Pub Date : 2023-10-01DOI: 10.18355/xl.2023.16.04.09
Ana-Marina Tomescu, Elena-Cristina Ilinca
In this article, we aim to discuss to what extent the articles published in the Dilema veche journal and on the RFI Roumanie website fall within the classic genres of journalistic writing, or they confirm the idea of a constant renewal of journalistic genres. The media space favors a great diversity of productions, characterized on the one hand by “heterogeneity and permeability” (Zagyi, 2011: 159) and on the other hand by interactivity since the reader has the possibility of reacting or commenting. Taking into account this context, our objective is to identify the evolution, the formal changes and the diversity of this type of articles, which tend to be adapted to the characteristics of the online written press. In the second part of our study, we will focus on the perception of a cultural event related to the Goncourt prix and its influence on Romanian cultural news.
{"title":"A note on terminology: journalistic discourse and cultural impact in the Romanian written press","authors":"Ana-Marina Tomescu, Elena-Cristina Ilinca","doi":"10.18355/xl.2023.16.04.09","DOIUrl":"https://doi.org/10.18355/xl.2023.16.04.09","url":null,"abstract":"In this article, we aim to discuss to what extent the articles published in the Dilema veche journal and on the RFI Roumanie website fall within the classic genres of journalistic writing, or they confirm the idea of a constant renewal of journalistic genres. The media space favors a great diversity of productions, characterized on the one hand by “heterogeneity and permeability” (Zagyi, 2011: 159) and on the other hand by interactivity since the reader has the possibility of reacting or commenting. Taking into account this context, our objective is to identify the evolution, the formal changes and the diversity of this type of articles, which tend to be adapted to the characteristics of the online written press. In the second part of our study, we will focus on the perception of a cultural event related to the Goncourt prix and its influence on Romanian cultural news.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136203756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.18355/xl.2023.16.04.06
Teutë Blakqori-Salihu, Albana Gashi
The essential objective of this study is to show the importance of creating a good, effective and common strategy to make familiar the syntactic structures of the most difficult expressions of French grammar while respecting its fundamental rules given for a long time. Studying French and its structure and functioning requires a lot of effort on the part of a foreigner. The structure of the French language is based on several fundamental components, without which we would completely lose any tool allowing us to ensure the coherence of the different parts of any sentence; for this reason, we absolutely must put in place a good learning strategy. Our goal is to offer an easy and attractive method to better learn syntactic functions in FFL (French as a Foreign Language) class. The learning of French as a foreign language is guided by a teacher during French language lessons. You learn everything there, starting with the words, learning their forms and meaning, their structures and functions. Finding a syntactic function is not an impossible task. What makes it difficult is that you have to learn to remember it, and this requires great effort for Kosovar students and especially for those whose level of French is not at the highest point, so they need a good strategy resulting from new pedagogies aimed at activating the learner by making him want to learn a syntactic function with a modular representation. To learn a syntactic function well, the learner must already be able to master French perfectly, and this is a key skill. The sole purpose of this article is to provide students with tips to facilitate learning by allowing them to better learn syntactic functions and to recognize, without particular difficulty, their different nuances. This work is mainly based on useful and productive activities that allow students to know exactly what it takes to learn well.
