El murmurador y la murmuración en la obra de Cervantes
Abstract: La murmuración constituye en el siglo XVI e inicios del XVII español un escándalo, un “pecado de boca” o “pecado de lengua”, cuya codificación se inició por los casuistas y moralistas de la escolástica en los siglos XII y XIII y continuó en...
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Abstract: La murmuración constituye en el siglo XVI e inicios del XVII español un escándalo, un “pecado de boca” o “pecado de lengua”, cuya codificación se inició por los casuistas y moralistas de la escolástica en los siglos XII y XIII y continuó en el contexto de la Contrarreforma. A lo largo del siglo XVII esa reserva religiosa constituye asimismo una normativa religiosa y comunicativa en cuanto a la producción oral y textual en el ámbito literario y extra-literario. El concepto de murmuración pone en tela de juicio la legitimidad y la función social del texto, el cómo mediático, estilístico y retórico de su manera de comunicar y el asunto que trata o tematiza, pero también el espacio público o la esfera pública obedeciendo a prescripciones morales o éticas comunicativas cuya infracción se condena con el término de murmuración como una forma de “maldicencia”. ¿Cómo reacciona el texto literario a tal normativa, cómo la puede convertir en un recurso literario o tal vez en uno de una crítica literaria avant la lettre? Estas cuestiones se analizan a partir de algunos ejemplos de la obra de Miguel de Cervantes
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History of concepts: comparative perspectives
Although vastly influential in German-speaking Europe, conceptual history (Begriffsgeschichte) has until now received little attention in English. This genre of intellectual history differs from both the French history of mentalités and the...
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Although vastly influential in German-speaking Europe, conceptual history (Begriffsgeschichte) has until now received little attention in English. This genre of intellectual history differs from both the French history of mentalités and the Anglophone history of discourses by positing the concept - the key occupier of significant syntactical space - as the object of historical investigation. Contributions by distinguished practitioners and critics of conceptual history from Europe and America illustrate both the distinctiveness and diversity of the genre. The first part of the book is devoted to the origins and identity of the field, as well as methodological issues. Part two presents exemplary studies focusing either on a particular concept (such as Maurizio Viroli's 'Reason of the State') or a particular approach to conceptual history (e.g. Bernard Scholz for literary criticism and Terence Ball for political science). The final, most innovative section of the book looks at concepts and art - high, bourgeois and demotic. Here Bram Kempers discusses the conceptual history of Raphael's frescos in the Stanza della Segnatura of the Vatican; Eddy de Jongh examines the linguistic character of much Dutch genre painting; and Rolf Reichardt considers the conceptual structure implicit in card games of the French Revolution, used to induct those on the margins of literacy into the new revolutionary world-view.
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Is there a strong match between the construct of general proficiency in the minds of native speaker non-teachers and native speaker teachers? An exploratory study
In spite of the fact that assessment criteria in general proficiency testing (GPT) is an area of extreme importance, being the expression of the underlying general proficiency construct, little has been said in the literature regarding the source of...
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In spite of the fact that assessment criteria in general proficiency testing (GPT) is an area of extreme importance, being the expression of the underlying general proficiency construct, little has been said in the literature regarding the source of such assessment criteria. Unfortunately, even less has been done towards answering the important question of whether the application of exclusively teacher-based perceptions to GP assessment criteria is sound, given the act that context of use and test interpretation involves the general public. This paper outlines a rater cognition study that explored the GP construct by examining unguided reactions of 2 non-teacher native speakers (NSs) with 2 NS teachers. Notable quantitative and qualitative differences were found. The findings suggest that the construct of GP as rooted in the perspectives of teachers trained in the use of rating scales has questionable utility to the actual contexts where GP test scores will be interpreted, and where the abilities measured in GP tests will actually be used.
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