My argument in this paper is that humility is implied in the concept of teaching, if teaching is construed in a strong sense. Teaching in a strong sense is a view of teaching as linked to students’ embodied experiences (including cognitive and moral-social dimensions), in particular students’ experiences of limitation, whereas a weak sense of teaching refers to teaching as narrowly focused on student cognitive development. In addition to detailing the relation between humility and strong sense teaching, I will also (...) argue that humility is acquired through the practice of teaching. My discussion connects to the growing interest, especially in virtue epistemology discourse, in the idea that teachers should educate for virtues. Drawing upon John Dewey and contemporary virtue epistemology discourse, I discuss humility, paying particular attention to an overlooked aspect of humility that I refer to as the educative dimension of humility. I then connect this concept of humility to the notion of teaching in a strong sense. In the final section, I discuss how humility in teaching is learned in the practice of teaching by listening to students in particular ways. In addition, I make connections between my concept of teaching and the practice of cultivating students’ virtues. I conclude with a critique of common practices of evaluating good teaching, which I situate within the context of international educational policy on teacher evaluation. (shrink)

Sand drawings are introduced in relation to the fieldwork of British anthropologists John Layard and Bernard Deacon early in the twentieth century, and the status of sand drawings as mathematics is discussed in the light of Wittgenstein’s idea that “in mathematics process and result are equivalent”. Included are photographs of the illustrations in Layard’s own copy of Deacon’s “Geometrical Drawings from Malekula and other Islands of the New Hebrides” (1934). This is a brief companion to my article “Wittgenstein on string (...) figures as mathematics” (2022), published in the journal Philosophical Investigations. (shrink)

Wittgenstein's farcical clash with literary critic F. R. Leavis over the analysis of Empson's poem "Legal Fiction" is well known to devotees of Wittgenstein's life (Ludwig Wittgenstein: Personal Recollections (1981), edited by Rush Rhees, Oxford: Basil Blackwell, 80). Less well known is the value of studying Empson's artistic and intellectual achievement as part of the wider cultural background for the appreciation of Wittgenstein's views and influence, early and late. This talk sketches some diverting byways awaiting further exploration. A recurrent theme (...) is contradiction. (shrink)

Co-authored letter to the APA to take a lead role in the recognition of teaching in the classroom, based on the participation in an interdisciplinary Conference on the Role of Advocacy in the Classroom back in 1995. At the time of this writing, the late Myles Brand was the President of Indiana University and a member of the IU Department of Philosophy.

"The enterprise initiative is probably the most significant political and cultural influence to have affected Western and Eastern Europe in the last decade. In this book, academics from a range of disciplines debate Mary Douglas's distinctive Grid Group cultural theory and examine how it allows us to analyse the complex relation between the culture of enterprise and its institutions. Mary Douglas, Britain's leading cultural anthropologist, contributes several chapters."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved.

Francis Hutcheson's objections to psychological egoism usually appeal to experience or introspection. However, at least one of them is theological: It includes premises of a religious kind, such as that God rewards the virtuous. This objection invites interpretive and philosophical questions, some of which may seem to highlight errors or shortcomings on Hutcheson's part. Also, to answer the questions is to point out important features of Hutcheson's objection and its intellectual context. And nowhere in the scholarship on Hutcheson do we (...) find these questions addressed. This paper addresses them. A fact that emerges is that the apparent errors or shortcomings the questions may highlight are just that – apparent errors or shortcomings; in reality they are nothing of the kind. (shrink)

Fideism, as a philosophical and theological view, is defined in various manners. Sometimes it is defined as the priority of faith over accounts of all kinds of cognition based on human reason. The Geneva reformer John Calvin (1509–1564) was a fideist, and he simultaneously admired Saint Augustine — traces of that admiration can be found very easy in the chief Calvin’s work Institutio christianae religionis. However, this does not mean that he shared Augustinian views on faith‑reason relations. John Calvin adopted (...) late‑Augustinian interests, and was especially concerned with the issue of predestination. The Geneva reformer was the author of the double predestination doctrine. The chief claim of this doctrine is that: God intended one part of humanity for salvation; and the other one for damnation. This conclusion was supported with numerous quotations from the Old and the New Testament, and followed from the accepted exegetic principle that all words of the Holy Scripture are to be understood literally. Calvin also acted selectively and did not take into account other passages of the Bible contrary to them in sense. These different, even contradictory words and quotations create an incoherent image of God, which Calvin left unexplained as one of God’s mysteries. According to this image, God is a petulant despot, who by his irrational will treats people with unequal measure. God has settled a priori who would be saved and who would be damned, so the will of concrete man to act well or badly is without importance. In consequence, God is responsible for the evil and sins committed by people. Calvin’s God is unfair because he is merciful for one man, but not for other one. In approving a voluntaristic image of God, Calvin started becoming, particularly in the doctrine of double predestination, an extreme fideist, much more than his master Augustine. However, in later decades (especially in the seventeenth century), Calvin’s version of Christianity gaverise a rebellion against the double predestination doctrine, first in the ranks of the Dutch Calvinistic theologians (Armenians), and later in the circles of the English philosophers (Cambridge Platonics). In the end, Calvinism became a compromised Christianity and essentially contributed to the development of deism and atheism in Western European Countries in the eighteenth century. (shrink)

