Книги: "Pragmatism paradigm"

1

Pragmatist realism: The cognitive paradigm in American realist texts. Madison: University of Wisconsin Press, 2002.

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2

Battersby, James L. Paradigms regained: Pluralism and the practice of criticism. Philadelphia: University of Pennsylvania Press, 1991.

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3

Schalkoff, Robert J. Intelligent systems: Principles, paradigms, and pragmatics. Sudbury, Mass: Jones and Bartlett Publishers, 2011.

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4

Schalkoff, Robert J. Intelligent systems: Principles, paradigms, and pragmatics. Sudbury, Mass: Jones and Bartlett Publishers, 2009.

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5

Intelligent systems: Principles, paradigms, and pragmatics. Sudbury, Mass: Jones and Bartlett Publishers, 2011.

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6

Dobrydneva, E. A. Kommunikativno-pragmaticheskai͡a︡ paradigma russkoĭ frazeologii: Monografii͡a︡. Volgograd: Peremena, 2000.

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7

Bublitz, Siv. Der "linguistic turn" der Philosophie als Paradigma der Sprachwissenschaft: Untersuchungen zur Bedeutungstheorie der linguistischen Pragmatik. Münster: Waxmann, 1994.

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8

"Cosi avvenne la generazione di Gesù Messia": Paradigma comunicativo e questione contestuale nella lettura pragmatica di Mt 1,18-25. Roma: Gregorian & Biblical Press, 2012.

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9

Fotieva, Irina, Tamara Semilet, Elena Lukashevich, and Vladimir Vitvinchuk. Russian journalism today: social mission and professional skills. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1044192.

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This monograph is the search for answers to the questions that confront contemporary Russian journalism social and cultural situation of modernity. The authors analyze the correlation of proper and existing in the implementation of the social mission of journalism, the journalism education system, the use of media technologies, the field of journalistic ethics, language and communicative practices of the public sphere, the social effects produced by the media. As the main characteristics of the modern state of Russian journalism finds confrontation and the confrontation of philosophical positions and methodological studies; in the field of journalism education — the confrontation of the instrumental-pragmatic and humanitarian paradigms; in the creation of modern media — focus on creativity or technology; tolerance or ethics in media communication; definition of leadership in the formation of public opinion and the ignition of problem areas. Attempts a comprehensive comprehension of the actual problems of modern Russian media: axiological foundations and the social role of journalism; the criteria of journalistic skills and professional ethics; perspectives of media education, language problems of modern communication and success factors of verbal interaction in the media. Designed for teachers of University departments and faculties of journalism and other Humanities, students in related disciplines and all interested in data range of issues.

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10

Schalkoff, Robert J. Intelligent Systems : Principles, Paradigms, and Pragmatics: Principles, Paradigms, and Pragmatics. Jones & Bartlett Learning, LLC, 2011.

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11

Mladenović, Bojana. Kuhn's Legacy: Epistemology, Metaphilosophy, and Pragmatism. Columbia University Press, 2018.

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12

Lorino, Philippe. Habits. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198753216.003.0003.

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This chapter presents a brief historical survey of action theorizing in organization research. Although central in the life of organizations, situated action has gradually been set aside by the mainstream of management and organization research as a theoretical object and a managerial issue, and replaced by the paradigm of information processing. The chapter illustrates the paradigm’s limits with two short case studies, setting out the pragmatist theory of action and its fundamental concept of “habit.” For pragmatists, meaningful action is the only way for human beings to be present in the world. They reject the “mind-first” view, where action is preceded and molded by “pure” thought, rooted in the idealist thought/action dualism. They reject the “stimulus–response” model and view habit as strictly dispositional and relational, compatible with situated meaning-making. They establish a constitutive link between belief and habit, thought and action. Their approach poses specific methodological and managerial challenges.

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13

Paradigms of Peace: A Pragmatist Introduction to the Contribution to Peace of Paradigms of Social Science. Imperial College Press, 2016.

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14

Kitcher, Philip. After Kuhn. Edited by Paul Humphreys. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199368815.013.23.

