Lecture 2. Semiotics. History
lecture
1990
Quantum confined Stark effect in quantum wells
5. Quantum optoelectronic devices
6. Quantum transport devices
1956 J. Bardeen, W. Brittain, W. Schockley: For inventing the transistors
1900 Planck’s Quantum Theory
d 2k 2k dk 2 2 ( 4 ) 2 (4 ) 2 m 2 dE
2dk 2 2 1 2m dE E
Density of States2-D 3-DFra bibliotek1-D
0
E
0
E
0
E
1 D1D
2m E
D2 D
m 2
D3 D
m 2mE 2 3
Density of States of Various Quantum Structures
Conduction band
k
Heavy hole band
2k 2 E E0 2m
Effective mass is related to the curvature of the energy band
Light hole band
2 m 2 d E dk 2
Electron’s velocity is also related to the band structure
chapter 1 Semiconductor__ History
Key Terms & Concepts
Solid-State Devices: devices fabricated from solid materials, eliminated vacuum tube technology. Transistor: a semiconductor device that uses a stream of charge carriers to produce active electronic effects. Triode: a diode with a grid inserted between the diode’s cathode and anode Valve: a device that regulates the flow of electrical current Wafer: a thin, usually round slice of a semiconductor material, from which chips are made.
Unit 1 Semiconductor Industry History
Three Eras in the History of Electronics
The Vacuum Tube Era
The Transistor Era The Integrated Circuit Era
The Transistor
Key Term & Concepts
Hybrid Circuits: a structure consisting of an assembly of one or more semiconductor devices and a thin-film integrated circuit on a single ceramic substrate. Integrated Circuits: a circuit in which many elements are fabricated and interconnected on a single chip of semiconductor material. Integration Scale & Circuit Density: a scale used to describe the number of components per chip
Semiotics Studies
Assessment
Marking Plan: Report
Structure and style Content Conclusions
Week 12
10% 15% 5%
Assignment 1; Completion and Submission 27 August 2012
……………………………………………………………………… Week 12 27 August 2012 Assignment 2;
Aims and Objectives
The unit Objectives to:
familiarize students with the historical debates around spectacle in Semiotic introduce students to theories around the study of Semiotic in Art and Design including historical precedents, technological innovations and contemporary practices encourage students to not only test the theories of others through application of relevant examples, but also use such theories to examine and critique their own assumptions around the use of spectacle within contemporary media Learning Outcomes
For the “Image” of your choice, critically examine and appraise its communication and symbolism to its targeted audience. Consider what principal, objectives the “image”, in your opinion, might have in any communication strategy it maintains.
MIT-SCIENCE-Lectures-lecture_notes2
∞ �
where βn are arbitrary constants, corresponds to a function vanishing t > |T/2| ,that is, a time-limited function. The surprising import of (2.13) is that the Fourier transform of a time-limited function can be perfectly reconstructed from a knowledge of its values at the Fourier series frequencies alone. That means, in turn, that a knowledge of the countable infinity of Fourier coefficients can reconstruct the original function exactly. Putting it slightly differently, there is no purpose in computing a Fourier transform at frequency intervals closer than 1/T where T is either the
Exercise.
�
x ˆ (s) =
ignoring all convergence issues. We thus have the nice result that a periodic function has a Fourier transform; it has the property of vanishing except precisely at the usual Fourier series frequencies where its value is a δ−function with amplitude equal to the complex Fourier series coefficient at that frequency.
