Esperanto
Estatus oficial
El esperanto ▶?/i es una lengua auxiliar artificial creada por el oculista polaco de origen judío Lázaro Zamenhof en 1887 como resultado de una década de trabajo, con la esperanza de que se convirtiera en la lengua auxiliar internacional. Según las estadísticas, ésta es la lengua planificada más hablada del mundo hoy en día.
El primer libro donde se describían las características del idioma, con el título La lingvo internacia (en español, La lengua internacional), fue publicado por Zamenhof bajo el pseudónimo Doktoro Esperanto (Dr. Esperanzado); esta última palabra muy pronto se convirtió en el nombre del idioma en sí.
n la actualidad se estima que cuenta con entre 100.000 y 2.000.000 de hablantes (esta última cifra es una estimación basada en un estudio realizado por el Profesor Sidney S. Culbert de la Universidad de Washington en Seattle, un conocido esperantista). La gran horquilla se debe sobre todo a las diferentes formas de valorar el conocimiento de una lengua aprendida básicamente como segundo idioma. Se estima que existen entre 1.000 y 10.000 hablantes nativos de esperanto, que habrían aprendido esta lengua en el entorno familia.. Ningún país ha adoptado el esperanto como lengua oficial.
El vocabulario se extrajo de muchos idiomas, aunque adaptado a las reglas del propio idioma (terminaciones, pronunciación). Gran parte del vocabulario del esperanto procede del latín, directamente o por medio de las lenguas romances (principalmente el francés, el italiano y el español), y en menor medida de lenguas germánicas (alemán e inglés), eslavas (ruso y polaco), y del antiguo griego y en ocasiones el hebreo. Algunas palabras nuevas tienen su origen en idiomas no indoeuropeos, como el japonés, por ser consideradas internacionales.
El esperanto se escribe con una versión modificada del alfabeto latino, que incluye 6 letras con un diacrítico: ĉ, ĝ, ĥ, ĵ, ŝ y ŭ; es decir, c, g, h, j, s circunflejo, y u breve. El alfabeto no incluye las letras q, w, x, y, que sólo aparecen en nombres propios extranjeros no asimilados.
What is Esperanto?
Esperanto is designed to be an "international" language, a second language for everyone. So, if New Zealanders want to speak with Greeks, or if someone from Mexico wants to speak with someone from Kuwait, there is no need to learn a lot of different languages. If we all could speak Esperanto besides our own mother tongue, then it would be so much easier to communicate and share ideas and friendship.
How did Esperanto come about?
Esperanto was created by L. L. Zamenhof in Poland, while he was studying medicine. He came up with a simple grammar and vocabulary and the idea just developed from there. He published the first book on Esperanto in 1887. The International Language has now spread throughout the world and there about a million people who speak Esperanto in over 100 countries, from the deserts of Africa to the islands of Japan.
Is it hard to learn?
Well, no. It has been proven that Esperanto is actually the easiest language in the world. You can learn Esperanto in a fraction of the time it would take you to learn French, Chinese or German, for example.
But what about English - isn't that the international language?
It is true that English is widely spoken throughout the world but it does have some disadvantages. English is not neutral. It is the official language in several countries, so it would not be right if everyone else in the world had to spend time and money learning OUR language while people in New Zealand, Britain, the United States etc. wouldn't have to make that effort. English is a difficult language and, of course, there is always the question of which English - British or American?
"English isn't managing to sweep all else before it- and if it ever does become the universal language, many of those who speak it won't be able to understand one another". In an article called What Global Language , in the magazine The Atlantic Monthly, (November 2000, pp 52-66) Barbara Wallraff discussed many of the arguments often trotted out about English and compares them with some of the known facts and projections into the future. "If we want to exchange anything beyond rudimentary messages with many of our future fellow English-speakers, we may well need help from something other than English". In most countries multi-lingualism is normal. David Crystal estimated that two thirds of the world's children grow up in bilingual environments and become competent in both languages.
Many of the statistics that one reads about the supposed number of English speakers in the world are very inaccurate, and don't specify what degree of competency they refer to. "When researchers tested 4500 Europeans for 'perceived' versus 'actual' English-language skills, the results were discouraging... the number of people really fit for English-language television turned out to be less than half the expected audience. ... In countries such as France, Spain and Italy less than three percent had excellent command of English; only in Scandinavia and the Low Countries did the numbers even exceed ten percent".