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This article reviews the impact of Thomas Kuhn’s monograph The Structure of Scientific Revolutions on subsequent work in the history, philosophy, and sociology of science. It identifies the early philosophical reaction to Kuhn’s alleged “relativism” as based on a misinterpretation of his views about incommensurability and argues that the answers to relativistic challenges are already latent in Structure itself. Kuhn’s enduring influence consists in the impetus he gave to studies of the role of values within the sciences, in the recognition of the complexities of episodes of scientific change, in his proposals for understanding how scientific revolutions may change the world in which scientists work (this latter theme was at the center of his thought in the decades after Structure), and, most obviously, in his introduction of the term ‘paradigm’. In articulating that theme, Kuhn can be seen as returning to central ideas in classical pragmatism.

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15

Romero-Trillo, Jesús. Yearbook of Corpus Linguistics and Pragmatics 2014: New Empirical and Theoretical Paradigms. Springer, 2014.

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16

Yearbook of Corpus Linguistics and Pragmatics 2014: New Empirical and Theoretical Paradigms. Springer, 2014.

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17

Romero-Trillo, Jesús. Yearbook of Corpus Linguistics and Pragmatics 2014: New Empirical and Theoretical Paradigms. Springer, 2016.

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18

Arnovick, Leslie K. Historical Pragmatics in the Teaching of the History of English. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190611040.003.0009.

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The best pedagogical practices in the teaching of the History of the English Language (HEL) recommend the incorporation of new research paradigms. Historical pragmatics and historical sociolinguistics are both relatively new fields of study, and both clearly locate the English language in its social and cultural context. This chapter will give you examples of historical pragmatic studies (e.g., the evolution of discourse markers and changes in directive speech acts) and historical sociolinguistics (e.g., the use of you/thou in relation to social rank and gender, changes from positive (neutral) politeness to negative politeness) that can fruitfully be incorporated into HEL courses.

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19

D’Alessio, Giambattista. Fiction and Pragmatics in Ancient Greek Lyric. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198805823.003.0002.

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This chapter offers an analysis of the ways in which the language of Sappho’s poems makes use of pragmatic elements that evoke a link to an extratextual world. Through this analysis, the dominant interpretative paradigm is questioned that sees Sappho’s poetry as primarily embedded within a ritual performance context, as well as the alternative reading that explains some of its most salient features as due to strategies enabled by the adoption of writing as a medium of communication. While emphasizing the centrality of performance as a theme and a concern in Sappho’s poems, the chapter shows how the texts often locate themselves outside a proper performative frame, providing a look at ritual from a marginal, personal, and yet powerfully exemplary perspective.

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20

McAnany, Emile G. The Future. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252036774.003.0009.

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This chapter reflects on the future prospects for the field of communication for development (c4d) and social change. It begins with an example that illustrates different thinking about poverty worldwide and the role of information and communication technologies (ICTs) in helping to solve the problem: Kiva organization's use of the internet to get people involved in contributing to change in developing countries. It then discusses passing paradigms, shifting discourses, and pragmatic practices in the field of c4d, suggesting that c4d paradigms do not necessarily disappear but are absorbed in practice by institutions and reappear in different policies or practices at different times. It also describes current contexts and challenges facing c4d, along with new ways to approach them. The chapter concludes with five suggestions of how universities and research centers might contribute to reinvigorating the c4d field in the next decade, one of which is how to adapt the paradigm of social entrepreneurship to c4d.

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21

Zachar, Peter. Epistemic iteration or paradigm shift: The case of personality disorder. Edited by Kenneth S. Kendler and Josef Parnas. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198796022.003.0035.

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This chapter explores the concept of scientific progress by contrasting a gradual epistemic iteration approach to the classification of personality disorder with a revolutionary paradigm-shifting approach. Commitment to one or the other approach partly fueled disagreements about whether to adopt a dimensional model for personality disorder in DSM-5. One of the Scientific Review Committee’s concerns was that over-reliance on the preferences of small groups of experts will not support cumulative progress, rather; the trajectory will either resemble a random walk or it will “wobble” based on shifting conceptual preferences.Work group members who wanted to transition to a more dimensional model believed that the DSM-IV model was a classificatory dead end, and a gradual iteration strategy could not support progress. For both groups progress was construed as an increasingly accurate approximation of psychiatric reality. The chapter offers an alternative account of scientific progress based on coherentist and pragmatist perspectives.

