The object of interpretation is textual meaning in and for itself and may be called the meaning of the text. The object of criticism, on the other hand, is that meaning in its bearing on something else (standards of value, present concerns, etc.), and this object may therefore may be called the significance of the text. If textual meaning itself could change, contemporary readers would lack a basis for agreement or disagreement. No one would bother seriously to discuss such a protean object. The interpreter has to distinguish what a text implies from what it does not imply; he must give the text its full due, but he must also preserve norms and limits. For hermeneutic theory, the problem is to find a principle for judging whether various possible implications should or should not be admitted. By classifying the text as belonging to a particular genre, the interpreter automatically posits a general horizon for its meaning. The genre provides a sense of the whole, a notion of typical meaning components. Thus, before we interpret a text, we often classify it as casual conversation, lyric poem, military command, scientific prose, occasional verse, novel, epic, etc. The interpreter's job is to specify the text's horizon as far as he is able, and this means, ultimately, that he must familiarize himself with the typical meanings of the author's mental and experiential world. Hermeneutics must stress the reconstruction of the author's aims and attitudes in order to evolve guides and norms for construing the meaning of the text. Ambiguity or, for that matter, vagueness is not the same as indeterminateness. This is the crux of the issue. To say that verbal meaning is determinate is not to exclude complexities of meaning but only to insist that a text's meaning is what it is and not a hundred other things. Taken in this sense, a vague or ambiguous text is just as determinate as a logical proposition; it means what it means and nothing else.
Ambiguity or, for that matter, vagueness is not the same as indeterminateness. This is the crux of the issue.
Interpreting has been a neglected area since the late 1970s. Sylvie Lambert and Barbara Moser-Mercer have attempted to give a new impulse to academic research in print with this collection of 30 articles discussing various aspects of interpreting grouped in 3 sections: I. Pedagogical issues, II. Simultaneous interpretation, III. Neuropsychological research.Being a professional interpreter may not be sufficient to explain what interpretation is all about and how it should be practised and taught. The purpose of this collection of reports on non-arbitrary, empirical research of simultaneous and sign-language interpretation, designed to bridge the gap between vocational and scientific aspects of an interpreter's skills, is to show that the study of conference interpretation, by way of scientific experimental methods, as tedious and speculative as they may often appear, is bound to contribute significantly to general knowledge in this field and have tangible and practical repercussions. The contributors are specialists from all over the world. Introduction by Barbara Moser-Mercer.
The purpose of this collection of reports on non-arbitrary, empirical research of simultaneous and sign-language interpretation, designed to bridge the gap between vocational and scientific aspects of an interpreter's skills, is to show ...
Pendidikan karakter adalah sebuah sistem internalisasi nilai-nilai karakter yang meliputi komponen moral knowing, moral feeling, dan moral action untuk melaksanakan nilai-nilai tersebut, baik terhadap Tuhan Yang Maha Esa, diri sendiri, sesama, lingkungan, maupun bangsa dan negara. Pengembangan karakter bangsa dapat dilakukan melalui perkembangan karakter individu seseorang. Akan tetapi, karena manusia hidup dalam lingkungan sosial, budaya, tak lepas juga dari era disruptif pada teknologi, era society tertentu, maka perkembangan karakter individu seseorang hanya dapat dilakukan dalam lingkungan sosial, budaya serta era di mana yang bersangkutan berada. Artinya, pembangunan karakter serta budaya dapat dilakukan dalam suatu proses pendidikan yang tidak melepaskan peserta didik dari lingkungan sosial, budaya masyarakat, serta kemajuan teknologi di era disruptif ini. Dalam membangun karakter bangsa ada dua karakter yang penulis temukan sebagai substansi dari pendidikan karakter pada peserta didik yaitu karakter “Peduli” dan “Tanggung Jawab”, mesti 18 karakter lainnya juga penting tetapi di era disruptif ini dua karakter tersebut adalah core value yang mesti dibangun pada diri setiap peserta didik. Buku ini akan membahas berbagai konseptual teoritis dan implementasi praktis penguatan pendidikan karakter pada sekolah boarding di era disruptif yang dipaparkan secara jelas dan rinci. Harapannya, hal yang demikian itu dapat menambah pengetahuan, inspirasi kepada para pembaca sebagai basic paradigmatic dalam membangun karakter bangsa.
Pendidikan karakter adalah sebuah sistem internalisasi nilai-nilai karakter yang meliputi komponen moral knowing, moral feeling, dan moral action untuk melaksanakan nilai-nilai tersebut, baik terhadap Tuhan Yang Maha Esa, diri sendiri, ...