Semiotics
【概论介绍】符号学（Semiotics 或Semiology）广义上是研究符号传意的人文科学，当中含盖所有涉文字符、讯号符、密码、古文明记号、手语的科学。
可是，由于含盖的范围过于广阔，在西方世界的人文科学中并未得到重视，直至结构主义在二十世纪下半期兴起，以《Tel Quel》杂志为号召的哲学家，为了反对让-保罗·萨特的存在主义，则大量引用俄罗斯在共产革命前的一系列，有关符号在文化上的再现过程的研究，故此，正式出现当今所指的符号学，要算到一九六零年代。
现代符号学另一个强大的源头是世纪初瑞士语言学泰斗索绪尔的教学讲稿——《普通语言学教程》，索绪尔将符号分成意符Signifier 和意指Signified 两个互不从属的部分之后，真正确立了符号学的基本理论，影响了后来李维史陀和罗兰·巴特等法国结构主义的学者，被誉为现代语言学之父。
【学科原理】语言学的历史悠久，自古希腊就有语法学，难道中国没有吗？那当然不是，汉代的训诂，西方名噪一时之汉学，在国学中列为小学(文学、训诂学、音韵学)，典型的如我们常言的《尔雅》。
至于语法学，中国看来要差一些。
中西语言学有很大的不同，胡适之曾肤浅地提过，英语重介词之用，中国忽视虚词，常省略。
来看看语言学家对符号学的研究，“在索绪尔找到能指和所指这两个词之前，符号这一概念一直含混，因为它总是趋于与单一能指相混淆，而这正是索绪尔所极力避免的。
经过对词素与义素、形式与理念、形象与概念等词的一番考虑和犹豫之后，索绪尔选定了能指和所指，二者结合便构成了符号。
”③张远山先生的《中西思维层次之差异及其影响》一文中说：“索绪尔所忽视的语言的唯物主义基础：…受指‟，因为真正与能指构成应是受指，实际上正是中国传统学术上熟稔的…名‟与…实‟。
能指与受指的结合生产了语言的所指，两个来源构成了所指的两个相关成分，来源与能指的是…客观所指‟即…义指‟(固化为词典释义)；来源于…受指‟的是…主观所指‟即…意指‟(体现每一次稍异于词典释义的具体作用)，它们的先后关系是…能指→(义指→意指)→受指‟这可以用《周易》八卦中的…离‟卦来表示，初九(阳爻)代表能指，六二(阴爻)代表部分所指，九三(阳爻)代表部分受指。
翻译理论 英译中
1) My father bought a Lincoln. The car driven by the police was red. That color doesn’t suit her. “She” consists of three letters. However, a letter isn’t as fast as a telephone call. (with rich cohesion but lack of coherence)
译文2：如果他们不能目睹圆明园的风姿，那么他们也能在梦幻中身临其 境：他们仿佛在暝暝之中见到一件闻所未闻而又令人叹为观止的 艺术杰作，宛如在欧洲文明的大地上巍然展现出一幅亚洲文明的 剪影。
第四章 翻译单位与语篇分析（2）
（2011年11月3日）
Wang Zheng
Lecture Focus: 1. Discourse analysis 2. The maximum unit Cohesion and Coherence
1) Cohesion in grammatical construction (lexical and structural) lexical: language context: relation in synonymous or antonymous, etc. structural: substitution, ellipsis. etc.
Coherence is something else which leads to distinguish connected discourses that make sense from those which don’t. It refers to the relations which link the meanings of utterances in a discourse.
lecture 2
VII. Thesis statement
A thesis statement, also called the statement of the
problem, or the thesis sentence, usually states or suggests the research subject or the main topic. Making the thesis statement will help you to focus on the research topic and to avoid reading unrelated materials and writings that are of little or no relevance to your research topic.
One thing should be pointed out is that as your writing progresses, your thesis statement may change, it can change in one way or another when you try to narrow down or broaden your research topic.
Secondary research is often called documentary or library research. It is a kind of study that makes use of data in documents, books, and journals. These data have been collected by other people for their own purposes. Therefore, secondary research consists of summarizing previous studies, reviewing the literature in a given area, and synthesizing the research undertaken by others.
