Relevant bibliographies by topics / History of Science and Knowledge

Academic literature on the topic 'History of Science and Knowledge'

Author: Grafiati
Published: 7 July 2024

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Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "History of Science and Knowledge":

1

Joas, Christian, Fabian Krämer, and Kärin Nickelsen. "Introduction: History of Science or History of Knowledge?" Berichte zur Wissenschaftsgeschichte 42, no. 2-3 (September 2019): 117–25. http://dx.doi.org/10.1002/bewi.201970021.

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Daston, Lorraine. "The History of Science and the History of Knowledge." KNOW: A Journal on the Formation of Knowledge 1, no. 1 (March 2017): 131–54. http://dx.doi.org/10.1086/691678.

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Schwartz, David T. "Art History, Natural History and the Aesthetic Interpretation of Nature." Environmental Values 29, no. 5 (October 1, 2020): 537–56. http://dx.doi.org/10.3197/096327120x15868540131288.

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This paper examines Allen Carlson's influential view that knowledge from natural science offers the best (and perhaps only) framework for aesthetically appreciating nature for what it is in itself. Carlson argues that knowledge from the natural sciences can play a role analogous to the role of art-historical knowledge in our experience of art by supplying categories for properly 'calibrating' one's sensory experience and rendering more informed aesthetic judgments. Yet, while art history indeed functions this way, Carlson's formulation leaves out a second (and often more important) role played by art-historical knowledge over the last century - namely, providing the context needed for interpretations of meaning. This paper explores whether natural science can also inform our aesthetic experience of nature in this second sense. I argue that a robust sense of meaning from our aesthetic experience of nature is indeed made possible by coupling our aesthetic experience of animals with knowledge from the natural science of animal ethology. By extending the scope of Carlson's analogy to include interpretations of meaning, my argument shows that the cognitive, scientific model can accommodate a wider range of aesthetic engagement with nature than previously recognised.
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Gonzalez, C. "HISTORY OF SCIENCE: All Knowledge Is Local." Science 302, no. 5651 (December 5, 2003): 1683–84. http://dx.doi.org/10.1126/science.1092857.

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Gonz lez, C. "HISTORY OF SCIENCE: Knowledge, Wisdom, and Luck." Science 304, no. 5668 (April 9, 2004): 213. http://dx.doi.org/10.1126/science.1096804.

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Watts, Ruth. "Whose Knowledge? Gender, Education, Science and History." History of Education 36, no. 3 (May 2007): 283–302. http://dx.doi.org/10.1080/00467600701279088.

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Castañeda Cataña, MA, R. Amato, C. Sepulveda, and MJ Carlucci. "Knowledge Evolution: Inert sciences to living science." Global Journal of Ecology 7, no. 2 (September 27, 2022): 082–89. http://dx.doi.org/10.17352/gje.000066.

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Modern mentality tends to minimize what is real to a physical world that is accessible to its senses, instruments, reasoning and equations, ignoring other states of reality that, clearly throughout humanity’s history have been known. Modern human believes that he is capable of dispensing all knowledge from what he has been taught in the past by starting over again, trusting only their point of view and their own new prejudices. His attention increasingly focusing outwards prevents him from looking inwards, towards the center of consciousness, of being, which is, however, the first data that has been imposed on us and the basis on which necessarily everything else rests. A physical analysis of a piece of music or a painting, however scientific it might be, does not annul the meaning- so deeper and on another type of level-shows that the reality of a work of art is much more than its physical components. This objective work creates communication bonds interconnecting classical and modern science, relating different areas of knowledge. Like the invisible presence of microorganisms that participate in the evolution of nature, we intend to give a new approach to recovering the empirical knowledge long way forgotten by modern science in order to strengthen the reality of the parts that do not precede the whole, but when are born acquire sense together with the whole. Their role as “parts” is only a role in the cognitive process, not in the generative process.
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Carey, Susan, and Elizabeth Spelke. "Science and Core Knowledge." Philosophy of Science 63, no. 4 (December 1996): 515–33. http://dx.doi.org/10.1086/289971.

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Gasparri, Luca. "Knowledge Indicative and Knowledge Conductive Consensus." Journal of the Philosophy of History 7, no. 2 (2013): 162–82. http://dx.doi.org/10.1163/18722636-12341248.

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Abstract A traditional proposition in the philosophy and the sociology of science wants that consensus between specialists of a scientific discipline is a reliable indicator of their access to genuine knowledge. In an interesting reassessment of this principle, Aviezer Tucker has analyzed the implications and the significance of this thesis in relation to historical research, and has established that parts of the historiographical community that display high degrees of consensus among their practitioners can be described in terms of the same relationship existing in empirical sciences between the exemplification of significant level of agreement and shared knowledge. After a concise summary of Tucker’s general view of the relationship between consensus and knowledge and an analysis of its discussion by Boaz Miller, this paper proposes a critical discussion of the limits and the virtues of this approach and concludes that it is possible to assume that a theory of the sort outlined by Tucker and Miller may describe in an exhaustive way the dynamics of the consensual communities only after some important caveats and integrations. In the closing section, a brief review of Tucker’s picture of historiographical consensus will be proposed.
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Pleshkov, Aleksei, and Jan Surman. "Book reviews in the history of knowledge." Studia Historiae Scientiarum 20 (September 13, 2021): 629–50. http://dx.doi.org/10.4467/2543702xshs.21.018.14049.

