Journal articles on the topic 'Other ways of knowing'
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Hajizadeh, Negin, Melissa J. Basile, Andrzej Kozikowski, Meredith Akerman, Tara Liberman, Thomas McGinn, and Michael A. Diefenbach. "Other Ways of Knowing." Medical Decision Making 37, no. 3 (January 6, 2017): 216–29. http://dx.doi.org/10.1177/0272989x16683938.
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Background. Patients with advanced-stage chronic obstructive pulmonary disease (COPD) may suffer severe respiratory exacerbations and need to decide between accepting life-sustaining treatments versus foregoing these treatments (choosing comfort care only). We designed the InformedTogether decision aid to inform this decision and describe results of a pilot study to assess usability focusing on participants’ trust in the content of the decision aid, acceptability, recommendations for improvement, and emotional reactions to this emotionally laden decision. Methods. Study participants ( N = 26) comprising clinicians, patients, and surrogates viewed the decision aid, completed usability tasks, and participated in interviews and focus groups assessing comprehension, trust, perception of bias, and perceived acceptability of InformedTogether. Mixed methods were used to analyze results. Results. Almost all participants understood the gist (general meaning) of InformedTogether. However, many lower literacy participants had difficulty answering the more detailed questions related to comprehension, especially when interpreting icon arrays, and many were not aware that they had misunderstood the information. Qualitative analysis showed a range of emotional reactions to the information. Participants with low verbatim comprehension frequently referenced lived experiences when answering knowledge questions, which we termed “alternative knowledge.” Conclusions. We found a range of emotional reactions to the information and frequent use of alternative knowledge frameworks for deriving meaning from the data. These observations led to insights into the impact of lived experiences on the uptake of biomedical information presented in decision aids. Communicating prognostic information could potentially be improved by eliciting alternative knowledge as a starting point to build communication, in particular for low literacy patients. Decision aids designed to facilitate shared decision making should elicit this knowledge and help clinicians tailor information accordingly.
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Mudry, Jessica, Jessica Hayes-Conroy, Nancy Chen, and Aya H. Kimura. "Other Ways of Knowing Food." Gastronomica 14, no. 3 (2014): 27–33. http://dx.doi.org/10.1525/gfc.2014.14.3.27.
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This conversation is part of a special issue on “Critical Nutrition” in which multiple authors weigh in on various themes related to the origins, character, and consequences of contemporary American nutrition discourses and practices, as well as how nutrition might be known and done differently. In this section authors discuss the impoverishment of nutritionism as a way of knowing and engaging with food, highlighting how nourishment is not amenable to either simplification or standardization. Some call for alternate ways of knowing food, through revitalizing tradition and culture, for example, and some emphasize engaging food through the senses. One author is skeptical that these other ways of knowing food can address real nutritional deficiencies.
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Barth, Fredrik. "Other Knowledge and Other Ways of Knowing." Journal of Anthropological Research 51, no. 1 (April 1995): 65–68. http://dx.doi.org/10.1086/jar.51.1.3630372.
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Cameron, Cathrine M. "Other Ways of Knowing the Past." Anthropology News 35, no. 2 (February 1994): 1–6. http://dx.doi.org/10.1111/an.1994.35.2.1.4.
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Dulfano, Isabel. "Knowing the other/other ways of knowing: Indigenous feminism, testimonial, and anti-globalization street discourse." Arts and Humanities in Higher Education 16, no. 1 (July 24, 2016): 82–96. http://dx.doi.org/10.1177/1474022216633883.
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In this article, I explore the relationship between anti-globalization counter hegemonic discourse and Indigenous feminist alternative knowledge production. Although seemingly unrelated, the autoethnographic writing of some Indigenous feminists from Latin America questions the assumptions and presuppositions of Western development models and globalization, while asserting an identity as contemporary Indigenous activist women. Drawing on the central ideas developed in the book Indigenous Feminist Narratives: I/We: Wo(men) of An(Other) Way, I reflect on parallels and counterpoints between the voices from the global street movement, “other” epistemologies (identified hereafter), postcolonial theory, and contemporary Indigenous feminist theorization.
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Putnam, Constance E. "Dying, death, and bereavement: Theoretical perspectives and other ways of knowing." Social Science & Medicine 43, no. 1 (July 1996): 131–32. http://dx.doi.org/10.1016/s0277-9536(99)80004-5.
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Bertman, Sandra. "Hannelore Wass: Insights Into Creative Teaching and Other Ways of Knowing When Facing Aging and Mortality." Death Studies 39, no. 9 (October 21, 2015): 537–44. http://dx.doi.org/10.1080/07481187.2015.1079451.
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Oswald, Emily. "Getting to Know Other Ways of Knowing: Boundary Experiences in Citizen Science." Citizen Science: Theory and Practice 5, no. 1 (December 31, 2020): 25. http://dx.doi.org/10.5334/cstp.310.
