Decoding The Truth
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Evidentials and Relevance
Author: Elly Ifantidou
language: en
Publisher: John Benjamins Publishing
Release Date: 2001
This book uses Sperber and Wilson s Relevance Theory to show how evidential expressions can be analysed in a unified semantic/pragmatic framework. The first part surveys general linguistic work on evidentials, presents speech-act theory and examines Grice s theory of meaning and communication with emphasis on three main issues: for linguistically encoded evidentials, are they truth-conditional or non-truth-conditional, and do they contribute to explicit or implicit communication? For pragmatically inferred evidentials, is there a pragmatic framework in which they can be adequately accounted for? The second part examines those assumptions of Relevance theory that bear on the study of evidentials, offers an account of pragmatically inferred evidentials and introduces three distinctions relevant to the issues discussed in this book: between explicit and implicit communication, truth-conditional and non-truth-conditional meaning, and conceptual and procedural meaning. These distinctions are applied to a variety of linguistically encoded evidentials, including sentence adverbials, parenthetical constructions and hearsay particles. This book offers convincing evidence that not all evidentials behave similarly with respect to the above distinctions and offers an explanation for why this is so.
Unifying the Philosophy of Truth
This anthology of the very latest research on truth features the work of recognized luminaries in the field, put together following a rigorous refereeing process. Along with an introduction outlining the central issues in the field, it provides a unique and unrivaled view of contemporary work on the nature of truth, with papers selected from key conferences in 2011 such as Truth Be Told (Amsterdam), Truth at Work (Paris), Paradoxes of Truth and Denotation (Barcelona) and Axiomatic Theories of Truth (Oxford). Studying the nature of the concept of ‘truth’ has always been a core role of philosophy, but recent years have been a boom time in the topic. With a wealth of recent conferences examining the subject from various angles, this collection of essays recognizes the pressing need for a volume that brings scholars up to date on the arguments. Offering academics and graduate students alike a much-needed repository of today’s cutting-edge work in this vital topic of philosophy, the volume is required reading for anyone needing to keep abreast of developments, and is certain to act as a catalyst for further innovation and research.
Negotiating Toward Truth
For far too many people for far too many years, schooling has been a debilitating, demoralizing, and ultimately dehumanizing experience. Make-shift, half-hearted, and watered-down reform measures have proved ineffective. Reform throws out the bath water, but keeps the baby. Radicalism recognizes not a baby but a beast lurks in the bath water and throws both out. This dramatic redefinition of schooling examines four models of dynamism as provided by Nietzsche, Whitehead, Dewey, and Freire. Nietzsche's af-firmation of dynamism is marred by his elitism. Whitehead understands that inert cripple schooling. Without dialogue, ideas remain inert. Dewey misunderstands thinking and does not grasp its inherent double movement: toward order and disorder. Freire's pedagogy is transcended, with emphasis on negotiation between prime values. The final chapter expounds a radical pedagogy of dynamism. Miller argues that teaching and learning are not separate acts, but form a continuum. Within the teaching-learning continuum, all participants are spontaneous and receptive and seek to overcome fear of process, ambiguity, and doubt. The key to radical schooling is a pro-active stance toward creativity that allows for a dynamic integration of difference in dialogue. Negotiating Toward Truth is a call to arms for all educators. The book asks us to look closely what is in the bath water and to have the courage to throw the beast out with the bath water.