It Is Safe To Assume In French

Spinoza in Twenty-First-Century American and French Philosophy

Over recent decades, Spinoza scholarship has significantly developed in both France and the United States, shedding new light on the work of this major philosopher. Spinoza in Twenty-First-Century American and French Philosophy systematically unites for the first time American and French Spinoza specialists in conversation with each other, illustrating the fecundity of bringing together diverse approaches to the study of Early Modern philosophy. Spinoza in Twenty-First-Century American and French Philosophy gives readers a unique opportunity to discover the most consequential and sophisticated aspects of American and French Spinoza research today. Featuring chapters by American scholars with French experts responding to these, the book is structured according to the themes of Spinoza's philosophy, including metaphysics, philosophy of mind, moral philosophy and political philosophy. The contributions consider the full range of Spinoza's philosophy, with chapters addressing not only the Ethics but his lesser-known early works and political works as well. Issues covered include Spinoza's views on substance and mode, his conception of number, his account of generosity as freedom, and many other topics.

Multilingualism in the Australian Suburbs

This book introduces a framework for examining bilingual identity and presents the cases of seven individual children from a study of young students’ bilingual identities in an Australian primary school. The new Bilingual Identity Negotiation Framework brings together three elements that influence bilingual identity development – sociocultural connection, investment and interaction. The cases comprise individual stories about seven young, bilingual students and are complemented by some more general investigations of bilingual identity from a whole class of students at the school. The framework is explained and supported using the students’ stories and offers readers a new concept for examining and thinking about bilingual identity. This book builds upon past and current theories of identity and bilingualism and expands on these to identify three interlinking elements within bilingual identity. The book highlights the need for greater dialogue between different sectors of research and education relating to languages and bilingualism. It adds to the increasing call for collaborative work from the different fields interested in language learning and teaching such as TESOL, bilingualism, and language education. Through the development of the framework and the students’ stories in this study, this book shows how multilingual children in one school in Australia developed their identities in association with their home and school languages. This provides readers with a model for examining bilingual identity in their own contexts, or a theoretical construct to consider in their thinking on bilingualism, language and identity.

Foreign Relations of the United States