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Hart, Diana. "Other Ways of Knowing: The Intersection of Education when Researching Family Roots." Genealogy 2, no. 2 (May 7, 2018): 18. http://dx.doi.org/10.3390/genealogy2020018.
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Yuill, Nicola, Sarah Parsons, Judith Good, and Mark Brosnan. "Knowing me, knowing you: perspectives on awareness in autism." Journal of Assistive Technologies 9, no. 4 (December 21, 2015): 233–38. http://dx.doi.org/10.1108/jat-09-2015-0025.
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Purpose – The purpose of this paper is to raise important questions from the different perspectives on autism research that arose from a seminar on autism and technology, held as part of an ESRC-funded series on innovative technologies for autism. Design/methodology/approach – The paper focuses on the roles of technology in understanding questions about different perspectives on autism: how do people on the spectrum see neurotypicals (people without autism) and vice versa?; how do the authors use eye gaze differently from each other?; how might technology influence what is looked at and how the authors measure this?; what differences might there be in how people use imitation of others?; and finally, how should the authors study and treat any differences? Findings – The authors synthesise common themes from invited talks and responses. The audience discussions highlighted the ways in which the authors take account of human variation, how the authors can understand the perspective of another, particularly across third-person and second-person approaches in research, and how researchers and stakeholders engage with each other. Originality/value – The authors argue that the question of perspectives is important for considering how people with autism and neurotypical people interact in everyday contexts, and how researchers frame their research questions and methods. The authors propose that stakeholders and researchers can fruitfully engage directly in discussions of research, in ways that benefit both research and practice.
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Harman, Kerry. "Sensory ways of knowing care: possibilities for reconfiguring ‘the distribution of the sensible’ in paid homecare work." International Journal of Care and Caring 5, no. 3 (August 1, 2021): 433–46. http://dx.doi.org/10.1332/239788220x16063169476758.
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Calls for the professionalising of homecare are often driven by a perceived gap in knowing ‘good care’. However, many training solutions are underpinned by a cognitivist notion of knowing as a rational process of making sense of sense. A different approach to knowing homecare is provided in this article, based on a very different set of assumptions on knowing and knowledge. Suggestions for researching homecare are provided, underpinned by the notion of sensory ways of knowing. These other ways of knowing ‘good care’ potentially reconfigure who and what are able to be attended to in the field of homecare.
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Urban, Hugh B. "The Knowing of Knowing." Gnosis: Journal of Gnostic Studies 4, no. 2 (November 13, 2019): 129–46. http://dx.doi.org/10.1163/2451859x-12340070.
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Abstract This article traces the idea of neo-Gnosticism in a series of occult and new religious movements from the late nineteenth to the mid-twentieth century. Specifically, the article examines the links between two controversial groups that both described themselves as modern forms of Gnosticism: first, the European esoteric group, the Ordo Templi Orientis, and second, the American new religion, the Church of Scientology. Founded by Theodor Reuss in Germany in the 1890s, the O.T.O. described itself as a form of “Gnostic Neo-Christian Templar” religion, with sexual magic as its primary ritual secret. Its most infamous leader, British occultist Aleister Crowley, also developed a full scale “Gnostic Mass” for the group. Many elements of the O.T.O. and Crowley’s work were later picked up by none other than L. Ron Hubbard, the eclectic founder of Scientology, who also called his new church a “Gnostic religion,” since it is the “knowing of knowing” (scientia + logos). To conclude, I will discuss the ways in which these Gnostic and occult elements within Scientology later became a source of embarrassment for the church and were eventually either obscured or denied altogether—in effect, obfuscated by still further layers of secrecy and concealment.
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Pink, Sarah, Jennie Morgan, and Andrew Dainty. "Other People's Homes as Sites of Uncertainty: Ways of Knowing and Being Safe." Environment and Planning A: Economy and Space 47, no. 2 (January 2015): 450–64. http://dx.doi.org/10.1068/a140074p.
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Goguen, Adam, and Catherine Bolten. "Ebola Through a Glass, Darkly: Ways of Knowing the State and Each Other." Anthropological Quarterly 90, no. 2 (2017): 423–49. http://dx.doi.org/10.1353/anq.2017.0025.
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Müller, Marguerite. "Little We Know of Each Other." Cultural Studies ↔ Critical Methodologies 19, no. 1 (January 2, 2018): 39–42. http://dx.doi.org/10.1177/1532708617750991.
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This performative text is rooted in arts-based inquiry and expressed as the textual portraits of five educators working at the University of the Free State (UFS), South Africa. These portraits were created as part of a collaborative research project in which participants shared their experiential knowledge of working toward antioppressive practice in higher education at the UFS between 2014 and 2016. The textual portraits highlight the contradictions, uncertainty, and messiness of educator identity in this complex and volatile space. Furthermore, the performative text serves as a creative expression of different ways of knowing and different ways of becoming.
