- Table View
- List View
Epistemic Freedom in Africa: Deprovincialization and Decolonization (Rethinking Development)
by Sabelo J. Ndlovu-GatsheniEpistemic Freedom in Africa is about the struggle for African people to think, theorize, interpret the world and write from where they are located, unencumbered by Eurocentrism. The imperial denial of common humanity to some human beings meant that in turn their knowledges and experiences lost their value, their epistemic virtue. Now, in the twenty-first century, descendants of enslaved, displaced, colonized, and racialized peoples have entered academies across the world, proclaiming loudly that they are human beings, their lives matter and they were born into valid and legitimate knowledge systems that are capable of helping humanity to transcend the current epistemic and systemic crises. Together, they are engaging in diverse struggles for cognitive justice, fighting against the epistemic line which haunts the twenty-first century. The renowned historian and decolonial theorist Sabelo J. Ndlovu-Gatsheni offers a penetrating and well-argued case for centering Africa as a legitimate historical unit of analysis and epistemic site from which to interpret the world, whilst simultaneously making an equally strong argument for globalizing knowledge from Africa so as to attain ecologies of knowledges. This is a dual process of both deprovincializing Africa, and in turn provincializing Europe. The book highlights how the mental universe of Africa was invaded and colonized, the long-standing struggles for 'an African university', and the trajectories of contemporary decolonial movements such as Rhodes Must Fall and Fees Must Fall in South Africa. This landmark work underscores the fact that only once the problem of epistemic freedom has been addressed can Africa achieve political, cultural, economic and other freedoms. This groundbreaking new book is accessible to students and scholars across Education, History, Philosophy, Ethics, African Studies, Development Studies, Politics, International Relations, Sociology, Postcolonial Studies and the emerging field of Decolonial Studies.
Epistemic Freedom in Africa: Deprovincialization and Decolonization (Rethinking Development)
by Sabelo J. Ndlovu-GatsheniEpistemic Freedom in Africa is about the struggle for African people to think, theorize, interpret the world and write from where they are located, unencumbered by Eurocentrism. The imperial denial of common humanity to some human beings meant that in turn their knowledges and experiences lost their value, their epistemic virtue. Now, in the twenty-first century, descendants of enslaved, displaced, colonized, and racialized peoples have entered academies across the world, proclaiming loudly that they are human beings, their lives matter and they were born into valid and legitimate knowledge systems that are capable of helping humanity to transcend the current epistemic and systemic crises. Together, they are engaging in diverse struggles for cognitive justice, fighting against the epistemic line which haunts the twenty-first century. The renowned historian and decolonial theorist Sabelo J. Ndlovu-Gatsheni offers a penetrating and well-argued case for centering Africa as a legitimate historical unit of analysis and epistemic site from which to interpret the world, whilst simultaneously making an equally strong argument for globalizing knowledge from Africa so as to attain ecologies of knowledges. This is a dual process of both deprovincializing Africa, and in turn provincializing Europe. The book highlights how the mental universe of Africa was invaded and colonized, the long-standing struggles for 'an African university', and the trajectories of contemporary decolonial movements such as Rhodes Must Fall and Fees Must Fall in South Africa. This landmark work underscores the fact that only once the problem of epistemic freedom has been addressed can Africa achieve political, cultural, economic and other freedoms. This groundbreaking new book is accessible to students and scholars across Education, History, Philosophy, Ethics, African Studies, Development Studies, Politics, International Relations, Sociology, Postcolonial Studies and the emerging field of Decolonial Studies.
Epistemic Governance in Higher Education: Quality Enhancement of Universities for Development (SpringerBriefs in Business)
by David F. Campbell Elias G. Carayannis“Epistemic governance” refers to the cognitive and knowledge-related paradigms that underlie a social system. In this volume, the authors apply the concept to higher education. In a comprehensive review of recent literature, they define key terms and concepts, arguing that a good, effective and sustainable governance of higher education is not possible unless the epistemic structure and knowledge paradigms of higher education are addressed directly. Effective governance of academic institutions is particularly important, given their essential role in generating and disseminating knowledge. The authors consider the practical and policy implications of the epistemic approach for promoting quality assurance, quality enhancement, and quality management of higher education, and their impact on university administration and academic career development.
