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Knowledge and Interaction: A Synthetic Agenda for the Learning Sciences
by Andrea A. DiSessa Mariana Levin Nathaniel J.S. BrownDecades of research in the cognitive and learning sciences have led to a growing recognition of the incredibly multi-faceted nature of human knowing and learning. Up to now, this multifaceted nature has been visible mostly in distinct and often competing communities of researchers. From a purely scientific perspective, "siloed" science—where different traditions refuse to speak with one another, or merely ignore one another—is unacceptable. This ambitious volume attempts to kick-start a serious, new line of work that merges, or properly articulates, different traditions with their divergent historical, theoretical, and methodological commitments that, nonetheless, both focus on the highly detailed analysis of processes of knowing and learning as they unfold in interactional contexts in real time. Knowledge and Interaction puts two traditions in dialogue with one another: Knowledge Analysis (KA), which draws on intellectual roots in developmental psychology and cognitive modeling and focuses on the nature and form of individual knowledge systems, and Interaction Analysis (IA), which has been prominent in approaches that seek to understand and explain learning as a sequence of real-time moves by individuals as they interact with interlocutors, learning environments, and the world around them. The volume’s four-part organization opens up space for both substantive contributions on areas of conceptual and empirical work as well as opportunities for reflection, integration, and coordination.
Knowledge and Language (ISSN #Volume 39)
by I. Kurcz G. W. Shugar J. H. DanksHow do people represent their knowledge about the world and use that knowledge for communication? This question is the central theme of this book. Among the aspects discussed in the first three sections are: the relationship between formal, logical descriptions of language, and psychological analyses of language use; how knowledge interacts with language use; and childrens' acquisition of language in different countries. In the last two sections, the topics discussed include the complex relationships between the development, transmission, and comprehension of intention and meaning, the growth of the representation of social knowledge, and the impact acquiring a language (or two languages) has on the development of the child's knowledge structures.
Knowledge and Memory: Advances in Social Cognition, Volume VIII (Advances in Social Cognition Series)
by Roger C. Schank Robert P. Abelson Robert S. WyerNarrative forms of mental representation and their influence on comprehension, communication and judgment, have rapidly become one of the main foci of research and theory in not only psychology but also other disciplines, including linguistics, sociology, and anthropology. No one has been more responsible for the awakening of interest in this area than Roger Schank and Bob Abelson. In their target article, they argue that narrative forms of mental representation, or "stories," are the basic ingredients of social knowledge that play a fundamental role in the comprehension of information conveyed in a social context, the storage of this information in memory, and the later communication of it to others. After explicating the cognitive processes that underlie the construction of narratives and their use in comprehension, memory and communication, the chapter authors consider the influence of stories on a number of more specific phenomena, including political judgment, marital relations and memory distortions that underlie errors in eyewitness testimony. The provocativeness of the target chapter is matched by that of the companion articles, each of which not only provides an important commentary on Schank and Abelson's conceptualization, but also makes an important contribution to knowledge in its own right. The diversity of perspectives reflected in these articles, whose authors include researchers in linguistics, memory and comprehension, social inference, cognitive development, social judgment, close relationships, and social ecology, testifies to the breadth of theoretical and empirical issues to which the target chapter is potentially relevant. This volume is a timely and important contribution to research and theory not only in social cognition but in many other areas as well.
Knowledge and Memory: Advances in Social Cognition, Volume VIII (Advances in Social Cognition Series)
by Robert S. WyerNarrative forms of mental representation and their influence on comprehension, communication and judgment, have rapidly become one of the main foci of research and theory in not only psychology but also other disciplines, including linguistics, sociology, and anthropology. No one has been more responsible for the awakening of interest in this area than Roger Schank and Bob Abelson. In their target article, they argue that narrative forms of mental representation, or "stories," are the basic ingredients of social knowledge that play a fundamental role in the comprehension of information conveyed in a social context, the storage of this information in memory, and the later communication of it to others. After explicating the cognitive processes that underlie the construction of narratives and their use in comprehension, memory and communication, the chapter authors consider the influence of stories on a number of more specific phenomena, including political judgment, marital relations and memory distortions that underlie errors in eyewitness testimony. The provocativeness of the target chapter is matched by that of the companion articles, each of which not only provides an important commentary on Schank and Abelson's conceptualization, but also makes an important contribution to knowledge in its own right. The diversity of perspectives reflected in these articles, whose authors include researchers in linguistics, memory and comprehension, social inference, cognitive development, social judgment, close relationships, and social ecology, testifies to the breadth of theoretical and empirical issues to which the target chapter is potentially relevant. This volume is a timely and important contribution to research and theory not only in social cognition but in many other areas as well.