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Strang, Veronica. "Knowing Me, Knowing You: Aboriginal and European Concepts of Nature as Self and Other." Worldviews: Global Religions, Culture, and Ecology 9, no. 1 (2005): 25–56. http://dx.doi.org/10.1163/1568535053628463.
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AbstractBased on long-term fieldwork with Aboriginal groups, Euro-Australian pastoralists and other land users in Far North Queensland, this paper considers the ways in which indigenous relations to land conflate concepts of Nature and the Self, enabling subjective identification with elements of the environment and supporting long-term affective relationships with place. It observes that indigenous cultural landscapes are deeply encoded with projections of social identity: this location in the immediate environment facilitates the intergenerational transmission of knowledge and identity and supports beliefs in human spiritual transcendence of mortality. The paper suggests that Aboriginal relations to land are therefore implicitly founded on interdependent precepts of social and environmental sustainability. In contrast, Euro-Australian pastoralists' cultural landscapes, and constructs of Nature, though situated within more complex relations with place, remain dominated by patriarchal and historically adversarial visions of Nature as a feminine "wild-ness" or "otherness" requiring the civilising control of (male) Culture and rationality. Human spiritual being and continuity is conceptualised as above or outside Nature, impeding the location of selfhood and collective continuity within the immediate environment. In tandem with mobile and highly individuated forms of social identity, this positions Nature as "other". There is thus a subjective separation between the individualised life of the self, and the life of Nature/other that, despite an explicit discourse in which ecological well-being is valorised, inhibits affective connection with place and confounds sustainability.
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Eaves, LaToya. "Fear of an other geography." Dialogues in Human Geography 10, no. 1 (January 14, 2020): 34–36. http://dx.doi.org/10.1177/2043820619898901.
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Geography has failed to accommodate ‘indigenous ways of knowing’. To do so requires transforming and shifting power relations to account for the landscapes of white supremacy and imperialist practices that shape epistemological, pedagogical, and departmental climates. This commentary responds to Oswin’s call for mobilizing and building ‘an other geography’ by nodding toward the creation of the Black Geographies Specialty Group. In particular, it interweaves autoethnographic reflections on the body and provocations about the history of the discipline to illustrate another perspective on Oswin’s frustrations with stagnant, contained geographic practice.
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Welch, Shay. "The Cognitive Unconscious in Native American Embodied Knowing." Philosophy in the Contemporary World 25, no. 1 (2019): 84–106. http://dx.doi.org/10.5840/pcw20192518.
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In this paper, I address only one small parallel between one subsection of Western epistemology and cognitive theory and Native American epistemology. I draw the connection between the recent theories of embodied cognition and distinctive Native modes of embodied implicit procedural knowing, such as blood memory, vision questions, and non-binary logical systems. My reason for doing so is twofold. First, I show how these distinctive ways of knowing within Native worldviews are not mere mystical claims that can be cast aside in favor of more ostensibly “rational” knowing practices. To do so, I utilized Mark Johnson’s account of the cognitive unconscious to demonstrate how and that Native embodied knowing practices and knowledge sources are easily explicable when examined though a phenomenological cognitive lens. Second, I highlight one small respect in which Native epistemologies are conceived of procedurally. Embodied forms of knowing are merely one facet of the procedural performative nature of Native American epistemology but they are highly demonstrative of the fact that procedural ways of knowing—knowing-how—account for deeply implicit ways of knowing that are lacking from other procedural knowledge accounts that are often hamstrung without such an accompanying account of knowing-how beyond counterfactual knowledge.
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Mahony, Denis. "The Significance of ‘Special Ways of Knowing’ for Environmental Education." Australian Journal of Environmental Education 11 (1995): 13–26. http://dx.doi.org/10.1017/s0814062600002937.
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Attempts to model the learning process in environmental education were seriously pursued during the latter part of the 1970's (Greenall Gough 1993) and became a preoccupation with many researchers during the 1980's. This article which contributes to this body of research reports on a study undertaken between 1988 and 1994 (Mahony 1994). The project focused on a process antecedent to the above model, namely the manner by which a person comes to understand and relate to his or her environment, on the premise that a viable environmental education should be based on this foundation.This study of an adult rural population in the Wollombi Valley of NSW, Australia, combined a contextual historical survey with a qualitative field study derived from an interpretivist paradigm. It identified four intuitive and experiential ways of knowing which constituted well defined ideologies and for which the term ‘positions’ was adopted to convey an idea of their existential and entrenched character. The positions were designated Men of the Land, Earth People, Other Agenda Folk and Unaligned Individuals.
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deLahunta, Scott. "Knowing: Dance’s trade literature." International Journal of Cultural Property 29, no. 2 (May 2022): 157–69. http://dx.doi.org/10.1017/s0940739122000157.
