Eric Gilder
From June 2013, I have been serving as a Professor in the Department of Communication and Development Studies at The Papua New Guinea University of Technology (PNGUoT/UNITECH). Before this date, I served in various universities in Romania, Korea, Liberia and in my native USA (since 1983). From 2020, I also serve as an affiliated habilitated Professor in Philology at the Institute for the Organization of Doctoral and Postdoctoral Studies(IOSUD) of the "Lucian Blaga" University of Sibiu (Romania).
Supervisors: Josina Makau, The Ohio State University, Robert R Monaghan, The Ohio State University, Marilyn Lawrence Boemer, University of North Texas, Chapin Ross, University of Texas/Arlington, and Samuel Hamlett, University of Texas/Arlington
Address: Department of Communication and Development Studies, PNG University of Technology, Lae, Papua New Guinea
Supervisors: Josina Makau, The Ohio State University, Robert R Monaghan, The Ohio State University, Marilyn Lawrence Boemer, University of North Texas, Chapin Ross, University of Texas/Arlington, and Samuel Hamlett, University of Texas/Arlington
Address: Department of Communication and Development Studies, PNG University of Technology, Lae, Papua New Guinea
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Books by Eric Gilder
In thirteen selected papers, authors have tackled Otherness in terms of Representations of the Other; Grammars of Otherness; Otherness in Literature; Discourses on Self/Other; Voices, Arts and Metaphors of Self and Other; Sameness and Otherness; Otherness in Education; (In)(di)visibility and Translatability of Otherness, etc. The volume spans a variety of fields, from linguistics, cultural theory, and philosophy to literature, psychology, and art, and each is concerned with not only otherness but also with representation.
GILDER, ERIC
Reflective Essays on Changing Society and Selves across Time
Eric Gilder
Sibiu : Techno Media, 2019
Conţine bibliografie
ISBN 978-606-616-362-0
This book contains previously published essays by the author on varied topics pertaining to philosophy of society, technological change, higher education, philosophy and rhetoric, etc.
GILDER, ERIC
Topical Argumentation Practice : Selected Historical Readings in Post-War Commercial Radio Broadcasting in the United Kingdom / Eric Gilder. - Sibiu : Techno Media, 2019.
Conţine bibliografie
ISBN 978-606-616-361-3
Contains previously published essays by Eric Gilder and Mervyn Hagger, arranged and modified by Gilder for use students of American and British Cultural Studies.
Papers by Eric Gilder
Keywords: Knowledge vs. Learning, Esoteric vs. Practical Knowledge, AI and Education, Transhumanist vs. Humane education, EU policy on education
Key words: hybridity, well-beingness, adaptation, collective happiness, communication.
conversational debate on justice was already underway between him and Polish/Belgian legal theorist Chaïm Perelman. In 1975, Michel Meyer, outlined that this debate on a workable theory of justice was based upon the fact that Rawls was operating from Kantian starting point (which was ahistorical, abstract and universal), while Perelman was operating from a modified Hegelian starting point (which was resolutely historical, concrete and particular). Meyer states: “For Rawls, it seems that the principles of justice, which are deduced from the postulated existence of an original situation, are formal truths, whatever he may say about it. However, for Perelman, «the rules of a constituted society are for the most part products of a historic past» . . ., as well as their improvements”. As he concludes, “Rawls’
ambition is to think out a consistent theory of justice which would be a philosophical ideal that ought to be realized on earth. Perelman’s ambition on the other hand, is not to think out what should, but what could be in a world torn by conflicts of interests and passions”. From these two diverse perspectives on justice, I will then consider the ‘wicked’ issue of defining and applying the ambiguous concept of ‘merit’ in Anglo-American societies; the current debate of which seems to parallel the larger philosophical debate of justice (as per its nature versus its application) as demonstrated between Rawls and Perelman.
In thirteen selected papers, authors have tackled Otherness in terms of Representations of the Other; Grammars of Otherness; Otherness in Literature; Discourses on Self/Other; Voices, Arts and Metaphors of Self and Other; Sameness and Otherness; Otherness in Education; (In)(di)visibility and Translatability of Otherness, etc. The volume spans a variety of fields, from linguistics, cultural theory, and philosophy to literature, psychology, and art, and each is concerned with not only otherness but also with representation.
GILDER, ERIC
Reflective Essays on Changing Society and Selves across Time
Eric Gilder
Sibiu : Techno Media, 2019
Conţine bibliografie
ISBN 978-606-616-362-0
This book contains previously published essays by the author on varied topics pertaining to philosophy of society, technological change, higher education, philosophy and rhetoric, etc.
GILDER, ERIC
Topical Argumentation Practice : Selected Historical Readings in Post-War Commercial Radio Broadcasting in the United Kingdom / Eric Gilder. - Sibiu : Techno Media, 2019.
Conţine bibliografie
ISBN 978-606-616-361-3
Contains previously published essays by Eric Gilder and Mervyn Hagger, arranged and modified by Gilder for use students of American and British Cultural Studies.
