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This article advances a crucial parallelism between philosophy of language and political philosophy following the thought of Paul de Man, Jacques Derrida and Rainer Schürmann. Philosophy of language and political philosophy share a common root, a transcendental condition of possibility in the Kantian sense. This is what I here elaborate as the fracture between history and politics —that existing between already established norms and the creation of new ones—. I call this fracture, following Kant's cursory remarks in the Logic, the «intuition» of language, i.e., the fracture of temporality intrinsic to the law. As an attempt to illustrate what I mean by the «intuition» of language and the law, the article concludes with two allegorical readings of Rousseau's The Social Contract and Kafka's fragment «Before the Law». ; Este artículo propone un paralelismo entre la filosofía del lenguaje y la filosofía política de la mano del pensamiento de Paul de Man, Jacques Derrida y Rainer Schürmann. Filosofía del lenguaje y filosofía política comparten una raíz común, una condición transcendental de posibilidad en el sentido kantiano. Se trata de lo que aquí elaboramos como la fractura que se da entre la historia y la política—la que se da entre normas ya establecidas y la creación de otras nuevas—. Denomino esta fractura, siguiendo unos apuntes rápidos de Kant en la Lógica, la «intuición» del lenguaje, esto es, la fractura de la temporalidad intrínseca a la ley. Para ilustrar qué se entiende por la «intuición» del lenguaje y la ley, el artículo concluye con dos lecturas alegóricas del Contrato Social de Rousseau y el fragmento de Kafka «Ante la ley».