Criticisms of John Locke as a ‘bourgeois’ or ‘possessive individualist’ have been hotly contested since their appearance in the 1950s and 1960s. Locke's defenders have countered that his economic thought was governed by doctrines of charity, community and the public good. This project of recovering a kinder, gentler Locke has brought with it an emphasis on the centrality of Grotius and Pufendorf to seventeenth-century discussions of natural law. Still, the emergence of the ‘Grotius-Pufendorf thesis’ may have eclipsed other sources of (...) Locke's political economy. I will suggest that Locke's writings on trade and economic accumulation are better understood in light of a seventeenth-century economic discourse of pamphlets, tracts and sermons rooted in the practical theology of Calvinism. (shrink)

In this paper I will take it for granted that Zagzebski's position articulates a broadly Catholic perspective, and that Plantinga's position accurately represents a broadly Calvinist one. But I will argue that so construed, the Catholic and the Calvinist are much closer than Zagzebski implies: both views are person-based in an important sense of that term; both are internalist on Zagzebski's usage and externalist on the standard usage; and Plantinga's position is consistent with the social elements that Zagzebski stresses in (...) her view. In the second part of the paper I will identify what I think is the real issue between Zagzebski and Plantinga. Namely, Zagzebski thinks that knowledge requires epistemic responsibility, in the sense that instances of knowledge must be appropriately praiseworthy. Plantinga thinks that no such condition is required for knowledge or warranted belief. I will argue that on this issue Zagzebski is right, and that her virtue approach gives us resources for seeing why. Finally, I will look at the consequences for religious knowledge. Here I will argue that the consequences are minimal. Even if knowledge requires responsibility, Plantinga can still make a good case that religious belief is properly basic. And even if religious belief is properly basic, natural theology can still have an important role in the justification of religious belief. (shrink)

On more than one occasion, John Wesley found himself engaged in debate with Calvinists in the Methodist revival. In this article, I philosophically re-examine John Wesley’s concerns with the Calvinism of some members of his evangelical cohort. I argue that Wesley’s concerns fall into two types: theoretical concerns about the conceptual coherency of a view that makes God the author of sin and practical concerns about the moral implications of a view that suggests some individuals are elect and others (...) are reprobate. I then attempt a principled reconstruction of these objections. I argue that while there is a rational Arminian case to be made here, what is arguably most valuable in this case is the distinctive method of weaving together thought and action in the Christian life the connections between Wesley’s theoretical and practical concerns reveal. (shrink)

English is essential as an effective communication tool in both local and international contexts. In addition to being used in schools, it is also a teaching tool in colleges and universities. ESL (English as a Second Language) classes are now required in all educational institutions and can't be skipped. When learning a second language, anyone must be physically, mentally, and emotionally involved to communicate and understand what is being said. This systematic review employed qualitative documentary research and adopted (...) content analysis. Following a random selection of reliable and legitimate sources, purposive sampling was used to conduct a content analysis of the selected papers. For this systematic review, sources from EBSCO, Google Scholar, Scopus, Web of Science, and ScienceDirect were used. The findings reveal that English-language obstacles in this article include English learners' writing, speaking, listening, reading, translation, and interpretation skills. The conclusion focuses on English learning obstacles and their improvement through teaching methods and educational technology adoption. The recommendation is to look into quantitative and qualitative research for further study. (shrink)

Cornelius Van Til and Alvin Plantinga represent two strands of American Protestant philosophical thought influenced by Dutch neo-Calvinism. This paper compares and synthetizes their models of knowledge in non-Christians given the noetic effects of sin and non-Christian worldview commitments. The paper argues that Van Til’s distinction between the partial realization of the antithesis in practice and its absolute nature in principle correlates with Plantinga’s insistence on prima facie–warranted common-sense beliefs and their ultimate defeasibility given certain metaphysical commitments. Van Til (...) endorsed more radical claims than Plantinga on epistemic defeat in non-Christian worldviews, the status of the sensus divinitatis, and conceptual accuracy in knowledge of the world. Finally, an approach to the use of evidence in apologetics is developed based on the proposed synthesis. This approach seeks to make more room for evidence than is generally recognized in Van Tilianism, while remaining consistent with the founder’s principles. (shrink)