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Academic reviewing, one of the communal academic practices, is a vital genre, in which epistemic virtues have been cultivated. In our article, we discuss reviews as a form of institutionalized critique, which historians could use to trace the changing epistemic virtues within humanities. We propose to use them analogously to Lorraine Daston’s and Peter Galison’s treatment of atlases in their seminal work Objectivity as a marker of changing epistemic virtues in natural sciences and medicine. Based on Aristotle’s virtue theory and its neo-Aristotelian interpretation in the second half of the 20th century, as well as on its most recent applications in the field of history and philosophy of science, we propose a general conceptual framework for analyzing reviews in their historical dimension. Besides, we contend that the analysis of reviews should be carried out taking into account their historical context of social, political, cultural and media-environment. Otherwise, one may risks presupposing the existence of an autonomous, disconnected community of scholars.
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Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "History of Science and Knowledge":

1

Perinetti, Dario. "Hume, history and the science of human nature." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38509.

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This thesis sets out to show that a philosophical reflection on history is, in the strongest possible way, an essential feature of Hume's project of a science of human nature: a philosophical investigation of human nature, for Hume, cannot be successful independently of an understanding of the relation of human beings to their history. Hume intended to criticize traditional metaphysics by referring all knowledge to experience. But it is almost always assumed that Hume means by "experience" the result of an individual's past sense perception or personal observation. Accordingly, Hume's criticism of traditional metaphysics is taken to lead to an individualistic conception of knowledge and human nature. In this thesis I claim that this picture of Hume's "empiricism" is simply wrong. He is not a philosopher who reduces "experience" to the merely private happenings within a personal psychology. On the contrary, Hume has a wider notion of experience, one that includes not only personal observation and memory, but, fundamentally, one that includes implicit knowledge of human history. Experience, so understood, brings about what I term a historical point of view, namely, the point of view of someone who seeks to extend his experience as far as it is possible in order to acquire the capacity to produce more nuanced and impartial judgments in any given practice. It is precisely this historical point of view that enables us to depart from the individualistic perspective that we would otherwise be bound to adopt not only in epistemology but, most significantly, in politics, in social life, in religion, etc.
Chapter 1 presents the historical background against which Hume elaborates his views of history's role in philosophy. Chapter 2 discusses and criticizes the individualist reading of Hume by showing that he had a satisfactory account of beliefs formed via human testimony. Chapter 3 presents a view of Hume on explanation that underscores his interest in practical and informal explanations as those of history. Chapter 4 provides a discussion of Hume's notion of historical experience in relation both to his theory of perception and to his project of a "science of man."
2

Staley, David John. "In whose image? : knowledge, social science and democracy in occupied Germany, 1943-1955 /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848531364928.

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Furlong, Claire Rosemary. "Bodies of knowledge : science, medicine and authority in popular periodicals, 1832-1850." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18117.

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Over the course of the 1830s and 1840s, a professional scientific and medical community was coming into being. Exclusive membership, limits to the definition of science, and separation of the professional from the popular sphere became important elements in the consolidation of scientific authority. Studies exploring Victorian scientific authority have tended to focus on professional journals and organs of middle-class culture; this thesis takes a new approach in exploring how this authority is reflected and negotiated across the content of the popular mass-market periodicals which provided leisure reading for working- and lower-class men and women. It uses as examples Chambers's Edinburgh Journal, Reynolds's Miscellany and the Family Herald. The readers of these publications were consumers of scientific information, participants in popularised science and beneficiaries and subjects of new research, but were increasingly excluded from the formal processes of developing scientific theory and practice. Examining representations of anatomy and of mesmerism, health advice and theories of class and gender, the thesis argues for an expanded understanding of mass-market periodicals as communicators of scientific ideas, showing how such material widely informs the content of these publications from fiction to jokes to full-length factual articles. However, the role of the periodicals is much wider than simply the transmission of received ideas, and the thesis reveals a plurality of positions with regard to science and medicine within the popular press. The periodicals engage with modern science in complex and varied ways, accepting, modifying and challenging scientific theories and methods from different positions. The form of the periodical is key, presenting multiple sources of knowledge and ways in which readers may be invited to respond. Chambers's broad support for scientific progress is informed by its useful knowledge identity but tempered by its founding editor's own ambivalent relationship to the scientific establishment. The Herald, influenced by both the periodical's commercial character and its editor's adherence to a spiritual, anti-materialist view of existence, is strongly resistant to modern science, while Reynolds's incorporates it alongside other forms of knowledge in its aim to educate, entertain and empower readers from a socialist perspective.
4

Duvall, Timothy Joesph 1966. "Becoming comfortable on unsteady ground: Knowledge, perspective, and the science of politics." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282333.