Epistemic Justice, Mindfulness, and the Environmental Humanities: Reflections on Teaching
by Janelle AdsitEpistemic Justice, Mindfulness, and the Environmental Humanities explores how contemplative pedagogies and mindfulness can be used in the classroom to address epistemic and environmental injustice. In recent years, there has been a groundswell of interest in contemplative pedagogies in higher education, with increasing attention from the environmental sciences, environmental humanities, and sustainability studies. Teachers and writers have demonstrated how mindfulness practices can be a key to anti-oppression and anti-racist efforts, both in and out of the classroom. Not all forms of contemplative pedagogy are suited for this anti-colonial and anti-oppressive resistance, however. Simply adopting mindfulness practices in the classroom is not enough to dislodge and dismantle white supremacy in higher education. Epistemic Justice, Mindfulness, and the Environmental Humanities advocates for mindfulness practices that affirm multiple epistemologies and cultural traditions. Written for educators in the environmental humanities and other related disciplines, the chapters interrogate the western uptake of mindfulness practices and suggest anti-colonial and anti-oppressive methods for bringing mindfulness into the classroom. The chapters also discuss what mindfulness practices have to offer to the pursuit of a culturally relevant pedagogy. This highly applied and practical text will be an insightful read for educators in the environmental humanities and across the liberal arts disciplines.
Epistemic Justice, Mindfulness, and the Environmental Humanities: Reflections on Teaching
by Janelle AdsitEpistemic Justice, Mindfulness, and the Environmental Humanities explores how contemplative pedagogies and mindfulness can be used in the classroom to address epistemic and environmental injustice. In recent years, there has been a groundswell of interest in contemplative pedagogies in higher education, with increasing attention from the environmental sciences, environmental humanities, and sustainability studies. Teachers and writers have demonstrated how mindfulness practices can be a key to anti-oppression and anti-racist efforts, both in and out of the classroom. Not all forms of contemplative pedagogy are suited for this anti-colonial and anti-oppressive resistance, however. Simply adopting mindfulness practices in the classroom is not enough to dislodge and dismantle white supremacy in higher education. Epistemic Justice, Mindfulness, and the Environmental Humanities advocates for mindfulness practices that affirm multiple epistemologies and cultural traditions. Written for educators in the environmental humanities and other related disciplines, the chapters interrogate the western uptake of mindfulness practices and suggest anti-colonial and anti-oppressive methods for bringing mindfulness into the classroom. The chapters also discuss what mindfulness practices have to offer to the pursuit of a culturally relevant pedagogy. This highly applied and practical text will be an insightful read for educators in the environmental humanities and across the liberal arts disciplines.
Epistemological and Theoretical Foundations in Language Policy and Planning
by Michele Gazzola David Cassels Johnson Federico Gobbo Jorge Antonio Leoni de LeónThis book advances the growing area of language policy and planning (LPP) by examining the epistemological and theoretical foundations that engendered and sustain the field, drawing on insights and approaches from anthropology, linguistics, economics, political science, and education to create an accessible and inter-disciplinary overview of LPP as a coherent discipline. Throughout the book, the authors address LPP from different perspectives, exploring the interface between planning in theory and its practical problems in implementation. This volume will be of interest to students and scholars with an interest in LPP in particular, and educational, social, and public policy more broadly.
The Epistemological Development of Education: Considering Bourdieu, Foucault and Dewey
by Andrew Skourdoumbis Scott WebsterThis book documents the political and economic ramifications of the policy impetus for a ‘science of education’ and what this means for classroom teachers, their teaching practices and for the field of education. In a critical exploration of current research and policy articulations of the purposes of education, with attention given to Australia, the UK and the USA, this book delineates the evaluative mechanisms involved in the strategic science as method adoption of accountability, competitiveness and test-driven criteria used in major education policy. It brings together the disciplines of sociology and philosophy by drawing on the theoretical insights of Michel Foucault, Pierre Bourdieu and John Dewey. In addition, the book argues for the deliberate use of the theoretical in education and is against the contemporary unquestioning advocacy that often accompanies a narrowly defined master narrative of a science of education. This book will be of special interest to post-graduate students as source material in general education courses and is also intended for academics with an interest in educational theory/philosophy and the sociology of education.
