The Tandem Arts of Speaking and Understanding: Influences of Philosophical Hermeneutics on Research in Speech Communication

There would be no speaker and no art of speaking, writes Gadamer, if understanding and consent were not in question, were not underlying elements; there would be no hermeneutical task if there were no mutual understanding that has been disturbed and that those involved in a conversation must search for and find again together. It is this interpenetration of the two arts — speaking and interpretation — which I will address in this paper. My aim is to point to areas in which hermeneutic phenomenology, as conceptualized by Heidegger in Being and Time, and developed as a basis for philosophical hermeneutics by Gadamer in Truth and Method and later writings, is making its mark in the field of speech communication. My primary purpose for doing so is to offer a report of the impact of philosophical hermeneutics upon one field. But I admit a second purpose: the three areas discussed are each represented by scholars of speech communication, many of whom see their relation to the other areas as primarily an institutionally-contrived one. Implicit in the paper is the argument that these areas have more to talk about with one another than they often suppose

Wide as the Waters: Comparing Student Performance in Alabama and Florida from 1992-2011

The school choice movement has been making significant traction within the United States in the last decade and a record number of states have implemented school choice programs that introduce competition to the traditional public schools and treat education like a market. The marketization of education and making traditional public school truly compete against alternative schooling options is more often discussed in theory but in reality is infrequently applied on a large scale. In an attempt to truly gauge the advantages, disadvantages, and real life application of what can result when market forces are applied to a state’s education system and what this policy can yield not just in theory but in concrete measurable outcomes, this paper compared and contrasted one state that has employed no means of market forces into education until 2013 (Alabama) and one state that has allowed an array of forms of competition to the traditional public school for numerous years Florida

Bringing culture into the school Summary

It is the teacher’s responsibility to make the classroom culturally responsive. Children bring their own culture to the classroom with them. The teacher needs to make sure these influences are nurtured in a positive way. The current literature indicates that language, social interactions, and play are all influenced by a child’s culture. The author used the Kendell multicultural checklist to highlight key areas of the classroom that needed to be addressed in order to make the classroom more culturally responsive. A plan was developed and put into practice to better understand family cultures and to better teach the children about different cultures. A culturally responsive classroom is critical for families and children to feel safe and welcome in a positive learning environment away from home. In the United States, 25% of children are immigrants or come from immigrant families (Souto-Manning 2013). This makes it crucial for educators to learn how to have a positive and welcoming multicultural classroom environment. With over 75% of early childhood teachers being white and speaking only English, it makes it that much more important for them to learn about different cultures and set up a classroom ready to nurture a variety of cultures (Souto-Manning 2013)

MEMPENGARUHI ORANG LAIN - SERI MANAJEMEN 50 MENIT: Buku Pedoman Strategi yang Persuasif

iii; 73 hal; illus;19 x 23 c

Mempengaruhi Orang Lain

23 cm; 73 ha