高中英语Unit6Lesson2Historymakers教案北师大版必修第二册
Unit 6 The AdmirableLesson 2 History Makers教学目标与核心素养：知识目标：Students can learn some new words and expressions.能力目标：Students can listen for general understanding and specific information. 情感目标：Students can think individually and learn cooperatively.教学重难点教学重点：How to learn the new words and expressions.教学难点：Howto improve students' listening skills.课前准备：多媒体，黑板，粉笔教学过程：一、Pre-listening1. Greeting2. Leading-inACTIVATE AND SHARE教师活动：教师提问。
What do you know about Mahatma Gandhi and Martin Luther King? Pick out the right information for each of them. Write G for Gandhi and K for King.( ) 1 He fought to win equal rights for black people in the US.( ) 2 He led his country to independence from British rule.( ) 3 He organised peaceful protests.( ) 4 He suffered racial discrimination in South Africa.( ) 5 He gave a famous and inspiring speech with the words "I have a dream". ( ) 6He was put behind bars many times.( ) 7He inspired people around the world to fight for equal rights and justice. ( ) 8 He won the Nobel Peace Prize.(1 K 2 G 3 G/ K 4 G/ K 5 K 6 G/ K 7 G/ K 8 K)二、While- listeningLISTEN FOR UNDERSTANDING1. 学生活动：听材料完成练习。
历史学专业英语教程
历史学专业英语教程History is a fascinating subject that allows us to explore the past, understand the present, and shape the future. As a history student, it is essential to develop a strong foundation in English language skills to effectively communicate and analyze historical events and concepts. In this English tutorial for history students, we will cover key aspects of academic writing, reading comprehension, and oral communication.1. Academic Writing:Academic writing plays a crucial role in history studies as it enables students to present their research findings and arguments in a clear and organized manner. To excel in academic writing, history students should focus on the following aspects:a. Structure: A well-structured essay or research paper should have an introduction, body paragraphs, and a conclusion. The introduction should provide background information and a clear thesis statement. Body paragraphs should present evidence, analysis, and supporting arguments. The conclusion should summarize the main points and restate the thesis.b. Language: Use formal and concise language to convey your ideas effectively. Avoid colloquial expressions, slang, and jargon. Maintain a consistent tone throughout your writing.c. Referencing: Accurate referencing is crucial in academic writing. Familiarize yourself with the preferred citation style, such as APA or MLA, and ensure that all sources are properly cited. Plagiarism is strictly prohibited in academic writing.2. Reading Comprehension:Reading comprehension is a fundamental skill for history students. It allows you to understand and critically analyze historical texts, primary sources, and scholarly articles. Here are some tips to enhance your reading comprehension skills:a. Preview: Before reading a text, skim through the headings, subheadings, and introductory paragraphs to get an overview of the content. This will help you identify the main ideas and anticipate the author's arguments.b. Active Reading: While reading, actively engage with the text by highlighting important points, taking notes, and asking questions. This will help you retain information and facilitate critical thinking.c. Analyze: After reading, analyze the author's arguments, evidence, and biases. Consider the historical context and evaluate the credibility of the source. Compare different perspectives to develop a well-rounded understanding.3. Oral Communication:Oral communication skills are essential for history students, as they often need to present their research findings, participate in discussions, and engage in debates. Here are some strategies to improve your oral communication skills:a. Preparation: Before a presentation or discussion, thoroughly research the topic and organize your thoughts. Prepare a clear and concise outline to guide your speech.b. Clarity: Speak clearly and articulate your words. Use appropriate vocabulary and avoid excessive jargon. Maintain eye contact with your audience and use gestures to enhance your communication.c. Active Listening: Active listening is crucial in oral