Documents found
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There are many ongoing debates over whether meaning is normative or about how the idea of semantic normativity is to be fleshed out. We suggest to start from the assumption that language is a system of rules, and learning a language is learning to obey the rules for the use of its expressions. We first distinguish between different notions of meaning and of normativity. Then we critically examine and reject two objections to the idea of semantic normativity : one reducing semantic normativity to instrumental “ought”, the other to epistemic normativity. We then propose an alternative conception of semantic normativity based on the speech-acts theorists' concept of locutionary act.
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The author traces a path moving alternately between two bodies of work and two forms of thought devoted to the concept of sign : Peirce and Saussure. Searching for overlaps and disparities, the perspective adopted avoids oppositions borne from confrontation as much as it does simplistic similarities.The aim of the article is thus to take stock of the conditions that have made possible the emergence of a science of signs, whether semiological or semeiotic. To this end, a limited number of theoretical themes are examined : The question of conventionality; the sign's relation to its wordly object or “designated thing”; the conceptual space and the development of theoretical diagrams or tables; the central question of temporality. The essay concludes with Roland Barthes's appropriation of Saussure's project for semiology as a general science of signs.Throughout the essay the author underlines the need to maintain a certain degree of generality, seeking less to grasp abstract concepts than the imaginary of theory, a certain sensibility to things, signs and words.
Keywords: Saussure, Peirce, sémiologie, semiotique, Saussure, Peirce, Semiology, Semiotics
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204.More information
AbstractThis article presents the results of twenty semi-structured interviews of Muslim junior college students in Quebec regarding the perceptions they have of how Islam and the Muslim world are presented in the secondary school curriculum. The analysis allows us to better understand how teachers' transmission of their images and knowledge of Islam sometimes creates conflicts between Muslim youth and educational institutions, as well as with the social majority. We also look at how Muslim youth accommodate the conflicts engendered by stereotypical treatments of Islam in Québec schools while constructing their identity and their allegiance to Québec and to Canada.
Keywords: stéréotype, école, identité, musulmans, religion, stereotype, school, identity, Muslims, religion
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205.More information
AbstractThis article explores a particular aspect of Saint-Amant's poetics, namely the verses in his poetry that contain both obscure and clear signs. In refusing to decipher some of those signs, Saint-Amant joins the tradition of hermetic writing. Free to write what he wants, the poet capriciously mystifies his reader. At times, melancholy engulfs the poetry, for example when he writes on gambling, his word-signs conveying the sense of loss. This article examines such word-signs whose meanings are hidden. They remain hermetically sealed continuing the game of search for lost meanings. Saint-Amant's playful and strange hermeticism is inspired by Rabelais' works, which only the poet's adept readers can have the privilege of unraveling, but now it is an earthy form of Rabelasian hermetics, charging the verse-signs with new earthy meanings. This article shows that such playful and strange hermeticism had existed in earlier medieval authors such as Rutebeuf, and that this same hermeticism of Saint-Amant inspired one of Baudelaire's “Spleens.”
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ABSTRACTBeing inspired by the perceptual cycle elaborated by Ulric Neisser in Cognition and Reality (1976), the author transforms here the model habitually used by the cognitive approach to explain the perceptive and cognitive activity of the spectator, namely the use of bottom-up and top-down processes. By the same opportunity, the author questions the manner by which the aforementioned activity has been theorized and comes to propose an expression that he considers even more appropriated than the "going beyond the information given" (Bruner), or the "picking up more pertinent information" (Neisser) to define perception and comprehension.
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AbstractThis paper discusses the problem of corpus analysis in the constitution of the nomenclature of terminological dictionaries by the linguist-terminologist, working in a time-dependent universe. It posits that the numerous problems associated with this task can be readily summed up as motivational and, therefore, to the urge to beat motivational time. It finally proposes a possible solution through the terminology pact, a "high-level grammar of specialized discourse" capable, on the one hand, of predicting the lexical forms of a text that are probable terms and text configurations that are likely to contain them and, on the other, of providing tests for terminological judgments.
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AbstractThis research examines the efficiency of using an expert system for learning heuristic concepts in the human sciences at the primary level. The experimental design included three groups: the first was involved in traditional teaching; the second used the expert system developed; the third was a control group. The results show that, for the two concepts examined, the students who used the expert system obtained significantly higher results on a criteria designed test than those in the traditional teaching or in the control groups.
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210.More information
According to some interpreters of the Philosophical Investigations , Wittgenstein thinks that language-use is a social institution and that rule following is a shared practice. Others hold the opposite view and rightly so. They argue that Wittgenstein thinks there could be a language which is spoken by only one individual (provided it is not private) and unshared rules. In this paper I defend the following interpretation: The important question raised in the Investigations is not whether or not an idiolect is possible (or whether or not there could be unshared rules), it is rather what follows with respect to our concepts of meaning , understanding and rule-following from the fact that verbal communication is indeeed (normaly) a shared practice.