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interpretation, originating from a space within language where listeners can assert their influence. This approach utilizes listening as a tool to gain insight into the perspectives and voices of others, promoting interpretation, reflection, and the creation of fresh significance. To this end, Ratcliffe asserted that rhetorical listening embodies an āstance of openness that a person may choose to assume in relation to any person, text, or culture.ā As an outcome of this openness, Ratcliffe claimed that rhetorical listening cultivates conscious willingness in people, thereby fostering effective communication, particularly in cross-cultural settings.
27:
376:, listening was displaced and diminished. The attention given to speaking without listening "perpetuates a homogenized mode of speech based on competition rather than dialogue." Ratcliffe attributed this listening neglect to Western cultural biases that are represented as: 1) speaking is gendered as masculine while listening as feminine; 2) Listening is subjugated to ethnicity: white people speak while people of color listen; in other words, in cross-cultural relationships, there is one superior member in the conversation who does not need to listen as closely; 3)
494:
454:
400:"understanding" metaphorically transforms into "standing under"āencompassing a comprehensive view of various perspectives. This vantage point allows for the (re)conceptualization of one's own ideas and ethics. Instead of merely accumulating others' ideas, people cultivate these ideas, thereby enhancing their language skills and evolving their perspectives, ultimately paving the way for new
425:. This kind of listening pedagogy requires students (1) to be attentive and reduce distracting noises; (2) share their story, including their cultural background, so that classmates can be familiar with their perspective; (3) engage in ācritical dialogueā in order to understand others; and (4) pay attention to their classmatesā body language and the messages it sends.
147:, characterized the distinction between listening and hearing. "Hearing is a physiological phenomenon; listening is a psychological act." People are always hearing, most of the time subconsciously. Listening is done by choice. It is the interpretative action taken by someone in order to understand, and potentially make sense of, something they hear.
361:. Listening may occur within two different stances: the divided logos and the restored logos. These differ in how they (re)shape the functions and outcomes of listening. The hearer listens in the divided logos while simultaneously producing their responses to the speaker. Whereas within the restored logos, the listener exploits the listening time
118:. According to one study, when there were background noises during a speech, listeners were better able to recall the information in the speech when hearing those noises again. For example, when a person reads or does something else while listening to music, he or she can recall what that was when hearing the music again later.
206:, and sometimes all at once. The second and third levels overlap and intertwine, in that obtaining, understanding, and deriving meaning are part of the same process. In this way anyone, on hearing a doorknob turn (obtaining), can almost automatically assume that someone is at the door (deriving meaning).
441:
get to know a different perspective while listening to their peers, and allows them to reflect and process questions. Moreover, discussions can be perceived as interruption because classmates do not have expert knowledge. Cools concludes that silence in the classroom should be appreciated and respected.
440:
Cools suggests asking students in writing why they are (not) silent in their classes, "how interpret other students' silences and what a professor should infer from silence." Students have told her that silence can be beneficial as it shows their focus on the material, gives them an opportunity to
417:
or laughs at racial differences of a minority group member. Rather than confronting students and jeopardizing their willingness to participate in classroom discussions, the intent/effect strategy invites students to (1) consider numerous perspectives of a statement, and (2) understand that well-meant
436:
composition classroom, such as students holding back their wisdom on purpose to avoid being harassed by peers and instructors for giving a wrong answer. The fear and doubt that can result from this type of response might lead to feelings of incompetence and discomfort in an individual and cause them
303:
People are usually not conscious of how they listen in their first, or native, language unless they encounter difficulty. A research project focused on facilitating language learning found that L2 (second language) learners, in the process of listening, make conscious use of whatever strategies they
176:
The first level involves detection of environmental sound cues. Certain places have certain sounds associated with them. For example, a home has certain sounds associated with it that makes it familiar and comfortable to the occupant. An intrusionāa sound that is not familiar (e.g., a squeaking door
334:
Krista
Ratcliffe contended that much literacy teaching in the U.S. emphasizes classical Western rhetorical theory that foregrounds speaking and writing but ignores listening. These theories mainly focus on how the rhetor's speech can persuade the audience. The goal of classical rhetoric studies was
