Niektóre możliwości teorii relewancji w opisie dyskursu szkolnego

Abstract

An analysis of universal, objective definitions of relevance shows their inadequacy and fuzziness. Comparison of referring to relevance considerations in philosophy of common knowledge (A. Schutz), in a theory of cognitive discordance (L. Festinger) in logics, and in Sperber and Wilson’s theory of communication enables to find convergent conclusions about different spheres of interpretation of the term meaning: an objective sphere (of what is important and essential), an interpretative sphere (evaluation and appreciation in terms of essentiality), and an operational one (possibilities of using knowledge about what is essential). Particular bars, segments, and sequences (episodes) of classroom discourse may be considered in terms of ostensive behaviour that shows the intention to manifest something. Ostensive behaviour includes silent warrant of essentiality: language users automatically pay attention to what has the meaning for them, i.e. what is important or essential.