{"title":"The hidden side of syntactic functions in the FFL class","authors":"Teutë Blakqori-Salihu, Albana Gashi","doi":"10.18355/xl.2023.16.04.06","DOIUrl":"https://doi.org/10.18355/xl.2023.16.04.06","url":null,"abstract":"The essential objective of this study is to show the importance of creating a good, effective and common strategy to make familiar the syntactic structures of the most difficult expressions of French grammar while respecting its fundamental rules given for a long time. Studying French and its structure and functioning requires a lot of effort on the part of a foreigner. The structure of the French language is based on several fundamental components, without which we would completely lose any tool allowing us to ensure the coherence of the different parts of any sentence; for this reason, we absolutely must put in place a good learning strategy. Our goal is to offer an easy and attractive method to better learn syntactic functions in FFL (French as a Foreign Language) class. The learning of French as a foreign language is guided by a teacher during French language lessons. You learn everything there, starting with the words, learning their forms and meaning, their structures and functions. Finding a syntactic function is not an impossible task. What makes it difficult is that you have to learn to remember it, and this requires great effort for Kosovar students and especially for those whose level of French is not at the highest point, so they need a good strategy resulting from new pedagogies aimed at activating the learner by making him want to learn a syntactic function with a modular representation. To learn a syntactic function well, the learner must already be able to master French perfectly, and this is a key skill. The sole purpose of this article is to provide students with tips to facilitate learning by allowing them to better learn syntactic functions and to recognize, without particular difficulty, their different nuances. This work is mainly based on useful and productive activities that allow students to know exactly what it takes to learn well.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":"2012 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136203751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article presents the results of cognitive-synergetic and lexicological research of the meaning formed in the text. The research is based on the “meaning and sense” dichotomy of cognitive lexicology, as well as cognitive semantics position on the close connection of cognition and communication, relying on the principle of multilevel analysis, the unity of language and speech. The unity of cognition and communication manifests in the need to examine text meanings within a cognitive-discursive paradigm, which allows analyzing the dialogue between the author and reader, mediated by the text. It is in the process of interaction between the author (addresser) and reader (recipient) that the author’s ideas (intentions), as well as various shades of the author’s modality meaning, are transmitted, and new senses come forth in the course of the reader’s interpretation of the narrative. The paper used a combination of cognitive-synergetic methods (discursive, conceptual, interpretive methods, fractal analysis, conceptual integration, and associative experiment). The purpose of the study is to identify the meanings of the author’s and reader’s fields in the text semantic space, to determine their types and to analyze the ways of their formation. The article considers three main meaning formation models based on the analysis of the literary text semantic space of I. Esenberlin’s novel “Nomads”: 1) the author’s meaning model; 2) a model of the meaning formed in the reader’s interpretative activity; 3) invariant meaning, formed in the recipient’s mind as different from the author’s. The author shows that the processability of meanings, i.e., that they generate new meanings in the discursive activity of the author and the reader, is common to all these models. The article also focuses on cognitive integration, when the reader’s sense is formed by taking into account social factors of other eras, the new assessment and the development of the author’s text meaning from modern positions. The novelty of the conducted research lies in the fact that, for the first time, an attempt is made to identify and describe the author’s and reader’s meanings, formed in the context both of the historical period and current times, based on the material of a literary text. In addition, the novelty of the research consists of the author’s attempt to apply a cognitive-synergetic approach to the analysis of the text semantic space. This approach is used in the process of analyzing the discourses of the author and the reader, aimed at the formation of various types of meanings (conveying the author’s ideas and evaluation of implicit meanings in the reader’s perception). As a result of the analysis, it was established that the semantic space of the text is a dynamic field in which various meanings generated by the author and the reader interact. In order to review them, a set of methods were used to unfold new word meanings in the text.