communication. Pay attention to others' viewpoints, ask questions, and provide thoughtful responses. Engage in constructive discussions and be open to different perspectives.In conclusion, mastering English language skills is essential for history students to excel in their academic pursuits. By focusing on academic writing, reading comprehension, and oral communication, students can effectively communicate their research findings, analyze historical texts, and actively participate in academic discussions. With consistent practice and dedication, history students can develop astrong foundation in English language skills and enhance their overall academic performance.。
学术英语（社科）Unit2二单元原文及翻译
学术英语（社科）Unit2二单元原文及翻译UNIT 2 Economist1.Every field of study has its own language and its own way of thinking. Mathematicians talk about axioms, integrals, and vector spaces. Psychologists talk about ego, id, and cognitive dissonance. Lawyers talk about venue, torts, and promissory estoppel.每个研究领域都有它自己的语言和思考方式。
数学家谈论定理、积分以及向量空间。
心理学家谈论自我、本能、以及认知的不一致性。
律师谈论犯罪地点、侵权行为以及约定的禁止翻供。
2.Economics is no different. Supply, demand, elasticity, comparative advantage, consumer surplus, deadweight loss—these terms are part of the economist’s language. In the coming chapters, you will encounter many new terms and some familiar words that economists use in specialized ways. At first, this new language may seem needlessly arcane. But, as you will see, its value lies in its ability to provide you a new and useful way of thinking about the world in which you live.经济学家也一样。
Semiotics-Lecture10-述真与谎言
第二类型：欺骗成功型
1b，不诚信意图 恰当文本 愿意接受 1a与1b实际的传达流程相同：就符号表意的 进程而言，看不出区别，都是表意成功。 骗局与否，只在意图的区别，即发出者是否 “知其非而有意言其是”。 为什么把这似乎是两个极端的表意放在一道讨 论？因为在实际的交流中，二者经常难以区分。
“诚信原则”（principle of fidelity）
伦理哲学家罗斯（W. D. Ross）在三十年代就提出人 际交流“诚信原则” 由于政治哲学家罗尔斯在名著 《正义论》中借用此原则而广为人知。 语言学家格赖斯（H. P. Grice）提出的“合作原 则”(cooperative principle)，现在已经成为许多学 科的基础理论。此原则要求对话者“做出符合谈话方 向的贡献”，因此必须遵循四个准则：“真实、足够， 相关，清晰”。 以上这些理论认为有效的社会交流需基于某种诚信， 违反这个原则的传达则为“违规”。顺利的交流，取 决于如何排除这些违规。
体育当真
甚至体育，明显是假装的战争，但是哥伦比亚 队打入乌龙球的队员被国人枪杀， 拳王泰森咬伤对手的耳朵，都是“逼真性幻觉” 超越了文本的虚假， 接收者的幻觉强度，使他们忘记舞台与拳击赛 场文本是虚拟争斗。 足球无关生死，足有超过生死。
述真方阵的优缺点
如此理解的优点在于：不再把真实性问题看成 是发送者单方的动机，而看作动机与文本的配 合关系。 诚信与谎言，都由两步构成：明白自己所知， 言其是，或言其非。 所谓“恰当”，是文本符合“常情”，而不一 定是可证明为符合“实情”。
下棋还是打扑克？
哈贝马斯在讨论社会交流时指出：发送者与接收者的 互动，是交流的关键。 他认为语言游戏如棋局，交流双方理据局面作进退处 置； 而巴恩斯认为语言游戏如扑克，游戏双方不知道对方 掩盖起来的牌，不像棋局那样把摊在桌面。 笔者觉得在讨论诚信与谎言时，哈贝马斯的比喻是比 较准确的：符号表意文本是摊开的，如接收者能看到 的棋子，而不是遮掩的扑克。 正因为接收者依靠的只有文本，文本的袒露遮蔽了发 出者的动机，才会出现接收者不怀疑诚信而受骗的局 面，这与下棋是同样机制。
大学艺术英语教材第二册
大学艺术英语教材第二册第一章：Introduction into Art HistoryArt has been an integral part of human civilization since ancient times. It serves as a medium for individuals to express their ideas, emotions, and perspectives. In the second volume of the University Art English Textbook, we delve into the captivating world of art history. This chapter provides an introduction to the subject, exploring the major styles, movements, and key figures that have shaped the artistic landscape throughout history.Section 1: The Origins of ArtArtistic expression dates back to prehistoric times when early humans first started creating visual representations. Cave paintings, such as those found in Lascaux, France, and Altamira, Spain, provide valuable insights into the artistic abilities and cultural practices of our ancestors. These ancient artworks primarily depicted hunting scenes, local fauna, and religious rituals, serving as a powerful testament to the early development of artistic expression.Section 2: Ancient ArtAncient civilizations, such as Egypt, Greece, and Rome, made significant contributions to the world of art. The Egyptians, known for their distinctive style and emphasis on symbolism, created grand monuments and breathtaking sculptures, most notably the Great Sphinx and the pyramids of Giza. In Greece, art flourished during the Classical period, with iconic sculptures like the Venus de Milo and the Discobolus embodying the idealized human form. Meanwhile, the Romans excelled in the realms ofarchitecture and engineering, leaving behind impressive structures such as the Colosseum and aqueducts.Section 3: Medieval and Renaissance ArtThe Middle Ages witnessed the dominance of religious themes in art, with iconic examples including the Byzantine