Knowledge and Music Education: A Social Realist Account (Routledge Studies in Music Education)
by Graham J. McPhailKnowledge and Music Education: A Social Realist Account explores current challenges for music education in relation to wider philosophical and political debates, and seeks to find a way forward for the field by rethinking the nature and value of epistemic knowledge in the wake of postmodern critiques. Focusing on secondary school music, and considering changes in approaches to teaching over time, this book seeks to understand the forces at play that enhance or undermine music’s contribution to a socially just curriculum for all. The author argues that the unique nature of disciplinary-derived knowledge provides students with essential cognitive development, and must be integrated with the turn to more inclusive, student-centred, and culturally responsive teaching. Connecting theoretical issues with concrete curriculum design, the book considers how we can give music students the benefits of specialised subject knowledge without returning to a traditional past.
Knowledge and Music Education: A Social Realist Account (Routledge Studies in Music Education)
by Graham J. McPhailKnowledge and Music Education: A Social Realist Account explores current challenges for music education in relation to wider philosophical and political debates, and seeks to find a way forward for the field by rethinking the nature and value of epistemic knowledge in the wake of postmodern critiques. Focusing on secondary school music, and considering changes in approaches to teaching over time, this book seeks to understand the forces at play that enhance or undermine music’s contribution to a socially just curriculum for all. The author argues that the unique nature of disciplinary-derived knowledge provides students with essential cognitive development, and must be integrated with the turn to more inclusive, student-centred, and culturally responsive teaching. Connecting theoretical issues with concrete curriculum design, the book considers how we can give music students the benefits of specialised subject knowledge without returning to a traditional past.
Knowledge and Networking: On Communication in the Social Sciences
by Anton OleinikSuccess and career growth in academic life depend upon reaching and influencing the widest audience possible. To do so, scientists strive to develop personalized trust. They do so by establishing a large number of connections through networking and also through the strength of their arguments and the validity and reliability of their research. To secure increasingly rare tenure positions and achieve salary increases, promotions, and recognition, scholars place themselves on a continuum of priorities ranging from total emphasis on networking to complete focus on advancing knowledge, trying to find some middle ground between the two extremes. Anton Oleinik argues that when scholars prioritize networking, science reproduces features of a "small world," in which personal connections prevail. Who knows whom matters more than who knows what. In this scenario, one's status derives more from affiliation with a specific group of scholars or a particular university than from contributing to advancing knowledge. Acknowledging that it would be a mistake to consider networking the main source of evils in science, Oleinik instead criticizes the decisions scholars make while struggling to find that middle ground between networking and advancing knowledge, and managing conflicts between these priorities. The fierce competition for increasingly scarce research funds, and the difficulty of finding jobs in academia underlines the growing importance of the choices made by an academic. Though Oleinik focuses particularly on the social sciences, his ideas are just as relevant to other disciplinary areas.
Knowledge and Networking: On Communication in the Social Sciences
by Anton OleinikSuccess and career growth in academic life depend upon reaching and influencing the widest audience possible. To do so, scientists strive to develop personalized trust. They do so by establishing a large number of connections through networking and also through the strength of their arguments and the validity and reliability of their research. To secure increasingly rare tenure positions and achieve salary increases, promotions, and recognition, scholars place themselves on a continuum of priorities ranging from total emphasis on networking to complete focus on advancing knowledge, trying to find some middle ground between the two extremes. Anton Oleinik argues that when scholars prioritize networking, science reproduces features of a "small world," in which personal connections prevail. Who knows whom matters more than who knows what. In this scenario, one's status derives more from affiliation with a specific group of scholars or a particular university than from contributing to advancing knowledge. Acknowledging that it would be a mistake to consider networking the main source of evils in science, Oleinik instead criticizes the decisions scholars make while struggling to find that middle ground between networking and advancing knowledge, and managing conflicts between these priorities. The fierce competition for increasingly scarce research funds, and the difficulty of finding jobs in academia underlines the growing importance of the choices made by an academic. Though Oleinik focuses particularly on the social sciences, his ideas are just as relevant to other disciplinary areas.
