Der Bildungswert der Kunst: Cassirer und Tolstoj

2009 ◽  
Vol 2009 (2) ◽  
pp. 197-208
Author(s):  
Jörn Bohr
Keyword(s):  
Theoretical Background ◽  
Symbolic Form ◽  
Ernst Cassirer ◽  
Educational Value ◽  
Unpublished Works

In editing the hitherto unpublished works of Ernst Cassirer often new questions emerge. One of these questions is the following: Why does Cassirer mention Tolstoy in arguing about art as a symbolic form? By discussing the theoretical background of this question and the educational value of art a deeper insight on the relation of art and freedom will be the consequence.

How Cassirer explains myth and other symbolic forms through semiotic functions

Semiotica ◽  
2020 ◽  
Vol 2020 (233) ◽  
pp. 125-144
Author(s):  
Masoud Algooneh Juenghani
Keyword(s):  
Cultural Evolution ◽  
Specific Form ◽  
Human Beings ◽  
Symbolic Form ◽  
Ernst Cassirer ◽  
Symbolic Forms ◽  
Philosophy Of Culture ◽  
Independent Functions ◽  
Theoretical Assumptions ◽  
The World

AbstractErnst Cassirer (1874–1945), Neo-Kantian philosopher of Marburg school, studies myth as a component of symbolic forms. He considers myth as the cornerstone of philosophy of culture as well as the source of such other forms as language, religion, art and science. Cassirer, applying an epistemological approach towards myths and other realms of human culture, argues that human beings experience the world through a mediated process. Of course, this mediated encounter with the world has different aspects in the evolving course of culture. These aspects are completely dependent upon the symbolic form through which man experiences his world. However, it seems what Cassirer puts forth as an explanation of the cultural evolution of mankind is basically influenced by his semiotic viewpoints. Therefore, the present article tries to find the theoretical resources of Cassirer’s thought and analyze his reasoning in this regard. Emphasizing Cassirer’s theoretical assumptions as well as his methodology, we have tried to better understand his claims about myth and other symbolic forms. It has been revealed that Cassirer’s theory is mainly shaped by his particular models of semiotic functions. Analyzing the semiotic functions of each specific form indicates that Cassirer has differentiated three independent functions. Each of these functions works on an expressive, Ausdrucken. representative, Darstellungen. or signifying Bedeutungen. basis and is respectively correspondent with myth, language, and science.

scholarly journals The Mythical Foundation of Money and its Early Moments of Abstraction. Connections Between Georg Simmel and Ernst Cassirer

2018 ◽  
Vol 21 (2) ◽  
pp. 73-98
Author(s):  
Timo Klattenhoff
Keyword(s):  
Abstract Thinking ◽  
Georg Simmel ◽  
Symbolic Form ◽  
Ernst Cassirer ◽  
Symbolic Forms ◽  
Early Stages ◽  
The Mind ◽  
Philosophy Of Symbolic Forms

Are there similarities between Georg Simmel's concept of money in its early stages and Ernst Cassirer's works on myth as a symbolic form? To answer this question, this paper discusses parts of Simmel's “Philosophy of Money” and Cassirer's “Philosophy of Symbolic Forms”: By showing how primeval use of objects which carry monetary characteristics can be parallelized with ways of mythic world interpretation, similarities between Simmel's and Cassirer's arguments can be highlighted. It is not only the mind, which gains the ability of abstract thinking their examples and concepts point to, but also an idea of culture, which reflects this development.

Language as Symbolic Form in Ernst Cassirer

2012 ◽  
Vol 4 (1) ◽  
pp. 93-100
Author(s):  
Claudiu Baciu ◽  
Keyword(s):  
Symbolic Form ◽  
Ernst Cassirer

scholarly journals Using Twitter in Higher Education in Spain and the USA

Comunicar ◽  
2017 ◽  
Vol 25 (51) ◽  
pp. 19-28 ◽  
Author(s):  
Gemma Tur ◽  
Victoria Marín-Juarros ◽  
Jeffrey Carpenter
Keyword(s):  
The United States ◽  
Theoretical Background ◽  
Comparative Approach ◽  
Educational Value ◽  
Educational Benefits ◽  
Learning And Teaching ◽  
Frequent Use ◽  
The Usa ◽  
Medios Sociales ◽  
Conclusion Section

This article examines student and teachers’ use and perceptions of Twitter, based on a mixed-method comparative approach. Participants (N=153) were education majors who used Twitter as a part of required coursework in their programs at two universities in Spain and the United States. The theoretical background covers research on international work carried out on Twitter as well as a brief overview of the introduction of technology in two educational national systems. Quantitative data were collected via a survey, while qualitative data were obtained from students’ reflective written texts. The majority of participants from both contexts perceived educational benefits to Twitter. However, their use of Twitter, and the nature of their perceptions of its educational value, appeared to differ in important ways. The U.S. participants’ longer and more frequent use of Twitter was accompanied by more positive beliefs regarding the educational relevance of Twitter. While many Spanish participants saw value in the use of Twitter to find and share information, U.S. students highlighted interactive and collaborative uses. The study uncovers some challenges for learning related to Twitter’s short format. In the conclusion section we discuss implications for learning and teaching in an age of ubiquitous social media. El presente artículo examina los usos y las percepciones de estudiantes y profesores en relación a Twitter a partir de una investigación comparada con metodologías mixtas. Los participantes (n=153) fueron alumnos de educación de dos universidades en España y EEUU que usaron Twitter como parte de una actividad del curso. El marco teórico abarca la investigación internacional sobre Twitter así como un breve repaso a la introducción de la tecnología en los dos sistemas educativos nacionales. Los datos cuantitativos se recogieron con un cuestionario mientras que los datos cualitativos se obtuvieron a través de los textos reflexivos escritos de los estudiantes. La mayoría de los participantes de los dos contextos percibieron los beneficios educativos de Twitter. Sin embargo, su uso de Twitter y la naturaleza de sus percepciones en relación a su valor educativo, difirió de maneras importantes. Los participantes de EEUU usaron Twitter por más tiempo y de manera más frecuente a la vez que demostraron creencias más positivas en relación a la relevancia educativa de Twitter. Mientras que los participantes españoles valoraron el uso de Twitter para encontrar y compartir información, los estudiantes americanos destacaron los usos para la interacción y la colaboración. El estudio destapa algunos retos del formato breve de Twitter para el aprendizaje. En las conclusiones discutimos las implicaciones para la enseñanza aprendizaje en la era de la ubicuidad de los medios sociales.

Training Methods With Clinicians and Students—A Personal Story and Change: Narrative Therapy for Stuttering

2008 ◽  
Vol 18 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Margaret Leahy
Keyword(s):  
Narrative Therapy ◽  
Evidence Based Practice ◽  
Theoretical Background ◽  
Evidence Based ◽  
Training Methods ◽  
Sense Of Control ◽  
Case Description ◽  
General Outline ◽  
Personal Story ◽  
Fluency Disorders

Abstract Educating students and informing clinicians regarding developments in therapy approaches and in evidence-based practice are important elements of the responsibility of specialist academic posts in universities. In this article, the development of narrative therapy and its theoretical background are outlined (preceded by a general outline of how the topic of fluency disorders is introduced to students at an Irish university). An example of implementing narrative therapy with a 12-year-old boy is presented. The brief case description demonstrates how narrative therapy facilitated this 12-year-old make sense of his dysfluency and his phonological disorder, leading to his improved understanding and management of the problems, fostering a sense of control that led ultimately to their resolution.

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