mosaics of Ravenna and the illuminated manuscripts of the Book of Kells. However, it was during the Renaissance that art experienced a dramatic shift. Characterized by a renewed interest in classical Greek and Roman art, the Renaissance period produced masterpieces like Leonardo da Vinci's Mona Lisa and Michelangelo's Sistine Chapel ceiling. Artists during this time focused on realistic depictions of the natural world and the human form, leading to groundbreaking advancements in perspective and anatomy.Section 4: Baroque and RococoThe Baroque period introduced a more dramatic and theatrical style of art. Rich in detail and emotion, works from this era sought to evoke strong emotional responses from viewers. Artists such as Caravaggio and Rembrandt utilized strong contrasts of light and darkness to create powerful visual effects. As the Baroque style evolved, it eventually transitioned into the Rococo period, characterized by ornate, decorative, and delicate artworks. Rococo artists, like Francois Boucher and Jean-Honoré Fragonard, focused on themes of love, romance, and indulgence.Section 5: Modern and Contemporary ArtThe 19th and 20th centuries witnessed a dynamic evolution in the art world. The Industrial Revolution brought about significant social, cultural,and technological changes, leading to the emergence of various art movements. From Impressionism and Cubism to Abstract Expressionism and Pop Art, artists continuously challenged conventional norms, experimenting with new styles, techniques, and subject matters. Influential figures like Vincent van Gogh, Pablo Picasso, and Andy Warhol revolutionized the art world and continue to inspire contemporary artists today.ConclusionThe second volume of the University Art English Textbook serves as a comprehensive introduction to the rich and diverse world of art history. By exploring the origins of art, ancient civilizations, medieval and Renaissance periods, Baroque and Rococo styles, and the modern and contemporary art movements, students will develop a deep appreciation for the transformative power of artistic expression. Understanding the historical context, key figures, and major art movements is crucial in fostering a well-rounded artistic education. As students embark on this artistic journey, they will gain invaluable insights into the cultural, social, and historical influences that have shaped the art world throughout the ages.。
艺术史英语词汇大全探索艺术史的关键词
艺术史英语词汇大全探索艺术史的关键词Art History English Vocabulary Guide: Exploring Key Terms in Art HistoryIntroduction:Art history is a fascinating subject that explores the development and evolution of artistic movements, styles, and techniques over time. Studying art history involves an understanding of various key terms that describe artworks, artists, and art theories. In this guide, we will delve into a comprehensive list of English vocabulary related to art history, providing explanations and examples for each term.1. Art Movements:Art movements are significant periods in art history characterized by specific styles, ideologies, and artistic techniques. Understanding these movements helps to contextualize artworks within their respective periods. Here are some key terms related to art movements:1.1 Impressionism:Impressionism was an art movement that emerged in the late 19th century. It focused on capturing the fleeting effects of light and color through loose brushwork and visible brushstrokes. Claude Monet is a renowned Impressionist artist known for his series of paintings depicting water lilies.1.2 Cubism:Cubism, pioneered by Pablo Picasso and Georges Braque, revolutionized art in the early 20th century. It emphasized geometric shapes and the fragmentation of forms to represent multiple perspectives simultaneously. Picasso's painting "Les Demoiselles d'Avignon" is a notable example of Cubism.2. Art Styles:Art styles refer to distinctive approaches or characteristics within art movements. These styles differentiate artists and their works from one another. Here are some important art styles in art history:2.1 Baroque:Baroque art, prevalent in Europe from the 17th to the 18th century, is known for its elaborate details, dramatic lighting, and emotional intensity. Gian Lorenzo