1. ECUADORIAN AND ENGLISH SPEAKING COUNTRIES LANGUAGES
AND CULTURE
Eduardo Heredia, M. Ed.
2020
2. Culture, language & thought
Kramsch (1998) Language & culture are bound together in three ways:
1. Language expresses cultural reality
2. Language embodies cultural reality
3. Language symbolizes cultural reality
Moran (2001) Language & culture are two sides of the same coin, each
mirroring the other.
3. What is culture?
Culture is the learned set of traditions and lifestyles, socially
acquired, members of a society, including its modes and
patterned repetitive thinking, feeling and acting, that is, their
behavior.
culture is not patiently waiting to be discovered, but to be
inferred from the words and actions of the group being studied,
to be later literally assigned to that group by anthropologist.
culture is a explicit statement about how they members of a
particular social group on how they should act
4. What is language?
the method of human communication, either spoken or written, consisting of the
use of words in a structured and conventional way.
a system of communication used by a particular country or community.
a system of communication consisting of sounds, words, and grammar, or the
system of communication used by people in a particular country or type of work:
the system of communication in speech and writing that is used by people of a
particular country or area
5. Concept of Sociolinguistic
• Study the relationship between language and society, and how
language is used in multilingual speech communities.
• Social factors and social dimensions:
• A social distance (solidarity): High or Low
• A status scale: relationships
• A formality scale: setting or type of interaction
Janet Holmes, 1992.
6. Identify different speech communities
• Each person belongs to different social groups formed by family ties,
work, or by common interests or hobbies.
• Each community develops a certain way of speaking that its member use
to identify with that community.
• The students should distinguish between these communities so that they
can use the appropriate language for each community.
18. Theonomous culture. Theos meaning God and nomos meaning law. The idea in a
theonomous culture is that God’s law is so self-evident within the human heart that
there are some imperatives within you that find a consensus in society.
Heteronomous culture can be found in the Middle East. Heteros meaning different
and nomos meaning law, a different law, where there are two distinct sets in
operation. There is the controlling few and the masses down here. In secular
terminology Marxism is a heteronomous culture where the handful at the top dictate
everything for the masses below.
Autonomous culture can be found in the Western world; autos meaning self, nomos
meaning law, you’re a self-law. You’re a law unto yourself. You follow your individual
autonomy.
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26. • Socrates (470-399 BC) is perhaps the most enigmatic character in the entire history of philosophy. He wrote
nothing at all. And yet he is one of the philosophers who has had the most influence on European thought. He
was sentenced to death for his philosophical activity.
• The very essence of Socrates' activity is that his goal was not to teach people. Rather, it gave the impression
that he was learning from the people he was talking to. So he did not teach like any school teacher. No, no, he
was talking.
• Socrates thought that he had a divine voice within him and that this "conscience" told him what was right.
"Whoever knows what is good will also do good"
• Socrates thought that it was impossible to be happy if one acts against his convictions. And whoever knows how
to become a happy man will try to be happy. For this reason, who knows what is good will also do good,
because no person will want to be unhappy. Can you live happily if you constantly do things that deep down
you know are not right?
• Good produces happiness
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30. Greek Politics Greek Politics
• The fundamental locus of Greek politics was the
polis (city-state)
• In the polis “civic space” lay at the center of the
community
• All citizens were expected to engage in politics
31. On Democracy
• Democracy is often associated with Ancient Greece (where it
originated)
• However, democracy was only confined to a few poleis, most notably
Athens
• Greek democracies did not function as democracies today do
32. • Democracy is the opposite of a representative government (Democracy is not mentioned in the US
constitution)
• Representative government (RG) transfers power onto common people; highly-qualified individuals
randomly chosen.
• RGs were applied during 200 years in the ancient Greece and lasted.
• Democracy will soon degenerate into anarchy (John Adams)
• Remember, democracy never last long (John Adams)
• Democracies have been found incompatible with personal security of the rights of property (James
Madison)
36. What is a State?
• States come about because individuals have needs they
cannot satisfy alone
•Individuals with different talents have complementary
needs
37.
38. Analysis
• Plato’s ideas in the Republic are clearly undemocratic on the whole
–He highlights democracy’s weakness as a populist machine
• His ideas are rooted in his view of man as possessing specific talents
• Plato emphasizes unity as the supreme value of the state –concept of
organic unity
• He recognizes that the state exists to ensure the happiness of everyone,
not just a particular class
• In Plato’s view, the basis of political rule is knowledge –In this regard, the
“best” should rule
• He also points out that for rulers to be effective, they must put the public
interest before private concerns
39.