Abstract The study analyzes the theoretical basis of the Philosophy for Children (P4C) program elaborated by Matthew Lipman. The aim is, firstly, to identify the main philosophical and pedagogical principles of P4C based on American pragmatism, and to locate their pedagogization and possible problems in Lipman's thinking. Here the discussion is especially targeted to the thinking of John Dewey and George H. Mead as well as Lev Vygotsky, whom Lipman himself names as the most pivotal sources for his own thinking. On the other hand, the study aims at opening up new perspectives and thematizations on P4C from the viewpoint of the continental tradition of thought. The essential principles of P4C connected with reasonableness and judgment are ultimately interpreted as a neo-Aristotelian effort to contextualize philosophy by tracing it back to moderation, the man's ability to consider and solve problems that he meets in practical life kata ton orthon logon – by doing right things in the right place at the right time in the right way. This phronetic idea of 'humanizing modernity' combined with the evolution of the adult-child concept is argued to be one of the conditions for the possibility of P4C, yet leaving unsolved the basic problems involving pedagogical action as such. John Dewey's ideas arising from the critique of the modern philosophy of consciousness, focusing on the significance of philosophy in practical human life and linked to the basic nature of human knowing and intellectual growth and, further, to the ideal of a democratic community, are shown to form the main intellectual sources of P4C. Dewey's philosophy as a general theory of education means a solid linking of the concepts of experience and inquiry to the practice of education. This is based on the naturalistic conception of man according to which man is built in dynamic transaction with his environment, experiencing the true meanings of his ideas in the consequences of his actions as he tries to solve problematic situations. So, inquiry as a method of reflective thinking forms the basis for education based on intellectual growth. A condition for it is a context meaningful for the child in which the paradigm of inquiry can be realized authentically. It is therefore important in education to provide circumstances that stimulate the child's curiosity, initiating a process of inquiry that further enables, through the formation of reflective habits, the development of a democratic community. The purpose of the pedagogical interaction taking place in the process of inquiry is to produce educative experiences for the child, making the pedagogical relationship vanish at the same time. The idea is that in pedagogical action the child's subjectivity, his desire and impulses are adapted to the tradition, yet generating at the same time a prospective, reflective habit, thus freeing the educatee to think intelligently for himself. The study shows the articulation of these principles in Lipman's practical effort to convert the classroom into a community of inquiry, but it also argues that the above-mentioned Bildung theoretical core problem of pedagogical action, related to its paradoxical special characteristics to produce autonomous subjectivity, is not thematized. In connection with this issue, the educational thinking of Kant and Hegel is discussed especially from the viewpoint of philosophy teaching. To provide a new perspective for the discussion, the study outlines the community of inquiry as an 'educative space' from the viewpoints of the pedagogical relationship typical of hermeneutic pedagogy and of non-reflective functional structures and phenomena based on pedagogical intuition that are linked to it. ; Tiivistelmä Tutkimuksessa eritellään Matthew Lipmanin kehittelemän Filosofiaa lapsille (P4C) ohjelman teoreettisia perusteita. Tarkoituksena on ensinnäkin identifioida P4C:n amerikkalaiseen pragmatismiin palautuvat filosofiset ja pedagogiset pääperiaatteet sekä paikallistaa niiden pedagogisoituminen sekä mahdolliset ongelmat Lipmanin ajattelussa. Tällöin tarkastelun kohteena on erityisesti John Deweyn ja Georg H. Meadin ajattelu sekä lisäksi Lev Vygotsky, jotka kolme Lipman itse nimeää oman ajattelunsa merkittävimmiksi lähteiksi. Toisaalta tutkimuksessa pyritään avaamaan P4C:lle uusia näkökulmia ja tematisointeja mannermaisen ajatteluperinteen näkökulmasta. P4C:n keskeiset järkevyyteen ja arvostelukykyyn liittyvät periaatteet tulkitaan viimekädessä uusaristotelisena pyrkimyksenä kontekstualisoida filosofia palauttamalla se kohtuullisuuteen, ihmisen kykyyn harkita ja ratkaista käytännöllisessä elämässä kohtaamiaan ongelmia kata ton orthon logon – tekemällä oikeita asioita oikeassa paikassa oikeaan aikaan oikealla tavalla. Tämä 'modernin inhimillistämisen' froneettinen idea yhdistyneenä aikuinen-lapsi käsitteen evoluutioon argumentoidaan P4C:n yhdeksi mahdollisuusehdoksi, joka jättää kuitenkin pedagogiseen toimintaan sinänsä liittyvät perusongelmat ratkaisematta. John Deweyn modernin tietoisuusfilosofian kritiikistä nousevat, filosofian merkitystä ihmisen käytännöllisessä elämässä korostavat näkemykset, jotka liittyvät inhimillisen tietämisen ja älyllisen kasvun perusluonteeseen sekä edelleen demokraattisen yhteisön ideaaliin osoitetaan P4C:n keskeisiksi intellektuaalisiksi lähteiksi. Dewey'n filosofia yleisenä kasvatuksen teoriana merkitsee kokemuksen ja tutkimuksen käsitteiden kiinteää kytkemistä kasvatuksen käytäntöön. Tämä perustuu naturalistiseen ihmiskäsitykseen, jonka mukaan ihminen rakentuu dynaamisessa transaktiossa ympäristönsä kanssa kokien ideoidensa todet merkitykset toimintansa seurauksissa pyrkiessään ratkaisemaan ongelmallisia tilanteita. Tällöin tutkimus reflektiivisen ajattelun metodina muodostaa perustan älylliseen kasvuun perustuvalle kasvatukselle. Sen ehtona on sellainen lapselle merkityksellinen konteksti, jossa tutkimuksen paradigma voi toteutua autenttisena. Kasvatuksessa on siten tärkeää luoda olosuhteet, jotka stimuloivat lapsen uteliaisuutta käynnistäen tutkimuksen prosessin, joka edelleen mahdollistaa reflektiivisten tapojen muodostumisen kautta demokraattisen yhteisön kehittymisen. Tutkimuksen prosessissa tapahtuvan pedagogisen interaktion tarkoituksena on tuottaa lapselle kasvattavia kokemuksia häivyttäen samalla pedagogista suhdetta. Ajatuksena on, että pedagogisessa toiminnassa lapsen subjektiviteetti, hänen halunsa ja impulssinsa sovittuvat traditioon generoiden samalla kuitenkin tulevaisuuteen suuntautuvaa, reflektiivistä tapaa vapauttaen näin kasvatettavan ajattelemaan älykkäästi itse. Tutkimuksessa osoitetaan näiden periaatteiden artikuloituminen Lipmanin käytännöllisessä pyrkimyksessä muuntaa koululuokka tutkivaksi yhteisöksi, mutta samalla kuitenkin argumentoidaan, että mainittu pedagogisen toiminnan sivistysteoreettinen ydinongelma liittyen sen paradoksaaliseen erityisluonteeseen autonomisen subjektiviteetin tuottamiseksi ei tematisoidu. Tämän kysymyksen yhteydessä tutkimuksessa tarkastellaan Kantin ja Hegelin kasvatusajattelua erityisesti filosofian opetuksen näkökulmasta. Uutena avauksena tutkimuksessa hahmotellaan tutkivaa yhteisöä 'kasvattavana tilana' hermeneuttiselle pedagogiikalle ominaisen pedagogisen suhteen ja siihen kytkeytyvien ei-reflektiivisten, pedagogiseen intuitioon perustuvien toimintarakenteiden ja ilmiöiden näkökulmasta.

