2010 Bahar Sayı 14

Permanent URI for this collectionhttps://hdl.handle.net/11452/10129

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    Book review: Alciphron or the minute philosopher
    (Uludağ Üniversitesi, 2010) Çetin, İsmail; Uludağ Üniversitesi.
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    Heidegger’s approach to being: Man as the fundament of ontology
    (Uludağ Üniversitesi, 2010) Imafidon, Elvis
    In contrast to the metaphysics of presence or substance ontology of traditional metaphysical thinking, this paper is an analysis of Martin Heidegger’s approach to Being where the individual or Dasein is the route to, the illuminator of, and the shepherd of, Being via his transcendence into Nothing, his meditative thinking, and his use and mastery of language and discourse. It also highlights on the import of such an approach to Being where man is the fundament of ontology.
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    Language metaphor and its implications in George Berkeley’s philosophy
    (Uludağ Üniversitesi, 2010) Çetin, İsmail; Uludağ Üniversitesi/İlahiyat Fakültesi.
    Philosophy since the time of Berkeley has taken many different turns and undergone fluctuations in emphasis, but interest in Berkeley’s thought persists and it is widespread. No contemporary philosopher in any land can afford to bypass him, and many feel compelled to refute him or offer contrasting alternatives if they do not accept his claims. A central feature of Berkeley’s philosophy is his use of a certain metaphor which we can call ‘language metaphor’. This metaphor charecterizes natural world as a language through which God speaks to man, instructing him the ways of caring for himself, enabling him to predict the future, and teaching him how to act. This article aims to investigate ‘language metaphor’ and its implications in Berkeley’s philosophy.
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    Postmodern theory and postmethod condition: New tasks and roles for english language teachers
    (Uludağ Üniversitesi, 2010) Samancı, Elif Sezen; Arıkan, Arda
    This paper highlights the profound change that education is going through with the significant rise of postmodernism affecting every field. Similarly, the field of English Language Teaching is in constant transition with new approaches to and methods of teaching the content all of which refer to the “postmethod condition” in which teachers are considered to be freed from applying one single method or approach in their teaching. In such a space, they can experience and experiment with their own teaching methods, skills and knowledge as autonomous learners. The postmethod era, while reshaping the roles of teachers, reshapes all teacher education practices that are vital to the practice of English language teaching. Hence, this article discusses the dimensions of this new space by commenting on the roles attributed to teachers and teacher educators. First, there is a brief discussion of the evolving paradigm of postmodernism. Second, examples of new ways of teaching and teacher education are discussed in relation to postmodernism.