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AbstractThis article explores the possibility that dance is a field of expert knowledge that can be studied from the perspective of documents created by dancers and choreographers whose anticipated viewers/readers are mainly other practitioners. These documents include written texts and annotated video recordings created with the aim of sharing processes, techniques and ideas. These documents seek, in a variety of ways, to partially transform experiential knowledge from the tacit/ implicit to the explicit. As such, they suggest a form of trade literature that circulates dance knowledge within its professional network, but with the potential to generate productive exchanges with others outside of this network. By drawing on a number of examples of this trade literature and discussing their methods of circulating dance knowledge, this article makes a link to the theme of this special issue which is dance as a vehicle to discuss and debate ownership and cultural property.
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Udefi, Amaechi. "Dimensions of Epistemology and the Case for Africa’s Indigenous Ways of Knowing." Tattva - Journal of Philosophy 7, no. 1 (January 1, 2015): 1–16. http://dx.doi.org/10.12726/tjp.13.1.
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philosophical practice has taken a new turn since it survived the large scale problems and debates which characterized its early beginnings in an African environment and intellectual community. The metaphilosophical issues then concerned about its status, relevance and methodology appropriate or usable for doing it. Although the issues that troubled African philosophers then may have subsided, yet some of them have and are still expressing reservations on the possibility of having Africa‟s indigenous ways of knowing, just as they deny the possibility of „African physics‟ or „African arithmetic‟. Paulin Hountondji, a leading African philosopher, is reputed for denying African traditional thought as philosophy, which he prefers to type as ethnophilosophy, simply because it thrives on orality and other ethnographical materials like proverbs, parables, folklores, fables, songs etc. For him, the piece, at best can qualify as ethnographical or anthropological monographs as opposed to philosophical work which relies on written texts and documentation on the basis of which “theoretical knowledge and significant intellectual exchange and innovation can” be achieved in Africa. Hountondji‟s position is, to say the least, exclusionist, since it denies and debars African modes of thought and heritage a position in the on-going philosophical conversation or discourse. The paper shares Hountondji‟s vision of adoption of an attitude of critical, scientific and skeptical orientation in African societies. However, it rejects the views of Hountondji and other scholars who deny African intellectual and cognitive systems and argues that their position rests on one sided conception or dimension of epistemology. The other intention of the paper is to show that philosophical practice is as old as the history of mankind in Africa, though Hountondj has expressed the view that philosophy as an academic discipline started in African Universities only in the 1960’s and 1970’s.
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Markula, Pirkko, Bevan C. Grant, and Jim Denison. "Qualitative Research and Aging and Physical Activity: Multiple Ways of Knowing." Journal of Aging and Physical Activity 9, no. 3 (July 2001): 245–64. http://dx.doi.org/10.1123/japa.9.3.245.
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There has been a notable increase in research on aging and physical activity in recent years. Most of this research derives from the natural sciences, using quantitative methods to examine the consequences of the physically aging body. Although these investigations have contributed significantly to our knowledge, to further understand the complex meanings attached to physical activity we also need social-science research. The article explores how a variety of social scientists (positivisls, postpositivists, interpretive social scientists, critical social scientists, poststructuralists, and postmodernists) who use quantitative and qualitative methods approach physical activity and aging. Through examples from research on aging and physical activity, the authors highlight the differences, possibilities, and limitations of each research approach. Their intention is not to declare one research approach superior to any other but to increase awareness and acceptance of different paradigms and to encourage dialogue between those who study aging and physical activity from a variety of perspectives.
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Kanu, Yatta. "Decolonizing Aboriginal Education: Linking Western Ways of Knowing with the Knowledge and Interests of the Other." International Journal of Learning: Annual Review 12, no. 1 (2006): 210–19. http://dx.doi.org/10.18848/1447-9494/cgp/v12i01/47514.
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Moores, Shaun. "Digital orientations: “Ways of the hand” and practical knowing in media uses and other manual activities." Mobile Media & Communication 2, no. 2 (April 16, 2014): 196–208. http://dx.doi.org/10.1177/2050157914521091.
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Salmela, Tarja, and Anu Valtonen. "Towards collective ways of knowing in the Anthropocene: Walking-with multiple others." Matkailututkimus 15, no. 2 (December 18, 2019): 18–32. http://dx.doi.org/10.33351/mt.88267.
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Kalyanasundaram, Sandhiya. "Forests Fanned by Waves: Embodied Ways of Knowing in a Mangrove Landscape." Trumpeter 38, no. 1 (January 11, 2023): 72–79. http://dx.doi.org/10.7202/1095386ar.
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This narrative article explores a boatman's intimate relationship with the mangrove forests he had grown up with from his childhood. The author listens to the boatman's stories about his life when he is in his sixties. How he assessed the author also implied what part of his world the author would be invited to see. This is a narrative of warmth and friendship built through traversing the mangrove forest in a handmade raft, watching birdlife, lotuses and other mangrove species. The narrative captures the ecosophy of this boatman in his lived and embodied experience.