'Language status' is a concept that has been central to South African language policy debates since the early days of the negotiated transition, which culminated in the 1996 Constitutional commitment to developing eleven official languages. This constitutional commitment has not however been translated into a concrete legislative and administrative agenda. Recent critiques of language policy have attributed this 'policy gap' to problems associated with policy implementation. In this article I argue that policy difficulties can equally be attributed to theoretical problems associated with the concept of 'language status', which have their origins in a broader international discourse on language planning. This article is therefore presents a sociological critique of 'language planning', based on a conceptual analysis of key terms that underpin the current debate on language policy: principally 'language', 'language planning' and 'status.' Keywords: Language politics, language policy, language planning, corpus planning, status planning

'Language status' is a concept that has been central to South African language policy debates since the early days of the negotiated transition, which culminated in the 1996 Constitutional commitment to developing eleven official languages. This constitutional commitment has not however been translated into a concrete legislative and administrative agenda. Recent critiques of language policy have attributed this 'policy gap' to problems associated with policy implementation. In this article I argue that policy difficulties can equally be attributed to theoretical problems associated with the concept of 'language status', which have their origins in a broader international discourse on language planning. This article is therefore presents a sociological critique of 'language planning', based on a conceptual analysis of key terms that underpin the current debate on language policy: principally 'language', 'language planning' and 'status.'Keywords: Language politics, language policy, language planning, corpus planning, status planning

'Language status' is a concept that has been central to South African language policy debates since the early days of the negotiated transition, which culminated in the 1996 Constitutional commitment to developing eleven official languages. This constitutional commitment has not however been translated into a concrete legislative and administrative agenda. Recent critiques of language policy have attributed this 'policy gap' to problems associated with policy implementation. In this article I argue that policy difficulties can equally be attributed to theoretical problems associated with the concept of 'language status', which have their origins in a broader international discourse on language planning. This article is therefore presents a sociological critique of 'language planning', based on a conceptual analysis of key terms that underpin the current debate on language policy: principally 'language', 'language planning' and 'status.'

Contrastive analysis is a linguistic study that aims to describe the equations and differences between two languages and the distinctiveness of each language. The Arabic language is a language that has distinctiveness, privileges, and uniqueness from alphabets, words, sentences, structure, and uslubcompared to other languages. It is also the oldest language in the world. Therefore, the development of the Indonesian language now is inseparable from the contribution of Arabic language, like in religion, culture, science, politics, social, culture, etc. For example, we can find the words "musyawarah, masjid, majlis, jihad, kitab, sholat, zakat, umat, umum, markas, amal, doa, ilmu, halaqah, hikayat, kalbu, tariqat, kalam, majalah, and others. All of them has added and enriched the treasury of vocabulary in the Indonesian language and made it easy for Indonesian Muslims to worship. Using the Arabic word to the Indonesian language based on contrastive analysis can be existence full adaptation pattern, partial adaptation pattern or adjustment pattern of lafadz. It also happened because of eviation/error in the adaptation pattern or a deviation/error in the delivery of meaning.

Endangered languages are those that are spoken by a very small percentage of the population and are at risk of disappearing with all the knowledge and diversity they contain. Endangered languages often become endangered because the speakers and the society perceive the language as low status or of little use, and a positive change in perception of the language could aid in revitalizing the language. Institutions such as governments, businesses, and universities have recently begun supporting endangered languages in several areas, and this support could greatly affect language ideologies, perceptions of and attitudes about the language. In this research project, I intend to explore the effects on how an endangered language is viewed by both speakers and non-speakers when it is supported by linguistically dominant institutions such as business and higher education. This research was conducted in various areas of Scotland and Ireland and consists of survey data, ethnographic interviews, and participant observation. Specifically, this research aims to answer the following research questions: 1) What is the relationship between institutional support and language ideologies? 2) How do different forms of institutional support affect language ideologies? Institutional support of endangered languages could provide these languages with validity and recognition as a language, as well as offer economic and status advantages to speakers, creating positive attitudes about speaking and learning the languages. This positive change in the way these languages are perceived could be a crucial step in revitalizing endangered languages and preserving the linguistic diversity of the world. ; 2017-05-01 ; B.A. ; College of Sciences, Anthropology ; Bachelors ; This record was generated from author submitted information.

