"Every practice is a mode of thought, already in the act. To dance: a thinking in movement. To paint: a thinking through color. To perceive in the everyday: a thinking of the world's varied ways of ...affording itself." -fromThought in the ActCombining philosophy and aesthetics,Thought in the Actis a unique exploration of creative practice as a form of thinking. Challenging the common opposition between the conceptual and the aesthetic, Erin Manning and Brian Massumi "think through" a wide range of creative practices in the process of their making, revealing how thinking and artfulness are intimately, creatively, and inseparably intertwined. They rediscover this intertwining at the heart of everyday perception and investigate its potential for new forms of activism at the crossroads of politics and art.
Emerging from active collaborations, the book analyzes the experiential work of the architects and conceptual artists Arakawa and Gins, the improvisational choreographic techniques of William Forsythe, the recent painting practice of Bracha Ettinger, as well as autistic writers' self-descriptions of their perceptual world and the experimental event making of the SenseLab collective. Drawing from the idiosyncratic vocabularies of each creative practice, and building on the vocabulary of process philosophy, the book reactivates rather than merely describes the artistic processes it examines. The result is a thinking-with and a writing-in-collaboration-with these processes and a demonstration of how philosophy co-composes with the act in the making.Thought in the Actenacts a collaborative mode of thinking in the act at the intersection of art, philosophy, and politics.
Starting with the hypothesis that not only human intelligence but also its antithesis 'intellectual disability' are nothing more than historical contingencies, C.F. Goodey's paradigm-shifting study ...traces the rich interplay between labelled human types and the radically changing characteristics attributed to them. From the twelfth-century beginnings of European social administration to the onset of formal human science disciplines in the modern era, A History of Intelligence and 'Intellectual Disability' reconstructs the socio-political and religious contexts of intellectual ability and disability, and demonstrates how these concepts became part of psychology, medicine and biology. Goodey examines a wide array of classical, late medieval and Renaissance texts, from popular guides on conduct and behavior to medical treatises and from religious and philosophical works to poetry and drama. Focusing especially on the period between the Protestant Reformation and 1700, Goodey challenges the accepted wisdom that would have us believe that 'intelligence' and 'disability' describe natural, trans-historical realities. Instead, Goodey argues for a model that views intellectual disability and indeed the intellectually disabled person as recent cultural creations. His book is destined to become a standard resource for scholars interested in the history of psychology and medicine, the social origins of human self-representation, and current ethical debates about the genetics of intelligence.
The Think-Aloud Controversy in Second Language Research aims to answer key questions about the validity and uses of think-alouds, verbal reports completed by research participants while they perform ...a task. It offers an overview of how think-alouds have been used in language research and presents a quantitative meta-analysis of findings from studies involving verbal tasks and think-alouds. The book begins by presenting the theoretical background and empirical research that has examined the reactivity of think-alouds, then offers guidance regarding the practical issues of data collection and analysis, and concludes with implications for the use of think-alouds in language research. With its focus on a much-discussed and somewhat controversial data elicitation method in language research, this timely work is relevant to students and researchers from all theoretical perspectives who collect first or second language data. It serves as a valuable guide for any language researcher who is considering using think-alouds.
Melissa A. Bowles is Assistant Professor of Spanish, Linguistics, and SLATE (Second Language Acquisition and Teacher Education) at the University of Illinois at Urbana-Champaign. Her main research interests are instructed second/heritage language acquisition and research methods.
Chapter 1 : The use of verbal reports in language research. Chapter 2 : Controversy over the use of think-alouds. Chapter 3 : Features that Make a Task Amenable to Think-Aloud: A Meta-analysis of Studies Investigating the Validity of Think-Alouds on Verbal Tasks. Chapter 4 : Data Collection Considerations. Chapter 5 : Data Analysis Considerations. Chapter 6 : Conclusion. Appendix A : Studies Included in the Meta-Analysis. Appendix B : Summary of Unique Sample Studies.
Mental language Panaccio, Claude; Hochschild, Joshua P; Ziebart, Meredith K
2017, 20170201, 2017-02-01, 2017-02-08
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The notion that human thought is structured like a language, with a precise syntax and semantics, has been pivotal in recent philosophy of mind. Yet it is not a new idea: it was systematically ...explored in the fourteenth century by William of Ockham and became central in late medieval philosophy. Mental Language examines the background of Ockham's innovation by tracing the history of the mental language theme in ancient and medieval thought.
