Systems of human values reflected in European languages have not yet been diagnosed in language sciences, as no accurate diagnostic measures have been proposed. Research has been conducted into methods of modelling conceptual systems of moral values. Since ethics, unlike subjects related to natural sciences, resists lexicographic approach reliant on topicality, linked with market demand, a new research method has been devised. Specialised lexicography tools can be optimized to deal with the subject of ethics. The new method takes into account differences between subject areas regarding their associations with a type of science. Systems of human values can be measured based on prioritizing documents created in European languages according to the degree to which concepts referred to in these documents are fixed. These findings give rise to a cross-historical and cross-cultural linguistic enterprise. Its aim is to identify moral concepts and to connect them into semantic maps. The maps, one per language, are contrasted to find out which moral concepts are ‘shared’ across languages, and which of them are less common, or language specific. The model of ‘common’ values can be seen as an instrument to preserve and promote European moral heritage.
Dictionaries have played a defined role in assisting educational processes in specialist fields. Their didactic functions may include those of summarizing accumulated knowledge, assistance in knowledge organization and control over newly formed information. The article focuses on educational aspects that term specialists and lexicographers either take into account or may want to consider when creating dictionaries dedicated to specialist communities. The dictionary maker may program didactic functions in each of the creation stages: conceptual, semantic, and aesthetic. Novelties may come from linguistics and from related disciplines. When considering didactic functions throughout the dictionary making process, specialist lexicographers may create much more effective language instruments. These tools may facilitate field communication while answering educational needs in specialist communities.
Dictionaries have played a defined role in assisting educational processes in specialist fields. Their didactic functions may include those of summarizing accumulated knowledge, assistance in knowledge organization and control over newly formed information. The article focuses on educational aspects that term specialists and lexicographers either take into account or may want to consider when creating dictionaries dedicated to specialist communities. The dictionary maker may program didactic functions in each of the creation stages: conceptual, semantic, and aesthetic. Novelties may come from linguistics and from related disciplines. When considering didactic functions throughout the dictionary making process, specialist lexicographers may create much more effective language instruments. These tools may facilitate field communication while answering educational needs in specialist communities.
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