique works is to identify the ways of the artistic thinking about the world (images). The stylistic device is closely connected with the intellectual book culture of society.

scholarly journals Geographical and social isolation drive the evolution of Austronesian languages

PLoS ONE ◽  
2020 ◽  
Vol 15 (12) ◽  
pp. e0243171
Author(s):  
Cecilia Padilla-Iglesias ◽  
Erik Gjesfjeld ◽  
Lucio Vinicius
Keyword(s):  
Social Structure ◽  
Population Size ◽  
Social Isolation ◽  
Linguistic Diversity ◽  
Cultural Group ◽  
Geographical Isolation ◽  
Austronesian Languages ◽  
New Words ◽  
Gain Loss

The origins of linguistic diversity remain controversial. Studies disagree on whether group features such as population size or social structure accelerate or decelerate linguistic differentiation. While some analyses of between-group factors highlight the role of geographical isolation and reduced linguistic exchange in differentiation, others suggest that linguistic divergence is driven primarily by warfare among neighbouring groups and the use of language as marker of group identity. Here we provide the first integrated test of the effects of five historical sociodemographic and geographic variables on three measures of linguistic diversification among 50 Austronesian languages: rates of word gain, loss and overall lexical turnover. We control for their shared evolutionary histories through a time-calibrated phylogenetic sister-pairs approach. Results show that languages spoken in larger communities create new words at a faster pace. Within-group conflict promotes linguistic differentiation by increasing word loss, while warfare hinders linguistic differentiation by decreasing both rates of word gain and loss. Finally, we show that geographical isolation is a strong driver of lexical evolution mainly due to a considerable drift-driven acceleration in rates of word loss. We conclude that the motor of extreme linguistic diversity in Austronesia may have been the dispersal of populations across relatively isolated islands, favouring strong cultural ties amongst societies instead of warfare and cultural group marking.

scholarly journals The Role of Hidden Curriculum in Teaching Pharmacy Students About Patient Safety

2011 ◽  
Vol 75 (7) ◽  
pp. 143 ◽  
Author(s):  
Fay Bradley ◽  
Alison Steven ◽  
Darren M. Ashcroft
Keyword(s):  
Patient Safety ◽  
Hidden Curriculum ◽  
Pharmacy Students

Thinking Transcendence: Heidegger’s Ontological Concept of Freedom

2019 ◽  
Vol 53 ◽  
pp. 247-260
Author(s):  
Stefan Schmidt ◽  
Keyword(s):  
World View ◽  
Being And Time ◽  
Philosophical Theology ◽  
Main Subject ◽  
Fundamental Ontology ◽  
Time Period ◽  
Actual Use ◽  
Ontological Concept ◽  
Positive Concept

According to Hans Ruin, there are two ways to approach the examination of freedom in Heidegger’s writings: One can use the notion of freedom as a heuristic concept to interpret the entirety of Heidegger’s work as a philosophy of freedom, which was famously done by Günter Figal, or one can reconstruct Heidegger’s actual use of the notion of freedom. In my paper I’ll focus on the second approach and show that although “freedom” or, rather, “being-free” can already be found in Being and Time, his more elaborate concept of freedom as transcendence is developed in the years 1928-1930. These years are part of a time period in which Heidegger tried to develop his own positive concept of metaphysics. The main texts which show this development are the lecture course The Metaphysical Foundations of Logic and the essay On the Essence of Ground. Based on Aristotle’s twofold metaphysics—consisting of ontology and philosophical theology—Heidegger sketches his own concept of metaphysics. The fundamental ontology which plays the role of ontology is complemented by his cosmological interpretation of theology: metontology. Together, they form Heidegger’s novel notion of metaphysics: the metaphysics of Dasein. Whereas fundamental ontology is concerned with the question of Being, the main subject of metontology is world as beings as a whole. Heidegger develops his concept of transcendence, i.e., metontological freedom, which describes the connection between freedom and world, on the basis of the terms world-projection (Weltentwurf), world-view (Weltanschauung), and world-formation (Weltbildung), each describing an aspect of transcendence.