40. Aristotle thought that there are three kinds of happiness.
The first kind of happiness is a life of pleasure and fun.
The second is to live as a free and responsible citizen. The
third, a life in which one is a philosopher and researcher.
Aristotle also stresses that the three conditions must
exist simultaneously for the human being to live happily.
44. • How to combat the tyranny of power?
• How to find a social balance between the passions of the
majority and the virtues of the minority?
• How to ensure freedom as the absence of domination?
• How to design a system that promotes structural equality,
not material equality?
45. Leader controlled by a congress divided into 2
chambers; senate and the commons:
1.Philosophers
2.Working class
1 and 2 dialogue to establish limits to the leader
46.
47. • The eternally true, the eternally beautiful, and the eternally good.
• Plato thought that reality is divided into two. One part is the world of the senses, about which we can only
get imperfect knowledge using our five senses. The other part is the world of Ideas, on which we can get
certain knowledge, through the use of reason.
• But we also have an immortal soul, the dwelling place of reason. Precisely because the soul is not material, it
can see the world of Ideas.
• Political animal (Democracy equals Demagogy)
• Aristotle's philosophy assumed that there was a God, or a first cause, that sets in motion all the processes of
nature. But it does not provide us with any more detailed description of God.
48. • Around the year 300, Rome was threatened both by tribes arriving from the north and by internal
dissolution.
• In the year 313 Christianity was an accepted religion in the Roman Empire.
• In 330 AD, Emperor Constantine moved the capital of the Roman Empire to Constantinople.
• From the year 380 Christianity was the state religion throughout the Roman Empire.
• In 395 the Roman Empire was divided into two: the western Roman empire, with Rome in the center,
and the eastern Roman empire, with the new city of Constantinople as its capital. In 410, Rome was
sacked by barbarian peoples, and in 476 every western Roman state perished.
• Another date worth remembering is the year 529. Then the Church closed Plato's academy in Athens.
• The year 529 becomes a symbol of how the Christian Church put a cover over Greek philosophy.
• The eastern Roman empire remained a state until 1453, when the Turks conquered Constantinople.
• Time of a thousand years of growth.
• The economy is characterized by what we call feudalism.
• At the end of the 4th century, the Bishop of Rome would soon become the head of the entire Roman
Catholic Church.
• Throughout the Middle Ages the Arabs were the most important in sciences such as mathematics,
chemistry. astronomy or medicine.
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50. • Saint Augustine lived from 354 to 430
• Saint Augustine joins a Neoplatonism.
• The Greeks tended to think that the world had always existed. But he believed
that before God created the world, "ideas" existed in God's thoughts.
• Like Plotinus, he believes that evil is the "absence of God“
• Schools and Universities are assembled following some precepts of the high
and low middle ages.
• In the year 800, Formal education initiates and was purely religious and
oriented for aristocracy and the clergy (monasteries)
• In the year 1000, the first cathedral schools are founded and in 1200, the first
Universities.
51.
52. • The greatest and most important philosopher of the High Middle Ages was Thomas
Aquinas, who lived from 1225 to 1274.
• Thomas Aquinas Christianized Aristotle in the same way that Saint Augustine had
Christianized Plato at the beginning of the Middle Ages.
• Theocentrism (Faith can be accompanied by reason)
• Thomas believed that there are also a number of "natural theological truths." By this
he meant truths that can be reached both through Christian revelation and through
our innate or natural reason.
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54. • By Renaissance we understand an extensive cultural flourishing since the end of the 14th
century. It started in northern Italy, but, it spread rapidly to the rest of Europe during the XV
and XVI centuries.
• The compass, the gunpowder, the printing press.
• Famous scholars like Luther, Galileo, Da Vinci, Miguel Angel, Newton, Ficino, Copernico, etc.
• Geocentric vision vs Heliocentric vision
• The book of nature is written in a mathematical language (Galileo Galilei)
• The Renaissance bourgeois began to emancipate themselves from the feudal lords and the
power of the Church.
• Protestantism.
• Man is no longer just a part of Creation, but has begun to intervene directly in nature and to
form it in his image and likeness (Ecophilosophy)
• Dark humanism, Individualism in Education. it is the transition from transcendent thought to
immanentism [reality is in the content of consciousness].
• The emergence of embryonic forms of the capitalist mode of production, the development of
manufacturing.