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22

DIAMANTOPOULOU, ELISABETH-ALEXANDRA, and Louis-Léon Christians. Orthodox Christianity and Human Rights in Europe: A Dialogue Between Theological Paradigms and Socio-Legal Pragmatics. Lang AG International Academic Publishers, Peter, 2018.

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23

Johnstone, Barbara. Repetition in Arabic Discourse: Paradigms, Syntagms, and the Ecology of Language (Pragmatics and Beyond New Series). John Benjamins Pub Co, 1992.

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24

DIAMANTOPOULOU, ELISABETH-ALEXANDRA, and Louis-Léon Christians. Orthodox Christianity and Human Rights in Europe: A Dialogue Between Theological Paradigms and Socio-Legal Pragmatics. Lang AG International Academic Publishers, Peter, 2018.

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25

DIAMANTOPOULOU, ELISABETH-ALEXANDRA, and Louis-Léon Christians. Orthodox Christianity and Human Rights in Europe: A Dialogue Between Theological Paradigms and Socio-Legal Pragmatics. Lang AG International Academic Publishers, Peter, 2018.

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26

Orthodox Christianity and Human Rights in Europe: A Dialogue Between Theological Paradigms and Socio-Legal Pragmatics. Lang AG International Academic Publishers, Peter, 2018.

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27

Paradigmas y Polifuncionalidad: Estudio Diacrónico de «preciso»/«precisamente», «justo»/«justamente», «exacto»/«exactamente» Y «cabal»/«cabalmente». de Gruyter GmbH, Walter, 2020.

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28

Gerhalter, Katharina. Paradigmas y Polifuncionalidad: Estudio Diacrónico de «preciso»/«precisamente», «justo»/«justamente», «exacto»/«exactamente» Y «cabal»/«cabalmente». de Gruyter GmbH, Walter, 2020.

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29

Gerhalter, Katharina. Paradigmas y Polifuncionalidad: Estudio Diacrónico de «preciso»/«precisamente», «justo»/«justamente», «exacto»/«exactamente» Y «cabal»/«cabalmente». de Gruyter GmbH, Walter, 2020.

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30

Smith, James K. A. Pentecostalism. Edited by William J. Abraham and Frederick D. Aquino. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199662241.013.20.

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This chapter elucidates the epistemological assumptions tacit in the uniqueness of Pentecostal and charismatic experience. It argues that Pentecostal spirituality functions as a limit case for most paradigms in epistemology, requiring a revised account of ‘understanding’ that recognizes the unique and irreducible mode of ‘narrative knowledge’. It is suggested that this mode of religious experience is an occasion to recall biblical intuitions about knowledge often ignored by paradigms in contemporary religious epistemology. It is suggested that the method here, which begins from lived experience, making explicit what is tacit and implicit in practice, is akin to the phenomenological tradition of Heidegger and the the pragmatism of Wittgenstein and Robert Brandom.

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31

Zimmerman, Aaron Z. Alternative Measures and Taxonomies. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198809517.003.0002.

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Those advancing formal models of rational choice, action, and judgment tend to follow F. Ramsey (1931) in defining degrees of belief in terms of a person’s willingness to risk money, happiness, and other “good stuff” on the truth of a sentence or proposition. The dominant paradigm in cognitive psychology—introduced by D. Kahneman (2011) and colleagues—distinguishes “two systems” of cognition, and some theorists—e.g. K. Frankish (2004)—have tried to define “belief” in terms of these two systems. L.J. Cohen (1992) defines “belief” phenomenologically, in terms of feelings of conviction. The pragmatic conception of belief differs from all of these approaches, and is superior to the “two systems” analysis.

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32

Chen, Hsiang-Yun. De se marking, logophoricity, and ziji. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198786658.003.0006.

