Beginning with his criticism of the Vietnam War in the 1960s, MIT professor Noam Chomsky has become better known for his radical politics than for his theories of language. These essays scrutinize both the theories and the politics: linguists Paul Postal and Robert Levine reevaluate Chomsky's linguistics to find parallels with his politics; scholar Paul Bogdanor explores Chomsky's hatred of Israel; Ronald Radosh and David Horowitz discuss Chomsky's gloating reaction to the September 11 attacks; and other authors examine Chomsky's Holocaust revisionism, apologies for Khmer Rouge tyrant Pol Pot, and strident views on America's policies in Latin America.
The year 2006 marked the centenary of the birth of Nobel-Prize winning playwright and novelist Samuel Beckett. To commemorate the occasion, this collection brings together twenty-three leading international Beckett scholars from ten countries, who take on the centenary challenge of "revolving it all": that is, going "back to Beckett"-the title of an earlier study by critic Ruby Cohn, to whom the book is dedicated-in order to rethink traditional readings and theories; provide new contexts and associations; and reassess his impact on the modern imagination and legacy to future generations.
A general theme emerges from the chapters herein, as most of the topics coalesce around the dynamic play of the young human and how that relates to children’s learning and early educational practices, theories, and models. Most chapters reflect and respond to the growing and important international interest in early childhood education, with special attention to discussion and critique of the developmental and educational theories of Lev Semenovich Vygotsky.
This second edition provides an updated functional and realistic approach to applying human learning to classroom instruction. This book is written for classroom teachers who may have limited background and experiences in applying theories of educational psychology. Frequently, teachers may be aware of the many theories of learning, but may not be aware of how to transpose those theories into practical classroom application. This book is designed to accomplish such a purpose. Several new chapters in the areas of emotions and motivation have been added, and major revisions have been made in chapters dealing with learning styles, brain-based learning, improving memory, and integrating reading into the content areas.
Philosophy of Language: a Contemporary Introduction introduces the student to the main issues and theories in twentieth-century philosophy of language, focusing specifically on linguistic phenomena. Topics are structured in three parts in the book. Part I, Reference and Referring Expressions, includes topics such as Russell's Theory of Desciptions, Donnellan's distinction, problems of anaphora, the description theory of proper names, Searle's cluster theory, and the causal-historical theory. Part II, Theories of Meaning, surveys the competing theories of linguistic meaning and compares their various advantages and liabilities. Part III, Pragmatics and Speech Acts, introduces the basic concepts of linguistic pragmatics, includes a detailed discussion of the problem of indirect force and surveys approaches to metaphor. Part IV, new to this edition, examines the four theories of metaphor. Features of Philosophy of Language include: New chapters on Frege and puzzles, inferentialism, illocutionary theories of meaning and relevance theory chapter overviews and summaries clear supportive examples study questions annotated further reading glossary.