This short enquiry investigates the relationships between knowledge of English and attitude towards the English language as held by Japanese university students. The goal of this study was to gain a better understanding of how attitude affects the learning of English and whether gender or geographic location of a student ’s hometown plays a role. A random sample of 85 participants completed a 26 item questionnaire which measured background information, attitude to English and knowledge of (...) class='Hi'>English. The difference in English knowledge over several prefectures was tested using ANOVA and the results indicated that there was no statistical difference observed. Difference in attitude to English between male and female students was tested using a t-test and no statistical difference was observed. Pearson Correlation was used to test for any relationship between knowledge and attitude to English, but again no statistical different relationship was found. In addition , Multiple Regression was used to determine if there was a linear relationship between knowledge of English, and the 3 variables attitude to English, gender and prefecture. Again there was no statistically significant linear relationship between these variable. (shrink)

The term native-like proficiency in English refers to possessing the ability to speak the English language like a native speaker. This study was conducted to investigate Afghan English major undergraduate students’ attitudes toward native-like proficiency in the English language at two public universities in Afghanistan. The study specifically investigated the attitudes of Afghan English major undergraduate students toward the characteristics of a native speaker of the English language, native speakers’ linguistic imperialism, and native-like proficiency (...) in the English language. A mixed research design was used for the study. The quantitative data were descriptively analyzed in terms of frequencies using SPSS and presented in tables. The qualitative data were thematically analyzed and presented. A total of 113 fourth-year (senior students) voluntarily participated in the study. The findings revealed that perfect pronunciation, fluency, and grammatical accuracy were the defining attributes of native speakers. Similarly, students believed that only native speakers have the right to decide the rules or to standardize the English language and that only a native speaker has better English language skills. Moreover, the results revealed that Afghan English major students’ attitudes toward native-like proficiency in the English language were highly positive, and they love to speak with a native-like accent. It is hoped that the findings of the current study will help educators and will be a valuable addition to the current mass of data on the subject. (shrink)

Philosophical enquiry stands to benefit from the inclusion of methods from the digital humanities to study language use. Empirical studies using the methods of the digital humanities have the potential to contribute to both conceptual analysis and intuition-based enquiry, two important approaches in contemporary philosophy. Empirical studies using the methods of the digital humanities can also provide valuable metaphilosophical insights into the nature of philosophical methods themselves. The use of methods from the digital humanities in philosophy should be expected to (...) follow a similar trajectory to another attempt to introduce empirical methods in philosophy. Experimental philosophers use empirical methods from the cognitive sciences to bear on philosophical questions. At first, we should expect the main contribution of methods from the digital humanities in philosophy to be at the metaphilosophical level. Then, given the right impetus and support, we are optimistic that methods from the digital humanities can make important and sustained contributions to first-order philosophical enquiry. This chapter gives two case studies of recent studies in which methods from the digital humanities are used to address metaphilosophical questions about the use of the word ‘intuition’ and the methods of philosophy and physics. It gives three examples of contemporary first-order philosophical debates to which methods fromthe digital humanities could make an important contribution in epistemology, metaphysics and philosophy of language. The chapter discusses some methodological challenges and limitations which are of particular importance when considering the application of methods from the digital humanities in philosophy, including concerns about the demographic representativeness of widely available corpora. (shrink)

With the current international competition among global companies, Business English as a Lingua Franca (BEFL) has become a necessity. As for one, Boardwalk Direct Selling Company recognizes the adoption of the BEFL concept within the organization to equip its workforce with adequate English language skills at par with global standards. This study aims to assess the organization’s current English proficiency and the readiness of its employees to embrace BEFL. This also presents the major English language skills (...) areas that need improvement through training intervention. A stratified sampling method is utilized to extract data via an online survey. Respondents are strategically chosen to represent different strata such as organizational departments or groups, job levels, tenure, and age. A convenient size of 34 respondents participated in this study. Generally, respondents acknowledge the importance of the English language skill set in their job functions and as criteria for their career growth. Half of the sampling population affirms their English language proficiency. However, the study reveals that Boardwalk employees are willing to subject themselves to improving their English skills, most particularly in speaking and writing aspects. Given their willingness, the employees recommend that the company strengthen its BEFL trainings across the organization. Moreover, with the current setup of mostly working from home due to COVID restrictions, majority of the employees prefer online learning. (shrink)

