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Consult the top 50 journal articles for your research on the topic 'Knowledge, Theory of, in literature.'
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1
Verheyen, Leen. "Literature, Truth, and Knowledge." Ben Jonson Journal 29, no. 2 (November 2022): 224–56. http://dx.doi.org/10.3366/bjj.2022.0340.
In this article, I present an overview of the key positions and insights within the philosophical debate on the cognitive value of literary fiction. First, I discuss the various ways in which attempts have been made to align literature with the traditional philosophical and scientific concept of truth (propositional truth). Second, I consider a number of alternative concepts of knowledge and truth that have been put forward to understand the conceptual value of literature, such as ethical knowledge and self-knowledge. Then I address the ways in which empirical literary theory engages with these philosophical theories and attempts to support them through psychological experimentation. Fourth, I discuss the idea that literature provides us with a certain form of conceptual knowledge, followed by a discussion of the no-truth theory of literature, the idea that a work’s cognitive value is irrelevant to our valuation of a literary work as a work of art. Finally, I try to show an alternative to the problems that arise with the theories discussed and the lessons that can be learned from those theories, by focusing on Paul Ricoeur's ideas about the workings of fiction.
2
Swirski, Peter. "Literature and Literary Knowledge." Journal of the Midwest Modern Language Association 31, no. 2 (1998): 6. http://dx.doi.org/10.2307/1315087.
Conolly, Oliver, and Bashar Haydar. "Literature, Knowledge, and Value." Philosophy and Literature 31, no. 1 (2007): 111–24. http://dx.doi.org/10.1353/phl.2007.0003.
Johnson, Roberta. "Maria Zambrano's Theory of Literature as Knowledge and Contingency." Hispania 79, no. 2 (May 1996): 215. http://dx.doi.org/10.2307/344883.
Terras, Victor, and Ewa M. Thompson. "Imperial Knowledge: Russian Literature and Colonialism." World Literature Today 74, no. 3 (2000): 668. http://dx.doi.org/10.2307/40156018.
Marshall, Donald G., and Martha C. Nussbaum. "Love's Knowledge: Essays on Philosophy and Literature." Comparative Literature 46, no. 2 (1994): 195. http://dx.doi.org/10.2307/1771580.
Knowledge hiding and knowledge hoarding define two organizational behaviors that integrate knowledge withholding related phenomena in organizations. Although recent literature presents efforts to conceptually differentiate knowledge hiding and knowledge hoarding, evidence shows that there are emerging gaps resulting from conceptual and empirical inconsistencies between the constructs. This paper addresses the need for theoretical and empirical clarification by developing on the use of Grounded Theory (GT) as a systematic methodology to expand knowledge on both phenomena. This work explores core characteristics and procedures related to GT that can support the pursuit of theoretical refinement behind knowledge hiding and knowledge hoarding as dimensions of knowledge withholding. It presents three philosophical rationales that can support knowledge hiding and knowledge hoarding conceptualization using Classic, Interpretivist and Constructivist GT. Specifically, it provides a conceptual framework that discusses concerns of the researcher, literature review processes, data collection methods, and data coding and analysis strategies that should be considered to ensure quality in GT research. Lastly, it discusses an integration of research using mixed methods GT to address quantitative concerns surrounding GT. This paper contributes to the theoretical and empirical development of knowledge hiding and knowledge hoarding related phenomena by suggesting research conducts and designs to support the usage of GT approaches in the study of both phenomena
14
Hughes, Edward J. (Edward Joseph). "Colonialism in Question: Theory, Knowledge, History (review)." Nineteenth Century French Studies 35, no. 2 (2007): 461–63. http://dx.doi.org/10.1353/ncf.2007.0016.
Wang, Orrin N. C., and Jerome J. McGann. "Towards a Literature of Knowledge." South Central Review 8, no. 3 (1991): 113. http://dx.doi.org/10.2307/3189262.
Azam Khan, Talat, and Aiman Niazi. "KNOWLEDGE SHARING AND CREATIVITY: A SYSTEMATIC LITERATURE REVIEW." NUST Business Review 4, no. 2 (January 25, 2023): 1–20. http://dx.doi.org/10.37435/nbr22122201.
