To what extent is there really a universal structure, whether
innate or not, of language for learning? Or conversely, is language
learning mainly context-based? And, in the end, does the very
nature of language delimit our mental world-such that "the limits
of my language mean the limits of my world" or, in a different
parlance, constitute "the prison house of language"?Contrary to the
conventional wisdom held by many in history, all these seemingly
plausible views are highly misleading, to the extent that something
vital is missing in the conventional debate, such that the nature
of learning has yet to be more comprehensively and systematically
understood.This is not to say, however, that the literature in the
study of language (and other related fields) hitherto existing in
history has been much ado about nothing. In fact, much can be
learned from different theoretical approaches in the literature.The
virtue of this book is to provide an alternative (better) way to
understand the nature of learning, especially (though not
exclusively) in relation to language-which, while incorporating the
different views in the literature, transcends them all in the end,
with the use of language and also beyond it. This inquiry may sound
academic, but it has enormous implications not just for the narrow
concern with the nature of language, but also, more importantly,
for the larger concern with the nature of thinking, feeling, and
doing in learning, both with the use of language and beyond it.If
true, this seminal work will fundamentally change the way that we
think, not only about the nature of language, in a small sense- but
also about the nature of learning, with the use of language and
also beyond it, from the combined perspectives of the mind, nature,
society, and culture, for the human future and what I originally
called its "post-human" fate, in a broad sense.
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