Panaccio identifies two important traditions: one philosophical, stemming from Plato and Aristotle, and the other theological, rooted in the Fathers of the Christian Church. The study then focuses on the merging of the two traditions in the Middle Ages, as they gave rise to detailed discussions over the structure of human thought and its relations with signs and language. Ultimately, Panaccio stresses the originality and significance of Ockham's doctrine of the oratio mentalis (mental discourse) and the strong impression it made upon his immediate successors.
This book traces the issue in argumentative discussions from its emergence to its evolution. The book makes use of naturally occurred data of spoken argumentation to investigate how an issue is ...raised and possibly negotiated in argumentative discussions between young children (aged 2 to 6 years) and adults.
Six essays by artificial intelligence pioneer Marvin Minsky on how education can foster inventiveness, paired with commentary by Minsky's former colleagues and students.
Marvin Minsky was a ...pioneering researcher in artificial intelligence whose work led to both theoretical and practical advances. His work was motivated not only by technological advancement but also by the desire to understand the workings of our own minds. Minsky's insights about the mind provide fresh perspectives on education and how children learn. This book collects for the first time six essays by Minsky on children, learning, and the potential of computers in school to enrich children's development. In these essays Minsky discusses the shortcomings of conventional education (particularly in mathematics) and considers alternative approaches; reflects on the role of mentors; describes higher-level strategies for thinking across domains; and suggests projects for children to pursue. Each essay is paired with commentary by one of Minsky's former colleagues or students, which identifies Minsky's key ideas and connects his writings to current research. Minsky once observed that in traditional teaching, “instead of promoting inventiveness, we focus on preventing mistakes.” These essays offer Minsky's unique insights into how education can foster inventiveness.
Commentary by Hal Abelson, Walter Bender, Alan Kay, Margaret Minsky, Brian Silverman, Gary Stager, Mike Travers, Patrick Henry Winston
This book combines stylistic analysis with corpus linguistics to present an innovative account of the phenomenon of speech, writing and thought presentation - commonly referred to as 'speech ...reporting' or 'discourse presentation'. This new account is based on an extensive analysis of a quarter-of-a-million word electronic collection of written narrative texts, including both fiction and non-fiction. The book includes detailed discussions of:
The construction of this corpus of late twentieth-century written British narratives taken from fiction, newspaper news reports and (auto)biographies
The development of a manual annotation system for speech, writing and thought presentation and its application to the corpus.
The findings of a quantitive and qualitative analysis of the forms and functions of speech, writing and thought presentation in the three genres represented in the corpus.
The findings of the analysis of a range of specific phenomena, including hypothetical speech, writing and thought presentation, embedded speech, writing and thought presentation and ambiguities in speech, writing and thought presentation.
Two case studies concentrating on specific texts from the corpus.
Corpus Stylistics shows how stylistics, and text/discourse analysis more generally, can benefit from the use of a corpus methodology and the authors' innovative approach results in a more reliable and comprehensive categorisation of the forms of speech, writing and thought presentation than have been suggested so far. This book is essential reading for linguists interested in the areas of stylistics and corpus linguistics.
Elena Semino is Senior Lecturer in the Department of Linguistics and Modern English Language at Lancaster University. She is the author of Language and World Creation in Poems and Other Texts (1997), and co-editor (with Jonathan Culpetter) of Cognitive Stylistics: Language and Cognition in Text Analysis (2002). Mick Short is Professor of English Language and Literature at Lancaster University. He has written Exploring the Language of Poems, Plays and Prose (1997) and (with Geoffrey Leech) Style in Fiction (1997). He founded the Poetics and Linguistics Association and was the founding editor of its international journal, Language and Literature.
1. A Corpus-Based Approach to the Study of Discourse Presentation in Written Narratives 2. Methodology: The Construction and Annotation of the Corpus 3. A Revised Model of Speech, Writing and Thought Presentation 4. Speech Presentation in the Corpus: A Quantitative and Qualitative Analysis 5. Writing Presentation in the Corpus: A Quantitative and Qualitative Analysis 6. Thought Presentation in the Corpus: A Quantitative and Qualitative Analysis 7. Specific Phenomena in Speech, Writing Presentation 8. Case Studies of Specific Texts from the Corpus 9. Conclusion
Critical Lessons concentrates on the critical, reflective thinking that should be taught in high schools. Taking seriously the Socratic advice, 'know thyself', it focuses on topics that will help ...students to understand the forces - good and bad - that work to socialize them. This book argues why critical thinking is necessary in schools because it requires the discussion of critical issues: how we learn, the psychology of war, what it means to make a home, advertising and propaganda, choosing an occupation, gender, and religion.
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