Bernini's sculptures, such as "Ecstasy of Saint Teresa," exemplify the Baroque style.2.2 Surrealism:Surrealism, founded by André Breton, explored the realm of dreams and the subconscious. Artists like Salvador Dalí often incorporated bizarre and dreamlike elements into their works. Dalí's painting "The Persistence of Memory" is an iconic example of Surrealism.3. Techniques and Mediums:Techniques and mediums refer to the methods and materials used by artists to create their artworks. Here are some key terms related to techniques and mediums:3.1 Oil Painting:Oil painting is a technique that involves using pigments mixed with oil as a medium for expression. It allows for rich colors, texture, and depth. Leonardo da Vinci's "Mona Lisa" is a masterpiece created using the oil painting technique.3.2 Sculpture:Sculpture is a three-dimensional art form that involves carving, modeling, or constructing materials such as stone, metal, or clay. Michelangelo's "David" is an iconic marble sculpture representing the ideal human figure.4. Art Theory and Criticism:Art theory and criticism involve the analysis and interpretation of artworks. They provide insights into the meaning, aesthetics, and cultural significance of art. Here are some important terms in art theory:4.1 Semiotics:Semiotics is the study of signs and symbols and their interpretation. In art, it analyzes how images, colors, and shapes convey meaning. For example, the use of a red rose in a painting may symbolize love or passion.4.2 Formalism:Formalism focuses on the formal qualities of art, such as line, shape, color, and composition. It emphasizes the visual elements and their arrangement rather than the artwork's context or subject matter.Conclusion:Art history encompasses a vast array of terms and concepts that help us understand the evolution of art throughout history. This guide has provided an overview of key terms related to art movements, styles, techniques, and theories. By familiarizing ourselves with these terms, we can enhance our appreciation and comprehension of the rich world of art history.。
历史研究所全英研究生课程简介(中英文各一份)
34.林志宏，《民国乃敌国也：政治文化转型下的清遗民》，台北：联经出版 公司，2009。 35.余英时： 《论戴震与章学诚： 清代中期学术思想史研究》 ， 北京： 三联书店， 2005。 36.黄进兴著，郝素玲、杨慧娟译： 《李绂与清代陆王学派》 ，南京：江苏教育 出版社，2010。
附件 5． Institute of History 全英 研究生课程简介(中英文各一 份)
Chapter3
Political experiences and ideals of Yü an scholars
§3.1 Confucian Eremitism §3.2 Livelihood Theory for scholars
§3.3 Political performance of scholars from southern China §3.4 From late-Yü an to early-Ming: Conquerors and Confucians
Peter K. Bol. Neo-Confucianism in history. Cambridge, Mass.: Harvard University Press, 2008. Denis Twitchett and John K. Fairbank eds.. The Cambridge History of China Vol. 6-11, Cambridge: Cambridge University Press, 1978-2003. 主要参考书： 37. W. T. de Bary. Neo-Confucian Orthodoxy and the Learning of the Mind-and-Heart. New York: Columbia University Press, 1981. 38. Richard von Glahn and Paul Smith, eds., The Song-Yü an-Ming Transition in Chinese History. Cambridge: Harvard University Asia Center, 2003. 39. Hok-lam Chan and Wm. Theodore de Bary, ed., Yü an thought : Chinese thought and religion under the Mongols. New York: Columbia University Press, 1982. 40. Anne Gerritsen, Ji'an Literati and the Local in Song-Yuan-Ming China. Leiden: Brill, 2007. 41. John W. Dardess. Conquerors and Confucians: aspects of political change in late Yü an China. New York: Columbia University Press, 1973. 42. Hung-lam Chu. “Ch’iu Chün(1421-1495) and the Ta hsü eh Yen-i Pu: Statecraft Thought in Fifteenth-Century China,” Ph.D. Dissertation, Princeton University, 1984. 43. Timothy Brook. Praying for Power: Buddhism and the formation of gentry society in late-Ming China, Cambridge, Mass.: Council on East Asian Studies, Harvard University and Harvard-Yenching Institute, 1993. 44. Arthur F. Wright, ed.. The Confucian Persuasion. Stanford, CA: Stanford University Press, 1960. 45. Hoyt C. Tillman. Confucian discourse and Chu Hsi's ascendancy. Honolulu:
历史英文讲解