Difficulty in producing natural English sounds by Indonesian learners of English is due to the divergence in manner of producing the sounds in English and Indonesia and resulted in unnatural pronunciation of the English sounds. This research addresses the issue of English sound production with special attention to segmental sounds produced by Indonesian learners of English. Descriptive method was used to explain the data collected from picture description task and interview. The study was divided (...) into two: 1) an in-depth phonetic analysis of the students’ sounds production in terms of place of articulation, manner of articulation and distinctive features for the production of English consonant sounds, and openness of mouth, tongue elevation, position of tongue elevation, lips’ shapes, and length of vocalization for the production of the English vowel sounds and 2) detailed explanation about the contributory factors to the production of segmental sounds quality in terms of unnatural performance and unnatural competence. The findings of this research denoted that the most to least frequent problematic sounds produced by the student occur in [ð] voiced dental fricative (38.15%) for consonant sound and [ӕ] Lax Low Front Unrounded (38.46%) for vowel sound. The most potential influential factors to the problematic English sounds production are the learners’ mother language interference and the less practice of speaking English. Both are indicators of unnatural performance. (shrink)

This examination considers the influence of the seventeenth century Cambridge Platonist Cudworth upon the thought of the late eighteenth century German thinker Herder. It focuses upon Herder's use of Cudworth's philosophy to create a revised version of Spinoza's metaphysics. Both Cudworth and Herder were concerned with the problem of determinism. Cudworth outlined a number of difficulties relating to this problem in the thought of Spinoza and proposed amendments, particularly the introduction of the middle principle of plastik, which would mediate between (...) the Ideas of transcendent reason and mechanical materialism. We find these amendments to Spinoza's philosophy also employed in Herder's contribution to the Pantheism Controversy, in which he too offers a revised Spinozism and introduces his own middle principle of Kraft. This demonstrates an important but under-explored English contribution to a key development in German intellectual history. The Pantheism Controversy was an epoch-making event, helping to bring an end to the German Enlightenment and to inaugurate the Romantic movement. Herder's version of Spinoza's thought revived the philosopher's fortunes, and Herder's notion of Kraft became central to Romantic aesthetics. Finally, Herder's use of Cudworth demonstrates the important but overlooked source of Platonic realism in German Romantic thought. (shrink)

60% of meanings conveyed by English grammar tenses are not recognized automatically by the Russian language. Russian translations tend to be some 30% longer than their English originals. -/- Is there any way for us to map and systematise those discrepancies? -/- Here is an attempt of modelling, or reconstructing the cognitive system of English natives imprinted in the English Tense System, as seen by a Slavic native speaker.

60% of meanings conveyed by English grammar tenses are not recognized automatically by the Russian language. Russian translations tend to be some 30% longer than their English originals. -/- Is there any way for us to map and systematise those discrepancies? -/- Here is an attempt of modelling, or reconstructing the cognitive system of English natives imprinted in the English Tense System, as seen by a Slavic native speaker.

This is a select annotated bibliography of the translations of primary sources of Hatha Yoga. The bibliography is important to understand the connection between Yoga and Tantra. The latter is the telos of the former.

This paper aims to increase our understanding of the genealogical method by taking a developmental approach to Nietzsche’s genealogical methodology and reconstructing an early instance of it: Nietzsche’s genealogy of truthfulness in On Truth and Lie. Placing this essay against complementary remarks from his notebooks, I show that Nietzsche’s early use of the genealogical method concerns imagined situations before documented history, aims to reveal practical necessity before contingency, and focuses on vindication before it turns to subversion or problematization. I argue (...) that we understand Nietzsche’s later critique of truthfulness better if we place it against the background of his earlier vindicatory insight into the practical necessity of cultivating truthfulness in some form; and I suggest that Nietzsche’s own mature genealogical method has roots in its supposed contrary, the method of the “English” genealogists. (shrink)

Learner autonomy has gained particular attention in Vietnamese higher education since a major education reform launched in 2005. Although a number of studies have been conducted to investigate the concept in the Vietnamese higher education context, most of them have focused on exploring teachers’ and students’ perceptions and beliefs around the concept of autonomy (T. V. Nguyen, 2011; Dang, 2012; Humphreys & Wyatt, 2013; T. N. Nguyen, 2014), and on the possibility of promoting it in Vietnamese universities (Trinh, 2005; L. (...) T. C. Nguyen, 2009; Q. X. Le, 2013; Phan, 2015). There appear to be no studies on the demonstration of learner autonomy and the potential factors, including factors relating to assessment practice, that support or inhibit its demonstration in the Vietnamese higher education context. Building on a social constructivist paradigm and sociocultural theories of learning, this qualitative case study aims to investigate the demonstration of learner autonomy in the context of assessment in English as a foreign language (EFL) classes in a university in Vietnam, and the (potential) factors in assessment that facilitate or constrain the demonstration of learner autonomy in that context. The data were collected through participant observation of teachers’ and students’ practices in three EFL classes at the university during a complete semester, one-on-one semi-structured interviews with three teachers and sixteen students, and post-observation interviews with the three teachers and their students. Additional data which characterised the context of the study were gathered and included documents at the researched university relating to higher education policies, assessment policies, English teaching and learning policies, EFL curriculum and syllabus, test samples, and English teaching textbooks. The study found that students generally demonstrated a low level of autonomy in the classroom despite their positive attitude towards the concept and their awareness of its role in English learning. Primary contributing factors included negative washback of current assessment systems on teaching and learning practices, prescribed assessment practices in the class, teachers’ and learners’ limited and divergent understanding about the concept of learner autonomy, and their limited understanding about the role of assessment in learning in general and in learner autonomy promotion and development in particular. The study also found that students who stated that English was relevant to their personal needs were generally more autonomous outside of the classroom than inside it. Findings from this study support the view that learner autonomy reflects the relationship between learners and the learning environment, and is an emergent product of the interaction between learners and contextual factors including their teacher, their peers, the learning task, class rules and values, and university values and regulations. The study’s findings are significant, as they highlight the social dimension of learner autonomy and the importance of facilitating favourable conditions for teachers to provide learner autonomy and for learners to manifest it. The study also highlights the need to reconsider assessment practices to promote learner autonomy. (shrink)

