Evil is a problem that will not go away. For some it is an inescapable fact of the human condition. For others ‘evil’ is a term that should only be used to name the most horrible of crimes. Still others think that the worst problem lies with the abuse of the term: using it to vilify a misunderstood enemy. No matter how we approach it, ‘evil’ is a concept that continues to call out for critical reflection.
Recent SLA research recognizes the necessity of attention to grammar and demonstrates that form-focused instruction is especially effective when it is incorporated into a meaningful communicative context. Designed specifically for second-language teachers, this text identifies and explores the various options for integrating a focus on grammar and a focus on communication in classroom contexts and offers concrete examples of teaching activities for each option. Each chapter includes a description of the option, its theoretical and empirical background, examples of activities illustrating in a non-technical manner how it can be implemented in the classroom, questions for reflection, and a list of useful resources that teachers can consult for further information.
Cognition Through Understanding presents a selection of Tyler Burge’s essays that use epistemology to illumine powers of mind. The essays focus on epistemic warrants that differ from those warrants commonly discussed in epistemology–those for ordinary empirical beliefs and for logical and mathematical beliefs. The essays center on four types of cognition warranted through understanding–self-knowledge, interlocution, reasoning, and reflection. Burge argues that by reflecting on warrants for these types of cognition, one better understands cognitive powers that are distinctive of persons, and (on earth) of human beings. The collection presents three previously unpublished independent essays, in addition to substantial, retrospective commentary. The retrospective commentary invites the reader to make connections that were not fully in mind when the essays were written.
