It redirected philosophical attention to neglected questions of natural and metaphysical necessity and to the connections between these and theories of reference, in particular of naming, and of identity. From a critique of the dominant tendency to assimilate names to descriptions and more generally to treat their reference as a function of their Fregean sense, surprisingly deep and widespread consequences may be drawn. The largely discredited distinction between accidental and essential properties, both of individual things (including people) and of kinds of things, is revived. So is a consequent view of science as what seeks out the essences of natural kinds. Traditional objections to such views are dealt with by sharpening distinctions between epistemic and metaphysical necessity; in particular by the startling admission of necessary a posteriori truths. From these, in particular from identity statements using rigid designators whether of things or of kinds, further remarkable consequences are drawn for the natures of things, of people, and of kinds; strong objections follow, for example to identity versions of materialism as a theory of the mind.This seminal work, to which today's thriving essentialist metaphysics largely owes its impetus, is here published with a substantial new Preface by the author.

    What do I set up as aims for my next lesson with this class and what kind of activities will help to achieve those aims? How do I deal with this reading text in class? What amount of out-of-class work can I reasonably expect my learners to do? How do I make best use of a textbook I am not entirely happy with? These are just a few examples of the many questions typically asked by teachers which she addresses in this book.Although insights from research can help, there are no 'right answers' provided. Instead, the aim is to give you a solid foundation of knowledge which you can use to evaluate and apply your own ideas about teaching and learning.The book is organized into four parts.- Part One ('A framework for teaching and learning') looks at insights from research into learners, learning, and language in use and discusses how these have influenced methodology and materials in ELT. Specific topics covered include: the use of communicative tasks in the classroom, the concept of learner strategies and how you can train your students to develop them, the growth of interactive methodology and its consequences in changing the roles of teacher and learner.- Part Two ('Teaching the language system') focuses on vocabulary and grammar, and Part Three ('Developing the language skills') on the traditional four language skills of listening, speaking, reading, and writing. There is also discussion of how these different areas fit together.- Part Four ('Planning and assessing learning') moves on to wider issues. Chapter 10 on course design refers back to topics covered earlier in the book. Chapter 11 deals with the relationship between teaching and different forms of assessment.There is an Introductory task at the start of each chapter (with supporting guidance notes), as well as a Discussion topics and projects section - which can be used for group discussion - at the end.The book also has a complete glossary, further reading suggestions at the end of each chapter, a bibliography, and a full index.

    . . . One rejoices in Bronowski’s dedication to the identity of acts of creativity and of imagination, whether in Blake or Yeats or Einstein or Heisenberg.”—Kirkus Reviews “A delightful look at the inquiring mind.”—Library JournalIn this eloquent volume Jacob Bronowski, mathematician and scientist, presents a succinct introduction to the state of modern thinking about the role of science in man's intellectual and moral life. Weaving together themes from ethnology, linguistics, philosophy, and physics, he confronts the questions of who we are, what we are, and how we relate to the universe around us.

    Originally published in 1984 (Johns Hopkins University Press), and now available in paperback for the first time, this highly original book draws on insights from semiotics and from psychoanalytic, feminist, and Marxist criticism. Addressing the relations of language to experience, the body to scale, and narratives to objects, Susan Stewart looks at the "miniature" as a metaphor for interiority and at the "gigantic" as an exaggeration of aspects of the exterior. In the final part of her essay Stewart examines the ways in which the "souvenir" and the "collection" are objects mediating experience in time and space.

    Essential reading for students and anyone interested in the great philosophers, this book opens up appreciation of Heidegger beyond the study of philosophy to the reaches of poetry and our fundamental relationship to the world. Featuring "The Origin of the Work of Art," a milestone in Heidegger's canon, this enduring volume provides potent, accessible entry to one of the most brilliant thinkers of modern times.

    Affiliated with discontinuity, alarm, and silence, it raises fundamental questions about the constitution of self and other, the stability of location, systems of transfer, and the destination of speech. Profoundly changing our concept of long-distance, it is constantly transmitting effects of real and evocative power. To the extent that it always relates us to the absent other, the telephone, and the massive switchboard attending it, plugs into a hermeneutics of mourning. The Telephone Book, itself organized by a "telephonic logic," fields calls from philosophy, history, literature, and psychoanalysis. It installs a switchboard that hooks up diverse types of knowledge while rerouting and jamming the codes of the disciplines in daring ways. Avital Ronell has done nothing less than consider the impact of the telephone on modern thought. Her highly original, multifaceted inquiry into the nature of communication in a technological age will excite everyone who listens in. The book begins by calling close attention to the importance of the telephone in Nazi organization and propaganda, with special regard to the philosophy of Martin Heidegger. In the Third Reich the telephone became a weapon, a means of state surveillance, "an open accomplice to lies." Heidegger, in Being and Time and elsewhere, elaborates on the significance of "the call." In a tour de force response, Ronell mobilizes the history and terminology of the telephone to explicate his difficult philosophy.Ronell also speaks of the appearance of the telephone in the literary works of Duras, Joyce, Kafka, Rilke, and Strindberg. She examines its role in psychoanalysis—Freud said that the unconscious is structured like a telephone, and Jung and R. D. Laing saw it as a powerful new body part. She traces its historical development from Bell's famous first call: "Watson, come here!" Thomas A. Watson, his assistant, who used to communicate with spirits, was eager to get the telephone to talk, and thus to link technology with phantoms and phantasms. In many ways a meditation on the technologically constituted state, The Telephone Book opens a new field, becoming the first political deconstruction of technology, state terrorism, and schizophrenia. And it offers a fresh reading of the American and European addiction to technology in which the telephone emerges as the crucial figure of this age.

