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Conceptualizing evolution education : a corpus-based analysis of US press discourse /
This volume explores the benefits of grounding corpus-assisted discourse analysis within the theoretical framework of cognitive linguistics. This is accomplished here against the highly emotive controversy over the teaching of evolution in the US classroom. The book explores grammatical construal, c...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Newcastle upon Tyne :
Cambridge Scholars Publishing,
2017.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Table of Contents; List of Figures; List of Tables; Preface; Acknowledgements; List of Abbreviations; Introduction; The Controversy over Teaching Evolution in the US; Conceptualization; A Cognitive Pragmatics Approach; Utilizing Corpus-Assisted Discourse Studies (CADS); Defining US Press Discourse; Organization of the Book; Chapter One; 1.1 Contextualizing the Debate; 1.1.1 Promoting Evolution (1869-1919); 1.1.2 Outlawing Evolution (1920s); 1.1.3 Enforcing the Law (1930-1959); 1.1.4 Legalizing Evolution (1960s); 1.1.5 Legislating Equal Time (1970s); 1.1.6 Outlawing Creation (1980s)
- 1.1.7 Mandating Evolution (1990s)1.1.8 Teaching the Controversy (2000-present); 1.2 Current Perspectives on Origins; 1.3 Analyzing the Language of the Debate; 1.4 A Summary of the Debate; Chapter Two; 2.1 Corpus-Assisted Discourse Studies (CADS); 2.1.1 Benefits and Drawbacks of Corpus-Assisted Analysis; 2.1.2 From Frequency Lists to Keywords; 2.1.3 Collocation; 2.2 Composition of the Corpora; 2.2.1 EE312 Corpus; 2.2.2 TIME25 Corpus; 2.2.3 Preparing the Corpora for Analysis; 2.2.4 Software and Settings; 2.3 Summary; Chapter Three; 3.1 Cognitive Linguistics as a Research Paradigm
- 3.2 Encyclopedic Meaning3.3 Construal; 3.3.1 Construal, Vision, and Discourse Strands; 3.3.2 Construal as an Extension of Vision; 3.3.3 Construal as an Extension of Physical Interaction; 3.3.4 Other Classification Systems for Construal; 3.3.5 Summary; 3.4 Frame Semantics; 3.5 Figurative Language Identification; 3.5.1 Conceptual Metaphor; 3.5.2 Conceptual Metonymy; 3.5.3 Criticism of the Conceptual Metaphor Theory; 3.6 Conceptual Blending and Mental Spaces; 3.7 Counterfactuals, Negation, Polarity Scales; 3.8 Elements of Pragmatics; 3.8.1 Speech Acts
- 3.8.2 Entailment, Presupposition, and Implicature3.8.3 Synergy between Cognitive Linguistics and Pragmatics; 3.9 Application of Theories in the Analysis; Chapter Four; 4.1 "Evolution Isn't a Natural Selection Here"; 4.1.1 Building the Vantage Point; 4.1.2 Adjusting the Scope; 4.1.3 The Force of the Metonymic Cross on Martin; 4.1.4 The Force of the Metonymic Cross on the Standards; 4.1.5 The Force of the Metonymic Cross on Politics; 4.1.6 The Force of the Majority; 4.1.7 The Force of the Metonymic Cross on Science Education; 4.1.8 The Force of the Metonymic Cross on the Board
- 4.1.9 The Force of Categorization4.1.10 Discussion; 4.2 "Physicist takes shots at intelligent design" / "Speaker; 4.2.1 "Physicist takes shots at intelligent design"; 4.2.2 "Speaker: Science above the fray"; 4.2.3 Discussion; 4.3 "Who's Afraid of Intelligent Design?"; 4.3.1 Building the Vantage Point; 4.3.2 Adjusting the Scope; 4.3.3 Learning: Action or Motion?; 4.3.4 A Blended Solution; 4.3.5 Scientists: The Force of Expertise; 4.3.6 Class: CONTAINER or EVENT?; 4.3.7 Science: EXPERIMENT or DOGMA?; 4.3.8 Discussion; 4.4 "Criticism of Evolution Can't Be Silenced."