"Much is made of the Internet as an instrument for circulating English around the globe, but Internet traffic in other languages will soon outstrip English-language traffic".
Not everyone wants to use English. 'Dr Neville Alexander, political activist, who was imprisoned on Robben Island during ex-president Mandela's time there, and director of the Project for the Study of Alternative Education in South Africa, has been a key player in the language debate.' In Linux Journal, ('Bridging the Digital Divide', November 2002) 'He emphasises the need to move away from being a monolinguistic society:'
An Engish-only, or even an English-mainly, policy necessarily condemns most people, and thus the country as a whole, to a permanent state of mediocrity, since people are unable to be spontaneous, creative and self-confident if they cannot use their first language.
For this reason many people are working to make computers available to ordinary people in South Africa, India, and other countries, for use in their own languages.
Linguist David Gaddol is quoted as saying "the globalization of English is not going to happen the way people expect it to".
Where and how can I use Esperanto?
There are 101 practical ways that you can use Esperanto:
• Travel: When you are traveling overseas you can contact local Esperantists (Esperanto-speakers) almost anywhere you go, and there are some Esperantists who will let you stay at their homes. That is a great way of getting to know the local way of life. You don't see much of a country from a hotel room and you don't get much of a feel for the local culture unless you can have a deep and meaningful discussion with the locals!
• Interest groups: Many Esperantists have got together in interest groups because they share the same hobby or occupation or because they want to exchange information. Business people and lawyers, for example, have formed their own groups.
• Language and literature: Esperanto has its own literature. There are thousands of books written in Esperanto - science fiction novels, love stories, poems, scientific text books - not to mention translations into Esperanto of famous works from world literature e.g. Shakespeare, the Bible, Tintin and Asterix, Anne Frank's Diary to name a few.
• Contact with the world: Through Esperanto, you can have penfriends in almost every single country in the world. There are discussion groups on the Internet where you can exchange views with other Esperantists. It is an easy way of having contact with people you would not otherwise be able to talk to - simply because of the language problem! There are also Esperantits in Second World, Ipernity and other such places.
Universal Esperanto Association
The Universal Esperanto Association (UEA) has its main office in Rotterdam in the Netherlands. It also has an office at the United Nations in New York where it has close links with UNESCO. Its email address is: uea@inter.nl.net
For a statement by UEA of its aims read: Manifesto of Esperanto (in English)
UEA works to raise awareness of language problems and the value of Esperanto. It also publishes regular newsletters and magazines. It maintains an extensive library, and it has a large mail order service through which it sells thousands of books, compact disks, tapes and otherS.
UEA also organises an annual congress. In 1997, this took place in Adelaide, Australia. In 1998 in Montpellier France, in 1999 in Berlin Germany, in 2000 Tel Aviv Israel, in 2001 Zagreb Croatia, in 2002 Fortaleza Brazil, in 2003 Gotenburg Sweden, in 2004 Beijing China, in 2005 Vilnius Latvia, in 2006 Florence Italy, in 2007 Yokohama Japan, in 2008 Rotterdam The Netherlands, in 2009 Bialystok Poland, in 2010 Havana Cuba, in 2011 Copenhagen, Denmark, in 2012 Hanoi, Vietnam.
There is also a special section for young Esperantists (up to the age of 30).
If you are interested in supporting Esperanto, you can become a member of UEA or the New Zealand Esperanto Association, or both. For more details on the work of UEA, please refer to the.
Esperanto on the Internet
Thanks to the Internet, it is easy to contact other Esperantists and find out what is happening in the Esperanto world. Esperanto has blossomed on the Internet and there are now thousands of sites using Esperanto.
The following list includes some recommended sites with background information on Esperanto, courses where you can learn Esperanto, and the home pages of several Esperanto clubs in English-speaking countries.
viernes, 29 de octubre de 2010
Example of multiple intelligences
SEVEN INTELLIGENCES
Gardner defines intelligence as "the capacity to solve problems or to fashion products that are valued in one or more cultural setting" (Gardner & Hatch, 1989). Using biological as well as cultural research, he formulated a list of seven intelligences. This new outlook on intelligence differs greatly from the traditional view which usually recognizes only two intelligences, verbal and computational. The seven intelligences Gardner defines are:
Logical-Mathematical Intelligence--consists of the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
Multiple Intelligences Theory:
Julie Wise
"It's not how smart you are that matters, what really counts is how you are smart."