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This dissertation critically appraises the scientific identity of the discipline of political science. In it, I argue that in spite of the proclamations indicating the death of positivism, the spirit of positivism still reigns in the discipline's construction of science. The positivist state of the discipline carries with it, among other things, a belief in a world "out there" to be studied, understood and known completely. This entails faith that fact and value, subject and object, knower and known can all be reliably separated and that neutral and objective knowledge can build on itself in a progression toward the truth of political affairs. Mainstream political scientists, the bulk of the discipline's members, I contend, still embrace this positivist view of the world, a view that includes ontological and epistemological presuppositions that I find to be untenable. In support of my conviction I appeal to the hermeneutic perspective that Heidegger and Gadamer encourage and connect it to the critical theory approach of Habermas and Fay, to the postmodern approach of Derrida and Foucault and to various feminist perspectives. My goal is to (re)construct the scientific identity of the discipline in ways that are epistemologically and ontologically more tenable for what I take to be a complicated social and political world. Ultimately, I settle on Donna Haraway's notion of "situated knowledges" as the most useful alternative (re)construction of science for the discipline of political science. Situated knowledges grasp and embrace the complex nature of the world. They deny the existence of any of the dichotomies that positivism holds dear, they insist on the interpretive and contextual nature of knowledge, and they demand that we understand knowledge to be partial, perspectival and contestable. In these ways, situated knowledges compel us to take responsibility for our knowledge claims and to become accountable for how those claims are used. These are vital issues for a discipline such as political science, a discipline that professes, in these "postbehavioral" days, to be relevant for contemporary political practices.
5

Duvall, Timothy Joseph. "Political science : quests for identity, constructions of knowledge /." Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-03302010-020627/.

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Hsiung, Hansun. "Republic of Letters, Empire of Textbooks: Globalizing Western Knowledge, 1790-1895." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493605.

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This dissertation seeks to answer two overarching questions: what was “Western knowledge” in the nineteenth century, and how did it become a global knowledge form? I do so by sketching a transnational history of the networks and practices that moved “Western knowledge” into Japan, the first non-Western country to putatively “modernize,” from the period roughly preceding the Napoleonic Wars until the end of the First Sino-Japanese War. Using archival materials from four countries and in seven languages, I contend the following: 1) that “Western knowledge” globalized primarily through the form of cheap educational print, represented by the modern textbook, rather than through major canonical works; 2) that Japan’s access to and understanding of these textbooks was mediated by multiple sites of print production across South, Southeast, and East Asia; 3) that the constant mediation of these textbooks through circulation transformed “Western knowledge” into something utterly different by the time it reached Japan. The dissertation is thus both a rehabilitation of textbooks as dynamic epistemic tools, and a deconstruction of “Western knowledge” as a series of global movements and transformations in print, thereby transcending any easy binary of knowledge “Eastern” and “Western.” In the process, I intervene in ongoing debates in intellectual history, book history, and the history of science, bringing them together in a reevaluation of the history of modernity at large. Chapter 1 begins by examining the case of a popular Dutch educational periodical as it traveled from the Netherlands, through colonial Java, and into Japan. I highlight the material transformations undergone by books during the course of their circulation, and demonstrate how the integrity of “Western knowledge” was destabilized by the fragility of the physical artifacts that carried it. Chapters 2 and 3 then examine the role of Chinese port towns in the circulation of textbooks to Japan. In Chapter 2, I trace the movement of a British textbook for deaf students to Hong Kong then into Nagasaki. The function of textbooks may be to teach, but the globalization of textbooks is often, I argue, a story of how disparate audiences give radically different answers to the question of what content, exactly, is actually being taught. At the same time, as I demonstrate in Chapter 3, there are also cases of unexpected convergence between ideologically opposed actors. Textbooks, for instance, functioned as a site of convergence between Christian missionaries in China, and the nominally anti-Christian shogunate in Japan. Chapter 4 switches narrative strategies to move away from textbooks themselves, and instead focus on the lives of key actors in the textbook economy. Specifically, I recover two forgotten figures of the early Meiji period instrumental to the history of textbook circulation: John Hartley, a British bookseller in Yokohama, and Jakob Kaderli, an itinerant Swiss adventurer and textbook author in Edo-Tokyo. Finally, Chapter 5 turns to mid- and late Meiji in order to examine why textbooks, despite their importance, vanished from the record of Japanese modernity, leading to the rise of a new paradigm of Western knowledge.
East Asian Languages and Civilizations
7

PETROVICH, EUGENIO. "THE FABRIC OF KNOWLEDGE. TOWARDS A DOCUMENTAL HISTORY OF LATE ANALYTIC PHILOSOPHY." Doctoral thesis, Università degli Studi di Milano, 2019. http://hdl.handle.net/2434/613334.