{"title":"The construction of meanings in a textual space: cognitive-lexical and cognitive-synergetic aspects","authors":"Assel Baikadamova, Aigul Bizhkenova, Gulnar Sarsikeyeva","doi":"10.18355/xl.2023.16.04.05","DOIUrl":"https://doi.org/10.18355/xl.2023.16.04.05","url":null,"abstract":"The article presents the results of cognitive-synergetic and lexicological research of the meaning formed in the text. The research is based on the “meaning and sense” dichotomy of cognitive lexicology, as well as cognitive semantics position on the close connection of cognition and communication, relying on the principle of multilevel analysis, the unity of language and speech. The unity of cognition and communication manifests in the need to examine text meanings within a cognitive-discursive paradigm, which allows analyzing the dialogue between the author and reader, mediated by the text. It is in the process of interaction between the author (addresser) and reader (recipient) that the author’s ideas (intentions), as well as various shades of the author’s modality meaning, are transmitted, and new senses come forth in the course of the reader’s interpretation of the narrative. The paper used a combination of cognitive-synergetic methods (discursive, conceptual, interpretive methods, fractal analysis, conceptual integration, and associative experiment). The purpose of the study is to identify the meanings of the author’s and reader’s fields in the text semantic space, to determine their types and to analyze the ways of their formation. The article considers three main meaning formation models based on the analysis of the literary text semantic space of I. Esenberlin’s novel “Nomads”: 1) the author’s meaning model; 2) a model of the meaning formed in the reader’s interpretative activity; 3) invariant meaning, formed in the recipient’s mind as different from the author’s. The author shows that the processability of meanings, i.e., that they generate new meanings in the discursive activity of the author and the reader, is common to all these models. The article also focuses on cognitive integration, when the reader’s sense is formed by taking into account social factors of other eras, the new assessment and the development of the author’s text meaning from modern positions. The novelty of the conducted research lies in the fact that, for the first time, an attempt is made to identify and describe the author’s and reader’s meanings, formed in the context both of the historical period and current times, based on the material of a literary text. In addition, the novelty of the research consists of the author’s attempt to apply a cognitive-synergetic approach to the analysis of the text semantic space. This approach is used in the process of analyzing the discourses of the author and the reader, aimed at the formation of various types of meanings (conveying the author’s ideas and evaluation of implicit meanings in the reader’s perception). As a result of the analysis, it was established that the semantic space of the text is a dynamic field in which various meanings generated by the author and the reader interact. In order to review them, a set of methods were used to unfold new word meanings in the text.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136203752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.18355/xl.2023.16.04.08
Olga N. Kouzmenko, Liudmila S. Zamorshchikova
The character system forms a framework of the epic text. What are the language means, other than the epic formulas and well-studied clichés that help to represent the traditional image of the epic heroes in the chanson de geste? These questions are dealt with in this article, as well as the first seeds of individualization in epic men heroes’ portraits (attribution of certain characteristics to a hero; dissociation of qualities and their attribution to different characters; opposition of qualities etc.) and one development of the woman portrait which unfolds along two axes: lexical enrichment and detailed description of new elements.
{"title":"Epic literary portrait: literary and linguistic issues","authors":"Olga N. Kouzmenko, Liudmila S. Zamorshchikova","doi":"10.18355/xl.2023.16.04.08","DOIUrl":"https://doi.org/10.18355/xl.2023.16.04.08","url":null,"abstract":"The character system forms a framework of the epic text. What are the language means, other than the epic formulas and well-studied clichés that help to represent the traditional image of the epic heroes in the chanson de geste? These questions are dealt with in this article, as well as the first seeds of individualization in epic men heroes’ portraits (attribution of certain characteristics to a hero; dissociation of qualities and their attribution to different characters; opposition of qualities etc.) and one development of the woman portrait which unfolds along two axes: lexical enrichment and detailed description of new elements.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136203755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.18355/xl.2023.16.04.02
Ma’moun Alshtaiwi
Objectives: The study conducted in Jordan aimed to evaluate the impact of distance learning on French students in Jordanian universities. The views of both teachers and students were gathered through questionnaires that addressed various topics related to distance learning. Methods: Questionnaires were distributed to 160 first- and second-year French students and their teachers. The topics covered in the questionnaires included the pedagogical materials offered in French, university grades, the effectiveness of distance learning, and preparation for this mode of education. Results: The results showed that the transition to distance learning significantly impacted French students in Jordan. Students reported difficulties with the pedagogical materials offered in French and a decrease in their university grades. However, they also appreciated the flexibility offered by distance learning. Teachers also acknowledged the difficulties, particularly in terms of contact and interaction with students. Conclusions: The study highlights the importance of improving the pedagogical materials offered in French to students and encouraging increased online interaction between teachers and students. Universities should better prepare teachers and students for distance learning to meet the needs and aspirations of students. The results of this study could be used to improve distance learning and help students better adapt to this method of learning.
