Narrative Perception Language And Faith

There have been many voices in disciplines as various as philosophy, history, psychology, hermeneutics, literary theory, and theology that have claimed that narrative is fundamental to all that is human. Here is a book that, in an engaging and amusing way, presents a coherent thesis to that effect, connecting the Joke and the Story (with all that comedy and tragedy imply) not only with our sensing and perceiving of the world, but with our faith in each other, and what the character of that faith should be.

In the Bible, storytelling is an important means to pass on the revelation of God. God repeatedly commanded the people of Israel to tell his mighty acts to the next generation. Invariably churches follow this mandate and use biblical narratives as a means to transmit God’s self-revelation to enable transformation. The author, Dr Annie George, listens to the voices of children in order to understand their perceptions of how storytelling of biblical narratives help them in their spiritual formation. Dr George’s research highlights the importance of evaluating the impact of biblical narratives from a child’s perspective as well as emphasising the need to give the same priority to the spiritual transformation of children as with other areas of study and ministry.

Are you prepared, either as an atheist or a religious believer, to have your ideas of God, the self, other people, the body, the soul, spirituality, and faith challenged in an unexpected and original way? Here is a book that moves out from under and away from the received notions of those ponderous topics, whether or not you believe in the divine. The author is a confessed atheist but one who rejects the approach of Richard Dawkins, Christopher Hitchens, Michel Onfray and the rest when they depart from their justifiable criticisms of the historical record of the established creeds and endeavour to rubbish what faith could actually be. The book takes its origin from an exploration of the idea of an avatar; the writing of it was stimulated by seeing the Cameron film, though it subjects that film itself to an assessment of its hidden assumptions. The book finally arrives at specific recommendations for our time, ones to which the argument of the book has been directed throughout.

Language and Imaginability pursues the hypothesis that natural language is fundamentally heterosemiotic, combining as it does the symbolicity of word sounds with the iconicity of motivated signifieds conceived as socially organized mental events. Viewed phenomenologically, language is regarded as an ontically heteronomous construct performed by speakers within the boundaries of sufficient semiosis under the control of the speech community. From both angles, a commitment to some form of intersubjective mentalism appears unavoidable. This, the author argues, forces us to conclude that imaginability plays a central role in the constitution of linguistic meanings as indirectly public phenomena. The book argues this case by comparing two main avenues along which the theorization of language has been pursued in the Western tradition since Aristotle, via resemblance relations and propositional accounts. Locke, Kant, Peirce, Husserl and cognitive linguistics are invoked on the side of resemblance and iconicity; Frege, Wittgenstein, Davidson and other analytical philosophers up to intensional semantics are interpreted in terms of their relation to imaginability. The book also addresses the ambivalence vis-à-vis iconicity which we find in much of linguistics, in brain research and evolutionary accounts, as well as in pragmatics. The study ends on a series of redefinitions of concepts at the heart of the theorization of language.

This edited volume showcases state-of-the-art research in technological applications in second language writing. It examines multimodal composing, digital feedback, data-driven learning, machine translation, and technological applications in writing pedagogy. Technology in Second Language Writing reflects the rapidly changing field of technology in second language learning and highlights technological advances across different areas relevant to L2 writing. Composed of empirical studies, reviews, and descriptive essays, this book covers a variety of topics across the areas of composing, pedagogy, and writing research. It includes discussion of computer-mediated communication, language learners’ perceptions about using technology in their writing, the use of social media in writing, corpus learning, translation software, and the use of electronic feedback in language classrooms. Offering a multifaceted approach to technology in a wide variety of second language writing contexts, this cutting-edge book serves as essential reading for scholars and postgraduate students in the field of language teaching, applied linguistics, and TESOL.