Knowledge and Networks (Knowledge and Space #11)
by Johannes Glückler Emmanuel Lazega Ingmar HammerThis book discusses a core question in many fields of the social sciences, namely how to create, share and adopt new knowledge. It creates an original space for conversation between two lines of research that have developed largely in parallel for a long time: social network theory and the geography of knowledge. This book considers that relational thinking has become increasingly important for scholars to capture societal outcomes by studying social relations and networks, whereas the role of place, space and spatial scales has been somewhat neglected outside an emergent geography of knowledge.The individual contributions help integrate network arguments of connectivity, geographical arguments of contiguity and contextuality into a more comprehensive understanding of the ways in which people and organizations are constrained by and make use of space and networks for learning and innovation. Experts in the fields of geography, sociology, economics, political science, psychology, management and organizational studies develop conceptual models and propose empirical research that illustrates the ways in which networks and geography play together in processes of innovation, learning, leadership, and power.This book is open access under a CC BY 4.0 license.
Knowledge and Politics: The Sociology of Knowledge Dispute (Routledge Library Editions: Social Theory #Vol. 28)
by Volker Meja Nico StehrKarl Mannheim’s Ideology and Utopia has been a profoundly provocative book. The debate about politics and social knowledge that was spawned by its original publication in 1929 attracted the most promising younger scholars, some of whom shaped the thought of several generations. The book became a focus for a debate on the methodological and epistemological problems confronting German social science. More than thirty major papers were published in response to Mannheim’s text. Writers such as Hannah Arendt, Ernst Robert Curtius, Max Horkheimer, Herbert Marcuse, Helmuth Plessner, Hans Speier and Paul Tillich were among the contributors. Their positions varied from seeing in the sociology of knowledge a sophisticated reformulation of the materialist conception of history to linking its popularity to a betrayal of Marxism. The English publication in 1936 defined formative issues for two generations of sociological self-reflection. Knowledge and Politics provides an introduction to the dispute and reproduces the leading contributions. It sheds new light on one of the greatest controversies that have marked German social science in the past hundred years.
Knowledge and Politics: The Sociology of Knowledge Dispute (Routledge Library Editions: Social Theory)
by Volker Meja Nico StehrKarl Mannheim’s Ideology and Utopia has been a profoundly provocative book. The debate about politics and social knowledge that was spawned by its original publication in 1929 attracted the most promising younger scholars, some of whom shaped the thought of several generations. The book became a focus for a debate on the methodological and epistemological problems confronting German social science. More than thirty major papers were published in response to Mannheim’s text. Writers such as Hannah Arendt, Ernst Robert Curtius, Max Horkheimer, Herbert Marcuse, Helmuth Plessner, Hans Speier and Paul Tillich were among the contributors. Their positions varied from seeing in the sociology of knowledge a sophisticated reformulation of the materialist conception of history to linking its popularity to a betrayal of Marxism. The English publication in 1936 defined formative issues for two generations of sociological self-reflection. Knowledge and Politics provides an introduction to the dispute and reproduces the leading contributions. It sheds new light on one of the greatest controversies that have marked German social science in the past hundred years.
Knowledge and Politics
by RiccardoViale"Does knowledge matter to politics?" is the main question the book tries to answer. The analysis is interdisciplinary and covers a wide range of topics: a social epistemology assessment of the efficacy of political institutions in promoting the generation and the diffusion of science and technology; the proposal of the alternative concept of satisfying rationality to found the theory of social knowledge; the roles of social knowledge in the constitution making and the transitional justice; the arguments in favor of decentralized knowledge in social problem solving and its empowerment through devolution, de-bureaucratization and deregulation; the means to ensure the independency of knowledge from power and at the same time its social utility; the knowledge justified to inform the voters in political campaigns; the critique to technocracy as the wrong solution to deal with the crisis of complexity in contemporary society.
Knowledge and Practice in Business and Organisations (Routledge Advances in Organizational Learning and Knowledge Management)
by Kevin Orr Sandra Nutley Shona Russell Rod Bain Bonnie Hacking Clare MoranKnowledge and Practice in Business and Organisations contributes to scholarly understanding of knowledge and practice, mapping the conceptual terrain, providing a critical review of debates in the field and setting out key theoretical perspectives. Knowledge and practice are explored in a range of organisational and policy settings through six context-specific discussions. The collection helps shape the field, identify areas for future research inquiry, and suggest implications for practitioners. The range of sites of inquiry represented in the book (e.g. craft working, accounting, public sector organisations, creative industries, health care, and so on) make the book distinctive, enabling the reader to connect debates and ideas from across a range of sectors and disciplines. The book charts different currents of debate which have hitherto tended to remain unconnected. In one accessible volume, this book provides an excellent introduction to a set of concepts that have animated scholarly conversations across a range of disciplines and provides cases and examples of practices which come from beyond any one particular sector. Aimed at researchers and academics in the field, this book is valuable source, helping define and progress the scholarly debate.
