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Learning about Chinese-speaking cultures at a distance
This chapter focuses on the challenges posed by curriculum choices and pedagogical frameworks to the study of Languages of the Wider World in the UK. These languages reflect complex linguistic and cultural realities that do not fit into the traditional constraints of language education, which raises questions about the extent to which we can address the global and local dimensions of the target languages and cultures. I examine in particular the case of Chinese â a language family with multiple varieties and spoken by many communities in Asia and other parts of the globe â in the context of distance education. Issues surrounding language learning at a distance are discussed, as well as the role that teachers and technology play in supporting the development of language learnersâ cultural awareness. While teachers can, in a face-to-face situation, exploit, expand and discuss cultural information, this possibility is very limited in distance learning. We will see how, at present, technology has taken on a major role in both formal and informal education, facilitating contact between learners and between learners and teachers (however distant they might be). For example, the Open Universityâs beginnersâ Chinese course discussed here makes use of online forums to enable cultural interaction; initial examinations of these forums reveal the students to be diverse and mobile, and they also give us a sense of their cultural stances, and of the shapes of the beliefs, values and attitudes supported by their individual cultural backgrounds
Apperceptive patterning: Artefaction, extensional beliefs and cognitive scaffolding
In âPsychopower and Ordinary Madnessâ my ambition, as it relates to Bernard Stieglerâs recent literature, was twofold: 1) critiquing Stieglerâs work on exosomatization and artefactual posthumanismâor, more specifically, nonhumanismâto problematize approaches to media archaeology that rely upon technical exteriorization; 2) challenging how Stiegler engages with Giuseppe Longo and Francis Baillyâs conception of negative entropy. These efforts were directed by a prevalent techno-cultural qualifier: the rise of Synthetic Intelligence (including neural nets, deep learning, predictive processing and Bayesian models of cognition). This paper continues this project but first directs a critical analytic lens at the Derridean practice of the ontologization of grammatization from which Stiegler emerges while also distinguishing how metalanguages operate in relation to object-oriented environmental interaction by way of inferentialism. Stalking continental (Kapp, Simondon, Leroi-Gourhan, etc.) and analytic traditions (e.g., Carnap, Chalmers, Clark, Sutton, Novaes, etc.), we move from artefacts to AI and Predictive Processing so as to link theories related to technicity with philosophy of mind. Simultaneously drawing forth Robert Brandomâs conceptualization of the roles that commitments play in retrospectively reconstructing the social experiences that lead to our endorsement(s) of norms, we compliment this account with Reza Negarestaniâs deprivatized account of intelligence while analyzing the equipollent role between language and media (both digital and analog)
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