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1

Towards Creative Foreign Language Teaching: The Theory of Multiple Intelligences in Use

100%
Botwina R.
Signum Temporis
|
2010
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vol. 3
|
issue 1
13-18
EN
Introduction. The article provides a conceptual setting for conscious teaching whereby classroom activities are referred to the principles of MIT. It also advocates an experimental insight into foreign language teaching where both a teacher and a student are encouraged to explore, discover and practice their multiple intelligences while teaching and mastering foreign languages. Additionally, practical implications of MIT for FLT are discussed and illustrated by a few examples of the activities designed in the framework of the theory.The Aim of the Study. To establish a new perspective on both effective and creative foreign language teaching (FLT) in the framework of Howard Gardner's Theory of Multiple Intelligences (MIT).Methods: examination of MIT, deductive/inductive analysisResults. Foreign language students benefit from FLT methods with a reference to MIT which, being learner-centred, cater for an individual student's needs and preferences, provide a meaningful context for FLT and, consequently, increase the level of students' motivation for learning foreign languages.Conclusions. Foreign language teachers should experiment with MIT for a number of reasons: firstly, to establish a student-oriented insight into teaching; secondly, to provide a meaningful context for teaching; and finally, to increase the level of students' motivation to learn a foreign language.
2

English politics contra language: the Babel of 1621

100%
Botwina R.
Studies in Logic, Grammar and Rhetoric
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2011
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issue 24(37)
9-26
EN
This paper aims at a thorough analysis of the English Parliamentary session of 1621 which turned out to be one of the most dramatic moments in the history of the European parliamentarism. England, in a chaotic and violent way, aimed at a radical reduction of the monarchical power and the development of an alternative state in which the powers of the monarch were subsidiary to the power of governmental branches. Discussing the underlying causes of the conflict between the king and the Commons and emphasizing its unprecedental character, the author approaches the problem from the political, historical and linguistic perspectives for the parliamentary session of 1621 reveals much more than a mere disagreement between the king and the House of Commons as to the foreign policy of England regarding the Catholic threat and the liberties of the Commons. What had started as a political debate over current affairs of the state unexpectedly turned into a grand political debate centered on the issue of free speech. For the first time in the British history of parliamentarism divine rhetoric, which had always been the domain of kings, failed to confront the legalistic discourse of the members of the Commons confidently marching towards the establishment of the Parliamentary institution of free speech which was to become their trademark.
3

Petrycy of Pilzno versus Francis Bacon: Breaking through Towards Harmony and Comprehensible Philosophy

63%
Budzyńska-Daca A., Botwina R.
Studies in Logic, Grammar and Rhetoric
|
2010
|
issue 20(33)
99-112
EN
The aim of this paper is to present and compare the views of two prominent thinkers of the seventeenth century – Petrycy of Pilzno and Francis Bacon. Living in the same century, they faced different geopolitical and cultural circumstances. A comparison of their views sheds some light on the philosophical tendencies around the turn of the seventeenth century in Poland, where Petrycy of Pilzno (1554–1626) remained a central figure in the field of philosophy occupied with the issue of language development, and in England, where Francis Bacon (1561–1626), a politician, scientist and philosopher, saw clarification of language as a primary condition on the way towards true philosophy and harmonious political state. The authors of the article analyse different approaches of Petrycy and Bacon towards the issue of purification of language: Bacon’s theoretical and cognitive assumptions as opposed to the ethical direction of Petrycy’s reflection aimed at the reformation of public life in Poland.
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