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Language and Philosophy of Education

100%

Paramonov G. V.

Dialogue and Universalism

2014

nr 3

126-130

The modern Russian linguistics still accepts V. V. Ivanov’s idea that there cannot be a unified (“uniform”) language for everybody. This view has a direct bearing on prob-lems of education, especially mass education. Peculiarities of language for our contem-poraries arise; the main features of their “language behavior” are determined not only by the education system. It is not necessarily school. The centuries-old language experi-ence of family life, cultural traditions outside families, and, in addition, the quality of “near” and “distant” socio-cultural interaction influence people. Therefore, trying to adjust the language consciousness of pupils to the adopted system of education, the “nominative” Etalon, teacher often gains the opposite effect—strengthening of the forms of language (active, ergative or multi-structured), which he is striving to prohibit. But a multi-systemic multicultural society does not require each person to be the bearer of all possible forms. This requires a philosophy of education based on the modern philosophy of language that supports unprofane training and education and provides safety for the person.

Diátesis y tipología lingüística: el caso de los diatetizadores románicos

59%

Bauçà i Sastre A.

Linguistica Pragensia

2010

tom 20

nr 1

1-21

The diathesizer (DIAT) is a morpheme whose main function is the insertion of the verbal category of the diathesis. It represents a valid, and up to now almost unexplored, criterion for the typological classification of languages. The present article is a particular instance of application to the Romance case: On the basis of the language "convergence" among the different varieties, it proposes an alternative typology; apart from improving our knowledge about the concept of diathesis, it sets the path for more general conclusions regarding the nature of languages, their evolution and change.