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The dissertation aims at presenting an innovative approach (called «documental history») to the study of the history of contemporary philosophy, focusing on the case of Late Analytic Philosophy (LAP). The methodological innovation consists in the application of citation analysis techniques, drawn from the field of scientometrics, to the analysis of the structure and the dynamics of LAP. The main empirical results are presented in four scientometric analyses of LAP, which focus, respectively, on the scientometric distributions of LAP, the co-citation mapping of LAP, the epistemological function of citations within LAP, and the aging of LAP literature. The main theoretical result is the «feedback hypothesis», according to which the «documental space» of LAP shapes the intellectual behavior of analytic philosophers. Thus, the documental space of LAP should be accounted as a factor of philosophical change, besides the traditional intellectual and sociological factors. A key aspect of the dissertation is the interdisciplinary integration of distant fields, such as scientometrics, history of philosophy, and philosophy of science.
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Baudry, Jerome. "The Order of Technological Knowledge. Crafting a New Language for Technology in France, 1750-1850." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467229.

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THIS DISSERTATION EXAMINES the evolution of representations of technology in France between 1750 and 1850. It proposes a history of ways of representing technology and of inscribing technical objects within texts and especially images. The periodization that I introduce starts in the mid-18th century, with the publication of the Encyclopédie and of the Description des arts et métiers, which were the first large-scale attempts to collect, codify and systematize technological knowledge in France. It ends in the mid-19th century, with the blossoming of a specific engineering culture and the triumph of a new patent system. Instead of investigating the traditional sites of technological knowledge, such as the Academy of Sciences, the École Polytechnique, and the Conservatoire des Arts et Métiers, I adopt an oblique perspective and successively look at five different ways of not only thinking about, but also of interacting with, technology: judging, classifiying, owning, rationalizing and imagining. This dissertation argues that, during this century, a new language for technology emerged, which is indicative of changing conceptions, or epistemes, of technology. Representations of technical objects moved from humanist to geometric, from realist to schematic, and from reproductive to generative. By the mid-nineteenth century, texts and images no longer represented technical objects, but directly produced them.
History of Science
9

Bucher, Angie Marie. "A Survey of Instruments to Assess Teacher Content Knowledge in Science." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245688657.

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Belhachmi, Zakia. "Al-Sa'dawi's and Mernissi's feminist knowledge with/in the history, education and science of the Arab-Islamic culture." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ52127.pdf.

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Books on the topic "History of Science and Knowledge":

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E, Burns William. Knowledge and power: Science in world history. Upper Saddle River, NJ: Prentice Hall, 2011.

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1939-, Thackray Arnold, ed. Constructing knowledge in the history of science. Chicago: University of Chicago Press, 1995.

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1939-, Thackray Arnold, ed. Constructing knowledge in the history of science. Chicago: Osiris, University of Chicago Press, 1995.

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W, Schweizer Karl, ed. Herbert Butterfield: Essays on the history of science. Lewiston: Edwin Mellen Press, 1998.

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1947-, Jensen Hans Siggaard, Richter Lykke Margot 1965-, and Vendelø Morten Thanning 1976-, eds. The evolution of scientific knowledge. Cheltenham: Edward Elgar, 2003.

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Golinski, Jan. Making natural knowledge: Constructivism and the history of science. Chicago: University of Chicago Press, 2005.

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Golinski, Jan. Making natural knowledge: Constructivism and the history of science. Cambridge: Cambridge University Press, 1998.

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H, Fritze Ronald. Invented knowledge: False history, fake science and pseudo-religions. London: Reaktion Books, 2009.

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Paty, Michel. L' analyse critique des sciences: Le tétraèdre épistémologique (science, philosophie, épistémologie, histoire des sciences). Paris: Editions L'Harmattan, 1990.

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K, Feyerabend Paul. Knowledge, science, and relativism: 1960-1980. New York: Cambridge University Press, 1999.

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Book chapters on the topic "History of Science and Knowledge":

1

Lederman, Norman G., Renee Schwartz, and Fouad Abd-El-Khalick. "History of Science, Assessing Knowledge of." In Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_63-2.

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Lederman, Norman G., Renee Schwartz, and Fouad Abd-El-Khalick. "History of Science, Assessing Knowledge of." In Encyclopedia of Science Education, 462–65. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_63.

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Roca-Rosell, Antoni. "Integration of Science Education and History of Science." In Adapting Historical Knowledge Production to the Classroom, 141–50. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-349-5_10.

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Zemplén, Gábor Á. "History of Science and Argumentation in Science Education." In Adapting Historical Knowledge Production to the Classroom, 129–40. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-349-5_9.

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Darrigol, Olivier. "For a History of Knowledge." In Positioning the History of Science, 33–34. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/1-4020-5420-3_5.

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Middeke-Conlin, Robert. "Stabilizing Knowledge." In SpringerBriefs in History of Science and Technology, 93–128. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-45226-0_5.