Purpose: This paper reviews how knowledge sharing and creativity have been studied together in the research literature. To this end, studies published over the last decade (from 2011 to 2021) related to knowledge sharing and creativity were systematically reviewed. Design/Methods: PRISMA approach was used to first screen 2532 studies from WoS and Scopus databases and then shortlist 47 relevant articles. The articles were shortlisted on the basis of inclusion and exclusion criteria. Results/ Findings: The results extracted from the selected peer-reviewed articles show that a number of studies have examined the construct of knowledge sharing and creativity together. In this regard, the most widely used theoretical frameworks included social exchange theory and social learning theory. It also revealed that the most widely studied context was that of tech-based firms, with studies being largely concentrated in the Chinese and Pakistani sectors. Originality: The current systematic review explores the studies done on creativity and knowledge sharing together. It further provides an articulation and comprehensive overview of the previous literature to recommend future directions. Such an extensive systematic review comprising two constructs knowledge sharing and creativity together has not been undertaken previously.
18
Drury. "Making Knowledge with Science and Literature." Criticism 62, no. 2 (2020): 301. http://dx.doi.org/10.13110/criticism.62.2.0301.
Walls, Paula, Kader Parahoo, and Paul Fleming. "The role and place of knowledge and literature in grounded theory." Nurse Researcher 17, no. 4 (July 2010): 8–17. http://dx.doi.org/10.7748/nr2010.07.17.4.8.c7920.
Seyedghorban, Zahra, Margaret Jekanyika Matanda, and Peter LaPlaca. "Advancing theory and knowledge in the business-to-business branding literature." Journal of Business Research 69, no. 8 (August 2016): 2664–77. http://dx.doi.org/10.1016/j.jbusres.2015.11.002.
Boschetti, Anna. "How Field Theory Can Contribute to Knowledge of World Literary Space." Paragraph 35, no. 1 (March 2012): 10–29. http://dx.doi.org/10.3366/para.2012.0039.
Anglophone scholars with a postcolonial perspective have forcefully challenged eurocentric definitions of comparative literature and the limits of national frameworks. But this debate ‘offers few methodological solutions to the pragmatic issue of how to make credible comparisons among radically different languages and literatures’ (Emily Apter). Moreover, some have even rejected the very notion of comparison, impugning its association with nationalistic and imperialistic perspectives or its unsuitability for the study of historical, dynamic and multidimensional processes. This article offers a synthetic overview of the tools field theory provides for literature studies in a global perspective without sacrificing methodological rigour and empirical validation. It discusses the epistemological principles set out in The Craft of Sociology to address problems of comparison; the possibility of rational dialogue between different theoretical frameworks; the properties which make Bourdieu's model more complete than other approaches to literary phenomena; and finally, developments of field theory and issues raised by globalization.
Palattella, John, Don Byrd, Nathaniel Mackey, and Vernon Shetley. "After Such Knowledge, Knowledge Is What You Know." Contemporary Literature 35, no. 4 (1994): 786. http://dx.doi.org/10.2307/1208709.
Corcoran, Jacqueline. "Children's Literature and Popular Movies for Knowledge of Lifespan Development." Journal of Baccalaureate Social Work 5, no. 1 (September 1, 1999): 87–98. http://dx.doi.org/10.18084/1084-7219.5.1.87.
Using Bloom's taxonomy of knowledge as a framework, this paper argues that, in order for Human Behavior and the Social Environment (HBSE) undergraduate students to develop a strong theory base, they must be educated and evaluated at the “application” level of learning. This paper describes an approach to teaching developmental theory at this level by using children's literature and popular movies. The approach is described and examples of the ways in which course material was integrated and applied to student selection of books and movies arc provided. Discussion of student feedback to the course assignments is also explored.
26
Barta, Peter I., and Ewa M. Thompson. "Imperial Knowledge: Russian Literature and Colonialism." Slavic and East European Journal 46, no. 3 (2002): 595. http://dx.doi.org/10.2307/3220207.