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Heldke, Lisa. "Farming Made Her Stupid." Hypatia 21, no. 3 (2006): 151–65. http://dx.doi.org/10.1111/j.1527-2001.2006.tb01118.x.
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This essay is an examination of stupid knowing, an attempt to catalog a particular species of knowing, and to understand when, how, and why the label “stupid” gets applied to marginalized groups of knowers. Heldke examines the ways the defining processes work and the conditions that make them possible, by considering one group of people who get defined as stupid: rural people. In part, the author intends her identification and categorization of stupid knowing to support the work of theorists of resistance who have identified ways that those marginalized as stupid knowers use the cloak of their purported stupidity in the aid of their resistance. Heldke also hopes to add to the existing critique of the hierarchies of knowing an understanding of one particular way one form of knowledge is devalued: stupidification. Why are some forms of knowledge actually regarded as leaving one incapable of other forms of rational thought?
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Marecek, Jeanne. "Numbers and interpretations: What is at stake in our ways of knowing?" Theory & Psychology 21, no. 2 (April 2011): 220–40. http://dx.doi.org/10.1177/0959354310391353.
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This article reflects on a set of target articles concerned with the use of quantitative procedures in interpretive research. The authors of those articles (Osatuke & Stiles; Westerman; and Yanchar) discuss ways that numerical procedures can be brought into interpretive studies, using illustrations from research programs on psychotherapy process, schools, law courts, and work life. Instead of the usual quantitative—qualitative distinction, I use Geertz’s distinction between experimental science and interpretive science and Kidder and Fine’s distinction between Big-Q and small-q research to reflect on several procedural and epistemological differences among target papers. The diversity of approaches under the umbrella of qualitative methods is described, along with some recent developments. Even though US psychology continues to mount stiff resistance against incorporating interpretive approaches into its knowledge-producing practices, such approaches are flowering in other parts of the world.
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Hogue, Michelle M. "Aboriginal Ways of Knowing and Learning, 21st Century Learners, and STEM Success." in education 22, no. 1 (June 13, 2016): 161–72. http://dx.doi.org/10.37119/ojs2016.v22i1.263.
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Aboriginal people are alarmingly under-represented in science, technology, engineering, and mathematics (STEM)-related careers. This under-representation is a direct result of the lack of academic success in science and mathematics, an issue that begins early in elementary and middle school and often escalates in secondary school with the majority consequently doing poorly, not completing these courses and often dropping out. This makes them ineligible to pursue STEM-related paths at the post-secondary level. The greatest challenges to success in these courses are the lack of relevancy for Aboriginal learners and, as importantly, how they are taught; impediments that are also paramount to the increasing lack of success for many non-Aboriginal students in STEM-related courses. This paper explores how Aboriginal ways of knowing and learning and those of the 21st century learners of today very closely parallel each other and illustrates how the creative multidisciplinary approach of a liberal education might be the way to enable early academic engagement, success and retention of Aboriginal learners in the sciences and mathematics.
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Kamp-Glass, Marihelen. "Interdisciplinary Teaching: Taking the Fear out of the Unknown." HortScience 40, no. 4 (July 2005): 1133B—1133. http://dx.doi.org/10.21273/hortsci.40.4.1133b.
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If we want our students to engage in complex intellectual tasks to interrogate the insights of different disciplines, then let's join them in the task, modeling it and sharing the difficulties and richness of its possibilities. Interdisciplinary study is not rejection of the disciplines. It is firmly rooted in them, but offers a corrective to the dominance of disciplinary ways of knowing and speculation. We need the depth and focus of disciplinary ways of knowing, but we also need interdisciplinarity to broaden the context and establish links to other ways of constructing knowledge. It is this dialogue between analysis and synthesis that provides the creative tension from which we will all benefit in a world in which crossing intellectual boundaries is increasingly the norm.
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Zeng, Shu. "Effective ways to teach word affixes in the Chinese junior high school classroom." International Journal of Social Sciences and Humanities Invention 9, no. 06 (June 23, 2022): 7056–68. http://dx.doi.org/10.18535/ijsshi/v9i06.04.
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In the topic of second language learning, vocabulary is critical. For a long time, rote memorization of vocabulary was a typical approach for Chinese students to learn terms. Chinese students' vocabulary learning is said to be influenced by their culture, educational background, and traditional Chinese teaching approaches. Many pupils in China are regarded to rely largely on rote memorisation as the only technique of vocabulary learning because of their culture, educational background, and conventional teaching procedures.