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Raikov, Alexander. "History of Knowledge." In SpringerBriefs in Applied Sciences and Technology, 1–5. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6750-0_1.

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Gavroglu, Kostas. "Textbooks of The Physical Sciences and The History of Science." In Adapting Historical Knowledge Production to the Classroom, 55–59. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-349-5_4.

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Mccomas, William F. "The History of Science And The Future of Science Education." In Adapting Historical Knowledge Production to the Classroom, 37–53. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-349-5_3.

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Dudgeon, Roy C., and Fikret Berkes. "Local Understandings of the Land: Traditional Ecological Knowledge and Indigenous Knowledge." In Science Across Cultures: The History of Non-Western Science, 75–96. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0149-5_4.

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Conference papers on the topic "History of Science and Knowledge":

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Lovetskiy, Gennady, Viktor Kosushkin, and Pavel Samylov. "Natural History Knowledge and Social Processes." In Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/cesses-19.2019.314.

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Potyrala, Katarzyna, Karolina Czerwiec, and Renata Stasko. "NATURAL HISTORY MUSEUMS AS A SPACE OF SCIENCE EDUCATION IN THE KNOWLEDGE-BASED SOCIETY." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.99.

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The museum activity is more and more often aimed at integration with local communities, organization of scientific debates and intercultural dialogue, expansion of social network and framework for communication and mediation of scientific issues. Museums generate learning potential and create a social culture. The aim of the research was to diagnose the viability of natural history museums as the spaces of open training and increasing social participation in education for balanced development. Furthermore, it examined the possibility to create a strong interaction between schools at all levels and institutions of informal education, exchange of experience in the field of educational projects and the development of cooperation principles to strengthen the university-school-natural history museum relations. In the research conducted in the years 2016-2017 participated 110 students of teaching specialization in various fields of studies. The results of the research are connected with students’ attitudes towards new role of museums as institutions popularizing knowledge and sharing knowledge. The outcomes enable the diagnosis in terms of preparing young people to pursue participatory activities for the local community and may be the starting point for the development of proposals of educational solutions increasing students’ awareness in the field of natural history museums’ educational potential. Keywords: knowledge-based society, natural history museum, science education.
3

Davey, Bill, and Arthur Tatnall. "Misinforming Knowledge through Ontology." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2740.

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A fundamental of the formation of virtual organizations, or capturing effective organizational memory is the creation of an ontology. Existing organizational memory software systems uniformly suffer from the problem of initializing the ontology. Another, less recognized, problem of ontologies is their poor record in capturing implicit and informal relationships within and between actors. This paper postulates that previous work on an ecological model of relationships can be applied to bootstrapping an ontology. This model seeks to capture the complexity of relationships using language arising from the areas of ecology which has a long history of dealing with complex relationships.
4

Kurmangalieva, Gulnur. "THE HISTORY FORMATION OF THE SCIENCE OF ABAI STUDIES." In Paris International Conference on Teaching, Education & Learning, 10-11 January 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.06.

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The article will focus on the history of the formation of one of the fundamental branches of Kazakh literary science – Abay studies. An overview of the history of the formation and study of the history of Abay studies is made, scientific works that have shown the heritage of Abay in different years are analyzed. In the main part, a brief analysis of the history of Abai's knowledge, the study of the poet's heritage in general, a lot of scientifically valuable historical facts are analyzed. Through the work of scientists studying the history of Abay studies, the personality and civic identity of the poet are revealed. After studying the research of research scientists in research works and monographs, the importance and effectiveness of the modern discipline of Abay studies is shown. The history of the study and the stages of the formation of Abay studies are differentiated in modern times, when the degree of research of data on the heritage of Abay is increasing. Starting with M. Auezov, who brought Abay studies into the scientific system, based on the works of Y. Mustambayevich, K. Zhubanov, B. Kenzhebayev, K. Zhumaliyev, Z. Akhmetov, K. Mukhamedkhanov, M. Myrzakhmetuly, it is necessary to look at the history of the formation of Abay studies and analyze the works of the independence period from a new angle.
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Цетлин, Ю. Б. "HISTORY OF STUDYING METHODS OF FIRING CLAY VESSELS." In Вестник "История керамики". Crossref, 2023. http://dx.doi.org/10.25681/iaras.2022.978-5-94375-369-5.52-83.