This essay argues that King Lear’s tragedy is largely brought about by Lear’s lack of self-knowledge, a character defect that long precedes the foolish decisions he makes in King Lear’s opening scene and which precipitates his own death and the deaths of those he loves. Lear’s lack of self-knowledge encourages Shakespeare’s audience to have sympathy for Goneril and Regan and to recognize that Lear’s beautiful progress of redemption is mitigated by his failure to ever recognize his longstanding wrongdoing against his elder daughters. By contrast, in Pride and Prejudice, Elizabeth Bennet’s humble choice to learn and be humbled by Darcy’s letter empowers Elizabeth to achieve self-knowledge at a youthful age even as it brings happiness and numerous redemptive benefits to herself and to those whom she loves.
Shaw, W. D. "Elegy and Theory: Is Historical and Critical Knowledge Possible?" Modern Language Quarterly 55, no. 1 (January 1, 1994): 1–16. http://dx.doi.org/10.1215/00267929-55-1-1.
Kuntz, Viviane Helena, Vania Ribas Ulbricht, and Maria do Carmo Duarte Freitas. "knowledge and information in the connectivism theory." International Journal for Innovation Education and Research 5, no. 11 (November 30, 2017): 180–93. http://dx.doi.org/10.31686/ijier.vol5.iss11.876.
On the context of technological development and society organized on network, appears the learning theory for the digital age, the connectivism. It is about of a Siemens and Downes proposed, in 2004, that highlights the knowledge as result of established connections on the networks, what allows the capacity of reflection, deciding and sharing. In this context, it objectifies with this article searching the theoretical panorama of thematic about connectivism and its relation with knowledge and information. There is a search of quality approach and of exploratory nature that comes out of a Systematic Review of Literature adapted of Cochran Center. As result, it was observed that, on the searched basis, the number of publications in the period of 2011 to 2017 had the balance in total occurrences compared to the types of documents, events articles and periodicals, with a higher incidence of publication in 2015. For the paucity of thematic it was observed that has discussions about what refers the legitimacy of a theory for the connectivism.
32
Kunwar, Ramesh Raj. "COVID-19, Tourism and Knowledge Production." Journal of APF Command and Staff College 5, no. 1 (November 10, 2022): 13–49. http://dx.doi.org/10.3126/japfcsc.v5i1.49346.
This paper presents a general review of the available COVID-19 literature with a brief overview of crisis and disaster management. The study tries to explore the knowledge about various spheres of tourism and the society brought by COVID-19 pandemic through literature contributed by academicians. The exploratory and descriptive nature of the study is carried out based on secondary sources. The study has focused mainly on areas like virus and virocene, anthropocene, lovecene, tourism and health crisis, health belief model, tourist health and safety, crisis and risk, the four horsemen of fear, panic buying behavior, crowding perceptions and mass gathering, social distance, shock, xenophobia, ethnocentrism, protection motivation theory, anthropause and anthropulse, Herzberg’s two factor theory, microadventure, resilience, and major pandemics and pathogen outbreaks. The study has raised questions like what kind of knowledge could be acquired from the literature of COVID-19 and tourism?
33
Saussy, Haun. "Comparative Literature?" Publications of the Modern Language Association of America 118, no. 2 (March 2003): 336–41. http://dx.doi.org/10.1632/003081203x67730.
What is comparative literature? Not a theory or a methodology, certainly (which raises the question of why this article should appear in a series so entitled), though theories and methodologies aplenty occur as part of its typical business. Is there, or can there be, an object of knowledge identifiable as “comparative literature”?When I began hearing about comparative literature in the middle 1970s, there was a fairly straightforward means of distinguishing comparative literature on the university campuses where it was done. The English department pursued knowledge of language and literature in one language; the foreign language departments pursued similar studies in two languages (typically English, assumed to be most students' native language, plus the foreign tongue); and comparative literature committees, programs, or departments carried out literary analysis in at least three languages at once.
34
Bradbury, Nicola, and Martha C. Nussbaum. "Love's Knowledge: Essays on Philosophy and Literature." Modern Language Review 88, no. 2 (April 1993): 406. http://dx.doi.org/10.2307/3733769.