The Epistemological Development of Education: Considering Bourdieu, Foucault and Dewey
by Andrew Skourdoumbis Scott WebsterThis book documents the political and economic ramifications of the policy impetus for a ‘science of education’ and what this means for classroom teachers, their teaching practices and for the field of education. In a critical exploration of current research and policy articulations of the purposes of education, with attention given to Australia, the UK and the USA, this book delineates the evaluative mechanisms involved in the strategic science as method adoption of accountability, competitiveness and test-driven criteria used in major education policy. It brings together the disciplines of sociology and philosophy by drawing on the theoretical insights of Michel Foucault, Pierre Bourdieu and John Dewey. In addition, the book argues for the deliberate use of the theoretical in education and is against the contemporary unquestioning advocacy that often accompanies a narrowly defined master narrative of a science of education. This book will be of special interest to post-graduate students as source material in general education courses and is also intended for academics with an interest in educational theory/philosophy and the sociology of education.
Epistemologies and Ethics in Adult Education and Lifelong Learning (Palgrave Studies in Adult Education and Lifelong Learning)
by Richard G. Bagnall Steven HodgeThis book presents and advocates for a framework of competing epistemologies and conceptions of ethics as a way of understanding modernist lifelong learning. These epistemologies are grounded in a recognition of the normative nature of knowledge that informs lifelong learning; each being framed by a different account of the sort of knowledge that is most valued and therefore foregrounded in lifelong learning policy, provision and engagement informed by the epistemology. Each epistemology is also characterised by its constituent conception of ethics. Four such epistemologies and conceptions of ethics are here recognised as having been important in the lifelong learning movement to date: disciplinary, developmental, emancipatory, and design. The authors argue that assumptions about knowledge and moral positions constitute a powerful but not well-understood feature of such arguments: awareness of these assumptions and positions could serve to powerfully advance the overall understanding of what is at stake in lifelong learning and adult education at all levels.
Epistemologische Überzeugungen von Erzieherinnen und Erziehern: Die Bedeutung für das pädagogische Handeln in Kindertageseinrichtungen
by Magdalena Plöger-WernerMagdalena Plöger-Werner untersucht in dieser Studie die bereichsspezifischen (auf Naturwissenschaften und Frühpädagogik bezogenen) epistemologischen Überzeugungen von Erzieherinnen und Erziehern sowie ihre Überzeugungen zum Lernen von Kindern und zeigt den Zusammenhang zur naturwissenschaftsbezogenen und bereichsübergreifenden Gestaltung von Lernsituationen in Kindertageseinrichtungen auf. Die Ergebnisse zeigen, dass den epistemologischen und auch den lernbezogenen Überzeugungen eine Bedeutung für das pädagogische Handeln zukommt. Speziell für den naturwissenschaftlichen Bereich liegt dieser Einfluss indirekt vor, vermittelt über die lernbezogenen Überzeugungen.
Epistemology and Biblical Theology: From the Pentateuch to Mark’s Gospel (Routledge Interdisciplinary Perspectives on Biblical Criticism)
by Dru JohnsonEpistemology and Biblical Theology pursues a coherent theory of knowledge as described across the Pentateuch and Mark's Gospel. As a work from the emerging field of philosophical criticism, this volume explores in each biblical text both narrative and paraenesis to assess what theory of knowledge might be presumed or advocated and the coherence of that structure across texts. In the Pentateuch and Mark, primacy is placed on heeding an authenticated and authoritative prophet, and then enacting the guidance given in order to see what is being shown—in order to know. Erroneous knowing follows the same boundaries: failure to attend to the proper authoritative voice or failure to enact guidance creates mistaken understanding. With a working construct of proper knowing in hand, points of contact with and difficulties for contemporary philosophical epistemologies are suggested. In the end, Michael Polanyi’s scientific epistemology emerges as the most commensurable view with knowing as it appears in these foundational biblical texts. Therefore, this book will be of interest to scholars working across the fields of Biblical studies and philosophy.
