1. Saussure sought to establish linguistics as an exact science by isolating language as its object of study and distinguishing it from speech.
2. He theorized that language exists socially and should be studied as a system of signs independent of individuals, with each sign consisting of a signifier and signified.
3. Saussure laid the groundwork for semiology, the science of signs in society, by demonstrating language can be modeled as a symbolic system comparable to writing.
This presentation aims to help students in applying deconstructionism in reading a literary text. It provides some easy insights to help students in deconstructing a literary text, advertisement, film, image etc.
Comparison between the Prague Circle and Copenhagen Circle of LinguisticsHani Khan
Prague School of Linguistics was established in Prague in the 1920s by Vilém Mathesius. In 1928 the Circle publicized its theses presented to the First International Congress of Linguists in The Hague, which was drafted by Roman Jacobson, in co-operation with Nikolai Trubetzkoy, Sergey Karchevskiy, and others. The Circle covered various areas of the sciences of language; Trubetzkoy dealt with phonetics and phonology, Vilém Mathesius dealt with syntax, Roman Jacobson was interested in poetics and Jan Mukarovky tackled poetic language.
The Copenhagen School, officially the "Linguistic Circle of Copenhagen”, was a group of scholars dedicated to the study of structural linguistics founded by Louis Hjelmslev and Viggo Brøndal. The Copenhagen Circle evolved with the developing theory of language, glossematics based on the model of Prague Circle.
This presentation aims to help students in applying deconstructionism in reading a literary text. It provides some easy insights to help students in deconstructing a literary text, advertisement, film, image etc.
Comparison between the Prague Circle and Copenhagen Circle of LinguisticsHani Khan
Prague School of Linguistics was established in Prague in the 1920s by Vilém Mathesius. In 1928 the Circle publicized its theses presented to the First International Congress of Linguists in The Hague, which was drafted by Roman Jacobson, in co-operation with Nikolai Trubetzkoy, Sergey Karchevskiy, and others. The Circle covered various areas of the sciences of language; Trubetzkoy dealt with phonetics and phonology, Vilém Mathesius dealt with syntax, Roman Jacobson was interested in poetics and Jan Mukarovky tackled poetic language.
The Copenhagen School, officially the "Linguistic Circle of Copenhagen”, was a group of scholars dedicated to the study of structural linguistics founded by Louis Hjelmslev and Viggo Brøndal. The Copenhagen Circle evolved with the developing theory of language, glossematics based on the model of Prague Circle.
SOCIOLOGY…………
- Latin “Socius” - “social or being with others”
- and the Greek “logos” - “study”
Therefore, the term “Sociology” basically means the “study of social beings”.
It studies:
human behavior in groups
social structure and social phenomena
different forms of human interrelations
The Sociological Foundation
- Issues from society including groups and institutions in the culture and their contribution to education
- refers to issues from society that have an influence on curriculum.
There are many aspects of the society that need consideration in curriculum making. These include:
Changes occurring in societal structures;
Transmission of culture;
social problems as issues for Curriculum and
Economics issues.
AIMS OF EDUCATION
Schools exist within, not apart from,
social context
Schools emerges within society
Development of social feelings and qualities
Development of a socially efficient individual
Improvement of vocational efficiency
Use of leisure time and development of healthy recreational pursuits
Transmission of social heritage
Diffusion of more and more knowledge
Development of constructive and creative outlook of the individual
Education for social service, social efficiency, emotional integration, national unity and patriotism
CURRICULUM
Based on conditions, problems and needs of society
An agent for transmission of basic values of culture
Prepare the child for global/world society
Flexible and changeable for the effective realization of socially determined objectives
Lead to the development of genuine ‘we feeling’ i.e. of a group having a spirit of social interaction
METHODS OF TEACHING
Enable child to acquire skills and knowledge needed
Develop a capacity for social adjustment
Develop problem solving and constructive thinking
Socialized techniques; project and group methods
ROLE OF THE TEACHER
Destiny of the nation is shaped in classrooms by the teachers
Be exposed to the concept of freedom, dignity of the individual, rights and duties so as to transmit the same to the younger generation
Expected to possess right attitude of social behavior
Remain above casteism, regionalism
THE SCHOOL
Reflect and epitomize the larger society outside its walls
Balance, purify and simplify the activities of the society in its environment
CONCLUSION
Education takes place in society
Education is essentially a social process
Social environment educates the child
education has a social role to play
Education is a lifelong process
Education is not only schooling
Education must be social in nature and develop democratic skills and values in students
Structuralism is the name that is given to a wide range of discourses that study underlying structures of signification. Signification occurs wherever there is a meaningful event or in the practice of some meaningful action. Structuralism first comes to prominence as a specific discourse with the work of a Swiss linguist, Ferdinand de Saussure, who developed a branch of linguistics called "Structural Linguistics." Saussure died before he was able to publish his material but his material came to us by his students. The theory was still at a developmental stage then--and has remained in a developmental stage ever after.
11. Basic Difficulties of Language Study*range of linguistic phenomena is enormous**object of Language Study is not given in advance***”linguistic phenomenon always has two related sides:” [p. 8]1. acoustic—vocal2. acoustic-vocal unit + idea [‘complex physiological-psychological unit’]3. individual & social side of speech4. implies an ‘established system’ & an ‘evolution’ [Kristeva: synchrony/diachrony]
12. Langue/LangageLanguage “not to be confused with human speech, of which it is only a definite part, though certainly an essential one” *both “a product of the faculty of speech” & “a collection of necessary conventions….adopted by a social body to permit individuals to exercise that faculty.”Speech [by contrast] is “many-sided, and heterogeneous….we cannot discover its unity.” [p. 9]
13.
14. ‘A principle of classification’ [given ‘first place among the facts of speech,’ it can ‘introduce a natural order into a mass that lends itself to no other classificaion’]
15. But if ‘speech is based on a natural faculty & language something acquired or conventional,’ shouldn’t speech take precedence? [pp. 9-10]
16.
17. “language is a convention and the nature of the sign that is agreed upon does not matter” [p. 10]
18.
19. Further Divisions of the Circuit*outer-inner*psychological & non-psychological*active-receptive
20. Associative & Coordinating Faculty*”this faculty plays the dominant role in the organization of language as a system” [p. 12]*”to understand this….leave the individual act….approach the social fact”AVERAGE: COMMON BOND
21. The Social Crystallization of Language*nonpsychological part OUTpyschological part OUT:execution is individual (executive side to be called speaking [parole])SO:toward “the social bond that constitutes language”
22. “Language is not complete in any speaker; it exists perfectly only within a collectivity.”[p. 14]*to separate language FROM speaking: social from individual; essential from what is accessory or accidental!
23. ‘Language is not a function of the speaker.’ [On the contrary, the speaker is a function in/of Language’] p. 14*implications or consequences of an axiom like this?
26. L is homogeneous: “It is a system of signs in which the only ESSENTIAL thing is the union of meanings and sound-images and in which both parts of the sign are psychological” [p. 15]
27.
28. FORESEEING SEMIOLOGY“A science that studies the life of signs within society is conceivable….I shall call it semiology (from the Greek s*em*ion ‘sign’). Semiology would show what would constitute signs [no longer exclusively ‘linguistic’], what laws govern them….” p. 16; also pp. 16-17 remarks
30. Language not a naming process or system“The linguistic unit is a double entity: one formed by the associating of two terms” [pp. 65-66]
31. TERMINOLOGY (p. 67) ‘Our definition of the linguistic sign poses an important question of terminology’ [problem of ambiguity; demand for precision’ “The thing that constitutes language….is unrelated to the phonic character of the linguistic sign.”