: (Communities and Communication: The Transformation of the Social Formation of Solidarity Mechanisms)

2016 ◽  
Author(s):  
Victor Semenovich Vakhshtayn ◽  
Tatiina VVizer
Keyword(s):  
Social Formation ◽  
The Social

Linguistics: A Rhetor's Guide

1994 ◽  
Vol 12 (2) ◽  
pp. 211-226 ◽  
Author(s):  
Dick Leith
Keyword(s):  
Discourse Analysis ◽  
Academic Disciplines ◽  
Primary Concern ◽  
Social Formation ◽  
Text Linguistics ◽  
The Social ◽  
Language Study ◽  
Recent Trends ◽  
Linguistic Inquiry ◽  
Dominant Paradigm

Abstract: To non-specialists, academic disciplines invariably seem homogeneous, even monolithic. But even a relatively young discipline such as modem linguistics is more diverse in its procedures and concerns than might appear to those working in other fields. In this paper I attempt to show how certain kinds of linguistic inquiry might be relevant to those whose primary concern is rhetoric. I argue that these practices are often opposed to what I call the dominant paradigm in modern linguistics, with its commitment to abstraction and idealization. I discuss first those strands of linguistics, such as discourse analysis, text-linguistics, and stylistics, which tend to take the social formation for granted; I end by considering recent trends in so-called critical language study. Finally, I offer some thoughts on how linguistics may proceed in order to achieve a more programmatic rapprochement with rhetoric.

Who is Rational?

2017 ◽  
Author(s):  
Joseph Ben Prestel
Keyword(s):  
Middle Class ◽  
Lower Class ◽  
Urban Change ◽  
Social Formation ◽  
Court Records ◽  
Local Newspapers ◽  
Dynamic Transformation ◽  
The Social ◽  
Recent Emergence

Beginning around 1860, authors in the Egyptian capital portrayed Cairo’s changing cityscape and the recent emergence of local newspapers in terms of their impact on rationality (‘aql). In their descriptions, these contemporaries depicted rationality as an education of the heart that especially enabled men from the middle class to control their bodies and passions. The chapter shows that Cairo’s transformation was, however, not always associated with rising rationality by drawing on a different set of sources. Police and court records from the 1860s and 1870s demonstrate that contemporaries also described processes of urban change as a danger to the “honor” of lower-class women. Like the debates in Berlin, emotional practices in Cairo thus served as a way to address the social formation of the Egyptian capital during a time of dynamic transformation.

History Teaching in Rural Areas: The University of Venda

1996 ◽  
Vol 24 (1) ◽  
pp. 17-23
Author(s):  
Alan Kirkaldy
Keyword(s):  
Rural Areas ◽  
Whole Body ◽  
Social Forces ◽  
Historical Writing ◽  
Social Formation ◽  
History Teaching ◽  
The Past ◽  
The Social ◽  
The University

I would argue that history students should understand that the whole body of historical writing consists of interpretations of the past. They should be able to analyse a wide variety of texts and form their own opinions on a historical topic, and should be able to construct a coherent argument, using evidence to support their opinion. In doing so, they should be actively aware that their argument is no more “true” than that offered by any other historian. It is as much a product of their personal biography and the social formation in which they live as of the evidence used in its construction. Even this evidence is the product of other personal biographies and other social forces.

History Teaching in Rural Areas: The University of Venda

1996 ◽  
Vol 24 (1) ◽  
pp. 17-23
Author(s):  
Alan Kirkaldy
Keyword(s):  
Rural Areas ◽  
Whole Body ◽  
Social Forces ◽  
Historical Writing ◽  
Social Formation ◽  
History Teaching ◽  
The Past ◽  
The Social ◽  
The University

I would argue that history students should understand that the whole body of historical writing consists of interpretations of the past. They should be able to analyse a wide variety of texts and form their own opinions on a historical topic, and should be able to construct a coherent argument, using evidence to support their opinion. In doing so, they should be actively aware that their argument is no more “true” than that offered by any other historian. It is as much a product of their personal biography and the social formation in which they live as of the evidence used in its construction. Even this evidence is the product of other personal biographies and other social forces.

