The scholarship of learning modern languages and cultures : integrating education, research and human development
By taking learning as the axis of scholarship, personal and social epistemologies have a common ground: experience and reflective action. I am not considering learning as a vehicle whose success is measured to the extent that a portion of the external world is appropriated, but as a qualitatively different way to see, understand and handle experience. A scholarship of learning is tightly bound to the experiential roots of objects of study that keep on changing in individual and collective histories. Therefore, a scholarship of learning is not a set of context-free skills but a complex process of transformation of its practitionersâ identity and agency over themselves and their object of study. Such two-fold construction orientates a discipline no less than the ways of knowing, acting and being of those engaged in its investigation. I propose that the object of study of Modern Languages and Cultures should be literacy in the multilayered symbolic codes (some of which are tacit) that make intercultural interchanges intelligible and effective. The scope of this dissertation, however, is restricted to the investigation of deep learning in literacy. My thesis is that Modern Languages and Cultures should not be
Vera LĂłpez, Hortensia Beatriz
PB Modern European languages. Celtic languages
The scholarship of learning modern languages and cultures : integrating education, research and human development. By taking learning as the axis of scholarship, personal and social epistemologies have a common ground: experience and reflective action. I am not considering learning as a vehicle whose success is measured to the extent that a portion of the external world is appropriated, but as a qualitatively different way to see, understand and handle experience. A scholarship of learning is tightly bound to the experiential roots of objects of study that keep on changing in individual and collective histories. Therefore, a scholarship of learning is not a set of context-free skills but a complex process of transformation of its practitionersâ identity and agency over themselves and their object of study. Such two-fold construction orientates a discipline no less than the ways of knowing, acting and being of those engaged in its investigation. I propose that the object of study of Modern Languages and Cultures should be literacy in the multilayered symbolic codes (some of which are tacit) that make intercultural interchanges intelligible and effective. The scope of this dissertation, however, is restricted to the investigation of deep learning in literacy. My thesis is that Modern Languages and Cultures should not be
scholarship learn modern_language culture integrate education human development take learn axis scholarship personal_social epistemology common_ground experience reflective action consider learn vehicle whose success measure extent portion external_world appropriate qualitatively different_way see handle experience scholarship learn tightly bind experiential root object study keep change individual_collective history therefore scholarship learn set context_free skill complex_process transformation practitioner identity agency object study two_fold construction orientate discipline less way_know act engage investigation propose object study modern languages cultures literacy symbolic code tacit make intercultural interchange intelligible effective scope however restrict investigation deep learning literacy modern languages cultures