Results for 'Language arts. '

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  1. Emergency conditionals.Art & Language - 2007 - In Peter Goldie & Elisabeth Schellekens (eds.), Philosophy and conceptual art. New York: Oxford University Press.
     
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  2.  39
    Rethinking language arts: passion and practice.Nina Zaragoza - 1997 - New York: RoutledgeFalmer.
    In Rethinking Language Arts: Passion and Practice, Second Edition , author Nina Zaragoza uses the form of letters to her students to engage pre-service teachers in reevaluating teaching practices. Zaragoza discusses and explains the need for teachers to be decision-makers, reflective thinkers, political beings, and agents of social change in order to create a positive and inclusive classroom setting. This book is both a critical text that deconstructs the way language arts are traditionally taught in our schools as (...)
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  3. Autism, and Cognitive Style: Implications for the Evolution of Language.Upper Paleolithic Art - 2006 - Semiotica 162 (1):4.
     
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  4.  5
    Robotics: STS Curriculum Strands Integrated with Language Arts and Social Studies for Middle/secondary Students.Aline M. Stomfay-Stitz - 1992 - Bulletin of Science, Technology and Society 12 (6):304-307.
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  5.  26
    Truth in Myth and Science.Art Stawinski - 2005 - Dialogue and Universalism 15 (1-2):71-78.
    We humans are a curious species. Of all the life forms that inhabit the earth, we alone strive to make sense of the world in which we find ourselves. For thousands of years we understood the world through stories. Our ancestors told stories of how the world began, how our people originated and came to be at this place, and how those people across the river or beyond the mountains came to be where they are. Some stories were of animals (...)
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  6.  9
    The Warburg Years : Essays on Language, Art, Myth, and Technology.Ernst Cassirer - 2013 - New Haven: Yale University Press.
    Jewish German philosopher Ernst Cassirer was a leading proponent of the Marburg school of neo-Kantianism. The essays in this volume provide a window into Cassirer’s discovery of the symbolic nature of human existence—that our entire emotional and intellectual life is configured and formed through the originary expressive power of word and image, that it is in and through the symbolic cultural systems of language, art, myth, religion, science, and technology that human life realizes itself and attains not only its (...)
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  7.  7
    Bakhtinian perspectives on language and culture: meaning in language, art, and new media.Finn Bostad (ed.) - 2004 - New York, N.Y.: Palgrave-Macmillan.
    In this multi-disciplinary volume, comprising the work of several established scholars from different countries, central concepts associated with the work of the Bakhtin Circle are interrogated in relation to intellectual history, language theory and an understanding of new media. The book will prove an important resource for those interested in the ideas of the Bakhtin Circle, but also for those attempting to develop a coherent theoretical approach to language in use and problems of meaning production in new media.
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  8. Reading and the Language Arts.H. Alan Robinson - 1964 - British Journal of Educational Studies 13 (1):92-94.
  9.  11
    How Parents’ Stereotypical Beliefs Relate to Students’ Motivation and Career Aspirations in Mathematics and Language Arts.Kathryn Everhart Chaffee & Isabelle Plante - 2022 - Frontiers in Psychology 12.
    Despite progress, gender gaps persist in mathematical and language-related fields, and gender stereotypes likely play a role. The current study examines the relations between parents’ gender-related beliefs and their adolescent child’s motivation and career aspirations through a survey of 172 parent-child dyads. Parents reported their gendered beliefs about ability in mathematics and language arts, as well as their prescriptive gender role beliefs. Students reported their expectancies and values in these two domains, as well as their career aspirations The (...)
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  10.  3
    “Living in These Two Places Really Shaped My Life”: Examining Multimodal Playlist Assignments in Social Studies and Language Arts Methods Courses.Mary L. Neville & Kaitlin E. Popielarz - 2023 - Journal of Social Studies Research 47 (3-4):173-183.
    In this article, the authors consider the use of a “Playlist of My Life Assignment” in helping social studies (SS) and English language arts (ELA) teacher candidates (TCs) conceptualize multimodal and humanizing SS and ELA curricula. The Playlist Assignment asked teacher candidates to center the music, texts, land, spaces, and places that are most important to them, and potentially relate these back to their own pedagogies as SS and ELA teachers. Taken from two qualitative studies of two teacher education (...)