Grammar in verse: Latin pedagogy in seventeenth-century England

2020 ◽  
Author(s):  
Victoria Moul
Keyword(s):  
Seventeenth Century ◽  
Early Modern ◽  
Educational Experience ◽  
Cultural Authority ◽  
Latin Poetry ◽  
Main Subject ◽  
Modern Education ◽  
Latin Verse

Latin was the medium as well as the main subject of all early modern education across Europe, in both Protestant and Catholic countries. This chapter examines the surprisingly widespread use of Latin verse (rather than prose) for pedagogical and memnonic purposes from the very earliest stages of education, focused on the role of Latin grammatical verse for the teaching of Latin, but discussing also the related phenomena of Latin verse grammars of Greek and Hebrew, and the reflections of this early educational experience in popular Latin poetry of the period. It argues that the use of grammatical Latin verse was both mnemonically effective and also served to establish from the earliest stages of education the moral and cultural authority and importance of Latin verse as a whole.

The Role of Cultural Values in the Folk Psychiatry Explanatory Framework: A Comparison of Chinese- and Euro-Canadians

2019 ◽  
Vol 50 (5) ◽  
pp. 703-707
Author(s):  
Sylvanna M. Vargas ◽  
Jessica Dere ◽  
Laura Garcia ◽  
Andrew G. Ryder
Keyword(s):  
Mental Health ◽  
Cultural Values ◽  
Social Order ◽  
Online Survey ◽  
Mental Health Problems ◽  
Group Differences ◽  
Cultural Group ◽  
Four Dimensions ◽  
Chinese Canadian

The Folk Psychiatry (FP) model proposes a process through which people understand mental illness, comprising four dimensions: pathologizing, moralizing, psychologizing, and medicalizing. Cultural group differences have been observed in previous research using part of this model, with one prior study suggesting that adherence to cultural values may partly explain these differences. The current study, therefore, evaluated whether horizontal–vertical and individualism–collectivism values contribute to explaining Chinese-Canadian (CC) versus Euro-Canadian (EC) cultural group differences among the FP dimensions. Undergraduate CC ( n = 252) and EC ( n = 296) students participated in an online survey, in which they read vignettes about a person exhibiting symptomatic behaviors of major depression. They were then asked about their impressions of the person’s behavior, based on FP scales. Our results show that CCs were more likely to pathologize and moralize the behaviors described in our study vignette, whereas ECs were more likely to employ psychologizing explanations. When compared with ECs, CCs were significantly more likely to endorse vertical individualism and vertical collectivism and less likely to endorse horizontal collectivism. There was an indirect effect of cultural group on moralizing through the endorsement of vertical (i.e., hierarchical) values. Our findings suggest that valuing social order and adherence to social norms may partly explain why some people view mental health problems as a personal fault.

Examining the role of face work in a workplace complaint narrative

2009 ◽  
Vol 19 (2) ◽  
pp. 259-279 ◽  
Author(s):  
Camilla Vasquez
Keyword(s):  
Recent Work ◽  
Novice Teacher ◽  
The Body ◽  
Oral Narratives ◽  
Local Context ◽  
Social Functions ◽  
Linguistic Politeness ◽  
Design Production ◽  
Micro Analysis

In recent years, interest in examining the diverse functions and features of oral narratives told in workplace contexts has grown alongside the body of research investigating the role of language in enacting politeness in the workplace. Yet, to date, there has been little integration of these two strands of inquiry. This paper forges a link between linguistic politeness and some social functions of institutional narratives. Specifically, the micro-analysis of one narrative taken from a corpus of teacher/supervisor feedback sessions demonstrates how the narrator, a novice teacher, negotiates the telling of a complaint narrative to her supervisor along with the politeness demands embedded in the local context of telling. I argue that the speaker’s contradictory evaluation of her situation interacts with linguistic politeness (i.e., the need to mitigate a “face-threatening act”) in the situated telling of this narrative. Finally, in the spirit of recent work on narrative, which calls for increased attention to context in narrative activities, this paper highlights the importance of considering the interrelationships among factors such as face work, recipient design, production circumstances, and institutional roles and relationships among speakers, in the analysis of institutional narratives.

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