4,718 research outputs found
Critical insights into polysemy and its theories (Rastier, Steffens, Reimer)
No full textظهرت في السنوات الأخيرة دراسات نقدية تتعلق بمسألة الاشتراك الدلالي؛ واشتملت تلك الدراسات على مراجعة الحدّ والتعريف، والمفهوم، والتوصيف، بل امتدت المراجعة النقدية؛ فشملت التساؤل عن ضرورة الحاجة إلى نظريةٍ للاشتراك الدلالي. ونهتمّ في هذه الورقة بعرض بعض الأفكار التي طرحتها ماري ستيفنس (Marie Steffens) ونيك ريمر (Nick Riemer) وفرانسوا راستييه (François Rastier)(وغيرهم) ممّن صاغ نظرة نقدية لمسائل الاشتراك الدلالي تنظيرًا وإجراءً.
وقد اختلفت المنطلقات النظرية والإجراءات العملية التي صدرت عنها تلك القراءات النقدية، ونعرض في هذه الورقة محاولات وضع تعريف جديد للاشتراك الدلالي (ماري ستيفنس) وقراءة تطرح شكوكًا بنائية في مسألة وجود الاشتراك الدلالي أصلًا (فرانسوا راستييه) وقراءة نقدية للتصوّر التركيبي للاشتراك الدلاليّ (نيك ريمر). ولئن تنوّعت هذه القراءات، فإنها تدلّل جميعها على أهمّيّة اعتماد وجهات نظر نقديّة لكلّ جانب من جوانب مسألة الاشتراك الدلالي.In recent years, critical studies related to polysemy have emerged. These studies included a critical review of notions such as definition, concept and description. This review also raised the question regarding the need for a theory of polysemy.
In this paper, we seek to highlight some of the ideas put forward by Marie Steffens, Nick Reimer and François Rastier among others who shaped a critical view of issues related to polysemy in theory and practice.
Theoretical convictions have come to differ from practical procedures that induced those critical readings. We aim, through this paper, to present attempts to redefine polysemy (Marie Steffens), a reading about structural doubts putting into question the very existence of polysemy (François Rastier) as well as a critical interpretation of polysemy’s syntactical conception (Nick Reimer). Diverse as they are, all these readings underscore the importance of critically considering all facets of polysemy
Critical insights into polysemy and its theories (Rastier, Steffens, Reimer)
No full textظهرت في السنوات الأخيرة دراسات نقدية تتعلق بمسألة الاشتراك الدلالي؛ واشتملت تلك الدراسات على مراجعة الحدّ والتعريف، والمفهوم، والتوصيف، بل امتدت المراجعة النقدية؛ فشملت التساؤل عن ضرورة الحاجة إلى نظريةٍ للاشتراك الدلالي. ونهتمّ في هذه الورقة بعرض بعض الأفكار التي طرحتها ماري ستيفنس (Marie Steffens) ونيك ريمر (Nick Riemer) وفرانسوا راستييه (François Rastier)(وغيرهم) ممّن صاغ نظرة نقدية لمسائل الاشتراك الدلالي تنظيرًا وإجراءً.وقد اختلفت المنطلقات النظرية والإجراءات العملية التي صدرت عنها تلك القراءات النقدية، ونعرض في هذه الورقة محاولات وضع تعريف جديد للاشتراك الدلالي (ماري ستيفنس) وقراءة تطرح شكوكًا بنائية في مسألة وجود الاشتراك الدلالي أصلًا (فرانسوا راستييه) وقراءة نقدية للتصوّر التركيبي للاشتراك الدلاليّ (نيك ريمر). ولئن تنوّعت هذه القراءات، فإنها تدلّل جميعها على أهمّيّة اعتماد وجهات نظر نقديّة لكلّ جانب من جوانب مسألة الاشتراك الدلالي.In recent years, critical studies related to polysemy have emerged. These studies included a critical review of notions such as definition, concept and description. This review also raised the question regarding the need for a theory of polysemy. In this paper, we seek to highlight some of the ideas put forward by Marie Steffens, Nick Reimer and François Rastier among others who shaped a critical view of issues related to polysemy in theory and practice. Theoretical convictions have come to differ from practical procedures that induced those critical readings. We aim, through this paper, to present attempts to redefine polysemy (Marie Steffens), a reading about structural doubts putting into question the very existence of polysemy (François Rastier) as well as a critical interpretation of polysemy’s syntactical conception (Nick Reimer). Diverse as they are, all these readings underscore the importance of critically considering all facets of polysemy
Session: Industry Applications
No full textTwo Papers: 1. Determinants of Permission Email Effectiveness. Presenter: Jin Li, University of Alberta. Co-author: Paul R. Messinger, University of Alberta. 2. Changes in Service Delivery in Residential Real Estate. Presenter: Jane Saber, University of Texas, Tyler. Co-author: Paul R. Messinger, University of Alberta. Discussant: John Beauchamp,eFuture Centre/Busines Lin
INSTRUÇÃO PÚBLICA, SABER ELEMENTAR E CURRÍCULO: REFLEXÕES A PARTIR DA OBRA CONDORCET
No full textCondorcet is a author linked to the history of the public instruction and the formation ofthe republican citizen. The present text analyzes the conception of elementaryknowledge in its work as a base to argue the school curriculum in a ethical and politicalperspective. From a inicial presentation of his pedagogical ideas it is showed theelementary knowledge conception as a “key for all posterior knowledge”. One revealsthat the public instruction in its articulation with the epistemical and juridicaldimensions is essencial to his liberal conception of citizenship.Condorcet é um autor ligado à história da instrução pública e da formação docidadão republicano. O presente texto analisa a concepção de saber elementar em suaobra como um eixo para se discutir o currículo numa perspectiva ético-política. A partirde uma contextualização da obra pedagógica do autor, discute-se a sua concepção desaber elementar, destacando o seu caráter estratégico de “chave para todos os saberesposteriores”. Mostra-se que a instrução pública articular o epistêmico e o jurídico noprocesso de decisão sobre o que se chama de currículo escolar
