Search Results (5)

In this article, I argue that Newman’s emphasis on a gestaltic model of reasoning and the role played by the imagination in informal reasoning is a fruitful starting point for an exploration of convergence between the Grammar of Assent and Wittgenstein’s On Certainty. I claim that Wittgenstein, like Newman, challenges both the claim that justification must be neutral and the prejudice according to which any form of persuasion that is not demonstrative is irrational or arational. Arguments are mainly focused on the picture of Newman’s epistemology provided lately by Duncan Pritchard. I argue that Pritchard misrepresents Newman’s conception of the illative sense so as to ascribe to him the thesis that religious belief is evidentially grounded in a broad sense of evidence. This creates a false dichotomy between the arational view of religious principles and the account of religious certainties as epistemically grounded. I suggest that Newman’s reference to both living persuasion and the role played by the will in religious conviction is part of his attempt to expose this false dichotomy. Full article

The aim of this article is to explain the syntactic competition found in the complementation of Old English Prevent verbs. The competition on argumenthood involves linked verbal predications and linked nominal predications. Evidence is gathered for continuity both between finite and non-finite linked verbal predications as well as between non-finite and nominalised linked predications. This evidence points to a diachronic development: finite clause > non-finite clause > nominalisation. The main conclusion of the article is that the Interclausal Relation Hierarchy predicts the replacement of the finite clause complementation with non-finite clause complementation in such a way that the syntactically tighter noun phrase involving a deverbal nominalisation constitutes the next step of syntactic development. Full article

Presentational constructions, i.e., structures which introduce an event into the universe of discourse, raise the question of what it means for a predication to be entirely new in information structural terms. While there is growing consensus that these constructions are not topicless, there is no agreement on how to analyse their topic. The Romance languages of Northern Italy have figured prominently in this debate because the presentational constructions of many such languages exhibit VS order and an etymologically locative clitic in subject clitic position. This clitic has been claimed to be a subject of predication in a syntactic subject position. Adducing primary comparative evidence from Milanese and Turinese, we discuss patterns of microvariation which suggest that the etymologically locative clitic need not be a syntactic subject and can mark an aboutness topic provided by the discourse situation alone. We propose a parallel-architecture, Role and Reference Grammar account whereby the microvariation under scrutiny is captured in terms of the interfaces that are involved in the parsing of utterances. This account considers discourse to be an independent module of grammar, which, alongside the semantic and syntactic modules, is directly involved in linguistic variation and change. Full article

School gardens can be places of biodiversity and suitable learning environments for Education for Sustainable Development (ESD). In particular, vegetable patches where students can make their own experiences in food growing are very apt to connect local acting and global thinking, which is one of the main concerns of ESD. Working in a school garden could be a chance to overcome the lack of perception and knowledge about plants and their life cycles, which is described as “plant blindness”. Concerning the impact of school gardening, studies often investigate teachers’ perspectives only. Therefore, in our study, we focused on students. Participants were mainly fifth and sixth graders in middle and grammar school (mean age 12.3 years, n = 2107). With a paper-pencil test, we investigated their knowledge about the growth of 10 selected crop plants and asked them to rate school garden design elements referring to their importance and suitability for taking over responsibility for nature. In addition, we asked for character traits necessary for a successful school gardener. The results showed that about 40% of the students are convinced that carrots and radishes grow in bunches underground, and nearly 50% thought kohlrabi is growing underground as well. Girls performed better than boys. Increasing age and experience in gardening had a positive effect on the answers. In the students’ opinion, fruit trees, birdhouses, and vegetable patches are the most important elements in school gardens. The liking of nature and patience were highly scored skills for successful school gardening. The influence of experiences in gardening on the answers showed the important role that school gardening could play to gain hands-on knowledge about plant growth and thus offer quality education for every student. This would not only contribute to the reduction of plant blindness but answer the requests of ESD and the goals postulated in the Agenda 2030. Full article

This study examines the role of previously known language in L3 Brazilian Portuguese (BP) object expression acquisition. It investigates the claims of the main models of L3 transfer, the cumulative enhancement model (CEM) (Flynn et al. 2004), the L2 status factor (Bardel and Falk 2007) and the typological proximity model (TPM) (Rothman 2011) in both comprehension and production tasks. It also aims at measuring the extent of transfer effects in comprehension and production. Participants (N = 33) were divided into three groups, a mirror image group of L3 BP learners who already knew English and Spanish, and a native control group. They performed a self-paced reading task and a story telling task, which focused on object clitics in BP. Results indicate early convergence to the BP grammar by the L3 learners in what refers to object expression. They also suggest that, although no major effects of transfer were obtained, clitic placement errors in the production task and preference for inanimate and non-specific contexts for null objects can be traced to Spanish, independent of order of acquisition, providing evidence in favor of the TPM. Finally, comprehension seems to override the effects of language transfer earlier than production. Full article