Howard R Pollio – författare

In this volume, originally published in 1977, the authors describe the relevance of figurative language for the psychology of language and present a methodological approach best described as naturalistic in orientation. The first section presents the idea of figurative language in terms of linguistic, aesthetic, and philosophical background. Also included is a description of empirical techniques used to assess figurative language and findings from an analysis of widely differing spoken and written contexts.

The second section of this volume deals with the occurrence and significance of figurative language within the specific context of psychotherapy. The use of such language is shown to be crucial in patient insight. The third section deals with children, their understanding and use of figurative expressions, specifically within the school. Here is a volume that was an outstanding addition to the literature at the time and still a valuable resource today.

In this volume, originally published in 1977, the authors describe the relevance of figurative language for the psychology of language and present a methodological approach best described as naturalistic in orientation. The first section presents the idea of figurative language in terms of linguistic, aesthetic, and philosophical background. Also included is a description of empirical techniques used to assess figurative language and findings from an analysis of widely differing spoken and written contexts.

The second section of this volume deals with the occurrence and significance of figurative language within the specific context of psychotherapy. The use of such language is shown to be crucial in patient insight. The third section deals with children, their understanding and use of figurative expressions, specifically within the school. Here is a volume that was an outstanding addition to the literature at the time and still a valuable resource today.

This book presents a carefully constructed framework for teaching and learning informed by philosophical and empirical foundations of phenomenology. Based on an extensive, multi-dimensional case study focused around the ‘lived experience’ of college-level teaching preparation, classroom interaction, and students’ reflections, this book presents evidence for the claim that the worldviews of both teachers and learners affect the way that they present and receive knowledge. By taking a unique phenomenological approach to pedagogical issues in higher education, this volume demonstrates that a truly transformative learning process relies on an engagement between consciousness and the world it ‘intends’.

This book presents a carefully constructed framework for teaching and learning informed by philosophical and empirical foundations of phenomenology. Based on an extensive, multi-dimensional case study focused around the ‘lived experience’ of college-level teaching preparation, classroom interaction, and students’ reflections, this book presents evidence for the claim that the worldviews of both teachers and learners affect the way that they present and receive knowledge. By taking a unique phenomenological approach to pedagogical issues in higher education, this volume demonstrates that a truly transformative learning process relies on an engagement between consciousness and the world it ‘intends’.