{"title":"Effect of distance learning for students of French in universities in Jordan","authors":"Ma’moun Alshtaiwi","doi":"10.18355/xl.2023.16.04.02","DOIUrl":"https://doi.org/10.18355/xl.2023.16.04.02","url":null,"abstract":"Objectives: The study conducted in Jordan aimed to evaluate the impact of distance learning on French students in Jordanian universities. The views of both teachers and students were gathered through questionnaires that addressed various topics related to distance learning. Methods: Questionnaires were distributed to 160 first- and second-year French students and their teachers. The topics covered in the questionnaires included the pedagogical materials offered in French, university grades, the effectiveness of distance learning, and preparation for this mode of education. Results: The results showed that the transition to distance learning significantly impacted French students in Jordan. Students reported difficulties with the pedagogical materials offered in French and a decrease in their university grades. However, they also appreciated the flexibility offered by distance learning. Teachers also acknowledged the difficulties, particularly in terms of contact and interaction with students. Conclusions: The study highlights the importance of improving the pedagogical materials offered in French to students and encouraging increased online interaction between teachers and students. Universities should better prepare teachers and students for distance learning to meet the needs and aspirations of students. The results of this study could be used to improve distance learning and help students better adapt to this method of learning.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136204157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.18355/xl.2023.16.04.11
None Mahriyuni, Isda Pramuniati
Every human being in the world has experienced emotions. Emotions are natural reactions or feelings directed at someone. Emotions are basically closely related to a person’s perspective on thinking and doing something. Metaphor consists of a fabric of words resulting from human activity. To review human expression, metaphors also play a role in describing human mental processes. Humans conceptualize and manifest their behavior and understanding through metaphorical expressions. This study explores and explains (1) the shape or form of Toba Batak metaphors and (2) the meaning of Batak language metaphors in supporting the strengthening of the national integration process. This research is descriptive qualitative by conducting interviews on the use of angry metaphors in Batak culture in everyday life, as well as documentary and book data, aimed at describing the meaning of angry metaphors in Toba Batak language. This research was started by collecting vocabulary dealing with verbs showing anger in Toba Batak language. The data in this study are in the form of metaphorical expressions that contain the meaning of anger in Toba Batak language speech in documentaries, books, and the research results from interviews conducted. The subjects in this study were 5 parents aged 50-80 years, and one was a Paradat (a person who actively participates in traditional activities and understands customary procedures). The results of this study indicate that the meaning of the angry metaphor in the Toba Batak language above is a symbol or figure of speech that contains emotion in speaking and acting, depicting expressions of thoughts reflecting attitudes and behavior in life. Then, the angry metaphor found in the Toba Batak language can affect attitudes to life.
{"title":"The language’s metaphor of anger in Toba Batak","authors":"None Mahriyuni, Isda Pramuniati","doi":"10.18355/xl.2023.16.04.11","DOIUrl":"https://doi.org/10.18355/xl.2023.16.04.11","url":null,"abstract":"Every human being in the world has experienced emotions. Emotions are natural reactions or feelings directed at someone. Emotions are basically closely related to a person’s perspective on thinking and doing something. Metaphor consists of a fabric of words resulting from human activity. To review human expression, metaphors also play a role in describing human mental processes. Humans conceptualize and manifest their behavior and understanding through metaphorical expressions. This study explores and explains (1) the shape or form of Toba Batak metaphors and (2) the meaning of Batak language metaphors in supporting the strengthening of the national integration process. This research is descriptive qualitative by conducting interviews on the use of angry metaphors in Batak culture in everyday life, as well as documentary and book data, aimed at describing the meaning of angry metaphors in Toba Batak language. This research was started by collecting vocabulary dealing with verbs showing anger in Toba Batak language. The data in this study are in the form of metaphorical expressions that contain the meaning of anger in Toba Batak language speech in documentaries, books, and the research results from interviews conducted. The subjects in this study were 5 parents aged 50-80 years, and one was a Paradat (a person who actively participates in traditional activities and understands customary procedures). The results of this study indicate that the meaning of the angry metaphor in the Toba Batak language above is a symbol or figure of speech that contains emotion in speaking and acting, depicting expressions of thoughts reflecting attitudes and behavior in life. Then, the angry metaphor found in the Toba Batak language can affect attitudes to life.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136203754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.18355/xl.2023.16.04.01
Zineb Haroun
The paper explores the possibilities of restructuring university language programs to integrate digital literacy skills in the context of rapid digital transformation. The proposed perspectives emphasize a synergy between traditional language program competencies and digital literacy skills, achievable only through the adoption of competency-based approaches, professionalization, needs analysis within the framework of instructional design, and a curriculum guided by digital analysis levels.