A MEMÓRIA COMO UMA OUTRA PERSPECTIVA NA “VIRADA TESTEMUNHAL E DECOLONIAL DO SABER HISTÓRICO”, DE MÁRCIO SELIGMANN-SILVA
No full textPublished in 2022, A virada testemunhal e decolonial do saber histórico, a book by Márcio Seligmann-Silva, brings together twelve texts, some already published in scientific journals and now prepared for a chapter, some unpublished, which proposes to present another perspective on historical knowledge. This perspective, as proposed by the author himself, is a vision that comes from the “testimonial and decolonial turn” of history, and to contribute to this knowledge, the theorist presents Memory as another possibility of understanding the past. Composing his argument, the theory brings to our reflection thinkers from philosophy, history, literature, as well as considerations on the category and its various facets which we propose to present in this review.RESUMO: Publicado em 2022, A virada testemunhal e decolonial do saber histórico, livro de Márcio Seligmann-Silva reúne doze textos, alguns já publicados em revistas científicas e agora elaborados para capítulo, alguns inéditos, os quais se propõe a apresentar uma outra perspectiva ao saber histórico. Essa perspectiva, conforme propõe o próprio autor, se trata de uma visão que é oriunda da “virada testemunhal e decolonial” da história, e para a contribuição desse saber, o teórico apresenta a Memória como mais uma possibilidade de compreensão do passado. Compondo o seu argumento, o teórico traz para a nossa reflexão pensadores da filosofia, história, literatura, bem como ponderações sobre a categoria e suas diversas facetas as quais nos propomos a apresentar nesta resenha
A gramática do saber escolar
No full textThe paper describes the author’s research project completed during his sabbatical year from September 2018 to September 2019. It covers the research background that inspired the author to question today’s validity of the School and the need to come up with new tools that allow us to reimagine its contemporary relevance. It touches on the main theoretical referents that were taken into account to construct the School`s Knowledge Grammar: ethnographic studies, the new cultural history, and studies discussing scholar culture, scholar knowledge and pedagogical knowledge. Lastly, it explains what is understood by “Grammar” and the key principles that are used to explain the knowledge produced in today’s contemporary School. Each of these key principles are explained, including: Kinetic time, Open emotions, Intercepted roles, and Excess as a possibility. These conclusions also include the experience the author had as Director of a school for 4 years and the systemization that gave birth to the principles that are proposed to categorize the School knowledge grammar.El artículo da cuenta del trabajo de investigación que el autor realizó durante su año sabático (septiembre 2018-septiembre 2019). Se recogen aquí los antecedentes investigativos que llevaron al autor a plantearse una pregunta por la vigencia actual de la escuela y la necesidad de unas herramientas que permitan pensar su actualidad. Se mencionan los principales referentes teóricos que se tuvieron en cuanta para construir la categoría de Gramática del Saber Escolar: los estudios etnográficos, la nueva historia cultural, los estudios sobre cultura escolar, sobre el saber escolar y el saber pedagógico. Finalmente se expone lo que se entiende por gramática y las reglas que se encontraron como claves para pensar el saber que se produce en la escuela contemporánea. Se explica cada una de ellas: el tiempo vivo – los afectos abiertos – las funciones intersectadas – el excedente como posibilidad. Estos aportes también recogen la experiencia que el autor tuvo como director de un colegio durante cuatro años y de cuya sistematización surgieron las reglas que se proponen para dar lugar a la categoría de gramática del saber escolar.O artigo apresenta o trabalho de pesquisa realizado pelo autor durante o seu ano sabático (setembro 2018-setembro 2019). São recolhidos aqui os antecedentes de pesquisa que levaram ao autor a se perguntar pela vigência atual da escola e a necessidade de umas ferramentas que permitam pensar sua atualidade. Se mencionam os principais referentes teóricos que foram considerados para construir a categoria de Gramática do Saber Escolar: os estudos etnográficos, a nova história cultural, os estudos sobre cultura escolar, sobre o saber escolar e o saber pedagógico. Finalmente, expõe-se o que se entende por gramática e as regras que foram achadas como chaves para pesar o saber produzido pela escola contemporânea. Se explica cada uma delas: o tempo vivo – os afetos abertos – as funções intersectadas – o excedente como possibilidade. Esses aportes também recolhem a experiência do autor como diretor de um colégio durante quatro anos, de cuja sistematização surgiram as regras que se propõem para dar lugar à categoria de saber escolar