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  11.  11
    The Warburg Years : Essays on Language, Art, Myth, and Technology.S. G. Lofts (ed.) - 2013 - New Haven: Yale University Press.
    Jewish German philosopher Ernst Cassirer was a leading proponent of the Marburg school of neo-Kantianism. The essays in this volume provide a window into Cassirer’s discovery of the symbolic nature of human existence—that our entire emotional and intellectual life is configured and formed through the originary expressive power of word and image, that it is in and through the symbolic cultural systems of language, art, myth, religion, science, and technology that human life realizes itself and attains not only its (...)
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  12.  7
    Bakhtinian perspectives on language and culture: meaning in language, art, and new media.Suzanne Bost (ed.) - 2004 - New York, N.Y.: Palgrave-Macmillan.
    In this multi-disciplinary volume, comprising the work of several established scholars from different countries, central concepts associated with the work of the Bakhtin Circle are interrogated in relation to intellectual history, language theory and an understanding of new media. The book will prove an important resource for those interested in the ideas of the Bakhtin Circle, but also for those attempting to develop a coherent theoretical approach to language in use and problems of meaning production in new media.
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  13.  73
    A software agent model of consciousness.Stan Franklin & Art Graesser - 1999 - Consciousness and Cognition 8 (3):285-301.
    Baars (1988, 1997) has proposed a psychological theory of consciousness, called global workspace theory. The present study describes a software agent implementation of that theory, called ''Conscious'' Mattie (CMattie). CMattie operates in a clerical domain from within a UNIX operating system, sending messages and interpreting messages in natural language that organize seminars at a university. CMattie fleshes out global workspace theory with a detailed computational model that integrates contemporary architectures in cognitive science and artificial intelligence. Baars (1997) lists the (...)
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  14.  31
    Language, mind, and art: essays in appreciation and analysis in honor of Paul Ziff.Paul Ziff & Dale Jamieson (eds.) - 1994 - Boston: Kluwer Academic Publishers.
    This volume is a collection of essays in appreciation, analysis and honor of Paul Ziff, one of the leading American philosophers of the post-World War II period. The essays address questions that loomed large in Ziff's own work. Essays by Zeno Vendler, Jay Rosenberg, and Tom Patton address topics in philosophy of language: understanding, misunderstanding, rules, regularities, and proper names. Michael Resnik examines the nature of numbers, Rita Nolan addresses `mutant predicates', and Peter Alexander discusses microscopes and corpuscles. Douglas (...)
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  15.  48
    The Uses of Poetry: Renewing an Educational Understanding of a Language Art.Karen Simecek & Viv Ellis - 2017 - Journal of Aesthetic Education 51 (1):98-114.
    Poetry holds an important place as part of our cultural heritage.1 However, despite poetry’s apparent cultural value, there have been surprisingly few attempts to articulate clearly how this should be reflected in the teaching curriculum in our schools and universities. As a consequence of this lack of clarity, the cultural value of poetry gives way to the increasing emphasis on providing instrumental justification for the teaching curriculum; including poetry in the curriculum is often justified in terms of promoting transferable skills (...)
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  16.  18
    The ethnographer as a trader.Piret Koosa & Art Leete - 2006 - Sign Systems Studies 34 (2):387-401.
    Collecting ethnographic items for the Estonian National Museum has been linked to the practice of buying objects during fieldwork. Often we can find metaphors or expressions connected with trading in the Komi fieldwork diaries. Comparing ethnographers with merchants is a stereotypical way of describing the activities of Estonian researchers in the field. If ethnographers use, in their diaries, metaphors and expressions connected to trading, it may be just a spontaneous phrasing or inter-textual play of words. Inside the community of Estonian (...)
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  17. The Culture Wars Go to Washington: Ideology, Realpolitick, and the NCTE English Language Arts Standards.D. J. Ferrero - 1999 - Journal of Thought 34:23-38.
     
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  18.  4
    Sense and Finitude: Encounters at the Limits of Language, Art, and the Political.Alejandro A. Vallega - 2009 - State University of New York Press.
    Takes Heidegger’s later thought as a point of departure for exploring the boundaries of post-conceptual thinking.
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  19.  8
    Gendered Paths Into STEM-Related and Language-Related Careers: Girls’ and Boys’ Motivational Beliefs and Career Plans in Math and Language Arts.Rebecca Lazarides & Fani Lauermann - 2019 - Frontiers in Psychology 10.
