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Teaching and researching stage speech (connecting theory and practice, science and art)

100%
Milojević N. Ž.
Journal of Education Culture and Society
|
2016
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vol. 7
|
issue 2
89-99
EN
The article deals with teaching and researching stage speech on the supposition that researching stage speech influences how we teach stage speech. Stage speech is an artistic speech that researchers try to study and explain in a scientific manner, i.e. with scientific terminology and methods. Modern studies of stage speech are interdisciplinary (they combine phonetics and theatre studies, literary theory and history, sociology, etc.) and no longer just studies on a stricly linguistic (phonetic) level. The article shows a model of a scientific and interdisciplinary study of stage speech and its influence on or connection to how it is taught. The teaching of stage speech, which is shown on the example of students of Stage Acting at the Academy of Theatre, Radio, Film and Television, balances between science and art as well as between theory and practice. The article demonstrates that researching stage speech influences the teaching that is also interdisciplinary, based on artistic and scientific concepts and constantly combines theory and practice.
2
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Ethnolinguistic Revitalization: Theory and Practical Application Leoš Šatava

100%
Šatava L.
Studia Ethnologica Pragensia
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2023
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issue 2
EN
In the past decades, the study of ethnolinguistic revitalization has become an important subfield on the border between ethnology/social anthropology and sociolinguistics. In two main blocks of the text, the author focuses on both aspects of the mentioned issue — theoretical and practical. Current trends in the field of ethnolinguistic assimilation and revitalization are briefly presented at the theorizing level of the work. The question of whether ethnolinguistic revitalization efforts are a cloistered scholars’ vision or a natural phenomenon is analyzed and interpreted in detail; partial conclusions are also outlined. The level of practical dealings focuses primarily on the phenomenon of new speakers as a significant current sociolinguistic phenomenon. Three Central European cases (the Sorbs, the Wilamowiceans and the Huncokár Germans) are presented in more detail. The given data are also linked to the Europe-wide context. In conclusion, a synthesizing summary of the above-mentioned thematic levels and data of the topic under discussion is presented.
3

Bronislaw Malinowski and Linguistic Pragmatics

86%
Senft G.
Lodz Papers in Pragmatics
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2007
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vol. 3
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issue -1
79-96
EN
In 1923 Bronislaw Malinowski repeated his claim for an "Ethnolinguistic theory" which he enforced 1920 in his first linguistic paper and which became the guideline for his "ethnographic theory of language." In 1997 the linguist William Foley published his monograph "Anthropological Linguistics-An Introduction"; and in the same year the anthropologist Alessandro Duranti published his monograph "Linguistic Anthropology." It seems that with the publication of these two standard textbooks the interdisciplinary field of "ethnolinguistics" has finally gained its due importance within the disciplines of anthropology and linguistics. Bill Foley states in his textbook that "the boundary between pragmatics and anthropological linguistics or sociolinguistics is impossible to draw at present." So if we recognize Bronislaw Malinowski not only as one of the founders of modern social anthropology but also as one of the founding fathers of anthropological linguistics, we should have a closer look at Malinowski's importance for pragmatics in general. This paper presents Malinowski's contributions to the ethnographic theory of language, assesses his role as an apologist of anthropological linguistics, and discusses his influence (not only) on (new) developments in linguistic pragmatics.
4
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„Good Internships” – support for gaining professional competences by the students of pedagogy at the University of Wrocław

72%
Musiał E.
Konteksty Pedagogiczne
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2018
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vol. 1
|
issue 10
PL
Osiągniecie wysokich standardów w zakresie profesjonalnego przygotowania studentów – przyszłych nauczycieli dziecka młodszego możliwe jest tylko dzięki synergii teorii i praktyki. Uczestnictwo w programach stażo-wych stwarza obok praktyk pedagogicznych, doskonałe warunki do nabywania i rozwijania kompetencji zawodowych przyszłego nauczyciela poprzez osobiste doświadczanie. W trakcie stażu student może podejmować szereg inicjatywy wy-magających od niego wiedzy – działania i refleksji. W ten sposób teoria akade-micka i praktyka integrują się i akcentują, wypełniając przestrzeń kompetencji zawodowych, w których dociekliwość, twórczość oraz otwartość studenta, jego aktywne i systematyczne poszukiwanie wiedzy, krytycyzm badań, refleksyjność i analityczność jego podejścia do problemów edukacyjnych mają istotne zna-czenie. Konfrontacja naukowego i praktycznego oglądu rzeczywistości, przeni-kanie naukowego myślenia do działania przy rozwiązywaniu realnych problemów sprzyjają też konstruowaniu własnych teorii edukacyjnych. Ponadto łączy dwie strategie uczenia się: przed działaniem i w trakcie działania, stanowiąc swoisty pomost pomiędzy wiedzą akademicką a rzeczywistością edukacyjną. Stwarzają okazję do zaistnienia kategorii „stawania się nauczycielem” poprzez poznawanie siebie, swoich możliwości i ograniczeń, a także świadome rozwijanie warsztatu pracy.
EN
Achieving high standards in the field of professional preparation of students-future teachers of a younger child is possible only thanks to the synergy of theory and practice. Participation in internship programs creates, alongside pedagogical on-the-job training, perfect conditions for acquiring and developing professional competences of future teachers through personal experience. Dur-ing the internship, the student may undertake a number of initiatives requiring knowledge – action and reflection. In this way, academic theory and practice integrate and accentuate, filling the space of professional competences, in which the inquisitiveness, creativity and openness of the student, its active and sys-tematic search for knowledge, criticism of research, reflexivity and analytical ap-proach to educational problems are of great importance. Scientific confrontation and practical viewing of reality, a fusion of scientific thinking with action in solving real problems also favors the construction of own educational theories. In addition, it combines two learning strategies: before and during the action, constituting a kind of bridge between academic knowledge and educational real-ity. It is a circumstance for the emergence of the category of “becoming a teacher” through getting to know oneself, one’s possibilities and limitations, as well as a conscious development of a working technique.
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Mao’s Contributions to Marxism and Dialectical Materialism

58%
Allinson R. E.
Dialogue and Universalism
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2018
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issue 3
203-231
EN
This article raises the question of whether the thought of Mao Zedong is simply de-rivative from Marxist thought, whether it represents a deviation from Marxist thought, or whether it contains any original contribution to Marxist thought. It discusses such topics as Mao’s concepts of the principal and the non-principal aspect of the contradic-tion, Mao’s concept of permanent revolution, Mao’s replacement of the industrial prole-tariat with the peasant farmer class, Mao’s inversion of the classical Marxist position of the base determining the superstructure, Mao’s concept of the complementarity of oppo-sites, Mao’s concept of antagonistic and non-antagonistic contradictions, Mao’s reduc-tion of all laws of dialectic to one law.
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