Knowledge and Practice in Business and Organisations (Routledge Advances in Organizational Learning and Knowledge Management)
by Kevin Orr Sandra Nutley Shona Russell Rod Bain Bonnie Hacking Clare MoranKnowledge and Practice in Business and Organisations contributes to scholarly understanding of knowledge and practice, mapping the conceptual terrain, providing a critical review of debates in the field and setting out key theoretical perspectives. Knowledge and practice are explored in a range of organisational and policy settings through six context-specific discussions. The collection helps shape the field, identify areas for future research inquiry, and suggest implications for practitioners. The range of sites of inquiry represented in the book (e.g. craft working, accounting, public sector organisations, creative industries, health care, and so on) make the book distinctive, enabling the reader to connect debates and ideas from across a range of sectors and disciplines. The book charts different currents of debate which have hitherto tended to remain unconnected. In one accessible volume, this book provides an excellent introduction to a set of concepts that have animated scholarly conversations across a range of disciplines and provides cases and examples of practices which come from beyond any one particular sector. Aimed at researchers and academics in the field, this book is valuable source, helping define and progress the scholarly debate.
Knowledge And The Social Sciences: Theory, Method, Practice (PDF)
by David GoldblattKnowledge and the Social Sciences takes as its point of departure the claims that all forms of knowledge, the social sciences included, must be seen and understood in their social context. It argues that the social sciences both describe and transform their object of study, though rarely in ways that social scientists intend, and introduces students to the key epistemological and philosophical terms and issues essential for further study in the social sciences. In a radical and yet lucid and practical introduction to ways of thinking and knowing in the social sciences this text investigates: * the origins and consequences of different types of knowledge in substantive areas of social change: medical practice, religious beliefs, and the environment* whether there is a decline in public trust of expert knowledge systems* whether we are entering a knowledge society, a fragmented post-modern society, or a risk society.
Knowledge and Social Structure: An Introduction to the Classical Argument in the Sociology of Knowledge (Routledge Library Editions: Social Theory)
by Peter HamiltonThe primary concern of this study is to present, elucidate and analyse the developments which have characterized the sociology of knowledge, and which have set for it the outlines of its major problematics. Peter Hamilton examines the most distinctive approaches to the determinate relationship between knowledge and social structure. He considers the three main ‘pre-paradigms’ of the sociology of knowledge based on the work of Marx, Durkheim and Weber, and looks at the contribution of Scheler, Mannheim and phenomenological studies to this complex field. He explores the intellectual context, particularly that of Enlightenment philosophy, in which the problems involved in producing a sociology of knowledge first came to light. In conclusion, the author suggests an inclusive perspective for approaching the difficulties posed in any attempt to describe and explain relations between knowledge and social structure.
Knowledge and Social Structure: An Introduction to the Classical Argument in the Sociology of Knowledge (Routledge Library Editions: Social Theory)
by Peter HamiltonThe primary concern of this study is to present, elucidate and analyse the developments which have characterized the sociology of knowledge, and which have set for it the outlines of its major problematics. Peter Hamilton examines the most distinctive approaches to the determinate relationship between knowledge and social structure. He considers the three main ‘pre-paradigms’ of the sociology of knowledge based on the work of Marx, Durkheim and Weber, and looks at the contribution of Scheler, Mannheim and phenomenological studies to this complex field. He explores the intellectual context, particularly that of Enlightenment philosophy, in which the problems involved in producing a sociology of knowledge first came to light. In conclusion, the author suggests an inclusive perspective for approaching the difficulties posed in any attempt to describe and explain relations between knowledge and social structure.
Knowledge and the City: Concepts, Applications and Trends of Knowledge-Based Urban Development (Routledge Studies in Human Geography #52)
by Francisco Javier Carrillo Tan Yigitcanlar Blanca García Antti LönnqvistThis book underlines the growing importance of knowledge for the competitiveness of cities and their regions. Examining the role of knowledge - in its economic, socio-cultural, spatial and institutional forms - for urban and regional development, identifying the preconditions for innovative use of urban and regional knowledge assets and resources, and developing new methods to evaluate the performance and potential of knowledge-based urban and regional development, the book provides an in-depth and comprehensive understanding of both theoretical and practical aspects of knowledge-based development and its implications and prospects for cities and regions.