The important thing that I need to express related to the content of the learning book with the title mentioned above is that morals, character, and discipline are needed in the world of education both Christian education in particular and universal education, namely nationally and even internationally. This is said to be important, given the results of observations and some research, how the crisis of morals, character, and discipline of most of the learners during the transition of this industrial revolution era from time to time is estimated as a negative impact of their lack of skills in responding to the use of digital media that makes them dragged by the negative currents of android that has enveloped the earth. As a result, they become affected and accustomed to vulgar videos that erode their morale so that they mushroom various indecent events, the formation of good characters becomes a failure, and by spending time watching these negative things makes them lose discipline and do not know to train themselves to be disciplined. Dr. Elsina Sihombing, M.Pd Lecturer at IAKN Tarutung, Sumatera Utara -------------------------------------------------------- This is a “must-read” book. If you work in an education or know someone who does, then this book is required reading. I know there are thousand books about the methodology and approaches to help the students ’character, students ‘mental and students ’moral in education institutions such school or college based on the Christianity perspectives but this book is different and you are suggested to have it. Marthen Medlama The Founder and Chairman of STMIK Agamua Wamena, Papua ----------------------------------------------------------------------------------
Daniel Nuhamara expressed moral problems such as fights, fights, criminal acts, and several other problems that occur in education circles. (Nuhamara, 2009, p. 87) Manners in the moral order are increasingly declining which occurs not ...
31 W. R. Fraser , Education and Society in Modern France ( London : Routledge - Kegan Paul , 1963 ) ; H. C. Barnard , The French Tradition in Education ( Cambridge , 1922 ) ; W. D. Halls , Educa- tion , Culture and Politics in Modern ...
Thus the approach seems to narrow unnecessarily the range of morality and of moral education , although the expansion of the Kohlber- gian moral education to include content may to some extent return such issues to the sphere of ethics ...
This book is a new approach to how we in the West understand China and Chinese culture. It challenges the master narrative of Confucianism and shows that ancestor worship has underpinned Chinese culture in many influential and vital ways and provides a nuanced and more efficacious paradigm through which Chinese culture may be viewed. It is an exposition and analysis of Chinese ancestor worship and its correlations, especially filial piety and ritual, and it shows the intrinsic importance of ancestor worship to Chinese culture. By using a practice theoryâ "ritualâ "and communication theory approach this work highlights the relationship between the rituals of ancestor worship and their meaning within Chinese culture. In emphasizing the efficacy of ritual to cultural meaning it also questions and compares the master narrative of Confucianism in its role as the prime cultural symbol and paradigm of Chinese culture. China and Chinese culture is conventionally understood by the West through the paradigm and its articulated discourse of Confucianism. In order to ameliorate and overcome the epistemological problematic of a cross-cultural understanding of China, a new approach to the understanding of China and Chinese culture is proposed. The thesis approach is â ~meta-disciplinaryâ (TM) and multi-viewed, and draws on a range of evidence and theories which focus on the problematic of â ~cross-cultural understanding.â (TM)
A Practice and Ritual Oriented Approach to Understanding Chinese Culture William Lakos. a hegemonic power unchallenged . So - called orientalism is still a contemporary way of thinking and living , and not just an out - dated way of ...
This is an introduction to the major classical Arabic philosophers through substantial selections from the key works in each of the fields - including logic, philosophy of science, natural philosophy, metaphysics, ethics, and politics - to which they made significant contributions.
This is an introduction to the major classical Arabic philosophers through substantial selections from the key works in each of the fields - including logic, philosophy of science, natural philosophy, metaphysics, ethics, and politics - to ...
Philosophy written in Arabic and in the Islamic world represents one of the great traditions of Western philosophy. Inspired by Greek philosophical works and the indigenous ideas of Islamic theology, Arabic philosophers from the ninth century onwards put forward ideas of great philosophical and historical importance. This collection of essays, by some of the leading scholars in Arabic philosophy, provides an introduction to the field by way of chapters devoted to individual thinkers (such as al-Farabi, Avicenna and Averroes) or groups, especially during the 'classical' period from the ninth to the twelfth centuries. It also includes chapters on areas of philosophical inquiry across the tradition, such as ethics and metaphysics. Finally, it includes chapters on later Islamic thought, and on the connections between Arabic philosophy and Greek, Jewish, and Latin philosophy. The volume also includes a useful bibliography and a chronology of the most important Arabic thinkers.
This collection of essays, by some of the leading scholars in Arabic philosophy, provides an introduction to the field by way of chapters devoted to individual thinkers (such as al-Farabi, Avicenna and Averroes) or groups, especially during ...