~ Howard Gardner
Have you ever sat in a class where you thought to yourself how much more you would get out of it if the teacher would incorporate something visual along with his/her lecture? Is the instructor aware that you may learn more effectively by looking at visuals rather than simply listening to him/her lecture for an hour? Or maybe it would help if you could physically create something in order to understand the subject that was being discussed? What is your primary intelligence? Let's find out: How can the knowledge of your personal learning style help you to become more knowledgeable? Can you utilize this knowledge both in and out of the classroom? Whatever your personal learning style is, chances are that it is part of Howard Gardner's Multiple Intelligences Theory.
Howard Gardner, Ph.D is the founding father of the Multiple Intelligences Theory. Formerly a Senior Co-Director of Harvard University's Project Zero, Howard Gardner's proposed his theory of multiple intelligences in his 1983 book, Frames of Mind. Project Zero, established at Harvard University's Graduate School of Education in 1967, continues to "help create communities of reflective, self-directed learners, to encourage the pursuit of deep understanding within and across disciplines, and to promote critical and creative thinking"
Gardner's pluralistic view of intelligence suggests that all people possess at least eight different intelligences that operate in varying degrees depending upon each individual. The seven primary intelligences identified by Gardner include linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, and intrapersonal intelligence. The eighth, Naturalistic intelligence, was not part of Gardner's original framework but was added in 1996 to include those who excel in the realm of natural science. The general characteristics associated with each of these intelligences are described below.
Linguistic intelligence - refers to an individual's capacity to use language effectively as a means of expression and communication through the written or spoken word (Examples: poets, writers, orators, and comedians. Some famous examples include: Shakespeare, Virginia Woolf, Abraham Lincoln and Walt Whitman).
Logical-Mathematical intelligence - refers to an individual's ability to recognize relationships and patterns between concepts and things, to think logically, to calculate numbers, and to solve problems scientifically and systematically. (Examples: mathematicians, economists, lawyers and scientists. Some famous examples include: Albert Einstein, Erwin Schrodinger, and John Dewey).
Visual -Spatial intelligence - refers to the capability to think in images and orient oneself spatially. In addition, spatially intelligent people are able to graphically represent their visual and spatial ideas (Examples: artists, decorators, architects, pilots, sailors, surveyors, inventors, and guides. Some famous examples include: Picasso, Frank Lloyd Wright, and Leonardo DaVinci).
Musical intelligence - refers to the capacity to appreciate a variety of musical forms as well as being able to use music as a vehicle of expression. Musically intelligent people are perceptive to elements of rhythm, melody, and pitch (Examples: singers, musicians, and composers. Some famous examples include: Mozart, Julie Andrews, Andrea Boccelli and Leonard Bernstein).
Bodily-Kinesthetic intelligence - refers to the capacity of using one's own body skillfully as a means of expression or to work with one's body to create or manipulate objects (Examples: dancers, actors, athletes, sculptors, surgeons, mechanics, and craftspeople. Some famous examples include: Michael Jordan, Julia Roberts, and Mikhail Baryshnikov).
Interpersonal (Social) intelligence - refers to the capacity to appropriately and effectively communicate with and respond to other people. The ability to work cooperatively with others and understand their feelings (Examples: sales people, politicians, religious leaders, talk show hosts, etc. Some famous examples include: Bill Clinton, Ghandi, Oprah Winfrey).
Intrapersonal intelligence - refers to the capacity to accurately know one's self, including knowledge of one's own strengths, motivations, goals, and feelings. To be capable of self-reflection and to be introverted and contemplative are also traits held by persons with Intrapersonal intelligence. (Examples: entrepreneurs, therapists, philosophers, etc. Some famous examples include: Freud, Bill Gates, and Plato).
Naturalistic intelligence - refers to the ability to identify and classify the components that make up our environment. This intelligence would have been especially apt during the evolution of the human race in individuals who served as hunters, gatherers, and farmers. (Examples: botanists, farmers, etc. Some famous examples include: Charles Darwin, E.O. Wilson).