Entrepreneurship plays an indispensable role in the economic development and poverty reduction of emerging economies like Vietnam. The rapid development of technologies during the Fourth Industrial Revolution (Industry 4.0) has a significant impact on business in every field, especially in the innovation-focused area of entrepreneurship. However, the topic of entrepreneurial activities with technology applications in Vietnam is under-researched. In addition, the body of literature regarding entrepreneurial finance tends to focus on advanced economies, while mostly neglecting the contextual differences in developing (...) nations. Therefore, this research contributes to these topics by investigating the main characteristics of a high potential market for entrepreneurs in Vietnam, which is the English language training market (ELTM). It also aims at indicating the impacts of technology on the entrepreneurial firms within this market, with an emphasis on financing sources. To answer the research questions, this study employs a qualitative analysis and conducts 12 in-depth, semi-structured interviews with entrepreneurs and researchers in the field. The key findings in our study highlight the main contributing factors to the growth of the market, both universally and context-specific for a developing nation like Vietnam. It also lists the leaders in each market segment and the industry’s potential profit margin. The results also show that most entrepreneurs in the ELTM utilized private sources of finance rather than external ones, such as bank loans. It again confirms the idea from previous works that even with the rapid development of the economic and technological landscape, entrepreneurial activities in general barely benefit from additional sources of funding. However, it also points out the distinct characteristics of the ELTM that may influence these financing issues; for example, English training services usually collect revenues from customers before delivering their classes. This is of advantage for entrepreneurs in this area and helps significantly reduce the financial barriers. These findings, which are among the first attempts to contribute to a better understanding of entrepreneurial opportunities in the Industry 4.0 in Vietnam, provide valuable insights for policymakers and entrepreneurs, as well as investors. (shrink)

The French psychoanalyst Jacques Lacan describes the right-wing intellectual as “no more than your Mr. Everyman, but your Mr. Everyman with greater strength of character.” It is tempting to apply the description to sensible English essayists, though they take up positions across the political spectrum. I shall raise two worries about this application, one of which is a puzzle for Lacan.

Prepositions as function words and single monomorphemic words are the most basic words of the human language, especially in the context of maintaining daily life. They are probably the first lexes/words entered to the human’s linguistic repertoire, as their requirements in the language are so essential. Prepositions shows various relationships between lexes or phrases in sentences. Among these relationships time, points, position, direction and various degrees of mental or emotional attitudes seem to be significant. The purpose of the research is (...) try to reveal what kind of challenges English prepositions have for the learners and also to confirm if they are as difficult as some linguists have stated before. Another purpose is to find out which features are more difficult among all their entity properties. The results of this study disclose that English prepositions possess very complex structures, different meanings and an associating duty of various types of part of speeches. In particular, those that construct the phrasal verbs require great effort for learning due to the loss of the meaning (sometimes partially, sometimes completely) they undergo. It has been understood that their properties such as steadily changing meaning and function make them quite difficult elements for learners of English. (shrink)

Abstract: The aim of this study was to investigate the factors that causes anxiety in learning of English as second language. Secondary school students, English language teachers and school factors were focused that ground the anxiety in learning of English language as second language among the learners. Under the umbrella of qualitative research, a case study design selected and one to one semi structured interview. Convenience sampling was used in selection of students and purposive sampling for (...) class='Hi'>English language teachers. Findings were that ELL is important because it is international language and medium of instruction at higher education institutes. Moreover, teacher employ GMT and lecture based teaching which hinder the ELL. Likewise, our environment also do not support ELL because neither parents nor friends take it seriously. Findings of the study suggest that in addition to GMT English language teacher must use interactive ELL. Parents and friends are also support and create supportive environment for children that enable them to ELL. (shrink)

