In this paper, I argue that the vindicatory/unmasking distinction has so far prevented scholars from grasping a third dimension of genealogical inquiry, one I call possibilising. This dimension has ...passed unnoticed even though it constitutes a crucial aspect of Foucault's genealogical project starting from 1978 on. By focusing attention on it, I hope to provide a definitive rebuttal of one of the main criticisms that has been raised against (unmasking) genealogy in general, and Foucauldian genealogy in particular, namely the idea that Foucault's genealogical project lacks normative grounding and is therefore ultimately incapable of telling us why we should resist and fight against the mechanisms of power it nevertheless reveals in an empirically insightful way. This conclusion, I argue, is mistaken because it conceives of Foucauldian genealogy exclusively as an unmasking or problematising method, whereas I claim that Foucault's genealogical project possesses a possibilising dimension that provides his work with sui generis normative force.
Hypnoteaching merupakan salah satu metode pembelajaran yang memiliki tujuan yang sama dengan pembelajaran transformative, yaitu merubah mindset sasarannya yang dalam konteks ini adalah mahasiswa. ...Penelitian ini bertujuan untuk mengevaluasi kesesuaian dari metode hypnoteaching dan transformative learning ditinjau dari sisi input, proses dan hasil. Langkah-langkah penelitian yang ditempuh adalah melakukan studi pendahuluan, pengumpulan data, analisis data dan penarikan kesimpulan. Hasil penelitian menunjukan bahwa (1) dari sisi input, pendidik memiliki kualifikasi yang sesuai dari sisi penguasaan metode hypnoteaching namun belum memahami komponen pembelajaran transformatif, (2) dari sisi proses, langkah-langkah pembelajaran transformative tidak sepenuhnya tercover dalam langkah-langkah metode hypnoteaching dan (3) dari sisi hasil, dampak instruksional berupa pemerolehan sikap kritis telah tercapai, sedangkan dampak pengiring berupa peningkatan capaian prestasi masih sangat sedikit jika ditinjau dari sisi jumlah baik dari sisi keikutsertaan dalam event prestasi dan jumlah penghargaan yang diperoleh.
Plurilingual discourse competence Martín-Peris, Ernesto; López-Ferrero, Carmen; Bach, Carme
Journal of applied linguistics and professional practice,
10/2021, Volume:
15, Issue:
3
Journal Article
Peer reviewed
We present a didactic model for the multidimensional analysis of discourse genres as situated practices, illustrated through the study of a transactional conversation in Spanish. This model ...represents a basis for developing and assessing the discourse competence of plurilingual adult language learners (Spanish-, Catalan-, French- or English-learning university students) acquiring a minimal competence to participate in academic events (lectures, seminars and workshops), as well as to cope with everyday needs in a foreign city. For proficiency in the use of language in context, students must be aware of the three dimensions which define a discourse genre: the sociocultural, the pragmatic and the textual, each entailing specific criteria and indicators of achievement. Special focus is placed on the sociocultural dimension because of its underlying importance for the teaching and learning of discourse genres. One factor especially relevant in this dimension is the community of practice to which the learners belong as autonomous social agents and in which they critically and consciously engage in learning activities.
In this article I reconstruct the philosophical conditions for the emergence of the notion of counter-conduct within the framework of Michel Foucault’s study of governmentality, and I explore the ...reasons for its disappearance after 1978. In particular, I argue that the concept of conduct becomes crucial for Foucault in order to redefine governmental power relations as specific ways to conduct the conduct of individuals: it is initially within this context that, in Security, Territory, Population, he rethinks the problem of resistance in terms of counter-conduct. However, a few months later, in What is Critique?, Foucault (implicitly) replaces the notion of counter-conduct with that of critical attitude, defined as the particular form that counter-conduct takes in modern times. This notion allows him to highlight the role played by the will (to be or not to be governed like that) in resistance to governmental strategies. But since the notion of counter-conduct is conceptually wider than that of critical attitude, I suggest in conclusion that it could be worth reactivating it as a “historical category which, in various forms and with diverse objectives, runs through the whole of Western history.”
This article presents the results of an investigation carried out in the context of language teaching with the aim of approaching the beliefs that teachers have about the ‘critical’ concept, where ...these beliefs come from and how they incorporate activities that help the development of this concept in their classes. In order to achieve these objectives, data were collected from a qualitative methodological perspective, specifically, four in-service teachers with extensive training and experience were interviewed. The results obtained indicate the difficulty of defining the concept under study, as well as the variety of didactic proposals related to the attempt to develop the critical component in the language classroom. These results are in line with the diversity of theoretical disciplines that incorporate the critical concept, which makes it difficult for teachers to approach the concept in order to bring it coherently into the classroom in their didactic proposals.
Este artículo presenta los resultados de una investigación llevada a cabo en el contexto de la enseñanza de lenguas con el objetivo de aproximarse a las creencias que manejan los docentes sobre el concepto ‘crítico’, de dónde parten dichas creencias y cómo incorporan actividades que ayuden al desarrollo de dicho concepto en sus clases. Para alcanzar estos objetivos, se han recogido datos desde una perspectiva metodológica cualitativa, específicamente, se ha entrevistado a cuatro docentes en activo, con amplia formación y experiencia. Los resultados a los que se ha llegado indican la dificultad para definir el concepto objeto de estudio, así como la variedad de propuestas didácticas relacionadas con el intento de desarrollar el componente crítico en el aula de lenguas. Estos resultados están en consonancia con la diversidad de disciplinas teóricas que incorporan el concepto crítico, lo que dificulta una aproximación por parte de los docentes a dicho concepto con el fin de llevarlo coherentemente al aula en sus propuestas didácticas.
La presente investigación analiza los comentarios críticos producidos por estudiantes chilenos de 3º y 4º año de Medicina en la sección Comentario/Reflexión final de la Ficha Clínica con el objetivo ...de conocer su opinión sobre la experiencia de su estancia hospitalaria y la práctica médica en general, así como de entender los elementos retórico-discursivos que utilizan para posicionar su voz en el texto escrito al evaluar dicha experiencia. Para investigar este fenómeno, se realizó un análisis textual computarizado de las categorías gramaticales y los contenidos semántico-funcionales valorativos desde un enfoque cualitativo inductivo-deductivo. Los resultados del estudio mostraron un predominio de los comentarios críticos positivos, que se centraron en el estado de salud del paciente, su actitud hacia la enfermedad, el tratamiento recibido y la relación médico-paciente. Además, se reflexionó sobre la profesión médica. Para la evaluación de estos contenidos se prefirió el uso de los marcadores de actitud, principalmente se utilizaron adjetivos.
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