How is intelligence defined? According to Howard Gardner, intelligence "refers to the human ability to solve problems or to make something that is valued in one or more cultures. As long as we can find a culture that values an ability to solve a problem or create a product in a particular way, then I would strongly consider whether that ability should be considered an intelligence". There has been discussion about adding a ninth intelligence that would highlight Spiritual or Existential intelligence ?"" but Gardner has not solidified this as part of the list because of the lack of sufficient neurological evidence ?"" . One of the components of Gardner's definition of intelligence is that there be a particular representation for that ability in the brain. Gardner's theory of multiple intelligence radically altered the global community's view of human intelligence. The standard view of intelligence has been that intelligence is something you are born with; you only have a finite amount of it and there are tests that tell you how smart you are. "The theory of multiple intelligences challenges that view. It asks, instead, "Given what we know about the brain, evolution, and the differences in cultures, what are the sets of human abilities we all share?"" . An interesting sidebar is that not everyone is strong in the same areas. Just as we look different on the outside, internally we learn differently.
Gardner defines intelligence as "the capacity to solve problems or to fashion products that are valued in one or more cultural setting" (Gardner & Hatch, 1989). Using biological as well as cultural research, he formulated a list of seven intelligences. This new outlook on intelligence differs greatly from the traditional view which usually recognizes only two intelligences, verbal and computational. The seven intelligences Gardner defines are:
Logical-Mathematical Intelligence--consists of the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
Multiple Intelligences Theory:
Julie Wise
"It's not how smart you are that matters, what really counts is how you are smart."
~ Howard Gardner
Have you ever sat in a class where you thought to yourself how much more you would get out of it if the teacher would incorporate something visual along with his/her lecture? Is the instructor aware that you may learn more effectively by looking at visuals rather than simply listening to him/her lecture for an hour? Or maybe it would help if you could physically create something in order to understand the subject that was being discussed? What is your primary intelligence? Let's find out: How can the knowledge of your personal learning style help you to become more knowledgeable? Can you utilize this knowledge both in and out of the classroom? Whatever your personal learning style is, chances are that it is part of Howard Gardner's Multiple Intelligences Theory.
Howard Gardner, Ph.D is the founding father of the Multiple Intelligences Theory. Formerly a Senior Co-Director of Harvard University's Project Zero, Howard Gardner's proposed his theory of multiple intelligences in his 1983 book, Frames of Mind. Project Zero, established at Harvard University's Graduate School of Education in 1967, continues to "help create communities of reflective, self-directed learners, to encourage the pursuit of deep understanding within and across disciplines, and to promote critical and creative thinking"
Gardner's pluralistic view of intelligence suggests that all people possess at least eight different intelligences that operate in varying degrees depending upon each individual. The seven primary intelligences identified by Gardner include linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, and intrapersonal intelligence. The eighth, Naturalistic intelligence, was not part of Gardner's original framework but was added in 1996 to include those who excel in the realm of natural science. The general characteristics associated with each of these intelligences are described below.
Linguistic intelligence - refers to an individual's capacity to use language effectively as a means of expression and communication through the written or spoken word (Examples: poets, writers, orators, and comedians. Some famous examples include: Shakespeare, Virginia Woolf, Abraham Lincoln and Walt Whitman).
Logical-Mathematical intelligence - refers to an individual's ability to recognize relationships and patterns between concepts and things, to think logically, to calculate numbers, and to solve problems scientifically and systematically. (Examples: mathematicians, economists, lawyers and scientists. Some famous examples include: Albert Einstein, Erwin Schrodinger, and John Dewey).
Visual -Spatial intelligence - refers to the capability to think in images and orient oneself spatially. In addition, spatially intelligent people are able to graphically represent their visual and spatial ideas (Examples: artists, decorators, architects, pilots, sailors, surveyors, inventors, and guides. Some famous examples include: Picasso, Frank Lloyd Wright, and Leonardo DaVinci).
Musical intelligence - refers to the capacity to appreciate a variety of musical forms as well as being able to use music as a vehicle of expression. Musically intelligent people are perceptive to elements of rhythm, melody, and pitch (Examples: singers, musicians, and composers. Some famous examples include: Mozart, Julie Andrews, Andrea Boccelli and Leonard Bernstein).
Bodily-Kinesthetic intelligence - refers to the capacity of using one's own body skillfully as a means of expression or to work with one's body to create or manipulate objects (Examples: dancers, actors, athletes, sculptors, surgeons, mechanics, and craftspeople. Some famous examples include: Michael Jordan, Julia Roberts, and Mikhail Baryshnikov).
