By Frances Christie, J. R. Martin
Systemic sensible linguists have explored academic discourse based on comparable hierarchies, and through bringing the 2 views jointly this booklet exhibits the influence of language on wisdom and pedagogy. The members study the several buildings of data and the circulate of data in the university context, but in addition in accordance with language in early youth, literacy, English, the social sciences, technological know-how and arithmetic. the result's a innovative and dynamic research of information constructions at paintings in academic associations.
Language, wisdom and Pedagogy makes an important contribution to linguistics, utilized linguistics and academic conception. will probably be of curiosity to researchers operating in those parts.
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Additional info for Language, Knowledge and Pedagogy: Functional Linguistic and Sociological Perspectives
In his last major contribution, Bernstein attempted to address these questions. SOCIOLOGY FOR TRANSMISSION OF KNOWLEDGES • MATON & MULLER 23 Discourses and knowledge structures Bernstein’s conceptualization of the knowledges subject to pedagogic transformation (1999a) begins from the wider perspective of distinguishing two forms of discourse: horizontal discourse and vertical discourse. Horizontal discourse refers to everyday or ‘common-sense’ knowledge and ‘entails a set of strategies which are local, segmentally organized, context-speciﬁc and dependent’ (1999a: 159).
The ﬁrst dimension refers to the degree to which the development of a knowledge structure is characterized by the integration and subsumption of knowledge into more overarching and generalizing propositions. What enables knowledge structures to develop in this manner is a crucial area for research, one in which systemic functional linguistics is providing valuable insights; see, for example, Martin (this volume) on the role played by linguistic technicality, especially grammatical metaphor, in enabling hierarchical integration of knowledge, and O’Halloran (this volume) on how mathematics enables progress in the natural sciences to develop in this way.
To the principles which give rise to its structuring. This is not to say that this possibility is always taken up in practice. The history of science is replete with examples of overlooked or dismissed theories that, in retrospect, represented advances on existing theories. Whether this possibility is recognized and realized in any particular case is an empirical question in which the nature of an intellectual discipline as a social ﬁeld of practice plays a key role. Conversely, one must beware the temptation to sociological reductionism whereby, for example, the astonishing expansion of science is explained solely in terms of the interests it serves.
Language, Knowledge and Pedagogy: Functional Linguistic and Sociological Perspectives by Frances Christie, J. R. Martin