Epistemology and Biblical Theology: From the Pentateuch to Mark’s Gospel (Routledge Interdisciplinary Perspectives on Biblical Criticism)
by Dru JohnsonEpistemology and Biblical Theology pursues a coherent theory of knowledge as described across the Pentateuch and Mark's Gospel. As a work from the emerging field of philosophical criticism, this volume explores in each biblical text both narrative and paraenesis to assess what theory of knowledge might be presumed or advocated and the coherence of that structure across texts. In the Pentateuch and Mark, primacy is placed on heeding an authenticated and authoritative prophet, and then enacting the guidance given in order to see what is being shown—in order to know. Erroneous knowing follows the same boundaries: failure to attend to the proper authoritative voice or failure to enact guidance creates mistaken understanding. With a working construct of proper knowing in hand, points of contact with and difficulties for contemporary philosophical epistemologies are suggested. In the end, Michael Polanyi’s scientific epistemology emerges as the most commensurable view with knowing as it appears in these foundational biblical texts. Therefore, this book will be of interest to scholars working across the fields of Biblical studies and philosophy.
Epistemology and Science Education: Understanding the Evolution vs. Intelligent Design Controversy
by Roger S. Taylor Michel FerrariHow is epistemology related to the issue of teaching science and evolution in the schools? Addressing a flashpoint issue in our schools today, this book explores core epistemological differences between proponents of intelligent design and evolutionary scientists, as well as the critical role of epistemological beliefs in learning science. Preeminent scholars in these areas report empirical research and/or make a theoretical contribution, with a particular emphasis on the controversy over whether intelligent design deserves to be considered a science alongside Darwinian evolution. This pioneering book coordinates and provides a complete picture of the intersections in the study of evolution, epistemology, and science education, in order to allow a deeper understanding of the intelligent design vs. evolution controversy. This is a very timely book for teachers and policy makers who are wrestling with issues of how to teach biology and evolution within a cultural context in which intelligent design has been and is likely to remain a challenge for the foreseeable future.
Epistemology and Science Education: Understanding the Evolution vs. Intelligent Design Controversy
by Roger S. Taylor Michel FerrariHow is epistemology related to the issue of teaching science and evolution in the schools? Addressing a flashpoint issue in our schools today, this book explores core epistemological differences between proponents of intelligent design and evolutionary scientists, as well as the critical role of epistemological beliefs in learning science. Preeminent scholars in these areas report empirical research and/or make a theoretical contribution, with a particular emphasis on the controversy over whether intelligent design deserves to be considered a science alongside Darwinian evolution. This pioneering book coordinates and provides a complete picture of the intersections in the study of evolution, epistemology, and science education, in order to allow a deeper understanding of the intelligent design vs. evolution controversy. This is a very timely book for teachers and policy makers who are wrestling with issues of how to teach biology and evolution within a cultural context in which intelligent design has been and is likely to remain a challenge for the foreseeable future.
Epistemology and the Predicates of Education: Building Upon a Process Theory of Learning (Routledge International Studies in the Philosophy of Education)
by Thomas PetersonExploring the predicates of education from theoretical, practical and historical perspectives, this book revalorizes the central role of the humanities in the ethical and aesthetic formation of the individual. This book considers timely questions of process and epistemology in today’s academy. It examines the subject of learning as it arises in the individual, is defined by educators, and is conceived by society at large. In attempting to formulate a lingua franca for contemporary pedagogy, the book highlights the concrete activities of educators and students and the qualities that emerge in the educational process. By synthesizing the writings of educational theorists working in different fields—philosophy, psychology, anthropology and more—Epistemology and the Predicates of Education highlights the transformational nature of knowledge and its capacity to invigorate the student through the practice of self-inquiry. The analytical and focused research offered in Epistemology and the Predicates of Education will be of interest to researchers, academics and postgraduate students in the fields of philosophy of education and higher education.
