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This landmark text is the first introduction to concepts and issues in critical discourse analysis for educational researchers. The central premise is that critical discourse analysis must be conducted “systematically,” which means conducting inquiry into the ways in which language form and function correlate with social practices. Bringing together the work of New Literacy Studies, situated literacy, critical discourse theory and analysis with theories of learning, the text is distinctive in providing not just useful analytic accounts of discourse in classroom and other settings, but going on to identify ways in which these forms of language are connected to theories of learning. Contributions from two pioneers in the field–James Gee and Norman Fairclough–are combined with empirically grounded chapters that illustrate variations of their approaches to critical discourse analysis. Each chapter presents examples of systematical critical discourse analysis and its relevance in education settings, and provides detailed information on analytic procedures. An Introduction to Critical Discourse Analysis in Education: *introduces key concepts in critical discourse analysis and answers some of the frequently asked questions; *situates critical discourse analysis within educational research; and *provides detailed analytic procedures, to demystify the process, allow researchers to have a conversation about issues of trustworthiness of interpretations and value to educational contexts, and enable replication of studies. The new synthesis of theoretical and empirical studies in critical discourse analysis and education the book presents will interest newcomers to critical discourse analysis, as well as researchers and educators interested in discourse, identity, and learning. The descriptive, critical ethnographic and interpretive approaches to critical discourse analysis developed in each chapter make the book accessible yet theoretically rich. Pedagogical features make critical discourse analysis accessible to students. The text is cross-disciplinary, intended for courses in qualitative methodology, discourse analysis, critical discourse studies, and literacy education. It will appeal not only to education researchers but to a wide readership within literacy studies, linguistics, sociology, and other social sciences concerned with contemporary approaches to describing and explaining the role of language in learning and education.
In this forward-looking volume the invited authors argue that the world must critically assess the potential pitfalls of new technologies in advance. Many of the developments in modern technology are complex, risky, and, to begin with, cloaked in uncertainty. How should we deal with such developments – that may not only have positive effects (such as an increase of our well-being or an improved ability to control and cure diseases) but also negative effects for human beings and the environment (such as global warming or the medicalisation of human beings)? The fact that technological ‘progress’ often occurs under conditions of uncertainty makes the issue even more pressing. Frequently, we are completely devoid of information concerning the applications of new technologies and what their impact will be on human beings and the environment. History has shown that taking a retrospective perspective by passively awaiting the practical consequences of new technologies is both dangerous and inappropriate, as often damage will already have occurred. The genie is well and truly out of the bottle and those who once had control over the new processes no longer have that power, as the science will have a momentum of its own, unheeding of belated attempts to stop it or slow it down. What is more, technology is often ‘logically malleable’, with far wider applications than even we can anticipate. Thus, say editors Sollie and Duwell, an anticipatory attitude is required towards dealing with new technology. This book addresses methodological issues with regard to the ethical evaluation of new and emerging technology. It focuses specifically on the concept of uncertainty that, unlike the notion of risk, is greatly undervalued in the field of ethics. It is a must-read for anyone involved in (ethical) technology assessment: philosophers, those involved in science and technology studies, and policy-makers alike.
Abortion in Judaism presents a complete Jewish legal history of abortion from the earliest relevant biblical references through the end of the twentieth century. For the first time, almost every Jewish text relevant to the abortion issue is explored in detail. These texts are investigated in historical sequence, thereby elucidating the development inherent within the Jewish approach to abortion. Following the examination of the foundational sources, a range of contemporary responses from across the Jewish spectrum is also introduced in order to probe their place in this history, as well as to discern the directions in which they would have the law proceed. The impact of Jewish abortion law upon Israeli legislative enactments is evaluated, along with the social outcomes of such legislation. Finally, the work considers the insights that this thematic history provides into Jewish ethical principles, as well as into the role of halakhah within Judaism.
A revised, expanded and updated edition with contributions by 325 renowned authorities in the field of ethics. All of the original articles have been newly peer-reviewed and revised, bibliographies have been updated throughout, and the overall design of the work has been enhanced for easier access to cross-references and other reference features.
ما از اخلاق چه انتظاری داریم؟ این سوال شاید تاحدودی برای عموم مردم و یا متخصصان این رشته قابل پاسخ باشد؛ اینکه خوب بودن را به ما بیاموزد و در تنظیم روابط فردی م...
جشن کتاب تهران به ایستگاه سی و یکم رسیده است. حال و احوال نشر کتاب خوب نیست و باید فرهنگدوستان را به خرید و هدیه دادن کتاب ترغیب نمود. خانه اخلاقپژوهان جوان ب...
بنیاد کتابهای اخلاق اسلامی عمدتا پالایش جان از آلودگیها و آراستن آن به زیباییها است. اندیشه محوری این قبیل کتابها آن است که انسان فعلی آنی نیست که باید باشد...
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