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  20. The riddle of the performative: Language, art and power (Review essay).A. Hetzel - 2004 - Philosophische Rundschau 51 (2):132-159.
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  21.  6
    The ethnographer as a trader.Piret Koosa & Art Leete - 2006 - Sign Systems Studies 34 (2):387-401.
    Collecting ethnographic items for the Estonian National Museum has been linked to the practice of buying objects during fieldwork. Often we can find metaphors or expressions connected with trading in the Komi fieldwork diaries. Comparing ethnographers with merchants is a stereotypical way of describing the activities of Estonian researchers in the field. If ethnographers use, in their diaries, metaphors and expressions connected to trading, it may be just a spontaneous phrasing or inter-textual play of words. Inside the community of Estonian (...)
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  22.  54
    Educating For Silence: Renaissance Women and the Language Arts.Joan Gibson - 1989 - Hypatia 4 (1):9-27.
    In the Renaissance, educating for philosophy was integrated with educating for an active role in society, and both were conditioned by the prevailing educational theories based on humanist revisions of the trivium. I argue that women's education in the Renaissance remained tied to grammar while the education of men was directed toward action through eloquence. This is both a result of and a condition for the greater restriction on the social opportunities for women.
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  23.  21
    Introduction: The Problems of Representation across Cultures—Mind, Language, Art, and Politics.Arindam Chakrabarti - 2021 - Philosophy East and West 71 (1):4-12.
    Are you genuine? Or merely an actor? A representative? Or that which is represented? In the end, perhaps you are merely a copy of an actor. Second question of conscience.In the beginning was the word. And the word represented the world that was to come. The ancient Indian Grammarian Panini thickened the plot with his aphorism that the word represents its own form. Representation became so intimate and reflexive a relationship that the word and the world could hardly be distinguished. (...)
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  24.  21
    Art Language through Selected Signs and Symbols of the Yoruba People of Nigeria.Sunday James - 2023 - European Journal of Philosophy Culture and Religion 7 (1):79-87.
    Many secret signs and symbols area associated with the Yoruba as we have it amongst many tribes in Nigeria. Some of these signs and symbols have deep meanings and have connotations amongst the tribe. They form the everyday language of the people and a thorough understanding of them is key in their relationship with one another as a people. The objective of this study is to express the cultural connotations of selected symbols in relation to the Yoruba people of (...)
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  25.  9
    Can Music Speak? The Language of Art and the Communicability of Aesthetic Experience.Roger W. H. Savage - 2023 - In Sam McAuliffe (ed.), Gadamer, Music, and Philosophical Hermeneutics. Springer Verlag. pp. 159-171.
    The notion that music’s expressive force is the spring of its affective power calls for a consideration of the language music speaks. Hermann Kretzschmar’s effort to set out a method for explicating music’s affects through discursive means falls short in this regard. Conversely, Hans-Georg Gadamer’s reflections on the language of art opens the way to a hermeneutical consideration of music’s affective significance. Gadamer’s critique of Kant’s subjectivization of aesthetics disabuses us of the romantic conceit that music is a (...)
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  26. Languages of Art: An Approach to a Theory of Symbols.Nelson Goodman - 1968 - Indianapolis,: Bobbs-Merrill.
    . . . Unlike Dewey, he has provided detailed incisive argumentation, and has shown just where the dogmas and dualisms break down." -- Richard Rorty, The Yale Review.
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  27. Languages of art and art criticism.Monroe C. Beardsley - 1978 - Erkenntnis 12 (1):95 - 118.
    What implications does goodman's "languages of art" have for the theory and practice of art criticism? to account for the cognitive value of pictorial representations, It apparently requires to be supplemented by a concept of depiction, Or indefinite reference. For goodman's theory of expression to be convincing, Criteria are needed to discriminate exemplification in goodman's sense from the mere possession of labels. Some of the fundamental criteria of evaluation very widely used by art critics do not seem to be those (...)
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  28. Arts Education for a Translational Experience from Language of Nature into Language of Man: Walter Benjamin's Theory of Mimesis and Traditional Ink-wash Painting in East Asia.Duck-Joo Kwak - 2022 - In Ruyu Hung (ed.), Nature, Art, and Education in East Asia: Philosophical Connections. Routledge.