Memorizing and learning different types of vocabulary is challenging for most Chinese English learners. Many students have realised how simple and effective it is to learn new words by employing affix knowledge. Knowing the meaning of prefixes and suffixes, as well as word roots, is an important and useful part of vocabulary knowledge because knowing the meaning of prefixes and suffixes, as well as word roots, will enable learners to determine the meaning of a word without having to look it up in a dictionary. It is beneficial to enhance learners' vocabulary by knowing the rules of affixes.
In addition to rote learning, which has proved useful and effective in teaching English in China, this paper suggests that this paper suggests introducing students to vocabulary learning strategies and teaching them how to build vocabulary through other useful learning methods.
Key Words: vocabulary learning, affix and teaching English
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Martello, Marybeth Long. "A Paradox of Virtue?: “Other” Knowledges and Environment-Development Politics." Global Environmental Politics 1, no. 3 (August 1, 2001): 114–41. http://dx.doi.org/10.1162/152638001316881430.
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“Local,” “indigenous,” and “traditional” knowledge are emerging as important categories in environment-development policy-making. This paper provides an overview of international policies and programs for addressing these historically marginalized ways of knowing, and explores how the World Bank, and processes under the Convention to Combat Desertification, and the Convention on Biological Diversity are attempting to incorporate “other” knowledges and knowledge holders. The study argues that long-standing assumptions and practices of multilateral policy-making are often at odds with the new perspectives for which these knowledges presumably provide a vehicle. On the one hand, policy-making bodies cite “other” knowledges as alternatives to technocratic problem-solving methods of earlier decades because they are unique and situated, holistic and processual. On the other hand, international institutions are attempting to systematize “other” knowledges in ways that seem poised to render them standardized and universal, compartmental, and instrumental.
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Barnett, Heather. "Being Other Than We Are..." Public 31, no. 59 (June 1, 2019): 158–69. http://dx.doi.org/10.1386/public.31.59.158_1.
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For a number of years, artist Heather Barnett has challenged groups of people to test their capacity for collective action against that of a single celled organism. The experiment, Being Slime Mould, invites a group of humans to operate as a superorganism, taskedwith some fundamental ontological rules of a nonhuman intelligent life form through playful participation.Being (or becoming) slime mould is of course an impossibility; we can no more become slime mould than we can become badger or bat. The point of the exercise, therefore, is in the trying: the endeavour to put aside human ego and individualism in order to shift perception towards other ways of sensing, knowing and being. Drawing on Barnett’s own artistic practice, and from the fields of ecology, philosophy and speculative design, this paper investigates the motivations and methods of humans to engage philosophically and experientially with the sensory subjectivities of ontological others.
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Bahls, Patrick. "The Impact of Incorporating Indigenous and Other Nontraditional Ways of Mathematical Knowing into a University-Level Geometry Course." InSight: A Journal of Scholarly Teaching 17 (July 1, 2022): 15–27. http://dx.doi.org/10.46504/17202201ba.
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During the Fall 2021 semester, the author taught a university-level geometry course into which they incorporated texts and discussions on mathematics and mathematical epistemology from outside of the “Western” tradition typically centered in college math curricula. Analysis of student survey responses and students’ reflections on their work offer some evidence that even minimal engagement with these nontraditional perspectives, facilitated intentionally, led to increases in students’ appreciation of other epistemic traditions. Though the smallness of the sample size prohibits drawing broader conclusions, the significance of some findings suggests a critical need for further study of these pedagogical practices.
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Stanley, Liz. "It has Always Known, and we have Always been ‘other’: Knowing Capitalism and the ‘Coming Crisis’ of Sociology Confront the Concentration System and Mass-Observation." Sociological Review 56, no. 4 (November 2008): 535–51. http://dx.doi.org/10.1111/j.1467-954x.2008.00804.x.
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It has been suggested that the contemporary form of capitalism – knowing capitalism – is distinctively different from its earlier incarnations by being ‘knowing’ in unprecedented ways; and that there is a ‘coming crisis of empirical sociology’, because related technological developments are producing a leading-edge research infrastructure located firmly within knowing capitalism, rather than in academic social science. These arguments are counter-posed here through two case studies. Thinking over the longer run via these suggests that ‘it has always known’ and sociologists ‘have always been “other” ‘, and that the current situation is not as new as is claimed. The first case study concerns the reverberations of the South African War (1899–1902) and particularly the ‘concentration system’ and its knowledge-based and generating classification, measurement and disposition of groups of people. The second case study concerns the post-World War Two impact of wartime changes in the configuration of research and knowledge on Mass-Observation, a radical social science research organization on the borders and ‘other’ to institutionalised sociology.
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BrÅten, Ivar, Helge I. StrØmsØ, and Marit S. Samuelstuen. "The Relationship between Internet-Specific Epistemological Beliefs and Learning within Internet Technologies." Journal of Educational Computing Research 33, no. 2 (September 2005): 141–71. http://dx.doi.org/10.2190/e763-x0ln-6nmf-cb86.