Ontologies formally represent reality in a way that limits ambiguity and facilitates automated reasoning and data fusion, but is often daunting to the non-technical user. Thus, many researchers have endeavored to hide the formal syntax and semantics of ontologies behind the constructs of Controlled Natural Languages (CNLs), which retain the formal properties of ontologies while simultaneously presenting that information in a comprehensible natural language format. In this paper, we build upon previous work in this field by evaluating prospects of implementing (...) International Technology Alliance Controlled English (ITACE) as a middleware for ontology editing. We also discuss at length a prototype of a natural language conversational interface application designed to facilitate ontology editing via the formulation of CNL constructs. (shrink)

This research article examines the potential of multimodal techniques in promoting inclusive practices in the English language classroom, delving into the multidisciplinary fields of English Language Teaching (ELT) and inclusive education. This study intends to investigate how multimodal resources, such as visual aids, technology, and creative activities, may be effectively integrated to meet the various learning needs of students using a pedagogical lens. This paper examines the theoretical underpinnings and practical implications of using multimodal approaches in ELT settings, (...) shedding light on their potential to promote inclusivity, engagement, and language acquisition among learners with diverse abilities and backgrounds. It does this through a thorough literature review and analysis of pedagogical frameworks. (shrink)

A guide for translators, about the translation theory, the translation process, interpreting, subtitling, internationalization and localization and computer-assisted translation. A special section is dedicated to the translator's education and associations. The guide include, as annexes, several independent adaptations of the corresponding European Commission works, freely available via the EU Bookshop as PDF. For a “smart”, sensible translation , you should forget not the knowledge acquired at school or university, but the corrective standards. Some people want a translation with the touch (...) of the source version, while another people feel that in a successful version we should not be able to guess the original language. We have to realize that both people have right and wrong, and that their only fault is to present requirement as an absolute truth. Teachers agree at least on this principle: “If a sentence is ambiguous, the translation must also be“. There is another critical, less easy to argue, based on an Italian phrase with particularly strong wording: “Traduttore, traditore“. This critique argues that any translation will betray the author‘s language, spirit, style … because of the choices on all sides. What to sacrifice, clarity or brevity, if the formula in the text is brief and effective, but impossible to translate into so few words with the exact meaning? One could understand this criticism that it encourages us to read “in the text.” It seems obvious that it is impossible to follow this advice into practice. (shrink)

The study has been presented the role of home environment to learn English language particularly in Bangladesh. Parental as well as siblings role is very essential to grow the sense of learning and the learners can grow a great influence by it. Parents’ as well as siblings’ positive attitude, education and awareness according to individual requirements and needs are provided constant encouragement and support for the learners. Parents make the greatest difference to achievement through supporting their learning at home (...) rather than supporting activities in school. A learner, whose family members are habituated to use English at home, feels encouraged to learn English which facilitates learning process. My findings, on the other hand, show that children of those parents who are ignorant of providing sound family atmosphere, lack confidence as well as self-esteem. This study also inspects the impact of home environment on children’s achievement in English language. The findings reveal that there is a constant relationship between the role of family and students’ academic achievement. (shrink)

This article draws upon the epistemology of testimony to analyse recent English case law on expert evidence. It argues that the courts are implicitly committed to an internalist epistemology and an inferentialist view of testimony, and draws a distinction between testimony which is treated as authoritative (where the fact-finder accepts the inferences drawn by the expert without attempting to assess their validity) and that which is treated as merely persuasive.

This article performs a Lacanian and philosophical re-reading of Weber’s thesis on the structural affinity between Calvinism and early capitalism. My discussion of the emergence of the capitalist subject is framed in the temporality of predestination.

The primary purpose of the study was to determine the significant difference in the student performance in English selected topics through self-learning modules based on their sections. The respondents of the study are the 123 fourth-grade students of a central elementary school. Utilizing the descriptive-comparative type of research with Mean and Analysis of Variance as statistical tools, it was found that the level of student performance was satisfactory and there is no significant difference in the level of student's performance (...) when grouped according to section. The researchers, therefore, recommended that the school may implement face-to-face instruction with the help of the parents to address the needs of the students for their academic performance. Teachers should conduct a remedial class for the students with low academic performance and include assessments to assist and help the students develop their cognitive skills. Furthermore, future researchers were recommended to conduct similar studies with wider scope, with different research design and set of respondents. (shrink)

Through a series of empirical studies involving native speakers of English, German, and Chinese, this paper reveals that the predicate “true” is inherently ambiguous in the empirical domain. Truth statements such as “It is true that Tom is at the party” seem to be ambivalent between two readings. On the first reading, the statement means “Reality is such that Tom is at the party.” On the second reading, the statement means “According to what X believes, Tom is at the (...) party.” While there appear to exist some cross-cultural differences in the interpretation of the statements, the overall findings robustly indicate that “true” has multiple meanings in the realm of empirical matters. (shrink)