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  29.  44
    The art of language teaching as interdisciplinary paradigm.Thomas Erling Peterson - 2008 - Educational Philosophy and Theory 40 (7):900-918.
    One can extrapolate from the art of language instruction to discover methods applicable across the disciplines in higher education. The paradigm presented by language instruction is applicable throughout the arts and sciences. If cultivated—and there are institutional pressures working against it—such an art can impact the languages and codes of the individual disciplines so as to advance the research mission of scholars in those fields; it can also favor the interrelationships between the disciplines. How the student learns another (...)
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  30.  6
    Language, Logic, and the Art of Demonstration.T. M. Rudavsky - 2010-02-12 - In Steven Nadler (ed.), Maimonides. Wiley‐Blackwell. pp. 19–35.
    This chapter contains sections titled: Introduction How to Read Maimonides' Guide of the Perplexed Belief and Articles of Faith The Art of Biblical Exegesis: Harvesting “Apples of Gold” Language and Logic Philosophy and the Art of Demonstration Conclusion: Implications of Maimonides' Views further reading.
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  31. Art & language: [proceedings I-VI: Ausstellung], Kunstmuseum Luzern, [27. Januar-24. Februar 1974: Katalog].Terry Atkinson (ed.) - 1974 - Luzern: [S.N..
  32. Languages of Art.Nelson Goodman - 1970 - Philosophy and Rhetoric 3 (1):62-63.
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  33.  5
    Review of Alejandro A. Vallega, Sense and Finitude: Encounters at the Limits of Language, Art, and the Political[REVIEW]Thomas P. Brockelman - 2009 - Notre Dame Philosophical Reviews 2009 (11).
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  34.  51
    Languages of Art: An Approach to a Theory of Symbols.B. C. O'Neill - 1971 - Philosophical Quarterly 21 (85):361.
  35. Language of thought hypothesis: State of the art.Murat Aydede - manuscript
    [This is an earlier (1997), much longer and more detailed version of my entry on LOTH in the _Stanford Encyclopedia of Philosophy_] The Language of Thought Hypothesis (LOTH) is an empirical thesis about thought and thinking. For their explication, it postulates a physically realized system of representations that have a combinatorial syntax (and semantics) such that operations on representations are causally sensitive only to the syntactic properties of representations. According to LOTH, thought is, roughly, the tokening of a representation (...)
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  36.  14
    The Art of Language Teaching as Interdisciplinary Paradigm.Thomas Erling Peterson - 2008 - Educational Philosophy and Theory 40 (7):900-918.
    One can extrapolate from the art of language instruction to discover methods applicable across the disciplines in higher education. The paradigm presented by language instruction is applicable throughout the arts and sciences. If cultivated—and there are institutional pressures working against it—such an art can impact the languages and codes of the individual disciplines so as to advance the research mission of scholars in those fields; it can also favor the interrelationships between the disciplines. How the student learns another (...)
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  37.  48
    The Language of Art History.Gregg M. Horowitz - 1994 - Journal of Aesthetics and Art Criticism 52 (2):249-250.
    The first volume in the series Cambridge Studies in Philosophy and the Arts offers a range of responses by distinguished philosophers and art historians to some crucial issues generated by the relationship between the art object and language in art history. Each of the chapters in this volume is a searching response to theoretical and practical questions in terms accessible to readers of all human science disciplines. The editors, one a philosopher and one an art historian, provide an introductory (...)
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  38.  6
    The Language of Art: Studies in Interpretation.Moshe Barasch - 1997 - NYU Press.
    The argument moves from the art and civilization of ancient Egypt to that of modern Europe and effortlessly reveals a full and surprising range of language in art - from the magical to the impious, from the ambiguous to the didactic, scientific, and propagandistic.
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  39.  5
    Toward an aesthetic language of social justice: a theory of black arts.Van-Anthony Lawrence Hall - 2016 - Lewiston, New York: Edwin Mellen Press.
    This book analyzes the sociopolitical sensibilities of Black aesthetics in society by examining the historical and political context in which Black aesthetics emerged; analyzing various Black aesthetic perspectives that speak to social justice; exploring the interpretive conditions necessary to perceive Black aesthetics as a language of social justice.
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  40. Languages of Art: An Approach to a Theory of Symbols.Nelson Goodman - 1971 - British Journal for the Philosophy of Science 22 (2):187-198.