320:
In a study, involving 93 participants, investigating the relationship between second-language listening and a range of tasks, it was discovered that listening anxiety was a major obstacle to developing speed and explicitness in second-language listening tasks. Additional research explored whether
291:
In "intensive listening" learners attempt to listen with maximum accuracy to a relatively brief sequence of speech; in "extensive listening" learners listen to lengthy passages for general comprehension. While intensive listening may be more effective for developing specific aspects of listening
232:
as well as for meanings contained explicitly in the verbal communication. An active listener looks for nonverbal messages from the speaker in order to comprehend the full meaning of what is being said. Active listening has many benefits. It is more effective listening. It also strengthens one's
162:
Listening may be considered as a simple and isolated process, but it would be more precise to perceive it as a complex and systematic process. It involves the perception of sounds made by the speaker, of intonation patterns that focus on the information, and of the relevance of the topic under
399:
Rhetorical listening requires an attentive consideration of individuals' intentions to seek understanding, which surpasses mere passive listening. Stenberg cautioned against interpretative limitations that may arise from such intentions. Within the framework of rhetorical listening, the term
388:
Ratcliffe encouraged language scholars to adopt listening as a novel strategy for deriving meaning and comprehending discourses related to gender and race. The primary objective was to facilitate cross-cultural conversations. Ratcliffe defined rhetorical listening as a technique for creative
412:
Based on Krista
Ratcliffe's work on rhetorical listening, Meagan Rodgers developed the intent/effect tactic as one way for students to practice rhetorical listening in the English composition classroom. The application of this tool is meant to disrupt racially discriminatory stereotypes and
185:
The second level involves detecting patterns when interpreting sounds; for example, a child waiting for the sound of his mother's return home. In this scenario the child is waiting to pick up on sound cues (e.g., jingling keys, the turn of the doorknob, etc.) that signal his mother's
243:
Active listening changes the speaker's perspective. Active listening is a catalyst in one's personal growth, which enhances personality change and group development. People will more likely listen to themselves if someone else is allowing them to speak and get their message across.
198:, the study of the unconscious mind. According to Barthes, the psychoanalyst must suspend judgment while listening to the patient in order to communicate with the latter's unconscious without bias. In the same way, lay listeners must suspend judgment when listening to others.
223:
involves listening to what is being said and attempting to understand it. It can be described in many ways. Active listening requires that the listener be attentive, nonjudgmental, and non-interrupting. An active listener analyzes what the speaker is saying for its
247:
Active listening allows people to be present in a conversation. "Listening is a key factor in cultivating relationships because the more we understand the other person, the more connection we create, as taught in nonviolent-communication
154:. A person who receives and understands information or an instruction, and then chooses not to comply with it or not to agree to it, has listened to the speaker, even though the result is not what the speaker wanted.
413:
utterances. Rodgers found in her classroom-based research that even if a person does not perceive themselves to be racist, racism or racial stereotypes are subconsciously perpetuated when a majority/dominant group
307:
Factors activated in speech perception include phonetic quality, prosodic patterns, pausing, and speed of input. These all influence the comprehensibility of listening input. A common store of semantic information
316:
for speech. Semantic knowledge required for language understanding (scripts and schemata related to real-world people, places, and actions) is accessed through phonological tagging of whatever language is heard.
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to continue in silence in the classroom. A further reason why students choose silence is because they were taught to be silent, especially at the secondary school level in some cultures, e.g. Puerto Rico.
236:
Active listening is an exchange between two or more individuals. If they are active listeners, the quality of the conversation will be better and clearer. Active listeners connect with each other
169:
According to
Barthes, listening can be understood on three levels: alerting, deciphering, and understanding how the sound is produced and how it affects the listener.
623:
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Rhetorical listening in the classroom can also be used to shed more light onto why students are silent. Janice Cools discusses several reasons for silence in the
647:
Halone, Kelby; Cunconan, Terry; Coakley, Carolyn; Wolvin, Andrew (1998). "Toward the establishment of general dimensions underlying the listening process".
693:
Michalek, Anne M. P.; Ash, Ivan; Schwartz, Kathryn (2018). "The independence of working memory capacity and audiovisual cues when listening in noise".