• New Scientific method (empirical)
55. Saying something in a few words means
having thought deeply, but if a neophyte reads
and does not reflect, he thinks that he is facing
the beginning of something to develop and
criticizes those who had the audacity to serve
him raw food. (Friedrich Nietzsche)
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58. • Dialectical materialism influenced by Hegel.
• In 1848 Marx published, together with Engels, a manifesto. The first sentence of that manifesto reads as
follows: "A ghost runs through Europe, the ghost of communism“
• Goods are produced that make people richer. This is what Marx calls exploitation.
• During a certain period we will have a new «society of classes »in which the proletarians will keep
submitted by the force the bourgeoisie. This stage Marx called the dictatorship of the proletariat.
• But after a period of transition, the dictatorship of proletariat will be replaced by a "classless society", or
communism. In this society the means of production will be property of "everyone", that is, of the people
themselves.
• There is no doubt that the ideas of communism has managed to combat, to a large degree, an inhuman
society.
• When man works, he intervenes in nature and leaves his mark on it. But in this process nature also
intervenes in man and leaves a mark on his conscience
• In capitalist society, work is organized in such a way that the worker is actually doing slave work for another
social class. Thus, the worker transfers his own labor force, and with it all his human existence, to the
bourgeoisie.
59.
60. 1. Abolition of property in land and application of all rents of land to public purposes.
2. A heavy progressive or graduated income tax.
3. Abolition of all rights of inheritance.
4. Confiscation of the property of all emigrants and rebels.
5. Centralisation of credit in the hands of the state, by means of a national bank with State
capital and an exclusive monopoly.
6. Centralisation of the means of communication and transport in the hands of the State.
7. Extension of factories and instruments of production owned by the State; the bringing
into cultivation of waste-lands, and the improvement of the soil generally in accordance with
a common plan.
8. Equal liability of all to work. Establishment of industrial armies, especially for agriculture.
9. Combination of agriculture with manufacturing industries; gradual abolition of all the
distinction between town and country by a more equable distribution of the populace over
the country.
10. Free education for all children in public schools. Abolition of children’s factory labour in
its present form. Combination of education with industrial production...
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65. • The left did not only
politically appropriate of
the majority of Latin
America, but what is
much more serious: it
hegemonized the
classrooms, the classes ...
in short, It kidnapped the
culture ... the revolution
stopped expropriating
bank accounts to
expropriate the way of
thinking (Nicolás
Maárquez)
• It is vital that communist
scholars proliferate, who
better than these
scholars to achieve
cultural changes?
(Antonio Gramsci)
69. The standard view of Anglo‐Saxon teaching derives essentially from the Roman model: a group of students
copying down the master's dictation onto wax tablets, a text to be memorized, then erased, ready for the next
day's lesson (Lendinara, 2013, pp. 303–304; Riché & Contreni, 1976, pp. 458–468).
70. • The Industrial Revolution, which began in the 18th century, had a profound impact on the 19th, 20th and 21st
century in Europe, North America, and the rest of the world.
• Industrialisation not only modernised the western society but also brought into existence a capitalist middle
class of businessmen.
• The various socio-political dogmas replaced the much eroded inherited commitments to established religious
dynastic monarchies and were given such names as liberalism, conservatism, socialism or Marxism.
• In terms of their educational consequences, the ideologies had a two fold effect; they were often used as the
rationale for educational philosophies; and, the various political parties that were associated with particular
ideologies either advanced or hindered the cause of popular education
• The middle class, as the new claimants for political and social power, was often attracted to liberalism and
related ideologies. It opposed traditional aristocratic education, especially the close alliance between Church
and school, and sought to disengage education from religion.
• The older landed aristocrats. Their ideology favoured political reaction or conservatism. They asserted that
education followed the doctrine of "appropriateness", which held that there was a predetermined and
appropriate kind of education for each social class.
• The working class often victimised by the economic and social policies of their employers, the industrial
working class became a dispossessed group.
71. Liberalism
• Reflecting the middle class ethic, liberals stressed individualism in the belief that each
man should be allowed to reach the status and attainment that his ability can allow.
• They argued for freedom of thought, while economically they opted for free trade and
freedom of contract.
• Liberals generally regarded popular education under state control as a functional
instrument for propagating civic, economic, social and moral responsibility.
• They believed that popular education would advance enlightenment and secure
progress by widely diffusing scientific and practical knowledge.