  41.  4
    Conceptual Art and Painting: Further Essays on Art & Language.Charles Harrison - 2001 - MIT Press.
    Further critical and theoretical essays by a long-time participant in the Art & Language movement.
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  42. Languages of Art. An Approach to a Theory of Symbols.Nelson Goodman - 1970 - Critica 4 (11/12):164-171.
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  43. Languages of art: An emendation.Kendall L. Walton - 1971 - Philosophical Studies 22 (5-6):82 - 85.
    In nelson goodman's "languages of art" a symbol system must be 'finitely differentiated', both syntactically and semantically, to count as a 'notation'. goodman's formulations of these differentiation requirements are seriously defective. it is shown that most of the examples of systems which he claims fail these requirements, do not fail them as they are stated. reformulations of the two requirements are offered, which accord with the examples and seem otherwise acceptable.
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  44.  17
    Languages of Art.Nelson Goodman - 1968 - Indianapolis,: Hackett Publishing Company.
    "Like Dewey, he has revolted against the empiricist dogma and the Kantian dualisms which have compartmentalized philosophical thought.... Unlike Dewey, he has provided detailed incisive argumentation, and has shown just where the dogmas and dualisms break down." --Richard Rorty, _The Yale Review_.
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  45.  17
    Art as Language: Wittgenstein, Meaning, and Aesthetic Theory.Garry Hagberg - 1998 - Cornell University Press.
    Art as Language systematically considers the implications of the pervasive belief that art is a language or functions like...
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  46. Rearticulating Languages of Art: Dancing with Goodman.Joshua M. Hall - 2015 - Evental Aesthetics 3 (3):28-53.
    In this article, I explore the relationship between dance and the work of Nelson Goodman, which is found primarily in his early book, Languages of Art. Drawing upon the book’s first main thread, I examine Goodman’s example of a dance gesture as a symbol that exemplifies itself. I argue that self-exemplifying dance gestures are unique in that they are often independent and internally motivated, or “meta-self-exemplifying.” Drawing upon the book’s second main thread, I retrace Goodman’s analysis of dance’s relationship to (...)
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  47.  63
    Art as Language.Joseph Margolis - 1974 - The Monist 58 (2):175-186.
    The doctrine that there are “languages of art”, that works of fine art are to be construed somehow as utterances in a language, is an attractive doctrine, judging from the steady inclination of interested theorists to revive it in one way or another. For instance, in a fairly early publication of contemporary aesthetics, T. M. Greene argued that a work of art, in expressing something about the world, could be taken as a proposition, whether or not linguistically paraphrasable. Interestingly (...)
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  48.  57
    Logic and the art of memory: the quest for a universal language.Paolo Rossi - 2000 - Chicago: University of Chicago Press.
    The mnemonic arts and the idea of a universal language that would capture the essence of all things were originally associated with cryptology, mysticism, and other occult practices. And it is commonly held that these enigmatic efforts were abandoned with the development of formal logic in the seventeenth century and the beginning of the modern era. In his distinguished book, Logic and the Art of Memory Italian philosopher and historian Paolo Rossi argues that this view is belied by an (...)
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  49.  9
    Language games: Reimagining learning conversations in art education.John M. Hammersley - 2016 - Arts and Humanities in Higher Education 18 (1):49-59.
    This paper discusses how language games might facilitate a reimagining of learning conversations in art education, by comparing them with Socratic, Kantian and post-structuralist dialogical perspectives that inform group critique. It proposes that language games may facilitate the construction of more personal and layered modes of conversation, instead of prescribing processes intended to seek universal truths, authentic self-knowledge, or disruptive critical scepticism. It argues that they promote the recognition of all co-learners as people who come with their own (...)
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  50.  8
    Art: a world of words: first paintings ; first words in 12 languages.Doris Kutschbach - 2014 - New York: Prestel.
    This beautiful introduction to art and language features some of the world's most beloved masterpieces as it entices children to discover art, language, objects, and colors. First pictures, first words--this familiar and time-proven book concept for young children is incorporated brilliantly in this multi-lingual art book. The works of Renoir, Kandinsky, Dürer, Rousseau, Franz Marc, and others are featured in beautiful full-page reproductions. Opposite each image is a word that helps describe the painting--for instance "play," "bunny," "horse," "train." (...)
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