The Theory Of Space Within Architecture - 1272 Words

The concept of space within architecture I believe is undefined in many ways. The idea of psychology has been extracted from the concept of space all most entirely, leaving the perception towards space within architecture just as a form, in which I do not agree with. I will begin the essay by explaining the diverse theories on space, and comparing them to one another, eventually linking these back to architecture and explaining my on intake on the idea of space. From studies of psychologist and philosophers it would appear that they distinguish two broad categories of space; the physical and the mental. The theories I will be taken on will explain differentiate between these two elements. In this essay I will be focusing on the individual†¦show more content†¦On the other hand disagreed with the idea of, through instant exposure to the world notions are learned. Piaget’s position sits closer to the empiricist approach within these two stances. He gives a twist to the empiricist approach and claims that what is inherited is a set of seniors-motor co-ordinations or movement patterns, such as sucking and grasping in the human infant, accepting the existence of innate abilities and that these develop through experience, signifying that we do not start off from nothing. Piaget’s theory of constructivism argues that humans produce knowledge (epistemology) and through experience they form meanings for these. One of the two components which generate a person’s knowledge is Assimilation. Assimilation is ultimately the idea of changing ones perception, meaning that once an individual encounters a new experience they could incorporate it with old experiences causing them to extend their knowledge, and clarify what was misunderstood previously. The second component is Accommodation; this is the process were ones existing knowledge requires alterations in order to deal with the recent situation or object. An example of this would be a child having an existing knowledge about dogs having four legs and fur, consequentially assuming that all four legged animals are dogs. When the child comes to know that

Tsar Nicholas II And The Great Russian Empire Into A...

Tsar Nicholas II and and Joseph Stalin were vicious rulers who both transformed the once great Russian Empire into a series of fragmented states. Nikolay Aleksandrovich was born May 18, 1868 to Aleksandr Aleksandrovich (Tsar Alexander III from 1881-1894). He was born to a noble family, his father being Tsar of Russia and his cousin being King George V of England. On March 1 1881, his grandfather was assassinated, making Nicholas the Tsesarevich, or son of the Tsar. Many said that Nicholas’s father never prepared him well enough for his role as Tsar. In 1894 Alexander III fell ill with nephritis and passed away on November 1st. Although young and inexperienced, Nicholas took the throne and the title of Tsar Nicholas II. At the time of his†¦show more content†¦On July 17, 1918, while imprisoned in Yekaterinburg by the Bolshevik revolutionaries, the Tsar and his family were told that counterrevolutionaries were approaching the town and that the house may be fired on so they would have to move for their protection. They were then taken down to the basement and shot and killed by their captors. His wife and all his children included. The Tsardom was dissolved and a provincial government was established, lead by Georgy Lvov. This government was quickly overthrown by Vladimir Lenin and the Bolshevik party. Joseph Stalin, born December 1878, was one of the seven members of the first Politburo, which was created in 1917 to manage the Bolshevik revolution. They overthrew the new Russian provisional government and he was appointed the General Secretary of the Bolshevik Party’s central committee in 1922. After many years of suffering, Vladimir Lenin passed away on January 21st, 1924. After Lenin’s death, there was a massive power struggle, which resulted in the majority of the Politburo either exiled or executed by Stalin. At the end of his rule, nearly 55 percent of the population considered it an end of terror. However, support for Stalin has actually increased since the end of the

Language Teaching and Translation Free Essays

LANGUAGE TEACHING AND TRANSLATION The use of translation as an inherent part of FLT was prevalent until early in the present century. The Grammar-Translation method, dominant during the first half of the century, stressed translation and grammatical analysis, and put greater emphasis on accuracy than on fluency, preferring academic erudition to communicative competence (Titone Danesi 1985). At the turn of the century, the Grammar-Translation method gradually gave way to the Direct Method (more characteristic of ELT in Europe than in America (Rivers 1991)), which advocated maximum exposure to the target language, with no recourse either to L1 or to translation. We will write a custom essay sample on Language Teaching and Translation or any similar topic only for you Order Now During this period, â€Å"Translation used to be regarded as a necessary evil† (Levenston 1985a). The Direct Method made its way very prominently into the field of ELT in the east during the British Mandate (Bamberger 1958). The American behaviorist school (Skinner 1938; Watson 1913) of language teaching ushered in the Audio-lingual Method, which concentrated on patterns and structure with an emphasis on drill and technique. The product, not the process, was important; there was to be minimal explanation of rules and no recourse to translation (Larsen-Free-man 1962). The reaction to the audio-lingual method, grounded in the Chomskian Revolution, was the Communicative Approach (Ministry of Education 1988; Savignon 1987). Communicative competence â€Å"has come to be used in language teaching contexts to refer to the ability to negotiate meaning, to successfully combine a knowledge of linguistic and sociolinguistic rules in communicative interactions†(Savignon 1987: 16). At the same time, the advance of cognitive psychology, which was also influenced by the Chomskian revolution, made an impact on ELT (Titone Danesi 1985). The findings of cognitive psychology indicated that â€Å"deductive, or rule-based, strategies play a prominent role in language learning. Deductive teaching methods are therefore based on the learning principles of cognitive psychology and its linguistic counterpart, transformationalism, and are generally known as cognitive-code procedures† (Titone Danesi 1985: 110). â€Å"The role of the teacher is to recognize the importance of mental activity in learning† (Chastain 1971:92). Teachers of FLT were now called upon to address the problems of consciousness raising. (Bialystok 1986, 1988; Carrel 1989; Castillo 1991; Cohen 1986; Gerloff 1986; Hosenfeld 1978; Kern 1989; Rivers 1991; Rubin 1975; Templeton 1989; Thomas 1988; Vieira 1991; Wenden Rubin 1987). It came to be realized that the study of translation skills might have value as a means of raising the learner’s linguistic awareness with regard to his or her native as well as to the foreign language (Boersch 1986; Carton 1966, cited by Rubin 1986; Faerch ; Kasper 1986; Hosenfeld 1978; Lehmann 1986; Levenston 1985b; Loerscher 1986; Ministry of Education 1990; Naiman 1978, quoted by Levenston 1985a; Rosenblith, stated in Ackerman 1992; Sharwood Smith 1981; Titford 1983). The contrastive analysis of the two languages, L1 and L2, which accompanies the translation process, is presumed to heighten the learner’s metalinguistic awareness of both languages and to facilitate their perception as abstract language systems. How to cite Language Teaching and Translation, Essays