{"title":"Restructuring university language programs for the integration of digital literacy competence","authors":"Zineb Haroun","doi":"10.18355/xl.2023.16.04.01","DOIUrl":"https://doi.org/10.18355/xl.2023.16.04.01","url":null,"abstract":"The paper explores the possibilities of restructuring university language programs to integrate digital literacy skills in the context of rapid digital transformation. The proposed perspectives emphasize a synergy between traditional language program competencies and digital literacy skills, achievable only through the adoption of competency-based approaches, professionalization, needs analysis within the framework of instructional design, and a curriculum guided by digital analysis levels.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136204162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.18355/xl.2023.16.04.04
Anastasia Atabekova
The paper explores the hypothesis that the French international status in the contemporary multilingual world is determined by the specifics and practice of its functioning and shapes the relevant trends in the educational policy for learning French. The research materials integrated informative contributions of the institutional bodies and academic papers on the issues under study. The research methodology rested on the qualitative paradigm and followed a pathway of selected sources theoretical review with the following discussion thereof. The study has identified the main areas that characterize the role of the French language in the modern society. They include the history of the French language international status development, its position in international and regional organizations, in former French colonies, the Francophonie activities, language policy in France. The respective data is considered with regard to contemporary education related to the French language learning for various purposes from the angle of those lessons that may be learned by different countries across the world.
{"title":"The French language in a multilingual world: roots, paths, challenges and lessons to learn","authors":"Anastasia Atabekova","doi":"10.18355/xl.2023.16.04.04","DOIUrl":"https://doi.org/10.18355/xl.2023.16.04.04","url":null,"abstract":"The paper explores the hypothesis that the French international status in the contemporary multilingual world is determined by the specifics and practice of its functioning and shapes the relevant trends in the educational policy for learning French. The research materials integrated informative contributions of the institutional bodies and academic papers on the issues under study. The research methodology rested on the qualitative paradigm and followed a pathway of selected sources theoretical review with the following discussion thereof. The study has identified the main areas that characterize the role of the French language in the modern society. They include the history of the French language international status development, its position in international and regional organizations, in former French colonies, the Francophonie activities, language policy in France. The respective data is considered with regard to contemporary education related to the French language learning for various purposes from the angle of those lessons that may be learned by different countries across the world.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136204160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01DOI: 10.18355/xl.2023.16.03.07
A. V. Korzhuev, A. Sadykova, Alla A. Filippova, S. A. Lesnichuk, N. A. Kontarov
Along with reading the works of philosophers of the past and reflecting on their logic and content, it is important for modern humanities to identify the difference in their standpoints on the fundamental issues of human existence. The given article addresses these issues exemplified by the dialogue in letters between E. Fromm and Z. Freud. It investigates the difference between the two philosophers' views on the problems of rationalism and irrationalism, free will, good and evil in human nature, the specificity of human aggressiveness, and the relationship between the conscious and the unconscious. The article also examines the similarities and differences in the ways the thinkers approach the problem of human fear, the role of childhood in a person's adult life, manifestations of narcissism, the correlation of biological and social factors in the process of character formation, the nature of dreams in their works. In most cases, Fromm's position, focused on "libidinal charm", is recognized by Fromm as limited and supplemented by spirituality and sociality. At the same time, in a number of cases, Fromm's criticism is mild, and sometimes it shows strong, justified disagreement with Freud. It is noted that the dialogue of thinkers is interesting as highly intellectual communication on universal human issues, clearly reflecting the personal and scientific portraits of the authors for a modern researcher in the field of psychology, philosophy, sociology, and theoretical and practical education. There is a stated methodological value of the dialogue in question: through the opportunity offered to a reader to identify the correctness of the methods used: a) meaningful comparison of scientific positions; b) interpretation of quotes of the criticized opponent; c) defining the opponent's consideration as incomplete, unreasonably narrow, not reflecting the magnitude of the object under consideration; d) exposing the narrowed analysis perspective of the criticized author in a new integrity; e) analysis of the possibilities of applying the law of the excluded middle to particular cases; f) the possibility, based on a logical-meaningful synthesis, to identify those problems that have escaped the notice of the criticizing author.