859:
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Another strategy for teachers to practice rhetorical listening and improve cultural sensitivity in the classroom is by applying practices from
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in memory is used in both first- and second-language speech comprehension, but research has found separate stores of phonological information
99:. Poor interpersonal listening can lead to misinterpretations, thus causing conflict or dispute. Poor listening can be exhibited by excessive
396:. Conversely, rhetorical listening promotes cross-cultural understanding and allows students and teachers to disrupt reciprocal resistance.
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131:
Ratcliffe built her argument upon two incidents in which individuals demonstrated a tendency to refuse the cross-cultural discourses.
88:, receiving, and interpreting content and relational messages; and behavioral processes include responding to others with verbal and
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Stenberg, Shari (2011). "Cultivating listening: Teaching from a restored logos". In Glenn, Cheryl; Ratcliffe, Krista (eds.).
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372:'s theory. Despite its concern with teaching students the oral discourse that mandates listening to produce and analyze
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Cools, Janice (2017). "Hearing the
Silences: Engaging in Rhetorical Listening in the ESL/ELL Composition Classroom".
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listening anxiety and comprehension are related, and as the investigators expected they were negatively correlated.
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in their conversations. Active listening can create a deeper, more positive relationship between individuals.
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The third level means knowing how what one says will affect another. This sort of listening is important in
1289:"Enacting Rhetorical Listening: A Process to Support Students' Engagement with Challenging Course Readings"
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Steven
Pedersen highlights the negative impact on communication of stereotypes and prejudices, which cause
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unconsciously use in their first language, such as inferring, selective attention, or evaluation.
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761:"Rhetorical Listening: A Trope for Interpretive Invention and a 'Code of Cross-Cultural Conduct'"
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Shari
Stenberg extended this perspective to explicate the absence of listening in the academe.
1997:
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1347:"Rhetorical Listening in the Diverse Classroom: Understanding the Sound of Not Understanding"
1216:"Rhetorical Listening in the Diverse Classroom: Understanding the Sound of Not Understanding"
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Interpersonal listening begins by hearing a speaker producing the sound to be listened to.
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Rodgers, Meagan (2012). "The Intent/Effect Tactic: A Practice of
Rhetorical Listening".
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teachings. As someone recently stated, 'We should listen harder than we speak.'"
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or floorboard, a breaking window)āalerts whoever lives there to potential danger.
96:
1268:
Pedersen, Steven M. (2013). "Review: Rhetorical
Listening by Krista Ratcliffe".
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The
Responsibility of Forms: Critical Essays on Music, Art, and Representation
57:, i.e. listening to other human beings. When listening to another person, one
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to address what the audience should listen for, rather than how they listen.
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prefers to depend on sight, not sound, as its primary interpretative trope.
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Western teaching methods maintained the inherited rhetorical Greek noun
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The
Cambridge Guide to Teaching English to Speakers of Other Languages
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comments (intent) can be perceived as deleterious (effect) by others.
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Hearing what others are saying, and trying to understand what it means
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People listen for 45 percent of their time when they communicate.
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Listening in Everyday Life: A Personal and Professional Approach
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Rost, M. (2001). "Listening". In Carter, R.; Nunan, D. (eds.).
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Stand Up, Speak Out: The Practice and Ethics of Public Speaking
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that refers to speaking as well as, in etymological term, to
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VƔsquez, Anete; Hansen, Angela L.; Smith, Philip C. (2013).
76:, and behavioral processes. Affective processes include the
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365:, then reflect on, and make meanings, to offer a response.
347:, which means reasoning and logic, while ignoring its verb
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ability, extensive listening is more effective in building
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Listening, Thinking, Being: Toward an Ethics of Attunement
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Active Listening: Improve Your Ability to Listen and Lead
533: ā Listening behaviour targeting media for enjoyment
1173:. Southern Illinois University Press. pp. 250ā263.
545: ā Developmental or acquired neurological disorders
1255:
Rhetorical listening: Identification, gender, whiteness
556: ā Sensory perception of sound by living organisms
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574: ā Active listening in a professional environment
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562: ā Listening focused on understanding a message
288:, involve students simply listening and responding.