La gramática del saber escolar
No full textO artigo apresenta o trabalho de pesquisa realizado pelo autor durante o seu ano sabático (setembro 2018-setembro 2019). São recolhidos aqui os antecedentes de pesquisa que levaram ao autor a se perguntar pela vigência da escola e a necessidade de umas ferramentas que permitam pensar sua atualidade. Se mencionam os principais referentes teóricos que foram considerados para construir a categoria de Gramática do Saber Escolar: os estudos etnográficos, a nova história cultural, os estudos sobre cultura escolar, sobre o saber escolar e o saber pedagógico. Finalmente, expõe-se o que se entende por gramática e as regras que foram achadas como chaves para pensar o saber produzido pela escola contemporânea. Se explica cada uma delas: o tempo vivo,os afetos abertos,as funções intersectadase o excedentecomo possibilidade. Esses aportes também recolhem a experiência do autor como diretor de um colégio durante quatro anos, de cuja sistematização surgiram as regras que se propõem para dar lugar à categoria Gramática do Saber Escolar.El artículo da cuenta del trabajo de investigación que el autor realizó durante su año sabático (septiembre 2018-septiembre 2019). Se recogen aquí los antecedentes investigativos que llevaron al autor a plantearse una pregunta por la vigencia de la escuela y la necesidad de unas herramientas que permitan pensar su actualidad. Se mencionan los principales referentes teóricos que se tuvieron en cuentapara construir la categoría de Gramática del Saber Escolar: los estudios etnográficos, la nueva historia cultural, los estudios sobre cultura escolar, sobre el saber escolar y el saber pedagógico.Finalmente se expone lo que se entiende por gramática y las reglas que se encontraron como claves para pensar el saber que se produce en la escuela contemporánea. Se explica cada una de ellas: el tiempo vivo, los afectos abiertos,las funciones intersectadasyel excedente como posibilidad. Estos aportes también recogen la experiencia que el autor tuvo como director de un colegio durante cuatro años y de cuya sistematización surgieron las reglas que se proponen para dar lugar a la categoría de Gramática del Saber Escolar.The paper describes the author’s research projectcompleted during his sabbatical year from September 2018 to September 2019. It covers the research background that inspired the author to questionvalidity of the school and the need to come up with new tools that allow us to reimagine its contemporary relevance. It touches on the main theoretical referents that were consideredto construct the School`s Knowledge Grammar: ethnographic studies, the new cultural history, and studies discussing scholar culture, scholar knowledge and pedagogical knowledge. Lastly, it explains what is understood by “Grammar” and the key principles that are used to explain the knowledge produced in today’s contemporary school. Each of these key principles are explained, including: Kinetic time, Open emotions, Intercepted roles, and Excess as a possibility. These conclusions also include the experience the author had as Director of a school for fouryears and the systemization that gave birth to the principles that are proposed to categorize the School Knowledge Grammar
SABER Country Report 2014
No full textAcross the globe, the author see
increasing interest in attracting, retaining, developing,
and motivating great teachers. Student achievement has been
found to correlate with economic and social progress. Recent
studies have shown that teacher quality is the main
school-based predictor of student achievement and that
several consecutive years of outstanding teaching can offset
the learning deficits of disadvantaged students. However,
establishing the right teacher policies to ensure that every
classroom has a motivated, supported, and competent teacher
remains a challenge; evidence on the impacts of many teacher
policies remains insufficient and scattered, the impact of
many reforms depends on specific design features, and
teacher policies can have very different impacts depending
on the context and the education policies in place. The main
focus of SABER-teachers is on policy design, rather than on
policy implementation. SABER teachers analyzes the teacher
policies formally adopted by education systems. However,
policies ‘on the ground,’ that is, policies as they are
actually implemented, may differ quite substantially from
policies as originally designed. In fact, they often do
differ, because of the political economy of the reform
process, lack of capacity of the organizations in charge of
implementing them, or the interaction between these policies
and specific contextual factors. Since SABER-Teachers
collects limited data on policy implementation, the
assessment of teacher policies presented in this report
needs to be complemented with detailed information that
describes the actual configuration of teacher policies on
the ground
Application of Barthes' "Death of the Author" to qur'an: possible or impossible?