历史英文讲解History refers to the study and interpretation of past events, particularly those that have shaped the world we live in today. As we explore history, we gain valuable insights into the experiences and contributions of different cultures, societies, and individuals. In this article, we will delve into the importance of history and how it is taught and explained in the English language.Understanding history allows us to make sense of the present and provides a context for the world we live in. It helps us appreciate the struggles and achievements of those who came before us and teaches us valuable lessons that can guide our decisions and actions. By studying history, we can develop critical thinking skills, learn from past mistakes, and gain a broader perspective of the world.History education plays a crucial role in ensuring that future generations are knowledgeable and informed about the past. In English-speaking countries, history is generally taught as part of the school curriculum. Students learn about key historical events, figures, and concepts through textbooks, lectures, discussions, and research.The English language is widely used in history education as it provides access to a vast array of historical resources, including primary and secondary sources, academic journals, and historical archives. English language proficiency allows students to engage with original historical documents, such as letters, diaries, and speeches, which provide firsthand accounts of past events.One important aspect of history education is the use of narratives to tell the story of the past. Narratives help students connect with historical events on a personal level and make the subject matter more relatable. English provides a rich vocabulary to describe historical events, analyze causation, and understand the motivations of individuals and societies.Teachers of history in English-speaking countries aim to foster critical thinking skills and encourage students to explore different perspectives and interpretations of historical events. They often use primary sources, historical imagery, and multimedia resources to engage students and make history come alive. By examining different viewpoints, students can develop their analytical and evaluative skills, enabling them to form well-rounded opinions and interpretations of history.In addition to formal education, history is also explained and shared through various mediums, such as books, documentaries, and online platforms. Many historians and scholars communicate historical knowledge to the general public through accessible and engaging language in order to promote a wider understanding of the past. The English language plays a significant role in the dissemination of these historical narratives, enabling a global audience to access and appreciate different historical perspectives.In conclusion, history plays a crucial role in our understanding of the world and the development of critical thinking skills. The English language provides a platform for the exploration and explanation of history, allowing both students and the general public to engage with the past. Through diverse narratives and the analysis of primary sources, we can appreciate theimportance of history in shaping our societies and learn valuable lessons from the experiences of those who have come before us.。
文史哲lecture
IV. Literature and Philosophy
------Literature represents philosophy
Definition: Philosophy is “the study or writing of ideas
about the meaning of life, or a particular set of ideas about the meaning of life” (Cambridge Learner’s Dictionary ); or
If literature takes a step backward, it is history If literature takes a step forward, it is philosophy
Literature is the reflection of history and philosophy Literature becomes history and vice versa;
History ·Literature ·Philosophy
------Tradition and Challenge
Gan Wenping
School of Foreign Languages, Wuhan University of Technology
I.General Introduction
Literature is the study of human beings who write about how human beings behave themselves Literature is a mirror of history. Classical literary works
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
• Aristotle himself could have avoided the deficiency if he had developed more completely his theory of the sign and had connected it to his analysis of perception.
• Signs are things employed to signify something (res … quae ad significandum aliquid adhibentur) (Augustine De doctr. chr. I 1, 1963, 9). (Stanf. Enc.)