1056:
Teaching Language Arts to English Language Learners
982:Rogers, Carl Ransom; Farson, Richard Evans (1957).
692:
135:
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944:
255:
80:to listen to others; cognitive processes include
2529:
895:"Listening: Are We Teaching It, and If So, How?"
864:(Second ed.). Routledge. pp. 180ā187.
826:Purdy, Michael; Borisoff, Deborah, eds. (1997).
408:Practicing rhetorical listening in the classroom
383:
1079:
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1412:Zenger, Jack; Folkman, Joseph (14 July 2016).
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1029:Second Language Listening: Theory and Practice
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107:, mentally composing a response, or having a
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923:Yarn, D.H., ed. (2002). "Active Listening".
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272:, listening is one of the "four skills" of
1549:Four Cardinal Principles and Eight Virtues
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1293:Journal on Empowering Teaching Excellence
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1107:Brunfaut, Tineke; RƩvƩsz, Andrea (2015).
1032:. Cambridge University Press. p. 4.
1026:Flowerdew, John; Miller, Lindsay (2005).
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804:
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68:Interpersonal listening involves complex
45:. It includes listening to the sounds of
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1171:Silence and listening as rhetorical arts
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1003:"Communication Is the Key to Everything"
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1596:Values in Action Inventory of Strengths
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539: ā Inability to distinguish sounds
324:
157:
95:Interpersonal listening is a skill for
65:and tries to understand what it means.
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1287:Rivera-Mueller, Jessica (2020-10-18).
893:Hyslop, Nancy B.; Tone, Bruce (1988).
861:An Introduction to Applied Linguistics
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1581:Teachings of the Seven Grandfathers
1405:Pennsylvania State University Press
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759:Ratcliffe, Krista (December 1999).
599:. Oxford University. Archived from
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13:
1414:"What Great Listeners Actually Do"
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951:. Center for Creative Leadership.
901:. Bloomington, Ind. Archived from
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695:Scandinavian Journal of Psychology
649:International Journal of Listening
14:
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926:Dictionary of Conflict Resolution
729:
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368:An example of divided logos was
136:What is interpersonal listening?
53:, and perhaps most importantly,
1345:Bannister, Linda (March 2001).
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1214:Bannister, Linda (March 2001).
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986:. Industrial Relations Center,
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1534:Catalogue of Vices and Virtues
858:Schmitt, Norbert, ed. (2010).
819:
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661:10.1080/10904018.1998.10499016
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615:
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256:Listening in language learning
204:function within the same plane
202:All three levels of listening
1:
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568: ā Type of non-listening
384:Defining rhetorical listening
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105:hearing what you want to hear
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543:Auditory processing disorder
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127:Cross-cultural communication
121:Listening can also function
114:Listening is also linked to
7:
2558:Interpersonal relationships
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1080:Flowerdew & Miller 2005
1001:mirza, Tooba (2020-11-03).
832:University Press of America
524:
10:
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1253:Ratcliffe, Krista (2005).
1059:. Routledge. p. 171.
213:
30:Listening in conversation.
21:Listening (disambiguation)
18:
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815:. New York Hill and Wang.
811:Barthes, Roland (1985).
296:and maintaining learner
125:as a means of promoting
1419:Harvard Business Review
943:Hoppe, Michael (2018).
560:Informational listening
286:total physical response
280:approaches, except for
150:Listening differs from
55:interpersonal listening
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622:Wrench, Jason (2012).
597:oxforddictionaries.com
531:Appreciative listening
31:
1998:Righteous indignation
988:University of Chicago
870:10.4324/9780203783733
674:Bass, Jossey (1999).
29:
1516:BodhipakkhiyÄ dhammÄ
325:Rhetorical listening
158:How does one listen?
19:For other uses, see
1586:Theological virtues
1489:Positive psychology
676:"listen, listening"
603:on December 7, 2018
572:Workplace listening
485:Listening to nature
282:grammar translation
233:leadership skills.