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В статье анализируется история развития знаний о приемах обжига древней глиняной посуды по археологическим данным в рамках эмоционально-описательного, формально-классификационного и историко-культурного подходов к изучению древнего гончарства. На основании анализа отечественной и зарубежной литературы делается вывод о том, что на современном этапе наиболее широкое распространение, особенно в зарубежной науке, получили естественно-научные методы изучения приемов термической обработки глиняной посуды. При этом основное внимание исследователями уделяется определению температуры и качества обжига сосудов. В отечественной науке в силу объективных причин применение естественно-научных методов получило более ограниченное развитие. Российские исследователи главным образом продолжают развивать историко-культурный подход к изучению обжига глиняной посуды, направленный на реконструкцию культурных традиций гончаров в этой области керамической технологии. The article analyzes the history of the development of knowledge about the methods of firing ancient pottery according to archaeological data within the framework of Emotional-and-Descriptive, Formal-and-Classication and Historical-and-Cultural approaches to the study of ancient pottery. Based on the analysis of domestic and foreign literature, it is concluded that natural sciences methods of studying the practices of heat treatment of pottery have becomethe most widespread at the present stage, especially in foreign science. At the same time, the researchers focus on analyzing the temperature and quality of firing vessels. The methods of natural sciences are not widely used in the science of our country due to objective reasons. Russian researchers mainly continue to develop a historical and cultural approach to the study of firing pottery, aimed at reconstructing the cultural traditions of potters in this field of ceramic technology.
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Ramli, Zuliskandar. "Local Genius/Knowledge in Science and Technology in the Context of Early Malay Kingdoms in Peninsula Malaysia and Borneo." In 9th Asbam International Conference (Archeology, History, & Culture In The Nature of Malay) (ASBAM 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220408.032.

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Caldwell, Damon, and Pasquale DePaola. "Architectural History, Version 21.Now." In 108th Annual Meeting Proceedings. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.am.108.68.

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Questioning the fossilized approach of historical education, which disconnected the historical narrative from its studio counterpart and fast forwarding to now, this paper attempts to question the current utility of history in architectural education by examining when history cohabitates with what is a predominantly a studio-based structure. More specifically, this paper analyzes a particular and methodologically integrative way of teaching architectural history so that its pedagogy, outcomes, and expectations are complementary with those of the design studios. Every design involves historical/theoretical investigations, and architecture can be understood as a practice of concepts and ideas; that practice may precede history as often as history precedes practice. Within this framework, history assumes the role of “repertoire” for applied knowledge, where the analysis of particular buildings does not depend on mnemonic tasks, but centers around cultural and social ideas as well as predisposing constructional techniques. This approach emphasizes specific natures of architectural production: composition (i.e. sequencing, ordering systems, geometry, etc.), tectonics (materiality, structure, assemblies), and culture (politics, science, zeitgeist, etc.), which are also analyzed in specific course assignments. Design studios reinforce history’s usefulness by direct analyses of historical precedents, which are not understood as a mere collection of stylistic artifacts, but rather as conceptual, tectonic, and organizing machines.
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Bravo, Dayane Perez, Marco Antonio Zanata Alves, Leandro Augusto Ensina, and Luiz Eduardo Soares de Oliveira. "Evaluating Strategies to Predict Student Dropout of a Bachelor's Degree in Computer Science." In Symposium on Knowledge Discovery, Mining and Learning. Sociedade Brasileira de Computação - SBC, 2023. http://dx.doi.org/10.5753/kdmile.2023.232763.

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The Brazilian Higher Education Census has revealed that the dropout rate among higher education students in Brazil exceeds 50% starting from the fifth year. This high rate results in several problems related to the wastage of resources invested by both the society and the students. Therefore, universities need to develop strategies to prevent student dropout and minimize these problems. However, predicting student dropout involves detecting patterns and predicting them over a large amount of data collected yearly from thousands of students. Given the scale and volume of data involved in dropout prediction, machine learning emerges as a powerful technique to automate the identification of these students. The objective of this paper is to identify students who are prone to dropping out based on the academic history of Bachelor’s Degree in Computer Science students at an unpaid public university in Brazil. We engineered four datasets based on the semester in which the students are enrolled. These datasets are designed to simulate the academic scenario and individual characteristics of the students available up to the prediction moment. Besides, we propose three feature models to identify the best scenario. Our method could identify the students most likely to drop out and the main features that contributed to the respective decision. Using only the information from the disciplines taken by the students proved to be the best feature model. When using these features with Gradient-Boosting, the F1-Score performance ranged between 69% and 85%, depending on the dataset.
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Van Den Broeck, Laura, Broos Delanote, Laura Vervacke, Veerle Verschoren, and Jelle De Schrijver. "CAN WE INVESTIGATE SOMETHING WE CANNOT SEE? STIMULATING CRITICAL THINKING ABOUT KNOWLEDGE IN THE HISTORY AND SCIENCE CLASS." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0380.

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Du, Jing, and Jian Yang. "Blended learning supported by the knowledge indexed video case base in the course about history of science and technology." In 2017 12th International Conference on Computer Science and Education (ICCSE). IEEE, 2017. http://dx.doi.org/10.1109/iccse.2017.8085476.

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Reports on the topic "History of Science and Knowledge":

1

Jones, Nicole S. 2018 Impression, Pattern and Trace Evidence Symposium. RTI Press, May 2018. http://dx.doi.org/10.3768/rtipress.2018.cp.0006.1805.

