The book testifies of the great tolerance of Cognitive Linguists
towards internal variety within itself and towards external interaction
with major linguistic subdisciplines. Internally, it opens up the broad
variety of CL strands and the cognitive unity between convergent
linguistic disciplines. Externally, it provides a wide overview of the
connections between cognition and social, psychological, pragmatic, and
discourse-oriented dimensions of language, which will make this book
attractive to scholars from different persuasions. The book is thus
expected to raise productive debate inside and outside the CL
community. Furthermore, the book examines interdisciplinary connections
from the point of view of the internal dynamics of CL research itself.
CL is rapidly developing into different compatible frameworks with
extensions into levels of linguistics description like discourse,
pragmatics, and sociolinguistics among others that have only recently
been taken into account in this orientation.
The book covers two general topics: (i) the relationship between the
embodied nature of language, cultural models, and social action; (ii)
the role of metaphor and metonymy in inferential activity and as
generators of discourse ties. More specific topics are the nature and
scope of constructional meaning, language variation and cultural
models; discourse acts; the relationship between communication and
cognition, the argumentative role of metaphor in discourse, the role of
mental spaces in linguistic processing, and the role of empirical work
in CL research. These features endow the book with internal unity and
consistency while preserving the identity of each of the contributions
therein.
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This book is theessential roadmap to the key concepts
which frame our understanding of society and culture.
From cybernetics
to quantum theory, from ideology to power, from aesthetics to mimesis,
this book spans a range of disciplines to provide an insight into the
current scientific and intellectual state of society.
Each entry provides a history and current meaning of the concept in
question. It then outlines its place in the work of a key author, while
also offering an interpretation of the term's significance, both
current and classical. Concepts are organized in alphabetical order,
complete with references for further research, making this the
essential reference for students throughout the social sciences and
humanities.
Does the assembly you’re about to give, or that lesson on ‘forces’ you’re about to deliver, or that staff meeting you’re about to lead, or that newintake parents’ evening you’re planning look like everyone else’s anywhere else?
If so, then what about sitting down with your independent-thinking hat on and identifying how you can make it so that we couldn’t drop you into a totally different school on the other side of the country without anyone’s noticing the difference? Have the confidence to be memorable – the world of education needs you to be great.
Widely considered one of the great thinkers of the 20th century,
Swiss psychologist Jean Piaget did for intelligence and mental
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variety of fields, including psychology, education, and computer
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knowledge to:
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information management
Make logic and emotion work together
Gain the confidence needed to aim for higher intellectual achievement