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1
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The role of the theory of prototypes in moral thought

100%
Wojtanowska W.
The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II
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2021
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vol. 11
|
issue 2
27-46
EN
In this article I attempt to highlight and briefly analyze some problematic aspects of the theory of prototypes and its implications in moral thought. I focus on the issue of moral judgement and the impact of prototypicality on our understanding of moral concepts. The objective of the article is to indicate the significance of the new perspectives opened by the notion of prototype, but also to point out certain difficulties. Some of the problematic questions emerge from the very existence of the prototype structure of categories and concepts; other problems arise with reference to the proposed implications or postulates which are connected with the acknowledgement of the significance of prototypicality. Due to the recognition of the practical dimension of ethics, the main issues are presented through examples of concepts which are commonly used in everyday life, referring to political and social values, traits of character and emotions.
2
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Content available

The role of the theory of prototypes in moral thought

100%
Wojtanowska W.
The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II
|
2021
|
vol. 11
|
issue 2
27-46
EN
In this article I attempt to highlight and briefly analyze some problematic aspects of the theory of prototypes and its implications in moral thought. I focus on the issue of moral judgement and the impact of prototypicality on our understanding of moral concepts. The objective of the article is to indicate the significance of the new perspectives opened by the notion of prototype, but also to point out certain difficulties. Some of the problematic questions emerge from the very existence of the prototype structure of categories and concepts; other problems arise with reference to the proposed implications or postulates which are connected with the acknowledgement of the significance of prototypicality. Due to the recognition of the practical dimension of ethics, the main issues are presented through examples of concepts which are commonly used in everyday life, ­referring to political and social values, traits of character and emotions.
3
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Znaczenie słowa i zasada wewnętrznej motywacji cech semantycznych

100%
Tokarski R.
Poznańskie Studia Polonistyczne. Seria Językoznawcza
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2013
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vol. 20
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issue 2
195-204
PL
The meaning of a word has a layered structure with the clearly distinguished center (prototype, lexical meaning) and – the further towards the peripheries – with semantic connotations more and more weak-established in the system. Giving-up ofthe purely structuralist understanding of connotations (verified by semantic and morphological derivatives, collocations, repeatable lexical oppositions, or various tests) has created a danger that semantically irrelevant components may be recognized as relevant qualities. The article proposes a rule for verification of weak connotations. Underlying the principle of internal motivation of qualities is the conviction that the meaning of a word is internally structured, while each quality, especially weak connotations, are motivated by the overall structure of meaning and are explained in the context of this structure.
4
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Lexical Meaning in Truth-Conditional Semantics

88%
Gasparri L.
Diametros
|
2014
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issue 39
182-202
EN
The paper offers a critical review of the role played by lexical meaning in the earlier stages of philosophical semantics and truth-conditional semantics. I shall address, both historically and theoretically, the relative neglect of lexical semantics within these fields, and argue that the approach to word meaning fostered in extensional frameworks is overall inconsistent with the customary assumption that truth-theoretic semantics can be considered a semantic theory proprio sensu.
5
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Analysis of one lexicographic case: the Russian noun svist ‘whistle’

75%
Kiklewicz A.
Przegląd Wschodnioeuropejski
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2022
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vol. 1
331–345
EN
The subject of the article is the application of the case study method to the description of lexical semantics, in particular, to the analysis of a dictionary entry. The author considers the Russian noun SVIST ‘whistle’ as an object, namely, its description in the “Dictionary of the Russian language” (1984). Semantic analysis shows that the description of the word polysemy in the dictionary does not correspond to the nature of the semantic representations that are assigned to this lexeme. The author offers his own version of the semantic description of this noun, in particular, using the category of image-schematic structure. Special attention is devoted to the problem of the dictionary presentation of syntactic representations, i.e. combinatory of the word.
6
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Значение слова в индивидуальном лексиконе

75%
Залевская А.
Przegląd Wschodnioeuropejski
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2012
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vol. 3
479-493
EN
Dictionary definitions reflect products of word meaning scientific analyses based on texts. Application of different experimental procedures reveals some specific features of word meaning in internal lexicon and helps to explain peculiarities of word meaning as common knowledge and its ability to ensure sufficient semiosis through mediating assess to personal world image as complex integration of perceptual, cognitive and emotional information processing in various situations.
7
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SŁOWA, KTÓRE WPŁYWAJĄ NA KOMUNIKACJĘ NAUCZYCIELA

63%
Mądry-Kupiec M.
Ruch Pedagogiczny
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2012
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issue 2
29-39
PL
Artykuł poświęcony jest specyficznym słowom, które mogą być źródłem wielu nieporozumień pomiędzy nauczycielem a uczniem. Są to najczęściej pojedyncze wyrazy lub zaimki osobowe, które oprócz konkretnego znaczenia, mają różny, niejednokrotnie negatywny sens. Wpływają one destrukcyjnie na reakcję słuchającego ucznia, zniekształcając bieg jego rozmowy z nauczycielem. Namysł nauczyciela nad słowami, jakie wypowiada i w jakim celu to czyni, może usprawnić jego komunikację z dzieckiem, a tym samym kształtować wypowiedzi ustne młodzieży. Zgodnie z założeniem, że słowa nie tylko określają mówcę a także nadają znaczenie słuchaczowi.
EN
In this paper the author considered some specific words which can be a source of misunderstanding in teacher-student relation. They most often include single words or personal pronouns, which apart from their particular meaning, may carry additional, often negative content. They destroy responses of a student-listener and distort the course of conversation. Teacher’s reflection on words he or she says and purpose of using such words can make his or her communication with students more effective and have a positive influence on young people’s speech. The concept is based, in fact, on assumption that words not only define the speaker but also provide the listener with particular meanings.
8
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Los arabismos en la lengua española

38%
Janowska K.
Forum Filologiczne Ateneum
|
2020
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vol. 8
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issue 2
129-147
EN
Words of Arabic origin make up quite a large group in Spanish. Due to historical and cultural conditions, these words entered the Spanish language in a natural way as a result of several hundred years of symbiosis between the Arab and Spanish nations in Andalusia. Along with the Arabs, a language other than the Romance languages appeared: Arabic, with various written and oral manifestations, which became an official language and also the language of culture. The language acted as a superstratum of Andalusian romance and astrato because it influenced it through sharing the geographical area with Spanish. With many mastering both forms of the language, Al-Andalus was a bilingual society until at least the 11th or 12th centuries. The echoes of this bilingualism are still present in Spanish in the form of words of Arabic origin.
ES
Las palabras de origen árabe (los arabismos) constituyen un grupo bastante numeroso en español. Por condiciones históricas y culturales, estas palabras ingresaron al idioma español de forma natural como resultado de varios cientos de años de simbiosis entre las naciones árabe y española en Andalucía. Junto a los árabes apareció una lengua distinta a las lenguas románicas: el árabe, con diversas manifestaciones escritas y orales, que se convirtió en lengua oficial y lengua de cultura. La lengua actuó como un superestrato del romance y astrato andaluz porque influyó en ella al compartir el área geográfica con el español. Con muchos dominando ambas formas de lenguaje, Al-Andalus fue una sociedad bilingüe hasta al menos el siglo XI o XII. Los ecos de este bilingüismo siguen presentes en el español en forma de los arabismos.
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