Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

� Abstract A category of stimuli of great importance for primates, humans in particular, is that formed by actions done by other individuals. If we want to survive, we must understand the actions of others. Furthermore, without action understanding, social organization is impossible. In the case of humans, there is another faculty that depends on the observation of others’ actions: imitation learning. Unlike most species, we are able to learn by imitation, and this faculty is at the basis of human culture. In this review we present data on a neurophysiological mechanism—the mirror-neuron mechanism—that appears to play a fundamental role in both action understanding and imitation. We describe first the functional properties of mirror neurons in monkeys. We review next the characteristics of the mirror-neuron system in humans. We stress, in particular, those properties specific to the human mirror-neuron system that might explain the human capacity to learn by imitation. We conclude by discussing the relationship between the mirror-neuron system and language.

/pdf/the-mirror-neuron-system-4coc36y6dq.pdf

The mirror neuron system.

https://www.cogsci.ucsd.edu/~nunez/COGS160/Rizzolatti_Arbib_PS.pdf

Language within our grasp

Group size is a function of relative neocortical volume in nonhuman primates. Extrapolation from this regression equation yields a predicted group size for modern humans very similar to that of certain hunter-gatherer and traditional horticulturalist societies. Groups of similar size are also found in other large-scale forms of contemporary and historical society. Among primates, the cohesion of groups is maintained by social grooming; the time devoted to social grooming is linearly related to group size among the Old World monkeys and apes. To maintain the stability of the large groups characteristic of humans by grooming alone would place intolerable demands on time budgets. It is suggested that (1) the evolution of large groups in the human lineage depended on the development of a more efficient method for time-sharing the processes of social bonding and that (2) language uniquely fulfills this requirement. Data on the size of conversational and other small interacting groups of humans are in line with the predictions for the relative efficiency of conversation compared to grooming as a bonding process. Analysis of a sample of human conversations shows that about 60% of time is spent gossiping about relationships and personal experiences. It is suggested that language evolved to allow individuals to learn about the behavioural characteristics of other group members more rapidly than is possible by direct observation alone.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0140525X00032325

Coevolution of neocortical size, group size and language in humans

An overview of the basic ideas of articulatory phonology is presented, along with selected examples of phonological patterning for which the approach seems to provide a particularly insightful account. In articulatory phonology, the basic units of phonological contrast are gestures, which are also abstract characterizations of articulatory events, each with an intrinsic time or duration. Utterances are modeled as organized patterns (constellations) of gestures, in which gestural units may overlap in time. The phonological structures defined in this way provide a set of articulatorily based natural classes. Moreover, the patterns of overlapping organization can be used to specify important aspects of the phonological structure of particular languages, and to account, in a coherent and general way, for a variety of different types of phonological variation. Such variation includes allophonic variation and fluent speech alternations, as well as ‘coarticulation’ and speech errors. Finally, it is suggested that the gestural approach clarifies our understanding of phonological development, by positing that prelinguistic units of action are harnessed into (gestural) phonological structures through differentiation and coordination.

https://www.haskins.yale.edu/sr/SR111/SR111_03.pdf

Articulatory phonology: an overview.

This study examines the developmental routes by which gesture is codified into a linguistic system in the context of the natural signed languages of the deaf. I suggest that gestures follow two routes as they codify, and thus that signed languages provide evidence of how material which begins its developmental life external to the conventional linguistic system, as spontaneous or conventional gestures, is codified as language. The Italian Sign Language modal form ‘impossible’ is studied in detail, exploring the developmental route that led from Roman gestures, through liturgical gestures as depicted in medieval Italian art, through everyday Italian and Neapolitan gestures to its modal meaning.

Symbol and Symptom: Routes from Gesture to Signed Language

In this paper I explore the role of gesture in the development of signed languages. Using data from American Sign Language, Catalan Sign Language, French Sign Language, and Italian Sign Language, as well as historical sources describing gesture in the Mediterranean region, I demonstrate that gesture enters the linguistic system via two distinct routes. In one, gesture serves as a source of lexical and grammatical morphemes in signed languages. In the second, elements become directly incorporated into signed languagemorphology, bypassing the lexical stage. Finally, I propose a unifying framework for understanding the gesture-language interface in signed and spoken languages.

Gesture and language

A framework for unifying spoken language, signed language, and gesture

Preslikavanja u konceptualnom prostoru: metonimija, metafora i ikoničnost u znakovnim jezicima gluhonijemih

Abstract The current study uses principles from Cognitive Grammar to better account for the symbolic integration of gesture and speech. Drawing on data collected from language use, we examine the use of two attention-directing strategies that are expressed through gesture, beats and pointing. It has been claimed that beats convey no semantic information. We propose that beat gestures are symbolic structures. It has also been noted that beats are often overlaid on other gestures. To date, however, no detailed explanation has been offered to account for the conceptual and phonological integration of beats with other co-expressed gestures. In this paper, we explore the integration of beats and pointing gestures as complex gestural expressions. We find that simple beat gestures, as well as beat gestures co-expressed with pointing gestures, are used to direct attention to meanings in speech that are associated with salient components of stancetaking acts. Our account further reveals a symbolic motivation for the apparent “superimposing” of beats onto pointing gestures. By closely examining actual usage events, we take an initial step toward demonstrating how the symbolic elements of both beats and points are integrated in multimodal constructions.

Sherman Wilcox

Papers

Symbol and Symptom: Routes from Gesture to Signed Language

Gesture and language

A framework for unifying spoken language, signed language, and gesture

Preslikavanja u konceptualnom prostoru: metonimija, metafora i ikoničnost u znakovnim jezicima gluhonijemih

Speech-gesture constructions in cognitive grammar: The case of beats and points