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In a sample of 157 Norwegian political science undergraduates, two dimensions of epistemological beliefs concerning Internet-based knowledge and knowing were identified through factor analysis. The first dimension, general Internet epistemology, ranged from the integrated view that the Internet is an essential source of true, specific facts to doubt about the Internet as a good source of true, factual knowledge. The other dimension, justification for knowing, ranged from the view that Internet-based knowledge claims can be accepted without critical evaluation to the view that knowledge claims encountered on the Internet should be checked against other sources, reason, and prior knowledge. Further, it was found that students' personal epistemology concerning Internet-based knowledge and knowing predicted their self-reports of Internet-search and -communication activities in better and more consistent ways than did Internet self-efficacy beliefs.
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McLaren, Mary-Rose. "Searching and searching again – finding meaning through arts-based research." Qualitative Research Journal 14, no. 3 (November 4, 2014): 307–17. http://dx.doi.org/10.1108/qrj-09-2013-0054.
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Purpose – The purpose of this paper is to explore the interrelation of form and meaning in arts-based research and in academic writing. Design/methodology/approach – It draws on two arts-based projects: one a study of Shakespeare undertaken with undergraduate students; the other a play written to convey a young boy's experiences of Second world War in an Australian country town. Both projects were arts-based research, aimed at extending knowledge of individual experiences, and the ways in which individuals bring knowledge and interpretation to their worlds. Findings – It is hoped by examining the experiences of individuals the authors also learn about collective experiences and ways of building and communicating understanding. The paper proposes that intuitive ways of knowing are of equal value to other ways of knowing, and the Arts provide a space where intuition can be valued and explored. Originality/value – The paper is also an experiment in form, seeking to find forms which reflect the nature of the research. Consequently it is constructed primarily from a piece of iambic pentameter, a play script and a sonnet. These three forms are used, in conjunction, to reflect upon and explore the nature of arts-based research for individuals and collectively.
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Dillon, Stephen. "“I Must Become a Menace to My Enemies”." GLQ: A Journal of Lesbian and Gay Studies 28, no. 2 (April 1, 2022): 185–205. http://dx.doi.org/10.1215/10642684-9608119.
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Abstract In this essay, the author examines June Jordan's poetic invocations of violence in order to consider their implications for future abolitionist thought. Jordan uses violence in her poetry to envision ways of feeling and being that make the present impossible and unimaginable and thus make possible new ways of knowing. If antiblack, heteropatriarchial violence makes certain forms of thought impossible, then Jordan smashes “a hammer to his head” to open up other ways of knowing the present, past, and future. As she struggles to name the unspeakable violence of patriarchy, white supremacy, imperialism, war, antiblackness, apartheid, and racial capitalism—to reckon with their crushing and pervasive presence throughout the banality of her life and all life—she also imagines a new, unknowable world made possible by black feminist vengeance. The author argues that this turn to violence in Jordan's thinking indexes a black feminist methodology for breaking open alternative forms of thought that exceed the present in all its repetitious, circuitous, and novel forms of capture.
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Wahbeh, Helané, Nina Fry, Paolo Speirn, Lutvija Hrnjic, Emma Ancel, and Erica Niebauer. "Qualitative analysis of first-person accounts of noetic experiences." F1000Research 10 (June 25, 2021): 497. http://dx.doi.org/10.12688/f1000research.52957.1.
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The term “noetic” comes from the Greek word noēsis/noētikos that means inner wisdom, direct knowing, intuition, or implicit understanding. Strong cultural taboos exist about sharing these experiences. Thus, many may not feel comfortable transparently discussing or researching these topics, despite growing evidence that these experiences may be real. The study’s objective was to qualitatively evaluate first-hand accounts of noetic experiences. 521 English-speaking adults from around the world completed an online survey that collected demographic data and four open-ended questions about noetic experiences. Thematic analysis was used to characterize the data. The ten most used codes were expressing to or sharing with others, impacting decision-making, intuition/”just knowing,” meditation/hypnosis, inner visions, setting intentions/getting into the “state,” healing others, writing for self, and inner voice. There were five main themes identified: 1. Ways of Engagement; 2. Ways of Knowing; 3. Types of Information; 4. Ways of Affecting; and 5. Ways of Expressing. Subthemes. Future research will include investigating the nuances of these themes and also establishing standardized methods for evaluating them. This would also then inform curricula and therapies to support people in these experiences.
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Wahbeh, Helané, Nina Fry, Paolo Speirn, Lutvija Hrnjic, Emma Ancel, and Erica Niebauer. "Qualitative analysis of first-person accounts of noetic experiences." F1000Research 10 (August 23, 2021): 497. http://dx.doi.org/10.12688/f1000research.52957.2.