2018:Self-transcendence
1610:Individual virtues
1554:Nine Noble Virtues
1483:Nicomachean Ethics
1305:10.26077/0845-bae3
707:10.1111/sjop.12480
549:Dialogic listening
504:. You can help by
464:. You can help by
445:Listening to music
394:dis-identification
97:resolving problems
32:
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1672:Conscientiousness
1539:Epistemic virtues
1397:Lipari, Lisbeth.
1180:978-0-8093-3017-1
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482:
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278:language-teaching
274:language learning
238:on a deeper level
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1529:Cardinal virtues
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591:
590:
586:
581:
566:Pseudolistening
527:
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512:
509:
502:needs expansion
487:
478:
472:
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462:needs expansion
447:
414:
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386:
378:Western culture
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103:, inattention,
49:, listening to
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1617:Accountability
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1119:(1): 141ā168.
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1038:
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145:Roland Barthes
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61:what they are
37:is the act of
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2038:Sportsmanship
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2019:
2016:
2014:
2011:
2009:
2006:
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2003:Righteousness
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1576:Seven virtues
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1523:BrahmavihÄrÄs
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1499:Virtue ethics
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1465:About virtues
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1082:, p. 14.
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978:
976:
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958:9781604916607
954:
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905:on 2021-08-26
904:
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879:9781444127829
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841:9780761804611
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500:This section
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460:This section
458:
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191:Understanding
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101:interruptions
98:
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86:understanding
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22:
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2260:Brahmacharya
2258:
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2230:
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2216:
2198:
2191:
2166:
2159:
2143:
2125:
2109:
2102:
2058:Tranquillity
2008:Self-control
1978:Renunciation
1936:Philanthropy
1931:Perspicacity
1891:Magnificence
1844:Intelligence
1824:Impartiality
1744:Faithfulness
1632:Authenticity
1558:
1544:Five virtues
1521:
1514:
1494:Trait theory
1481:
1417:
1399:
1379:
1375:
1357:
1353:
1340:
1331:
1327:
1321:
1296:
1292:
1282:
1273:
1269:
1263:
1257:. SIU Press.
1254:
1227:. Retrieved
1222:
1209:
1198:
1189:
1170:
1116:
1112:
1102:
1093:
1087:
1075:
1055:
1048:
1028:
1021:
1010:. Retrieved
1006:
996:
983:
962:. Retrieved
946:
925:
918:
907:. Retrieved
903:the original
898:
888:
860:
827:
821:
812:
768:
764:
698:
694:
688:
679:
669:
652:
648:
642:
630:. Retrieved
624:
617:
605:. Retrieved
601:the original
596:
587:
510:
506:adding to it
501:
470:
466:adding to it
461:
439:
427:
423:Deaf Studies
420:
411:
398:
391:
387:
367:
358:
354:
340:
337:
333:
319:
306:
302:
290:
259:
246:
242:
235:
220:
219:
201:
168:
165:
163:discussion.
161:
149:
139:
123:rhetorically
120:
113:
94:
82:attending to
67:
34:
33:
2553:Life skills
2078:Workmanship
1968:Punctuality
1886:Magnanimity
1809:Hospitality
1759:Forgiveness
1704:Discernment
1662:Cleanliness
1382:(2): 35ā61.
1334:(1): 60ā77.
899:ERIC Digest
415:agrees with
260:Along with
226:implicature
182:Deciphering
142:Semiotician
109:closed mind
2532:Categories
2391:Auctoritas
2239:Aparigraha
2218:Adhiį¹į¹hÄna
2200:Sophrosyne
2168:Eutrapelia
2053:Temperance
2033:Solidarity
2023:Simplicity
1983:Resilience
1958:Politeness
1926:Patriotism
1906:Moderation
1779:Good faith
1769:Generosity
1729:Equanimity
1709:Discipline
1667:Compassion
1270:KB Journal
1012:2022-02-23
964:5 December
909:2021-08-26
632:5 December
607:5 December
579:References
374:enthymemes
330:Background
298:motivation
92:feedback.