Keywords: Knowledge vs. Learning, Esoteric vs. Practical Knowledge, AI and Education, Transhumanist vs. Humane education, EU policy on education
Key words: hybridity, well-beingness, adaptation, collective happiness, communication.
conversational debate on justice was already underway between him and Polish/Belgian legal theorist Chaïm Perelman. In 1975, Michel Meyer, outlined that this debate on a workable theory of justice was based upon the fact that Rawls was operating from Kantian starting point (which was ahistorical, abstract and universal), while Perelman was operating from a modified Hegelian starting point (which was resolutely historical, concrete and particular). Meyer states: “For Rawls, it seems that the principles of justice, which are deduced from the postulated existence of an original situation, are formal truths, whatever he may say about it. However, for Perelman, «the rules of a constituted society are for the most part products of a historic past» . . ., as well as their improvements”. As he concludes, “Rawls’
ambition is to think out a consistent theory of justice which would be a philosophical ideal that ought to be realized on earth. Perelman’s ambition on the other hand, is not to think out what should, but what could be in a world torn by conflicts of interests and passions”. From these two diverse perspectives on justice, I will then consider the ‘wicked’ issue of defining and applying the ambiguous concept of ‘merit’ in Anglo-American societies; the current debate of which seems to parallel the larger philosophical debate of justice (as per its nature versus its application) as demonstrated between Rawls and Perelman.
by analogy and argument by cause-and-effect/ circumstance) to create an analytical matrix of twelve categories by which the varied formative institutions of higher education today, both in structure and exemplars, can be profitably compared both to
the ethos of the “classic” university of the past. From within these competing historical models and their present-day reiterations, the locus of the often “disappearing” human
being within them can (perhaps) be re-discovered by a reclaiming of a comprehensively self-reflective and critical reconstruction of meaning, a meaning which is often cloaked
by a “secret” ideology governed by an unacknowledged worldview.
Through the Socio-Economic Systems Model provided by Vadineanu (2001), the authors will next consider the effect of extant policy-making “prisms” responding to climate change (such as the “Club of Rome” versus the “Club for Growth” visions) as concerns the ongoing process of globalization and survival of the nation-state.
(HE) league tables across the region and beyond, purporting to measure this-and-that all-vital “indicator” or “criterion.” The authors posit that all of these policy innovations have their merits, for each in its own way is beginning to move HE away from being an pedigreed ‘acquired taste’ elixir for an elite, to a new and more palatable drink that is open not only to different partakers of all knowledge and skill varieties, but also
enticing to a novice post-secondary learner attracted to try attractively bottled ‘New World’ Beaujolais of Life-Long Learning (LLL) courses and programs. This is seen generally as especially good news for fulfilling individual personal aspirations for professional and personal advancement as well as meeting knowledge societies’ present and future needs of national prosperity, growth and stability. The accompanying downside
of this positive development, the twinned phenomena of diploma inflation and job inflation, present a real
threat to these real lifelong learning successes, however. To begin to unpack these intertwined phenomena will require that the authors first discern the real spirit or wine of “lifelong learning” in modern education and labour market circles and specifically how this, or indeed if this, is of any relevance to the process and function of HE generally and the modern university in particular.
Papers covering EAP or ESP can consider any aspect of the areas, including: classroom research, EAP/ESP methodology, course design, material design, genre analysis, rights analysis, critical EAP/ESP, reading and writing, testing and evaluation, computer-mediated language learning, EAP/ESP research, quality assurance of academic programs, and socio-linguistic influences on the teaching and learning of EAP/ESP.
For contributions covering Communication for Development (C4D) topics, the journal welcomes papers on any aspect of the field, including: communication in education, communication and gender, communication in resource management, conflict resolution, negotiation skills, partnership building, communicating development in such sectoral contexts as industries, healthcare, agriculture, and so forth, mass media, democracy and human rights, and media and HIV/AIDS.
Empirical (quantitative) or qualitative approaches to relevant topics are equally welcome. Papers which bridge the two larger fields of interest in an innovative trans-disciplinary fashion are particularly encouraged.
Authors grant the JCDS: Journal of Communication and Development Studies the copyright to their article upon publication, so to foster wide distribution. What this practically means is that if the author wishes subsequently to re-publish the article(s) in another form, full acknowledgement and full publication data of the JCDS must be included therein.
Indexing: The JLCS: Journal of Language and Communication Studies (former title) is presently indexed in OCLC (www.worldcat.org). Under the current title, JCDS: Journal of Communication and Development Studies, it is listed in Google Scholar, ResearchGate, and Academia.
of Language and Communication Studies (ISSN 1992-1322) is published twice a year (June and January) by the Department of Communication and Development Studies at the Papua New Guinea University of Technology. It is interested in research papers falling under two broad disciplinary „umbrellas,‟i.e., English for Academic Purposes (EAP)/English for Special Purposes (ESP) and Communication for Development.
Table of Contents:
Editorial
Advocating for the Scales of Memory: Museums as Sites of Transitional Justice
Eliza Garnsey, Queens’ College, University of Cambridge (UK)
Individualisation of Customary Land: How Theoretically Sound is the Policy Prescription?
Khandakar Qudrat-I Elahi, Papua New Guinea University of Technology
Crime Challenges the Development Path of Papua New Guinea
Garry Sali, Papua New Guinea University of Technology
Communication Against Impassibility: Through Silence and Ressentiment and Beyond
Henrieta Anișoara Șerban & Viorella Manolache, Romanian Academy (Bucharest)
The Role of Intra-Communication and Inter-Communication Processes in Motivating Female Children to Engage in Commercial Sex Practices in Lae, Morobe Province. Papua New Guinea
Wilma Molus, Papua New Guinea University of Technology
Communication Strategies Significant in Achieving Positive Outcomes in Politics for Women in Papua New Guinea
Mary Aisi, Papua New Guinea University of Technology
Henrieta Anisoara Serbans
Bucharest, RO. ‘Ion I. C. Br’Institute of Political Science and International Relations Printing House, 2021.407 pages.
ISBN: 9786068656946
Motto:
‘Wonder is the beginning of philosophy and doubt is the beginning of political philosophy. Disagreement, antagonisms, and the questioning out of beliefs and, especially, hierarchies, questioning initiate and form political action. The more we discover our own standpoints against the background of the socialization the more we are able to take them apart the more equipped for political action’(p. 373)