72. Conservatism
• The proper role of education is to preserve language and tradition by transmitting the
cultural heritage to the young so that they can assume their predetermined roles.
• Education should provide class skills and values to the immature so that they can fit
into the social order of the State.
• The basic objective of education therefore was to preserve the status quo and maintain
cultural continuity.
73. Humanitarianism
• Humanitarianism was a response to the ills created by industrialisation.
• Education was often regarded as a means of alleviating these problems.
• A number of educational programmes were launched to improve the conditions of the
working classes.
• For example, the Sunday School movement, originating in England, was designed to
impart religious values and reading, writing and arithmetic to working class children.
74. Nationalism
• National systems of education were organised not only to bring about popular literacy
• but also to generate commitment and loyalty to the aims of the nation-state.
• A major emphasis in the national systems of education was placed on the study of the
national language, history and literature.
• Good citizenship was constructed as the manifestation of obedience and duty to the
nation.
75. Marxism
• Instruments of class warfare and violent revolution to effect social change.
• In the Marxist model, as the proletariat captures the machinery of the state
government, it is also expected to capture the machinery of the formal education
system.
• The curriculum would be purged of its capitalistic, individualistic and nationalistic
biases to respond to utilitarian needs.
• Art and aesthetic education would reflect the aspirations of the proletariat and
teachers would be recruited for their proletariat dedication and their knowledge of the
processes of dialectical materialism.
76. How have the ideologies of liberalism,
conservatism and humanitarianism affected the
development of western education?
77. The Classical framework of the Liberal Arts, the mainstay of Late Antique education, had
contracted severely by the Anglo‐Saxon period, reduced from its original seven disciplines to
grammar—which had subsumed metrics and a smattering of rhetoric—scriptural exegesis, and
enough mathematics to understand the computus, the science of calculating the date of Easter
(Brown, 2009, pp. 18–19; Riché & Contreni, 1976, p. 319).
80. • Education responds to adaptation because learning is innate in living beings
• Man learnt to hunt to survive and this learning was taught to new offspring
• Contemporary education also teaches survival; competition.
• Schools succeed in indocrination by claiming to teach such things as "the value of
childhood, the value of competing for prizes, the value of being taught" among
others (Illich and Reimer, 1926; 1922)
• The school also teaches obedience and silence, the virtue of punctuality; of time
dictated by the clock and by the seasons and the lesson that children's role in life
is to know their place and to sit still in it.
81. CONSTRUCTION OF THE COLONIAL SUBJECT
• A policy or system in which a country controls another country or area (Cambridge Dictionary).
• The practice by which a powerful country controls another country or other countries (Oxford
Dictionary).
• Sistema político y económico por el cual un estado extranjero domina y explota una colonia (RAE).
• Human being is a political animal, however old individuals, women, slaves and children are not
entirely humans. It possible to distinguish ‘the natural slave’ as being similar to other domestic
animals for the service of their human masters (Aristotle).
82. • However, both slavery and race were incompatible with the Christian principles and social values espoused
by the English colonists.
• Despite the high ideals of reason and liberty, the Atlantic slave trade was in full swing at the time of the
Enlightenment and some philosophers and thinkers were slave owners or profited from slavery (John
Locke, for example, was Secretary of the Board of Trade and Plantations).
• Use of indigenous peoples as slaves was largely unsuccessful. They had no immunity to Old World diseases,
often escaped as they had intimate knowledge of the land, or died from overwork.
• Any white person who married a ‘negro, mulatto or Indian’ was liable to permanent banishment from the
colony.
• Black slaves had no human rights. Colonialism and slavery permitted such ruthless treatment of people
who could not be permitted to retain human dignity.
• Sepulveda argued, using Aristotle’s conception of ‘natural slavery’, that all Indians were ‘non-rational’ and
hence should be forcibly enslaved.
83. EFFECTS OF COLONIALISM
• Indigenous peoples were systematically slaughtered by new settlers or forced to
move to new environments.
• The distortion that has relegated black and Asian cultures to the periphery of
world events has shaped our modern/postmodern societies.
• These diasporas are the basis for multicultural or multi-ethnic nations
• Multiculturalism can be seen as a progressive force for world unity or as a form of
tokenism that really means assimilation and integration.
• Atahualpa's death meant the decapitation of society. Behind images, there are
mechanisms released from consciousness control. Critical-crisis. We are
formulating ideas in times of crisis. What little the West tells us takes away our
hope. They are concerned only in making money (Silvia Rivera Cusicanqui in the
Sociology of Image).