Terrorism is a social disease both of individual societies and humanity as a whole and, as any illness, is the result of deviations from the natural course of their life. If contamination of human habitation gives rise to physical illnesses, and epidemics, "filth" of social habitation, i.e. social injustice, anarchy and violence of certain groups over others gives rise to dangerous social diseases, one of which terrorism is. To prevent the disease and treat them effectively after their appearance, it is necessary to define the correct diagnosis and to determine the causes of the disease. But so far, the attitude of people towards terrorism comes down to fight only its external manifestations without giving proper attention to their causes. In the article the problem of terrorism is considered with an emphasis on its main causes. Actuality of the studied problem is that terrorism as a social disease accepts in contemporaneous world the pandemic character and the reasons for this must be found. The article purports to establish the diagnosis of this disease to facilitate her treatment. Attentive and impartial analysis of the terrorist acts of the past decades by scholars from different countries gives the right to suggest that many of these acts were some kind of spontaneous responses to illegitimate acts of the states. Injustices of social relations, incapability of the institutions of power to effectively carry out their constitutional duties (protection of human rights and ensure their security) provoke some individuals and groups of people to no less unlawful and cruel acts. Terrorist movements are often the creations of the competing in different regions of the world States seeking "pull the chestnuts out of the fire by somebody's ells hands." The article shows how some of the greater powers of the world, shortsightedly treating terrorists as additional tools in their fight against rival and providing them with material resources, generate their own enemies. This finding was confirmed in all studies on this issue, especially in studies of the English School of international relations. But so far, more attention has been given to show the activities of terrorist organizations, its effects and to justification of the need to combat them. This article investigates terrorism as a social phenomenon with an aim to establish its nature and causes, as well as effective means of its prevention. Materials and the conclusions of the study may be useful to the state institutions in defining their strategy for the protection of human rights, democracy and the rule of law, as well as for further research on the causes and ways of preventing negative phenomena in the life of societies and in relations between them.

"An exposition of contrasts in verse": p. [49]-80. ; "The first and only edition: dedicated to the cause of humanity . by George Motion. Nelson, B. C., May, 1920." ; "Sic itur ad astra" an author's monogram on t.p. ; Mode of access: Internet.

V prispevku se s stanjem na področju oblikovanja slovenske jezikovne infrastrukture ukvarjam kot z jezikovnopolitičnim vprašanjem. Prispevek prinaša analizo aktualne pravne, finančne in organizacijske ureditve področja, predstavlja pa tudi ključne izsledke o infrastrukturnih potrebah uporabnikov, kot so bile prepoznane na podlagi analize in interpretacije podatkov iz ankete, izvedene v okviru projekta Jezikovna politika Republike Slovenije in potrebe uporabnikov. The article deals with Slovene language infrastructure as a language-policy issue. It presents an analysis of the current legal, financial and organizational arrangements in the field of language infrastructure, as well as key findings on users' infrastructural needs, as identified on the basis of the analysis and interpretation of data from the survey conducted within the framework of the Language Policy of the Republic of Slovenia and the Needs of Users project.

It can be said that Georgia and Turkey have the political, military, economic, literary and cultural relations starting from the ancient period. Turkish tribes such as Kipchak, Khwarazm, Tatar-Mongols, Timur, Karakoyunsand Seljuks are known that they had relationship from the 7thcentury. Georgia seems to be culturally influenced as it has the border with Azerbaijan in the southeast and Turkey in the Southwest. Relations between Turkish and Georgian people are reflected in the culture and language of both nations, namely, Turkish and Georgian, in the historical period. It is undoubtedly known that borrowing words were the most obvious area in mutual reflection between the languages. In the recent years, for many reasons such as cultural acquaintance, neighbour recognition, getting information about Georgia in the Ottoman archives, Turkish soap operas on local TV channels have increased the Turkish teaching in Georgia. Nowadays Turkish teaching widely continues in Georgian universities. Even this can be seen in secondary schools and at the different faculties in the state and private universities. It is very important having made the analysis in the needs of the language instruction and curriculum in Georgian universities. It will accelerate the Turkish teaching if people know the purpose of learning language and how much time they allocate to it.The purpose of this research is to determine students' Turkish language learning needs in Georgian universities while they are learning Turkish according to the variables. The data obtained through surveys for the quantitative and qualitative researches, the results were analysed by SPSS Text Analytics for Surveys. Participants of the research were 141 students who learn Turkish languages in Georgian universities in 2015 year. Data were analysed by percentage, mean, frequencies and factor analysis. Based on the data obtained from the surveyneed analysis for Turkish language learning in Georgian universities were determined.