Knowledge and the City: Concepts, Applications and Trends of Knowledge-Based Urban Development (Routledge Studies in Human Geography)
by Francisco Javier Carrillo Tan Yigitcanlar Blanca García Antti LönnqvistThis book underlines the growing importance of knowledge for the competitiveness of cities and their regions. Examining the role of knowledge - in its economic, socio-cultural, spatial and institutional forms - for urban and regional development, identifying the preconditions for innovative use of urban and regional knowledge assets and resources, and developing new methods to evaluate the performance and potential of knowledge-based urban and regional development, the book provides an in-depth and comprehensive understanding of both theoretical and practical aspects of knowledge-based development and its implications and prospects for cities and regions.
Knowledge and the Future of the Curriculum: International Studies in Social Realism (Palgrave Studies in Excellence and Equity in Global Education)
by Brian Barrett Elizabeth RataThis collection explores why powerful knowledge matters for social justice and discusses its implications for curriculum and pedagogy. The contributors argue that the purpose of education is to provide all students with access to powerful knowledge so that they acquire the means to move beyond their experiences and enhance their lives.
Knowledge and the Social Sciences: Theory, Method, Practice
by David GoldblattKnowledge and the Social Sciences takes as its point of departure the claims that all forms of knowledge, the social sciences included, must be seen and understood in their social context. It argues that the social sciences both describe and transform their object of study, though rarely in ways that social scientists intend, and introduces students to the key epistemological and philosophical terms and issues essential for further study in the social sciences.In a radical and yet lucid and practical introduction to ways of thinking and knowing in the social sciences this text investigates:* the origins and consequences of different types of knowledge in substantive areas of social change: medical practice, religious beliefs, and the environment* whether there is a decline in public trust of expert knowledge systems* whether we are entering a knowledge society, a fragmented post-modern society, or a risk society.
Knowledge and the Social Sciences: Theory, Method, Practice
by David GoldblattKnowledge and the Social Sciences takes as its point of departure the claims that all forms of knowledge, the social sciences included, must be seen and understood in their social context. It argues that the social sciences both describe and transform their object of study, though rarely in ways that social scientists intend, and introduces students to the key epistemological and philosophical terms and issues essential for further study in the social sciences.In a radical and yet lucid and practical introduction to ways of thinking and knowing in the social sciences this text investigates:* the origins and consequences of different types of knowledge in substantive areas of social change: medical practice, religious beliefs, and the environment* whether there is a decline in public trust of expert knowledge systems* whether we are entering a knowledge society, a fragmented post-modern society, or a risk society.
Knowledge and Virtue in Teaching and Learning: The Primacy of Dispositions
by Hugh SockettThe challenge this book addresses is to demonstrate how, in teaching content knowledge, the development of intellectual and moral dispositions as virtues is not merely a good idea, or peripheral to that content, but deeply embedded in the logic of searching for knowledge and truth. It offers a powerful example of how philosophy of education can be brought to bear on real problems of educational research and practice – pointing the reader to re-envision what it means to educate children (and how we might prepare teachers to take on such a role) by developing the person, instead of simply knowledge and skills. Connected intimately to the practice of teaching and teacher education, the book sets forth an alternative theory of education where the developing person is at the center of education set in a moral space and a political order. To this end, a framework of public and personal knowledge forms the content, to which personal dispositions are integral, not peripheral. The book’s pedagogy is invitational, welcoming its readers as companions in inquiry and thought about the moral aspects of what we teach as knowledge.
Knowledge and Virtue in Teaching and Learning: The Primacy of Dispositions
by Hugh SockettThe challenge this book addresses is to demonstrate how, in teaching content knowledge, the development of intellectual and moral dispositions as virtues is not merely a good idea, or peripheral to that content, but deeply embedded in the logic of searching for knowledge and truth. It offers a powerful example of how philosophy of education can be brought to bear on real problems of educational research and practice – pointing the reader to re-envision what it means to educate children (and how we might prepare teachers to take on such a role) by developing the person, instead of simply knowledge and skills. Connected intimately to the practice of teaching and teacher education, the book sets forth an alternative theory of education where the developing person is at the center of education set in a moral space and a political order. To this end, a framework of public and personal knowledge forms the content, to which personal dispositions are integral, not peripheral. The book’s pedagogy is invitational, welcoming its readers as companions in inquiry and thought about the moral aspects of what we teach as knowledge.
Knowledge as Culture: The New Sociology of Knowledge
by E. Doyle McCarthyDrawing on the Marxist, French structuralist and American pragmatist traditions, this is a lively and accessible introduction to the sociology of knowledge.