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From January 22 to 25, 2018, RTI International, the National Institute of Justice (NIJ) and the Forensic Technology Center of Excellence (FTCoE) held the 2018 Impression, Pattern and Trace Evidence Symposium (IPTES) in Arlington, VA, to promote collaboration, enhance knowledge transfer, and share best practices and policies for the impression, pattern, and trace evidence forensic science communities. NIJ and FTCoE are committed to improving the practice of forensic science and strengthening its impact through support of research and development, rigorous technology evaluation and adoption, effective knowledge transfer and education, and comprehensive dissemination of best practices and guidelines to agencies dedicated to combating crime. The future of forensic sciences and its contribution to the public and criminal justice community is a motivating topic to gather expertise in a forum to discuss, learn, and share ideas. It’s about becoming part of an essential and historic movement as the forensic sciences continue to advance. The IPTES was specifically designed to bring together practitioners and researchers to enhance information-sharing and promote collaboration among the impression, pattern, and trace evidence analysts, law enforcement, and legal communities. The IPTES was designed to bring together practitioners and researchers to enhance information sharing and promote collaboration among impression, pattern, and trace evidence analysts, law enforcement, and legal communities. This set of proceedings comprises abstracts from workshops, general sessions, breakout sessions, and poster presentations.
2

Mendelsohn, Mark, John Tiszler, and Tarja Sagar. Vegetation monitoring in the Santa Monica Mountains and Simi Hills region: 2014?2020 annual report. National Park Service, 2023. http://dx.doi.org/10.36967/2300992.

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Our Inventory & Monitoring team surveyed over 200 Terrestrial Native Vegetation Monitoring Plots in the Santa Monica Mountains and Simi Hills (SAMO) Region over the first seven years of this program?s history, 2014?2020. During this period, the park experienced a large wildfire in 2013 followed by historic drought, and then in 2018 the largest wildfire in the region?s recorded history, succeeded by well-timed rainfall. The goal of this monitoring program is to detect and understand the nature of vegetation change, for example in drought or post-fire environments, providing a knowledge base for developing effective management strategies. Our metrics include vegetation cover, species richness, shrub/tree abundance, survival, and recruitment. In general, SAMO experienced widescale native shrub dieback during the extended drought. Dry shrublands that subsequently burned to the ground in 2018 converted into a rich and widespread green-up with the substantial rains received in 2019, producing a very diverse assemblage of wildflowers (including many fire followers not seen in many years) and a strong recruitment of our native shrubs via resprouting and seedlings into 2020 across most of the park?s more pristine areas. We documented post-fire expansions in several populations of the federally endangered Braunton?s milkvetch. Non-native herbaceous species such as mustards dominated previously disturbed lands and expanded their coverage following the 2018 wildfire. The data we collected will be available for advancing the science of fire ecology, and informing future park management and interpretation programs.
3

Manning, Nick, and Mariano Lafuente. Leadership and Capacity Building for Public Sector Executives: Proceedings from the 2nd Policy and Knowledge Summit between China and Latin America and the Caribbean. Inter-American Development Bank, February 2016. http://dx.doi.org/10.18235/0007965.

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This discussion paper summarizes the proceedings at the Second China-Latin America and the Caribbean Policy and Knowledge Summit, focusing on leadership and capacity building for public sector executives. The event, sponsored by the Chinese Academy of Social Sciences and the Inter-American Development Bank, was held in Beijing and Shanghai, China in 2015. The paper discusses practices related to the management and training of public executives in China, Chile, Colombia, Ecuador, Jamaica, and Peru, and provides a general context for these practices in OECD and Latin American and Caribbean countries. The Summit identified common challenges among the countries, despite the obvious differences in terms of size and history, such as finding a balance between political neutrality and technical capacity and ensuring high ethical standards to address low citizen trust in the public sector.
4

Hrynick, Tabitha, and Megan Schmidt-Sane. Roundtable Report: Discussion on mpox in DRC and Social Science Considerations for Operational Response. Institute of Development Studies, June 2024. http://dx.doi.org/10.19088/sshap.2024.014.