Haggerty, George E., and Judith Roof. "A Lure of Knowledge: Lesbian Sexuality and Theory." Tulsa Studies in Women's Literature 12, no. 1 (1993): 150. http://dx.doi.org/10.2307/463771.
Moussa, Margaret, Mathew Bright, and Maria Estela Varua. "Investigating knowledge workers’ productivity using work design theory." International Journal of Productivity and Performance Management 66, no. 6 (July 10, 2017): 822–34. http://dx.doi.org/10.1108/ijppm-08-2016-0161.
Purpose The purpose of this paper is to examine the suitability of job and work design theory for investigating knowledge workers’ productivity. The review is a response to recommendation and adoption of the motivational human resource management approach by a number of knowledge management researchers. The authors show that the existing literature on this topic overlooks key criticisms of HRM job and work design theory itself. The authors suggest modifications. Design/methodology/approach The paper proceeds by outlining knowledge management researchers’ arguments rejecting the application of traditional measurement approaches to investigating knowledge workers’ productivity. The review develops to examine the various arguments for adopting work design theory and considers the key contributions and critiques in this field. Drawing on the insights of key HRM work design critics, the paper concludes by offering suggestions for a model suitable for examining the drivers of knowledge work productivity in process. Findings The principle finding is that Morgeson and Humphrey’s (2006) Work Design Questionnaire (WDQ) stand as the most conceptually consistent and methodologically considered human resource management work design theory. However, this model must itself be modified to include a category of organizational contextual work characteristics. For application to the filed of knowledge management, WDQ must also be expanded to include knowledge sharing, role breadth self-efficacy and employee well-being as key work design mediators and outcomes. Research limitations/implications Greater consideration needs to be given to the distinction between knowledge sharing as a work design mediator and as a work design outcome. Morgeson and Humphrey themselves note that the “common method variance” problems arising in psychometric research have been reduced but not completely eliminated from their model. Practical implications Survey instruments based on the recommended model potentially provide a valuable means for understanding and enhancing productivity in a variety of knowledge intensive service industries. The pronounced benefit of this model is that it is applicable in cross-industry and cross-occupational contexts, unlike many existing knowledge worker productivity models. This is an advantage, given the centrality of the inter-connectivity of different types of activities and industries in knowledge work. Social implications Work design prioritizes employee motivation and support and links this to the quality of work and the well-being of clients. The benefits of well-designed knowledge work extend well beyond the generation of specific innovations and macroeconomic productivity improvements. Originality/value Job design and work design theory have been applied in the field of knowledge management. However, the applications have largely overlooked key critiques of the established models in the human resource management literature. The paper fills this gap. Its original suggestions for modifying Moregeson and Humphry’s (2006) WDQ reflect the authors’ in-depth analysis of the literature.
37
Newfield, Christopher. "Criticism and Cultural Knowledge." Poetics Today 19, no. 3 (1998): 423. http://dx.doi.org/10.2307/1773427.
The emblem book customized as a Stammbuch is a material manifestation of early modern cultural practices of knowledge creation and organization. Dorothea von Anhalt’s use of Andreas Friedrich’s Emblemata Nova . . . (1617) as a Stammbuch created a hybrid artifact of dynasty and devotion as manuscript entries made by Dorothea’s extended family members merged with the existing printed material. This unique book illuminates female practices of recording, circulating, and preserving dynastic and religious knowledge at North German Protestant courts.
43
Newton, K. M. "Marxism, Postmodernism, and Knowledge." Cambridge Quarterly XIV, no. 2 (1985): 178–84. http://dx.doi.org/10.1093/camqtly/xiv.2.178.
Niasse, Ndiaga. "Dealing with Literature Review and Epistemological Underpinnings in Grounded Theory Methodology." International Journal of Qualitative Research 2, no. 2 (November 21, 2022): 159–64. http://dx.doi.org/10.47540/ijqr.v2i2.683.
The purpose of this paper is to review the crucial debate about undertaking a literature review and adopting an epistemological position in doing a grounded theory study. By relying on existing knowledge about the subject, three main Grounded Theory Approaches are discussed: Glaserian, Straussian, and Constructivist Grounded Theory Methodology. All of them differ somewhat both in adopting an epistemological stance that fits well with their research strategy and conducting a literature review at the earlier stages of the research process. The paper contributes to enhancing knowledge about Glaser’s dictum of ‘getting started’ which seems to be misunderstood by those who still misunderstand the Grounded Theory Methodology (GTM) orthodoxy version.