Epistemology and the Predicates of Education: Building Upon a Process Theory of Learning (Routledge International Studies in the Philosophy of Education)
by Thomas PetersonExploring the predicates of education from theoretical, practical and historical perspectives, this book revalorizes the central role of the humanities in the ethical and aesthetic formation of the individual. This book considers timely questions of process and epistemology in today’s academy. It examines the subject of learning as it arises in the individual, is defined by educators, and is conceived by society at large. In attempting to formulate a lingua franca for contemporary pedagogy, the book highlights the concrete activities of educators and students and the qualities that emerge in the educational process. By synthesizing the writings of educational theorists working in different fields—philosophy, psychology, anthropology and more—Epistemology and the Predicates of Education highlights the transformational nature of knowledge and its capacity to invigorate the student through the practice of self-inquiry. The analytical and focused research offered in Epistemology and the Predicates of Education will be of interest to researchers, academics and postgraduate students in the fields of philosophy of education and higher education.
An Epistemology of Belongingness: Dreaming A First Nation’s Ontology of Hope
by Hope O'ChinThe intent of this book focuses on Australia’s First Nations truth, voice, recognition, diversity, and respect. Hope O’Chin explains that knowledge about Australian First Nations culture and learning can be seen through new conceptual lens, which she refers to as an Ontology of Dreaming Hope for Australians. The book proposes to move from ontological propositions embedded in pedagogies and methodologies that center on the relevance of Indigenous epistemes and ways of doing. O’Chin offers a conceptual framing for engaging with Indigenous peoples, and forming communities of belongingness and relationality. She offers suggestions for ways in which art and education can act as ‘healing’ and a way forward towards a more inclusive civil society. Reflexive practice, ethnographic principles, and action research is described in a way that methodologies provide an understanding of a sense of Belonging. O'Chin argues that theoretical research, art, and educational practice can addto the value of determining a strategy of Indigenous art investment within Australia, and to address how art and education can be used to validate contemporary expression of Aboriginality within contemporary Australian society. Ultimately, the book is about Indigenous strengths and what Indigenous ways of being, knowing and doing can offer, and how one might go about honouring and working in this way respectfully.
The Epistemology of Deceit in a Postdigital Era: Dupery by Design (Postdigital Science and Education)
by Jennifer Rose Ibrar Bhatt Alison MacKenzieThis edited book collection offers strong theoretical and philosophical insight into how digital platforms and their constituent algorithms interact with belief systems to achieve deception, and how related vices such as lies, bullshit, misinformation, disinformation, and ignorance contribute to deception. This inter-disciplinary collection explores how we can better understand and respond to these problematic practices. The Epistemology of Deceit in a Postdigital Era: Dupery by Design will be of interest to anyone concerned with deception in a ‘postdigital’ era including fake news, and propaganda online. The election of populist governments across the world has raised concerns that fake news in online platforms is undermining the legitimacy of the press, the democratic process, and the authority of sources such as science, the social sciences and qualified experts. The global reach of Google, YouTube, Twitter, Facebook, and other platforms has shown that they can be used to create and spread fake and misleading news quickly and without control. These platforms operate and thrive in an increasingly balkanised media eco-system where networks of users will predominantly access and consume information that conforms to their existing worldviews. Conflicting positions, even if relevant and authoritative, are suppressed, or overlooked in everyday digital information consumption. Digital platforms have contributed to the prolific spread of false information, enabled ignorance in online news consumers, and fostered confusion over determining fact from fiction. The collection explores: Deception, what it is, and how its proliferation is achieved in online platforms. Truth and the appearance of truth, and the role digital technologies play in pretending to represent truth. How we can counter these vices to protect ourselves and our institutions from their potentially baneful effects. Chapter 15 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
The Epistemology of Violence: Understanding the Root Causes of Violence in Schooling (Critical Political Theory and Radical Practice)
by Beth M. TitchinerThis book provides an in-depth, multidisciplinary framework and case-study analysis for understanding the root causes of violence in schooling. Drawing on critical theory, psychology, neuroscience and learning theory, the author provides a holistic analysis of how ‘violent epistemology’ and the ‘non-conducive circumstances’ that it produces can be seen to be at the roots of violence in societies and social institutions such as schools. Chapter 1 outlines how current and historical theories of violence, and interventions based on them, have failed due to their inability to properly conceptualise the root causes of violence. Chapters 2 addresses this by providing a new epistemic and methodological framework for studying violence. Chapters 3 and 4 then demonstrate how violence can be best conceptualised as a problem of specifically ‘violent’ epistemology and the ‘non-conducive social circumstances’ that it fosters. Chapters 5-7 demonstrate in practice how violent epistemology results in multiple manifestations of violence at the global, national, local, and ultimately classroom level. Chapter 8 concludes the book by presenting an early conceptualisation of ‘non-violent’ epistemology, and what fostering this might look like in practice.