Interpersonal (Social) intelligence - refers to the capacity to appropriately and effectively communicate with and respond to other people. The ability to work cooperatively with others and understand their feelings (Examples: sales people, politicians, religious leaders, talk show hosts, etc. Some famous examples include: Bill Clinton, Ghandi, Oprah Winfrey).
Intrapersonal intelligence - refers to the capacity to accurately know one's self, including knowledge of one's own strengths, motivations, goals, and feelings. To be capable of self-reflection and to be introverted and contemplative are also traits held by persons with Intrapersonal intelligence. (Examples: entrepreneurs, therapists, philosophers, etc. Some famous examples include: Freud, Bill Gates, and Plato).
Naturalistic intelligence - refers to the ability to identify and classify the components that make up our environment. This intelligence would have been especially apt during the evolution of the human race in individuals who served as hunters, gatherers, and farmers. (Examples: botanists, farmers, etc. Some famous examples include: Charles Darwin, E.O. Wilson).
How is intelligence defined? According to Howard Gardner, intelligence "refers to the human ability to solve problems or to make something that is valued in one or more cultures. As long as we can find a culture that values an ability to solve a problem or create a product in a particular way, then I would strongly consider whether that ability should be considered an intelligence". There has been discussion about adding a ninth intelligence that would highlight Spiritual or Existential intelligence ?"" but Gardner has not solidified this as part of the list because of the lack of sufficient neurological evidence ?"" . One of the components of Gardner's definition of intelligence is that there be a particular representation for that ability in the brain. Gardner's theory of multiple intelligence radically altered the global community's view of human intelligence. The standard view of intelligence has been that intelligence is something you are born with; you only have a finite amount of it and there are tests that tell you how smart you are. "The theory of multiple intelligences challenges that view. It asks, instead, "Given what we know about the brain, evolution, and the differences in cultures, what are the sets of human abilities we all share?"" . An interesting sidebar is that not everyone is strong in the same areas. Just as we look different on the outside, internally we learn differently.
Multiple Intelligences
Multiple Intelligences
• Articles
Recommended Reading
Related links
Critical Questions
• In 1983, Howard Gardner introduced his Theory of Multiple Intelligences in a seminal book, Frames of Mind. Based on his work as professor in the Harvard Graduate School of Education, his work as a psychologist researching brain injuries, and his long interest and involvement in the arts, he suggested that intelligence is not a single attribute that can be measured and given a number. He pointed out that I.Q. tests measure primarily verbal, logical-mathematical, and some spatial intelligence. Believing that there are many other kinds of intelligence that are important aspects of human capabilities, he proposed that they also include visual/spatial, bodily/kinesthetic, musical, interpersonal, and intrapersonal intelligences. More recently he added naturalist intelligence to this list and suggested that there may be other possibilities including spiritual and existential.
• In 1984, New Horizons for Learning invited Dr. Gardner to present his theory to the world of education at a conference we designed for the Tarreytown Conference Center in New York. Subsequently, all of NHFL's conferences were designed around the Theory of Multiple Intelligences, and Dr. Gardner has continued to write numbers of books expanding on the topic. At the present time educators throughout the world are finding effective ways to implement this theory as they seek to help students identify and develop their strengths, and in the process discover new, more effective ways of learning.
• Articles
Recommended Reading
Related links
Critical Questions
• In 1983, Howard Gardner introduced his Theory of Multiple Intelligences in a seminal book, Frames of Mind. Based on his work as professor in the Harvard Graduate School of Education, his work as a psychologist researching brain injuries, and his long interest and involvement in the arts, he suggested that intelligence is not a single attribute that can be measured and given a number. He pointed out that I.Q. tests measure primarily verbal, logical-mathematical, and some spatial intelligence. Believing that there are many other kinds of intelligence that are important aspects of human capabilities, he proposed that they also include visual/spatial, bodily/kinesthetic, musical, interpersonal, and intrapersonal intelligences. More recently he added naturalist intelligence to this list and suggested that there may be other possibilities including spiritual and existential.
• In 1984, New Horizons for Learning invited Dr. Gardner to present his theory to the world of education at a conference we designed for the Tarreytown Conference Center in New York. Subsequently, all of NHFL's conferences were designed around the Theory of Multiple Intelligences, and Dr. Gardner has continued to write numbers of books expanding on the topic. At the present time educators throughout the world are finding effective ways to implement this theory as they seek to help students identify and develop their strengths, and in the process discover new, more effective ways of learning.
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