scholarly journals Ireland and the Old Testament: Transmission, Translation, and Unexpected Influence

2018 ◽  
Vol 5 (2) ◽  
pp. 141-169
Author(s):  
Bradford A. Anderson
Keyword(s):  
Early Modern ◽  
Old Testament ◽  
Global Scale ◽  
Religious History ◽  
Social Formation ◽  
Irish History ◽  
Early Christian ◽  
The Social ◽  
Medieval Ireland ◽  
Religious Landscape

Abstract In spite of Ireland’s rich and complex religious history, the influence of the Old Testament in the shaping of the island is often overlooked. This study traces the use and reception of the Old Testament in Ireland through the centuries, focusing on stories of transmission, translation, and unexpected influence. In early Christian and medieval Ireland, the transmission of the Old Testament in diverse contexts points to an important role for the Old Testament in relation to social formation and notions of Irish history. Moving to early modern Ireland, the story of the translation of the Old Testament into Irish demonstrates how this collection contributed to contested issues of identity in this highly-charged era. Finally, we encounter stories of unexpected influence relating to Ireland and the Old Testament in James Ussher and John Nelson Darby. In both cases, ideas concerning the Old Testament that took shape in Ireland would go on to have impact on a global scale, even if this subsequent influence was a matter of accidence. Taken together, it is argued that the Old Testament has played a much more prominent role in the shaping of the social, cultural, and religious landscape of Ireland than is often assumed.

scholarly journals Risk. Dealing with Uncertainty in Modern Times

2013 ◽  
Vol 11 (1) ◽  
pp. 7-36 ◽  
Author(s):  
Wolfgang Bonß
Keyword(s):  
Risk Society ◽  
Social Formation ◽  
Modern Times ◽  
The Social ◽  
Long Time ◽  
Successful Approach

Abstract People have always lived under conditions of uncertainty. But how to deal with uncertainty and how security is produced varies depending on the social formation. This paper deals with the handling of uncertainty in modern societies. Modern societies always try to conceptualize uncertainties as action-related, responsible and calculable/predictable ‘risks’. This was a quite successful approach for a long time. However, under the conditions of ‘risk society’, this approach is increasingly difficult to work. Especially in the case of ‘new risks’, the attempt to conceptualize any uncertainty as a predictable and cumulatively controllable risk, can hardly be realized. That's why modern societies must ask for and reflect on a ‘new culture of uncertainty’.

Methods of pedagogical support for foreing students: social formation of students and formation tolerance.

2021 ◽  
Vol 91 (1) ◽  
pp. 88-97
Author(s):  
Victoria V. Romanova ◽  
Keyword(s):  
Foreign Students ◽  
Culture Shock ◽  
Educational Process ◽  
Pedagogical Practices ◽  
Cultural Immersion ◽  
Social Formation ◽  
Joint Activities ◽  
Key Points ◽  
The Social ◽  
The Individual

The article examines some aspects of the socialization of foreign students in the Russian education. In particular, the transformation of foreign students' perception of the culture of Russia from a state of culture shock to “entering” the Russian-speaking society is seen not so much as a process, but as a significant result of using a set of methods of pedagogical support of social formation. The methods of pedagogical support in the social formation of foreign students are understood as a set of pedagogical practices based on the joint activities of the teacher and students. In the process of these avtivities they identify and content the key points of the individual trajectory of the social formation of students in relation to the study and perception of the Russian culture. The article highlights the following methods of pedagogical support of social development: cultural immersion, empathy, building an individual trajectory. The concept of "the key point of the individual trajectory of social formation" is interpreted as a situation of choice, awareness of the significance and value of this or that knowledge, skill, action on their basis. It is noted that pedagogical support from a teacher involves subject-subject interaction, understanding, motivation and support of students in the educational process, the ability of a more experienced person to correlate his opinion with another and to respect the opinion of a less experienced student.

Sign in / Sign up

Export Citation Format

Share Document