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This chapter addresses the assumed connection between de se attitude ascription and logophoricity in the case of Chinese ziji. It is widely believed that logophors are among the paradigm cases of de se marking, and that long-distance ziji is logophoric. Drawing on a critical examination of a variety of analyses, this chapter argues that long-distance anaphora, de se interpretation, and logophoric marking are overlapping but distinct phenomena. Even if ziji is logophoric, it does not automatically trigger de se requirement. A de se-neutral analysis of ziji is consistent with pragmatic derivations of interpretations that emphasize the self. The findings point to a new approach to long-distance binding, and identify the blocking effect as the key issue for further research.

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33

Budelmann, Felix, and Tom Phillips. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198805823.003.0001.

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After a brief discussion of the anthropological model that has transformed lyric scholarship in recent decades (highlighting both achievements and areas that have received little attention), two meanings of ‘Textual Events’ are set out. The first relates to pragmatics: lyric texts create their own settings, which variously interact with the actual circumstances of the performance. The second gestures to the concept of ‘event’ in contemporary philosophy: lyric creates unique interpretative, sensory, and emotive encounters with each listener and reader. A case is made for applying the term ‘literary’ to Greek lyric, despite (and because of) its anachronism. The remainder of the Introduction develops the notion of context (to encompass intellectual context), discussing continuities and discontinuities with context in book lyric; sets out ‘lyric moves’ (micro-traditions within the genre); and discusses aspects of performance not fully captured by the anthropological paradigm.

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34

Machan, Tim William. English Begins at Jamestown. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780198846369.001.0001.

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Abstract The history of English is not a ready-made thing—it takes shape only through the critical selection of language forms, usages, and pragmatics and through the deployment of these in narratives. English Begins at Jamestown is the first book to critique the historiography that makes this selection and deployment possible. It seeks to isolate competing narrative principles and to understand how they are constructed, what kinds of facts and analyses their constructions allow or prevent, and what can be known outside of them. The book’s focus is thus the general principles that enable the imagining and writing of a history of English, from its Indo-European origins to its present-day status as a global language whose largest group of speakers have learned it as a second language. To this end, the historically and critically wide-ranging argument draws on original research, and uniquely applies narrative as well as linguistic theories to a wide range of interconnecting historiographic paradigms: social purpose, aesthetics, periodization, and grammatical structure. Extending an emphasis on alternative narrative options and their consequences, the conclusion examines yet one more (largely untested) organizational principle, and this is by means of speakers, who have significantly redefined the grammar and pragmatics of English since the colonial period, symbolically begun with the Jamestown settlement. English Begins at Jamestown shows that there are better, worse, and wrong ways to relate the language’s history, even if there cannot be one necessarily right way.

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35

Athanassaki, Lucia, and Frances Titchener, eds. Plutarch's Cities. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192859914.001.0001.

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This volume is the first comprehensive attempt to assess the significance of the polis in Plutarch’s works from several perspectives, namely the polis as a physical entity, a lived experience and a source of inspiration, the polis as a historical and sociopolitical unit, the polis as a theoretical construct and paradigm to think with. The book’s multifocal and multi-perspectival examination of Plutarch’s cities—past and present, real and ideal—yields some remarkable corrections of his conventional image. Plutarch was neither an antiquarian nor a philosopher of the desk. He was not oblivious to his surroundings but had a keen interest in painting, sculpture, monuments, and inscriptions, about which he acquired impressive knowledge in order to help him understand and reconstruct the past. Cult and ritual proved equally fertile for Plutarch’s visual imagination. Whereas historiography was the backbone of his reconstruction of the past and evaluation of the present, material culture, cult, and ritual were also sources of inspiration to enliven past and present alike. Plato’s descriptions of Athenian houses and the Attic landscape were also a source of inspiration, but Plutarch clearly did his own research, based on autopsy and on oral and written sources. Plutarch, Plato’s disciple and Apollo’s priest, was on balance a pragmatist. He did not resist the temptation to contemplate the ideal city, but he wrote much more about real cities, as he experienced or imagined them.

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