{"title":"Anthropological dialogue of E. Fromm with Z. Freud and other Western philosophers (modern methodological conceptualization)","authors":"A. V. Korzhuev, A. Sadykova, Alla A. Filippova, S. A. Lesnichuk, N. A. Kontarov","doi":"10.18355/xl.2023.16.03.07","DOIUrl":"https://doi.org/10.18355/xl.2023.16.03.07","url":null,"abstract":"Along with reading the works of philosophers of the past and reflecting on their logic and content, it is important for modern humanities to identify the difference in their standpoints on the fundamental issues of human existence. The given article addresses these issues exemplified by the dialogue in letters between E. Fromm and Z. Freud. It investigates the difference between the two philosophers' views on the problems of rationalism and irrationalism, free will, good and evil in human nature, the specificity of human aggressiveness, and the relationship between the conscious and the unconscious. The article also examines the similarities and differences in the ways the thinkers approach the problem of human fear, the role of childhood in a person's adult life, manifestations of narcissism, the correlation of biological and social factors in the process of character formation, the nature of dreams in their works. In most cases, Fromm's position, focused on \"libidinal charm\", is recognized by Fromm as limited and supplemented by spirituality and sociality. At the same time, in a number of cases, Fromm's criticism is mild, and sometimes it shows strong, justified disagreement with Freud. It is noted that the dialogue of thinkers is interesting as highly intellectual communication on universal human issues, clearly reflecting the personal and scientific portraits of the authors for a modern researcher in the field of psychology, philosophy, sociology, and theoretical and practical education. There is a stated methodological value of the dialogue in question: through the opportunity offered to a reader to identify the correctness of the methods used: a) meaningful comparison of scientific positions; b) interpretation of quotes of the criticized opponent; c) defining the opponent's consideration as incomplete, unreasonably narrow, not reflecting the magnitude of the object under consideration; d) exposing the narrowed analysis perspective of the criticized author in a new integrity; e) analysis of the possibilities of applying the law of the excluded middle to particular cases; f) the possibility, based on a logical-meaningful synthesis, to identify those problems that have escaped the notice of the criticizing author.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47028543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01DOI: 10.18355/xl.2023.16.03.03
Nelya Rushanova, Akmaral Syrgakbaeva, Arman A. Kulshanova, E. Akhmetova, A. Mukhamejanova
This article provides a brief overview of al-Farabi's contribution to science. Abu Nasr al-Farabi was the greatest philosopher and scientist of his time. Initially, he completed his studies in Farabi and Bukhara. Later, he went to Baghdad, where he studied and worked for a long time. During this time, al-Farabi mastered several languages and various branches of knowledge and technology. The article identifies specific problems of ignorance in the ethical philosophy of al-Farabi, the founder of the actual political and ethical philosophy, especially Farabi's synthesis of ancient and Muslim traditions. The paper reveals the place of the Platonic political concepts. We introduce the influence of Farabi's ideas on the further development of ethical thought in Islam. In addition, the article indicates the thoughts and treatises where al-Farabi implacably and harshly criticized ignorant, weak and lazy managers, unworthy to lead even small communities. In his works, he gives the characteristic features of a "rule".
这篇文章简要概述了法拉比对科学的贡献。Abu Nasr al-Farabi是他那个时代最伟大的哲学家和科学家。最初，他在法拉比和布哈拉完成了学业。后来，他去了巴格达，在那里学习和工作了很长时间。在此期间，法拉比掌握了几种语言和各种各样的知识和技术。本文指出了实际政治和伦理哲学的创始人法拉比的伦理哲学中存在的无知的具体问题，特别是法拉比对古代和穆斯林传统的综合。本文揭示了柏拉图政治观念的地位。本文介绍了法拉比思想对伊斯兰伦理思想进一步发展的影响。此外，文章还指出了al-Farabi毫不留情地严厉批评无知、软弱和懒惰的管理者的思想和论文，这些管理者甚至不配领导小社区。在他的作品中，他赋予了一种“规则”的特征。
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