No full textQur'an as the sacred book of Muslims has been subjected to different types of interpretations from the beginning of its revelations, approximately from 1400 years ago. All the Islamic theology scholars, even unmuslims, tried to make a contribution as the best of their abilities to its understanding. By the advent of new post-structuralist approaches of textual analysis techniques in West, the possibility of interpreting this holy book has obsessed the modern textual analysts all over the world. This article tried to investigate the possibility of Barthes’ “Death of the Author” as one of the most controversial theories of modern text analysis. Considering the fact that, the author of Qur'an has not been a human to compose the text based on the dominant social, cultural and economical context of that time, the application of Barthes’ “Death of the Author” to the Qur'anic interpretation seems to be logically impossible. Furthermore, as the Qur'anic verses are classified into two categories of “Mohkamaat” and “Motashabehaat” based on Quran itself, this theory of text analysis can be utmost be applied to the latter in order to offer a better comprehension of the “Mohkamaat” as there are various interpretations of these “ayahs” in Islamic literature
Saber Ambiental: Sustentabilidade, Racionalidade, Complexidade, Poder
No full textIn the book, Saber Ambiental: sustainability, rationality, complexity and power, published in 2001 by publisher vozes, the author approaches the environmental issue from the perspective of building environmental rationality, highlighting the importance of environmental knowledge in this process, in addition to the movements environmentalists and the construction of citizenship. The holistic approach to environmental knowledge is highlighted. The book is structured in eleven chapters in which Leff discusses the issue of environmental knowledge initially from the perspective of building the idea of sustainable development, the contradiction between environmental and capitalist rationality and later an approach with regard to environmental movements, citizenship and the importance the construction of an environmental knowledge.En el libro Saber Ambiental: sostenibilidad, racionalidad, complejidad y poder, publicado en 2001 por la editorial vozes, el autor aborda el tema ambiental desde la perspectiva de la construcción de la racionalidad ambiental, destacando la importancia delconocimiento ambiental en este proceso, además de la movimientos ambientalistas y la construcción de ciudadanía Se destaca el enfoque holístico del conocimiento ambiental. El libro está estructurado en once capítulos en los que Leff discute el tema del conocimientoambiental inicialmente desde la perspectiva de construir la idea de desarrollo sustentable, la contradicción entre racionalidad ambientaly capitalista y luego un abordaje en torno a los movimientos ambientales, la ciudadanía y la Importancia la construcción de un conocimiento ambiental.No livro, Saber Ambiental: sustentabilidade, racionalidade, complexidade e poder, publicado em 2001 pela editora vozes, o autor faz uma abordagem da questão ambiental sob a perspectiva da construção da racionalidade ambiental, destacando a importância do saber ambiental nesse processo, além dos movimentos ambientalistas e construção da cidadania.Destaca-se a abordagem holística a temática saber ambiental. O livro está estruturado em onze capítulos em que Leff discute a questão do saber ambiental inicialmente sob a perspectiva da construção da ideia de desenvolvimento sustentável, a contradição entre racionalidade ambiental e capitalista e posteriormente uma abordagem no que concerne aos movimentos ambientalistas, cidadania e a importância da construção de um saber ambiental
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