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On 28 May 2024, the Social Science in Humanitarian Action Platform (SSHAP) organised a roundtable discussion on the mpox (formerly known as monkeypox) outbreak which has been spreading in the Democratic Republic of the Congo (DRC) since early 2023.1 The objective was to appraise the current situation, with a particular focus on social science insights for informing context-sensitive risk communication and community engagement (RCCE) and wider operational responses. The roundtable was structured into two sessions: 1) an overview of the situation in DRC, including the current knowledge of epidemiology and 2) contextual considerations for response. This was followed by an hour-long panel discussion on operational considerations for response. Each session was initiated by a series of catalyst presentations followed by a question-and-answer session (Q&A). Details of the agenda, speakers and discussants can be found below. Despite estimates that less than 10% of suspected cases in DRC are being laboratory screened, the country is currently reporting the highest number of people affected by mpox in sub-Saharan Africa. It is notable that clade 1 of mpox is linked to this outbreak, which results in more severe disease and a higher fatality rate. While early cases of mpox were reported to be in gay, bisexual, and other men who have sex with men (GBMSM), the disease is now being detected more widely in DRC. The majority of those affected are children (up to 70% by some estimates2), which is a cause for concern. The outbreak is occurring on top of an overall high burden of disease and significant challenges to the health system and humanitarian interventions. The apparently heterogeneous picture of mpox across DRC – affecting different geographies and population groups – is shaped in part by social, economic and political factors. For instance, in South Kivu, accounts indicate that transmission via intimate and sexual contact is significant in mining areas, with an estimated one third of cases of disease reported in female sex workers. This raises questions about transactional sex and related stigma in these areas, as well as the implications of cross-border mobility linked to mining livelihoods for the spread of disease. A history of conflict and militia activity has additional implications for humanitarian intervention and is a factor in uptake and implementation of control strategies such as vaccination. Severe limitations in government health facilities in remote areas and a plural landscape of biomedical and non-biomedical providers are additional factors to consider for patterns of care-seeking and the timely provision of biomedical care. The limited reach of formal healthcare, including surveillance, makes it difficult to estimate the extent of cases and control disease spread through conventional epidemiological strategies. There are likely further challenges in accessing less visible populations such as GBMSM, as research in Nigeria has suggested.3,4 These complex contextual realities raise significant questions for mpox response. The roundtable convened a diverse range of expertise to offer perspectives from existing research and knowledge, with an emphasis on social science evidence. This roundtable report presents a synthesised version of the roundtable discussion with additional context as needed.
5

Холошин, Ігор Віталійович, Ірина Миколаївна Варфоломєєва, Олена Вікторівна Ганчук, Ольга Володимирівна Бондаренко, and Андрій Валерійович Пікільняк. Pedagogical techniques of Earth remote sensing data application into modern school practice. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3257.

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Abstract. The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
6

Kholoshyn, Ihor V., Iryna M. Varfolomyeyeva, Olena V. Hanchuk, Olga V. Bondarenko, and Andrey V. Pikilnyak. Pedagogical techniques of Earth remote sensing data application into modern school practice. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3262.

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The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
7

Porciello, Jaron, Volha Skidan, Ramya Ambikapathi, Brenda Boonabaana, Jill Guerra, Preetamoninder Lidder, Valeria Piñeiro, et al. The State of the Field for Research on AgrifoodSystems. Juno Reports. CABI, June 2024. http://dx.doi.org/10.1079/junoreports.2024.0001.

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Science is called upon in times of significant change and uncertainty to respond to global challenges and opportunities. Novel approaches are needed to connect science with policy targets so that we can dedicate some of the scientific knowledge that we’ve accumulated over the course of human history on being able to save the world—while we still have a world left to save. Converging crises of hunger, climate, and political unrest remind us there is no time to waste. The impacts of climate change are increasingly evident worldwide, particularly affecting farmers and rural communities in regions that already struggle with poverty, hunger, and access and affordability of nutritious diets. Governments, funders, and public and private sectors are investing significant energy and resources to promote and identify evidence-based solutions across agrifood systems. A proliferation of research published over the past 15 years encourages agrifood systems to contribute towards a broader set of outcomes beyond productivity, and embrace nutrition, women’s empowerment, environmental sustainability, resilience, and inclusion. There is a profound sense of urgency for all actors, and especially global institutions, to innovate and adapt in response to an ambitious set of targets while paying attention to potential trade-offs and unintended consequences that come with integrating multiple objectives simultaneously. ‘The State of the Field for Research on Agrifood Systems’ uses artificial intelligence (AI) to analyse global research distribution from the past 13 years. This report provides a macro-level review of more than six million summaries of scientific papers and reports. It offers a snapshot across agrifood systems research, highlighting where progress has occurred, and where significant gaps remain. The findings of the report are presented in separate sections to facilitate navigation, but we encourage readers to explore the connections more holistically. Artificial intelligence offers a powerful set of innovative technologies, including generative AI. Generative AI optimizes knowledge and data to identify patterns and, where appropriate, combines data from diverse sources to generate new insights. In an increasingly interconnected science and policy landscape, it is crucial to have a comprehensive understanding of how past and future research contributes to broader goals.
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Mann, William C. Knowledge Delivery Research: Project Status and History. Fort Belvoir, VA: Defense Technical Information Center, May 1986. http://dx.doi.org/10.21236/ada183165.

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Zucker, Lynne, Michael Darby, and Jeff Armstrong. Commercializing Knowledge: University Science, Knowledge Capture, and Firm Performance in Biotechnology. Cambridge, MA: National Bureau of Economic Research, October 2001. http://dx.doi.org/10.3386/w8499.

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Ting, Su-Hie, Gabriel Tonga Noweg, and Yvonne Michelle Campbell. Indigenous farming knowledge is science, not superstition. Edited by Shahirah Hamid and Chris Bartlett. Monash University, December 2022. http://dx.doi.org/10.54377/4ccf-25b4.

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To the bibliography