    At the time Jameson was actually writing the book, in the mid to late seventies, there was a major reaction against deconstruction and poststructuralism. As one of the most significant literary theorists, Jameson found himself in the unenviable position of wanting to defend his intellectual past yet keep an eye on the future. With this book he carried it off beautifully. A landmark publication, The Political Unconscious takes its place as one of the most meaningful works of the twentieth century.

    In what will likely become the introduction to the history of the Spanish language, David Pharies clearly and concisely charts the evolution of Spanish from its Indo-European roots to its present form. An internationally recognized expert on the history and development of this language, Pharies brings to his subject a precise sense of what students of Spanish linguistics need to know.After introductory chapters on what it means to study the history of a language, the concept of linguistic change, and the nature of language families, Pharies traces the development of Spanish from its Latin roots, all with the minimum amount of technical language possible.  In the core sections of the book, readers are treated to an engaging and remarkably succinct presentation of the genealogy and development of the language, including accounts of the structures and peculiarities of Latin, the historical and cultural events that deeply influenced the shaping of the language, the nature of Medieval Spanish, the language myths that have become attached to Spanish, and the development of the language beyond the Iberian Peninsula, especially in the Americas. Focusing on the most important facets of the language’s evolution, this compact work makes the history of Spanish accessible to anyone with a knowledge of Spanish and a readiness to grasp basic linguistic concepts.Available in both English and Spanish editions, A Brief History of the Spanish Language provides a truly outstanding introduction to the exciting story of one of the world’s great languages.

    Adam Kotsko argues that the popularity of the ruthless sociopath reflects our dissatisfaction with a failed social contract, showing that we believe that the world rewards the evil and uncaring rather than the good.

    Renowned scientist David Bohm believed there was a better way for humanity to discover meaning and to achieve harmony. He identified creative dialogue, a sharing of assumptions and understanding, as a means by which the individual, and society as a whole, can learn more about themselves and others, and achieve a renewed sense of purpose.

    Where the fathers imbibed the doctrine of Confucius and learned the classics and revolted against them, these young people have been battered by many forces of the new times. They have been taught something of science, something of Christianity, something of atheism, something of free love, something of communism, something of Western philosophy, something of modern militarism, something, in fact, of everything. In the midst of the sturdy medievalism of the masses of their countrymen the young intellectuals have been taught the most extreme of every culture. Intellectually they have been forced to the same great omissions that China has made physically. They have skipped, figuratively speaking, from the period of the unimproved country road to the aero plane era. The omission was too great. The mind could not compensate for it. The spirit was lost in the conflict. The first result, therefore, of the hiatus was undoubtedly to produce a class of young Chinese, both men and women, but chiefly men, who frankly did not know how to live in their own country or in the age in which their country still was. They were for the most part educated abroad, where they forgot the realities of their own race. It was easy enough for various revolutionary leaders to persuade these alienated minds that China's so-called backwardness was due primarily to political and material interference by foreign powers. The world was made the scapegoat for Chinas medievalism. Instead of realizing that China was in her own way making her own steps, slowly, it is true, and somewhatponderously, toward modernity, it was easy hue and cry to say that if it had not been for foreigners she would have been already on an equality, in material terms, with other nations. The result of this was a fresh revolution of a sort. China practically rid herself of her two great grievances outside of Japan, extraterritoriality and the tariff. No great visible change appeared as a consequence. It became apparent that what had been weaknesses were still weaknesses, and that these were inherent in the ideology of the people. It was found, for instance, that when a revolutionary leader became secure and entrenched he became conservative and as corrupt, too often, as an old style official. The same has been true in other histories. There were too many honest and intelligent young minds in China not to observe and accept the truth, that the outside world had very little to do with Chinas condition, and what she had to do with it could have been prevented if China had been earlier less sluggish and her leaders less blind and selfish. Then followed a period of despair and frenzy and increased idealistic worship of the West. The evident prosperity of foreign countries was felt to be a direct fruit of Western scientific development.

    Here is the easiest way toLearn HindiKnow HindiUnderstand HindiRead HindiSpeak HindiWrite HindiAndTo Converse in HindiThrough English

    The existing social culture was manipulated and subverted as the German people had their ethical values and their thoughts about politics, history and daily life recast in a new language. This Notebook, originally called LTI (Lingua Tertii Imperii)-the abbreviation itself a parody of Nazified language-was written out of Klemperer's conviction that the language of the Third Reich helped to create its culture. As Klemperer writes: "it isn't only Nazi actions that have to vanish, but also the Nazi cast of mind, the typical Nazi way of thinking, and its breeding ground: the language of Nazism." This brilliant, entertaining, profound, and ultimately saddening and horrifying book is one of the great twentieth-century studies of language and of its engagement with history.

    Hofstadter's collection of quirky essays is unified by its primary concern: to examine the way people perceive and think.

    This book provides a brief yet comprehensive introduction to the field. It explores how sociolinguistics is linked to other disciplines such as history, politics and gender studies.