45
Nogueira, Bernardo Gomes Barbosa, and Fernanda Nigri Faria. "Mediation, ecology of knowledge and literature: A dialogue on the margins." International Journal of Advanced Engineering Research and Science 9, no. 3 (2022): 064–65. http://dx.doi.org/10.22161/ijaers.93.9.
This essay intends to offer reflections about a possible path between private mediation and literature, having as an argument, both a derridian reading of alterity, and the theory of ecology of knowledges by Boaventura de Sousa Santos.
46
Reiter, Geoffrey. "“New Knowledge of Lost Worlds”?" Renascence 73, no. 2 (2021): 81–100. http://dx.doi.org/10.5840/renascence20217327.
In contemporary academic circles, the fields of science, theology, and literature may be compartmentalized with relatively little interaction. However, such distinctions were less rigid in the early nineteenth century. One of the figures whose writings stretched across these disciplinary boundaries was Edward Hitchcock, a world-renowned geologist and president of Amherst College who also had extensive theological training. Now best-known among paleontologists for his discovery of fossil footprints in the Connecticut River Valley, Hitchcock made use of his considerable talents in an 1836 poem entitled “The Sandstone Bird.” This poem—often known to historians of science but little remarked among students of American literature—effectively uses formal verse to draw out theological dimensions to the prehistoric world conjured up by Hitchcock’s own paleontological discoveries.
47
He, Yujie, and Yang Zou. "Study of Literary Theory and Chinese Modern and Contemporary Literature." Journal of Higher Education Research 3, no. 6 (December 13, 2022): 448. http://dx.doi.org/10.32629/jher.v3i6.1080.
There is a close relationship between literary theory and contemporary Chinese literature, and the integration of knowledge from different disciplines. To realize the development of contemporary Chinese literature, not only the support of literary theory research is needed, but also the research results of different disciplines and the integration of discipline knowledge are needed. It also lays a theoretical foundation for promoting the development and research of Chinese contemporary literature. This article conducts in-depth research on literary theory and Chinese modern and contemporary literature. On the basis of expounding the related concepts and connotations of literary theory and Chinese modern and contemporary literature, it deeply analyzes the relationship between literary theory and Chinese modern and contemporary literature, and puts forward some suggestions for promoting the development of literary theory, promoting the development of modern and contemporary Chinese literature, Promoting the development of the literature industry is of great significance, and it provides specific implementation strategies for promoting literary theory and the study of modern and contemporary Chinese literature.
48
Cerroni, Andrea. "Steps towards a theory of the knowledge-society." Social Science Information 57, no. 2 (April 11, 2018): 322–43. http://dx.doi.org/10.1177/0539018418767069.
During the last decades, knowledge has attracted the greatest attention in a growing number of disciplines, generating a deluge of literature. However, it has yet to become the object of a fully established sociology of knowledge able to fulfil the challenges of present society, often called the knowledge-society. We posit knowledge as a basis on which to model social life, proposing a three-dimensional approach to social reality (i.e., individuals, social aggregates, knowledge). Looking at knowledge as at ‘a cooperative good’ and a communicative process, we then apply the same three dimensions to knowledge itself as a sociological production, ending up with a typology encompassing three knowledge families (intellectual, practical and objectified) and three ways of access (direct personal knowing, indirect social acquaintance, externally recognised and personally introjected acknowledge). Steps towards a theory of knowledge-society are then proposed.
49
Dyehouse, Jeremiah. "Knowledge Consolidation Analysis." Written Communication 24, no. 2 (April 2007): 111–39. http://dx.doi.org/10.1177/0741088306298736.
Al-Rsa'i, Mohammed. "Knowledge Theory in Ibn Rushd Literature and reflection thereof on its Educational philosophy." International Journal of Progressive Education 14, no. 1 (February 11, 2018): 1–7. http://dx.doi.org/10.29329/ijpe.2018.129.1.