Technology is a form of culture. Technology is shaping the theoretical framework of our social existence. The technological form of life is part and parcel of culture, just as culture in the human sense inescapably implies technologies. There are unfathomable effects of technology on human culture and society. This paper presents the background and the editorial introduction to the special issue: symposium on Education, Technology, & Democracy: Democratization of Technologies.

Introduction. Theory and methodology of philosophy of humanism and democracy is based on the concept of socio-humanistic, liberal-democratic values and principles developed by the author in 1980s. It provides competitiveness to Ukrainian model of humane and democratic society and introduces humanistic and democratic values and ideas of peace and humanity, the non-violent methods of fighting and refusal from inciting interethnic, interracial, interreligious strife, war prevention, protection of peace in Ukraine. The purpose is a further development of the model of humane, democratic society on the basis of argumentation and verificationof the systemic theory and methodology, values, principles and laws of modern competitive philosophy of humanism and democracy. Conclusion.These problems are developed on the basis of the methodology of evolutionism, coevolution and humanocentrism and a new general civilizational megaparadigm as well as a system theory and methodology of philosophy of humanism and democracy that discusses the principles of plurality, outlook-and-anthropocentric determination and non-linear, polycentric thinking. Humanism requires to recognize a person, the protection of life, rights, freedom and happiness as the main evaluation criterion and coefficient of efficiency of humanity and democracy of government and leaders of any country and guaranteeing on this basis sustainable peace, progress, building a humane, democratic society, the growth of material and spiritual well-being and happiness of all people in Ukraine and throughout the world civilization. Fundamental changes in the development of world civilization and reforms in all spheres of public life in Ukraine prove that the formation of a humane and democratic society is possible only on the values and principles of the philosophy of humanism and democracy, and on providing cultural and intellectual progress in different countries in order to survive global civilization.

Critics have often suggested that Hobbes is a paradigm case of a philosopher whose own style of writing violates the norms he sets down for rational discourse. Philosophy, he says, "professedly rejects not only the paint and false colors of language, but even the very ornaments and graces of the same." More specifically he says that metaphors must be "utterly excluded" from "the rigorous search of truth . seeing they openly professe deceit, to admit them into counsel, or reasoning, were manifested folly." Nevertheless, attention focuses on his flair for the dramatic or metaphorical, as in the great mise en scene that is the state of nature or in the overriding metaphor in which the state is regarded as an artificial man. Now while I agree that Hobbes is a crucial case in determining the interplay of philosophical themes and literary modes (and I approach this distinction with some caution), I want to attend to some rather different aspects of his philosophical writing. In doing so, I will limit myself to his acknowledged masterpiece, the Leviathan, which is the mature fruit not only of his thought on ethics and politics but also of his reflections on the problematics of philosophical communication.

The purpose of this volume is to present a snapshot of the state of the art of research on the languages of the Maltese islands, which include spoken Maltese, Maltese English and Maltese Sign Language. Malta is a tiny, but densely populated country, with over 422,000 inhabitants spread over only 316 square kilometers. It is a bilingual country, with Maltese and English enjoying the status of official languages. Maltese is a descendant of Arabic, but due to the history of the island, it has borrowed extensively from Sicilian, Italian and English. Furthermore, local dialects still coexist alongside the official standard language. The status of English as a second language dates back to British colonial rule, and just as in other former British colonies, a characteristic Maltese variety of English has developed. To these languages must be added Maltese Sign Language, which is the language of the Maltese Deaf community. This was recently recognised as Malta's third official language by an act of Parliament in 2016. While a volume such as the present one can hardly do justice to all aspects of a diverse and complex linguistic situation, even in a small community like that of Malta, our aim in editing this book was to shed light on the main strands of research being undertaken in the Maltese linguistic context. Six of the contributions in this book focus on Maltese and explore a broad range of topics including: historical changes in the Maltese sound system; syllabification strategies; the interaction of prosody and gesture; the constraints regulating /t/-insertion; the productivity of derivational suffixes; and raising phenomena. The study of Maltese English, especially with the purpose of establishing the defining characteristics of this variety of English, is a relatively new area of research. Three of the papers in this volume deal with Maltese English, which is explored from the different perspectives of rhythm, the syntax of nominal phrases, and lexical choice. The last contribution discusses the way in which ...