Students with high motivation to learn English as a second language become efficient language learners and ultimately acquire second language proficiency. However, demotivation in learning English as a second language remains to be a serious challenge. Thus, research-based information is needed to shed light in unravelling the factors of demotivation among second language learners and to guide teachers in putting forward practical solutions to increase students’ motivation in second language learning. This study was conducted to find out the (...) specific factors that hinder students’ desire to learn English as a second language. The researcher used descriptive research design and involved 1,302 students of Palawan State University Cuyo Campus selected through random sampling. Demotivating factors were measured using a modified questionnaire with reliability index of 0.85. Students’ self-confidence, learning content and context, focus of teaching and school facilities are revealed as demotivation to second language learning. The findings of this study may guide English teachers in designing teaching-learning contexts that are interesting and can boost student’s confidence in using English as a second language. It is also beneficial to policymakers and curriculum developers so that necessary policies may be implemented to improve school facilities, teaching strategies, and learning content and context. (shrink)

This is a one page handout summarizing some information on how people in the village of Elmdon use the concept of being real Elmdon.

The evolution of Intelligent Tutoring System (ITS) is the result of the amount of research in the field of education and artificial intelligence in recent years. English is the third most common languages in the world and also is the internationally dominant in the telecommunications, science and trade, aviation, entertainment, radio and diplomatic language as most of the areas of work now taught in English. Therefore, the demand for learning English has increased. In this paper, we describe (...) the design of an Intelligent Tutoring System for teaching English language grammar to help students learn English grammar easily and smoothly. The system provides all topics of English grammar and generates a series of questions automatically for each topic for the students to solve. The system adapts with all the individual differences of students and begins gradually with students from easier to harder level. The intelligent tutoring system was given to a group of students of all age groups to try it and to see the impact of the system on students. The results showed a good satisfaction of the students toward the system. (shrink)

English summary: This paper engages with a tradition in Icelandic philosophy of theorizing about critical thinking. The central thesis of the paper is that critical thinking should not be identified with scientific thinking, since scientific research is often (and inevitably so) based on a kind of epistemic trust in other scientists' testimony that is incompatible with critical thinking. The paper also criticizes the idea that critical thinking should be associated with any of Charles Peirce's four ways of forming beliefs (...) in "The Fixation of Belief". (shrink)

Estonian doesn't have a definite article. Instead, bare singular noun phrases can unambiguously bear either a definite interpretation or an indefinite interpretation. This paper argues that the pragmatic principles governing the felicitous use of three English articles ("a", "the" and "another"), described by A Grønn and KJ Sæbø (2012, 'A, the, another: A game of same and different' Journal of Logic, Language and Information 21, 75-95) can also account for the conditions under which a bare singular noun phrase in (...) Estonian bears a definite or instead an indefinite interpretation. The two languages use the same pragmatic principles to determine the definiteness interpretation of a noun phrase. The difference is just that in English (where definiteness meanings have been lexicalized) these pragmatic principles govern the felicity of article use, whereas in Estonian they govern the interpretation of a bare singular noun phrase. (shrink)

English abstract: In order for experts to serve as authorities in our society, people need to trust them when they make claims that fall within their domains of expertise. However, it also seems important for people to think independently and critically about the experts‘ conclusions – one shouldn‘t believe everything one is told. In this paper, I examine this tension with the aim of answering four closely related questions: (1) What is it to trust experts? (2) Why do we (...) often have to rely on experts? (3) Which experts should we trust more than others, and in what circumstances? (4) And in what circumstances is it important to think critically and try to reach our own conclusions? (shrink)

A ‘late developer’ argument, common to Psychology and Economic History, can be used to explain cultural innovation. It argues that the 19th century theory of natural selection arose in England and not Germany because of – and not in spite of – England’s scientific backwardness. Measured in terms of institutions, communities, and ideas, the relative retardation of English science was precisely what enabled it to adopt German advances in novel ways.

The first case of COVID-19 in Iran was officially reported by the Iranian Government in February 19, 2020. In order to control and prevent the infection, the Government closed all the universities and requested the people to stay at home. Consequently, Tehran University of Medical Sciences (TUMS), like other universities, cancelled all the face-to-face classes in different Schools, and since the exact date for the resolution of this calamity could not be determined, TUMS decided to proceed the education flow through (...) the available Learning Management System (LMS). As one of the departments of the university, TUMS Department of Foreign Languages devised a plan and prepared itself for the new situation. This paper is a narrative account of the transition. Through reading this narration as a case of educational solution in the preset particular situation, language professors can adopt and implement efficient strategies and approaches in their educational settings. (shrink)