78:motivation
2548:Audiology
2543:Cognition
2538:Listening
2439:Humanitas
2185:Phronesis
2176:Philotimo
2028:Sincerity
1993:Reverence
1861:Judgement
1849:Emotional
1839:Integrity
1829:Innocence
1784:Gratitude
1764:Frugality
1754:Foresight
1734:Etiquette
1724:Endurance
1699:Diligence
1622:Alertness
1571:Scout Law
1472:Endowment
1376:CEA Forum
1328:CEA Forum
1313:2644-2132
1229:March 19,
1195:Aristotle
1135:0039-8322
785:0010-096X
655:: 12ā28.
402:responses
370:Aristotle
186:approach.
90:nonverbal
74:cognitive
70:affective
35:Listening
2432:Gravitas
2415:Dignitas
2161:Ataraxia
2043:Sympathy
1973:Religion
1963:Prudence
1921:Patience
1896:Meekness
1871:Kindness
1819:Humility
1814:Humanity
1749:Fidelity
1694:Courtesy
1657:Chivalry
1652:Chastity
1642:Charisma
1637:Calmness
1627:Altruism
1200:Rhetoric
1143:43893740
723:52155107
715:30180277
593:"Listen"
525:See also
355:lay down
310:(single)
262:speaking
173:Alerting
2487:Sadaqah
2473:Ganbaru
2406:Decorum
2398:Caritas
2353:ÅraddhÄ
2339:Shaucha
2304:Kshanti
2232:Akrodha
2087:Chinese
1988:Respect
1911:Modesty
1881:Loyalty
1866:Justice
1834:Insight
1794:Honesty
1789:Heroism
1719:Empathy
1677:Courage
1647:Charity
1560:PÄramÄ«s
1458:Virtues
1360:: 1ā12.
554:Hearing
294:fluency
270:writing
266:reading
230:subtext
152:obeying
2455:Virtus
2447:Pietas
2366:Upekį¹£Ä
2359:SaddhÄ
2325:PrajƱÄ
2318:MuditÄ
2297:Kshama
2290:Karuį¹Ä
2253:Asteya
2246:Ärjava
2225:Ahimsa
2210:Indian
2193:Sophia
2068:Wisdom
1946:Filial
1854:Social
1799:Honour
1311:
1177:
1141:
1133:
1063:
1036:
1007:Medium
955:
876:
838:
793:359039
791:
783:
721:
713:
359:listen
350:legein
314:(dual)
276:. All
268:, and
250:Dharma
116:memory
63:saying
47:nature
43:sounds
2511:VirtĆ¹
2465:Other
2424:Fides
2383:Latin
2373:VÄ«rya
2332:Satya
2311:MettÄ
2274:Dhį¹ti
2153:Arete
2145:Agape
2137:Greek
2063:Trust
2048:Taste
1941:Piety
1901:Mercy
1774:Glory
1739:Faith
1687:Moral
1682:Civil
1601:Yamas
1350:(PDF)
1299:(2).
1219:(PDF)
1139:JSTOR
789:JSTOR
719:S2CID
680:Credo
357:, to
344:logos
59:hears
51:music
2503:Sisu
2495:Seny
2480:Giri
2346:SevÄ
2267:DÄna
2104:Jing
1953:Pity
1876:Love
1804:Hope
1714:Duty
1354:ERIC
1309:ISSN
1276:(1).
1231:2022
1223:ERIC
1175:ISBN
1131:ISSN
1061:ISBN
1034:ISBN
966:2018
953:ISBN
874:ISBN
836:ISBN
781:ISSN
711:PMID
634:2018
609:2018
2282:Hrī
2119:Ren
2073:Wit
1301:doi
1225:: 2
1121:doi
866:doi
773:doi
703:doi
657:doi
508:.
468:.
434:ELL
430:ESL
228:or
41:to
2534::
2127:Yi
2111:Li
2096:De
1416:.
1403:.
1380:46
1378:.
1366:^
1356:.
1352:.
1332:41
1330:.
1307:.
1295:.
1291:.
1272:.
1239:^
1221:.
1197:.
1151:^
1137:.
1129:.
1117:49
1115:.
1111:.
1005:.
974:^
935:^
897:.
872:.
850:^
830:.
801:^
787:.
779:.
769:51
767:.
763:.
731:^
717:.
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