1.0. In this paper I propose to do two things: to make a sample study of what Icall culturally loaded words, and to try to assess their relevance to English languageteaching. 1.1. I will begin by explaining what I mea...1.0. In this paper I propose to do two things: to make a sample study of what Icall culturally loaded words, and to try to assess their relevance to English languageteaching. 1.1. I will begin by explaining what I mean by a culturally loaded word.A ready example would be snow, with its three different references in a tropical culture,展开更多
A theoretical outline is drawn for describing the development of Western modern epistemology in the forms of rationalism and empiricism. Their group divisions, theoretical divergence and agreement, key points in contr...A theoretical outline is drawn for describing the development of Western modern epistemology in the forms of rationalism and empiricism. Their group divisions, theoretical divergence and agreement, key points in controversy and other intrinsically cognitive elements in respect to the development are analyzed, clarified and illustrated in detail. By doing so, the ” classical ”and ”complemental” group divisions, the issues concerning the origin of knowledge, probable knowledge, language, common sense, sentiments, naturalist methodology and others are extensively approached, and a comprehensive perspective for research in the epistemology of that time is finally provided.展开更多
文摘1.0. In this paper I propose to do two things: to make a sample study of what Icall culturally loaded words, and to try to assess their relevance to English languageteaching. 1.1. I will begin by explaining what I mean by a culturally loaded word.A ready example would be snow, with its three different references in a tropical culture,
文摘A theoretical outline is drawn for describing the development of Western modern epistemology in the forms of rationalism and empiricism. Their group divisions, theoretical divergence and agreement, key points in controversy and other intrinsically cognitive elements in respect to the development are analyzed, clarified and illustrated in detail. By doing so, the ” classical ”and ”complemental” group divisions, the issues concerning the origin of knowledge, probable knowledge, language, common sense, sentiments, naturalist methodology and others are extensively approached, and a comprehensive perspective for research in the epistemology of that time is finally provided.