Functionalism about truth, or alethic functionalism, is one of our most promising approaches to the study of truth. In this chapter, I chart a course for functionalist inquiry that centrally involves the empirical study of ordinary thought about truth. In doing so, I review some existing empirical data on the ways in which we think about truth and offer suggestions for future work on this issue. I also argue that some of our data lend support to two kinds of pluralism (...) regarding ordinary thought about truth. These pluralist views, as I show, can be straightforwardly integrated into the broader functionalist framework. The main result of this integration is that some unexplored metaphysical views about truth become visible. To close the chapter, I briefly respond to one of the most serious objections to functionalism, due to Cory Wright. (shrink)

Kant in English: An Index / By Daniel Fidel Ferrer. ©Daniel Fidel Ferrer, 2017. Pages 1 to 2675. Includes bibliographical references. Index. 1. Ontology. 2. Metaphysics. 3. Philosophy, German. 4. Thought and thinking. 5. Kant, Immanuel, 1724-1804. 6. Practice (Philosophy). 7. Philosophy and civilization. 8). Kant, Immanuel, 1724-1804 -- Wörterbuch. 9. Kant, Immanuel, 1724-1804 -- Concordances. 10. Kant, Immanuel, 1724-1804 -- 1889-1976 – Indexes. I. Ferrer, Daniel Fidel, 1952-. MOTTO As a famous motto calls us back to Kant, Otto (...) Liebmann’s writes (Kant and His Epigones of 1865): “Also muss auf Kant zurückgegangen werden.” “Therefore, must return to Kant.” Table of Contents 1). Preface and Introduction. 2. Background on Kant’s Philosophy (hermeneutical historical situation). 3). Main Index (pages, 25 to 2676). Preface and Introduction Total words indexed: 58,928; for the 12 volumes that are in the MAIN INDEX are indexed: pages 1 to 7321. This monograph by Daniel Fidel Ferrer is 2676 pages in total. The following is a machine index of 12 volumes written by Immanuel Kant and translated from German into English. Everything is indexed including the text, title pages, preface, notes, editorials, glossary, indexes, biographical notes, and even some typos. No stop words or words removed from this index. There are some German words in the text, bibliographies, and in the glossaries (also included in Main Index). Titles in English of Kant’s writings for this index (pages 1 to 7321). Anthropology, History, and Education [Starts on page 1 Correspondence [Starts on page 313 Critique of Pure Reason [Starts page 971 Critique of the Power of Judgment [Starts on page 1771 Lectures on Logic [Starts on page 2247 Lectures on Metaphysics [Starts on page 2991 Notes and Fragments [Starts on page 3670 Opus Postumum [Starts on page 4374 Practical Philosophy [Starts on page 4741 Religion and Rational Theology [Starts on page 5446 Theoretical Philosophy after 1781 [Starts on page 5990 Theoretical Philosophy, 1755-1770 [Starts on page 6541 Universal Natural History and Theory of the Heavens or An Essay on the Constitution and the Mechanical Origin of the Entire Structure of the Universe Based on Newtonian Principles [Starts on page 7162 The whole single file which includes all of these books ends on page 7321. 12 volumes are pages 1 to 7321. These actual texts of these books by Kant are not include here because of copyright. This is only an index of these 7321 pages by Immanuel Kant. There are some German words in the text and in the glossaries, etc. Searching this Main Index. Please note the German words that start with umlauts are at the end of the index because of machine sorting of the words. Starting with the German word “ße” on page 2674 page of this book (see in Main Index). Use the FIND FUNCTION for all examples of the words or names you are searching. Examples from the Main Index mendacium, 5171, 5329, 5389 mendation, 220 mendax, 2702, 2800 mended, 360 Mendel, 416, 925, 965 Mendelian, 2212 Mendels, 345, 363, 417, 458, 560, 572, 588, 926, 928, 929 MENDELSSOHN, 925 Mendelssohn, 8, 9, 19, 98, 99, 100, 101, . (shrink)

Due to the emergence of ICT in ELT sector, seasoned English teachers find it resistant to such a shift despite having a positive attitude towards its use. This quasi-experimental study aimed to examine the extent to which seasoned English language teachers developed their ICT skills through a Service-Learning Activity (SLA). Using a one-group pre- and post-test design, this study collected the data through a modified Needs Assessment Survey (NAS) distributed to fourteen purposively selected participants. It was administered to (...) examine what professional ICT development would greatly benefit them. The data were analyzed using descriptive statistics and themes according to the Service-Learning Activity (SLA) topics. A Post Evaluation Survey (PES) was administered, and its result was compared to the initial test. The results showed that the seasoned teachers gained significant learning gains in terms of (1) sharing of knowledge from other teachers; (2) being encouraged to use ICT tools; (3) training opportunities; (4) working with other colleagues; and 5) attending professional workshops which include SLA. However, this study unveiled that the English teachers had no significant difference in perceptions regarding the roles of computers in teaching before and after the intervention. Limitations and recommendations for future studies were discussed. (shrink)