John Poinsot
• Iberian philosopher of Portuguese birth, • John Poinsot was the first systematically to demonstrate the unity of the subject matter of semiotics as an area of possible inquiry in his Treatise on Signs (1632) • Sign is a relational being:
– Jeffrey Barnouw, Propositional Perception: Phantasia, Predication and Sign in Plato, Aristotle and the Stoics. Lanham, MD: University Press of America, 2002. Pp. 383. ISBN 0-7618-2341-7.
• One of the ideas: “omne symbolum de symbolo”
Aurelius Augustine
Late antiquity, 354 – 430
• “the greatest semiotician of antiquity and the real founder of semiotics” • The writings:
Aristotle
350 B.C.E
• Spoken words are the symbols of mental experience and written words are the symbols of spoken words. Just as all men have not the same writing, so all men have not the same speech sounds, but the mental experiences, which these directly symbolize, are the same for all, as also are those things of which our experiences are the images. • On Interpretation. Part 1. /Aristotle/interpretation.1.1.ht ml
– “Natural signs are those which, apart from any intention or desire of using them as signs, do yet lead to the knowledge of something else”, as, for example, smoke when it indicates fire, the footprint of an animal passing by, or the countenance of an angry or sorrowful man. – “Conventional signs, on the other hand, are those which living beings mutually exchange in order to show, as well as they can, the feelings of their minds, or their perceptions, or their thoughts.” (Stanf. Enc.)
• Semiosis is a process of syllogistic induction: From the observable signifier we infer (draw a conclusion) by mediation of the signified about what the sign stands for. • (Note: SEMIOSIS – a process of functioning of a sign)
Lecture 2. History of Semiotics
• “The history of semiotics as a whole yet remains to be written”, (Morris)
Subdivision ofFra bibliotekthe history
– – – – Ancient Medieval Renaisasance theories and later period until 20th cent. Modern
The Stoics
300 B.C. – A. D. 200
• The main idea of the stoic theory of signs: A sign consists of three components:
– The material signifier; – The signified (meaning); – The external object.
– On Soul
Form and theory of abstraction
• … it is not the stone which is present in the soul but its form.
– [De Anima. Chapter 8. Classics in the History of Psychology. [http://psychclassics.yorku.ca/Aristotle/Deanima/index.htm].
– De magistro – De Doctrina Christiana – Principiae dialecticae
Main ideas of Aurelius Augustine
• The concept of sign defined in terms of a triadic relation (a sign is always a sign of something to some mind). (Noeth) • “a sign is something which, offering itself to the senses, conveys something other to the intellect (Signum … est res praeter speciem quam ingerit sensibus, aliud aliquid ex se faciens in cogitationem venire) (Augustine De doctr. chr. II 1, 1963, 33). (Stanf. Enc.) • Augustine divides the sign into the two main classes of natural signs (signa naturalia) and given signs (signa data).
On Aristotle’s theory of abstraction
• By a 'sense' is meant what has the power of receiving into itself the sensible forms of things without the matter. This must be conceived of as taking place in the way in which a piece of wax takes on the impress of a signetring without the iron or gold; we say that what produces the impression is a signet of bronze or gold, but its particular metallic constitution makes no difference: in a similar way the sense is affected by what is coloured or flavoured or sounding, but it is indifferent what in each case the substance is; what alone matters is what quality it has, i.e. in what ratio its constituents are combined.
The Epicureans
300 B.C. – 0
• Dyadic (materialistic) model of sign (rejected the meaning) • Rejected inferential account of semiosis
Medieval semiotics
Plato, wider context of the citation
• Hermogenes. I have often talked over this matter, both with Cratylus and others, and cannot convince myself that there is any principle of correctness in names other than convention and agreement; any name which you give, in my opinion, is the right one, and if you change that and give another, the new name is as correct as the old- we frequently change the names of our slaves, and the newlyimposed name is as good as the old: for there is no name given to anything by nature; all is convention and habit of the users;- such is my view. But if I am mistaken I shall be happy to hear and learn of Cratylus, or of any one else. • Socrates. I dare say that you be right, Hermogenes • Commentary on Plato: Names are conventional, arbitrary signs