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Communication Processes at the Seam of Life

Marta Bogusławska-Tafelska

This volume proposes a new, post-Newtonian alley in modern language and communication studies. The new linguistics receives here the label ecolinguistics, as the conceptual-terminological field founded on the «ecological» metaphor seems optimal to formulate the thesis of human language being a life process, and involving a repertoire of ecosystemic, not exclusively cognitive or social, parameters. Communicators are living systems and as such they transpersonally co-build momentary meanings and communicational senses together with the rest of the communication field. The communication apparatus which is phylogenetically present in humans includes both the cognitive modalities and the noncognitive communication modalities. The ecolinguistic paradigm in modern linguistics offers new theoretical departure models for educational programs, for psychological/therapeutic interventions, or for self-exploratory and self-educational undertakings of a human communicator.
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Chapter Six: Ecolinguistic applications: an extended educational paradigm


6. Introduction

Education is a sphere of human activities where we urgently need to implement the new paradigm. While the young generation of pupils and students seem to be more multimodal than the adult generations, the social framework designed for a left-brain focused and material forms-oriented human has remained. Young people, when not acknowledged or taught how to relate to the multimodal potential they have active in them, experience chaos in themselves and in their relations with the environment. They have difficulty with relating to any content in their mental representations as there is no knowledge imprinted there of what they experience. As a result, young people find it hard to relate their experiences to anything, neither within themselves, nor outside.

In addition, what is beyond the current world model and is yet to be conceptualised – being but pre-registered through the effects observed – is labelled as ‘a dysfunction’ or ‘a problem’ by the community. In other words, if some yet unrecognised factor distorts the socially creditied pattern, then the problem is announced. Many young children today, while experiencing a variety of open communicational/relational modalities and stimulation overload resulting from it, are treated as dysfunctional, i.e. ADHD or ADD have been classified as diseases in mainstream education and western medical models. We do not intend to take this road and initiate at this point the analysis of new profiles of contemporary children. The commonsensical reason is that, again, this type of analysis would be theoretical...

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