The Epistle of James and Eschatology: Re-reading an Ancient Christian Letter (The Library of New Testament Studies #121)
by Todd PennerThe aim of this book is to challenge the common view that the epistle of James is a late Hellenistic Wisdom document that has little importance for our understanding of earliest Christianity. The author undertakes two main projects: first, an examination of the various assumptions about date, setting and content that have influenced how the letter of James has been interpreted; and second, a re-reading of the letter that seeks to uncover the special character of the epistle by stressing the fusion of its eschatological framework with its ethical instruction. The literary, cultural, and social contextualization of James that emerges sheds new light on this often neglected text and its place in early Christianity.
The Epistle of Second Baruch: A Study in Form and Message (The Library of Second Temple Studies #42)
by Mark Whitters2 Baruch is one of the more important apocalyptic writings among the Jewish Pseudepigrapha (written at the end of the 1st century AD and so contemporary with the New Testament). The "Epistle" is a message to the Jews of the Dispersion. Whitters is arguing that the document was once an authoritative text for a specific community, and gives us clues about the important era between the two Jewish wars of 70 and 132 AD, when Judaism was assuming radical new forms. This Epistle tells Diapora Jews how to live in a world without the Jerusalem Temple.
The Epistle to the Ephesians
by John MuddimanThe Epistle to Ephesians contains powerful statements of Pauline doctrine, but many questions can be raised about its authorship and intended readership. John Muddiman's exposition of this text explores these issues and their theological implications, deploying the latest scholarship to provide a thorough and illuminating commentary on this epistle.
Epistle to the Ephesians: A Commentary
by Rudolf SchnackenburgA classic ecumenical commentary on Ephesians. In addition to detailed exegesis, Schnackenburg pays special attention to the history of interpretation of Ephesians, taking account of comparative material in the history of religion and, at the end of each exegetical section, shows how findings are relevant for today. The theological focus is the concept of the church, giving rise to ecumenical discussion about ministry and office in the church. This commentary has proved invaluable for biblical scholars, clergy and theological students.
Epistles of Peter and Jude: Epistles Of Peter And Jude (Black's New Testament Commentaries)
by J. N. KellyThis is part of a series of modern commentaries based on new English translations made by their respective editors. While adhering strictly to sound scholarship and doctrine, they intend, above all, to bring out the theological and religious message of the New Testament to the contemporary Church.
Epistolary Constructions of Post-World War I Identity: The Invisibility of Minority Groups
by Manel HeratThis book analyses the letters of marginalised groups of World War I soldiers - including Black, Indian and disabled ex-servicemen - from a linguistic perspective, looking at issues such as descriptions of disability, identity and migration, dealing with minority groups who have long been rendered invisible, and exploring how these writers position themselves in relation to the 'other'. The author makes use of a corpus-assisted approach to examine identity construction and performance, shedding light on a previously under-explored demographic. This book will be of interest to students and scholars of World War I history, language and identity, psychological and physical disability, as well as readers seeking a fresh angle on a key period of 20th century history.