Full textAbstract:
The term “noetic” comes from the Greek word noēsis/noētikos that means inner wisdom, direct knowing, intuition, or implicit understanding. Strong cultural taboos exist about sharing these experiences. Thus, many may not feel comfortable transparently discussing or researching these topics, despite growing evidence that these experiences may be real. The study’s objective was to qualitatively evaluate first-hand accounts of noetic experiences. 521 English-speaking adults from around the world completed an online survey that collected demographic data and four open-ended questions about noetic experiences. Thematic analysis was used to characterize the data. The ten most used codes were expressing to or sharing with others, impacting decision-making, intuition/”just knowing,” meditation/hypnosis, inner visions, setting intentions/getting into the “state,” healing others, writing for self, and inner voice. There were five main themes identified: 1. Ways of Engagement; 2. Ways of Knowing; 3. Types of Information; 4. Ways of Affecting; and 5. Ways of Expressing. Subthemes. Future research will include investigating the nuances of these themes and also establishing standardized methods for evaluating them. This would also then inform curricula and therapies to support people in these experiences.
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Wahbeh, Helané, Nina Fry, Paolo Speirn, Lutvija Hrnjic, Emma Ancel, and Erica Niebauer. "Qualitative analysis of first-person accounts of noetic experiences." F1000Research 10 (March 11, 2022): 497. http://dx.doi.org/10.12688/f1000research.52957.3.
Full textAbstract:
The term “noetic” comes from the Greek word noēsis/noētikos that means inner wisdom, direct knowing, intuition, or implicit understanding. Strong cultural taboos exist about sharing these experiences. Thus, many may not feel comfortable transparently discussing or researching these topics, despite growing evidence that these experiences may be real. The study’s objective was to qualitatively evaluate first-hand accounts of noetic experiences. 521 English-speaking adults from around the world completed an online survey that collected demographic data and four open-ended questions about noetic experiences. Thematic analysis was used to characterize the data. The ten most used codes were expressing to or sharing with others, impacting decision-making, intuition/”just knowing,” meditation/hypnosis, inner visions, setting intentions/getting into the “state,” healing others, writing for self, and inner voice. There were five main themes identified: 1. Ways of Engagement; 2. Ways of Knowing; 3. Types of Information; 4. Ways of Affecting; and 5. Ways of Expressing. Subthemes. Future research will include investigating the nuances of these themes and also establishing standardized methods for evaluating them. This would also then inform curricula and therapies to support people in these experiences.
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Sunderland, Naomi, Parlo Singh, Letitia Del Fabbro, and Elizabeth Kendall. "Spaces of knowing: an Australian case study of capacity building across boundaries in a health promotion learning network." Global Health Promotion 25, no. 2 (July 27, 2016): 47–55. http://dx.doi.org/10.1177/1757975916656363.
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This article explores the potential for health promotion capacity building across boundaries in a place-based health promotion learning network generated as part of a recent Australian Research Council-funded project in Queensland, Australia. We emphasise in particular the potential of creating new ‘at the boundary’ spaces of knowing that encourage and enable health promotion workers to work in interdisciplinary and intersectoral ways. The article discusses the way that diverse health promotion workers from different disciplines and government and non-government organisations came together to learn ‘how to do’ in new or re-invigorated ways. For many network participants, this cross-boundary space of knowing and capacity building provided a welcome respite from their daily contexts of practice which may be limited by institutional, disciplinary or other boundaries.
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Thomas, Christopher H., and Robert R. Hirschfeld. "Knowing is half the battle." Leadership & Organization Development Journal 36, no. 5 (July 6, 2015): 512–26. http://dx.doi.org/10.1108/lodj-09-2013-0125.
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Purpose – The purpose of this paper is to explore the idea that action makes knowledge more consequential for being deemed an emergent leader among peers. The authors hypothesized that mastery of teamwork knowledge has a stronger relationship with advancement potential when combined with a strong propensity to work toward collective success (i.e. greater action). Design/methodology/approach – The authors tested the hypothesized interaction with moderated path analysis of data from two field studies on team-based trainees in a military leadership-development program. Findings – The findings suggest that to be deemed an exceptional leader among one’s peers, an individual must have both relevant expertise and a propensity to use that expertise to the benefit of others. Either of these attributes matters more when combined with a great deal of the other, such that they are interdependent rather than independent. Practical implications – Informed by the findings, the authors discuss several ways for organizations to build a sufficient internal supply of future leaders. Such interventions include personal coaching and mentoring as means of developing possible candidates, for higher level leadership roles, who are deficient in one or both of the focal attributes (i.e. knowledge and action). Originality/value – The authors propose the role of action in relation to knowledge as one of augmentation rather than compensation. This represents a unique theoretical specification, in that few models have specified interactions among individual-level factors in explaining leader emergence. The finding that action is pivotal in shaping the extent to which knowledge is conducive to establishing oneself as a candidate for higher level roles of organizational leadership represents a unique empirical contribution to the leadership development literature.
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Dei, George J. Sefa. "Indigenous Knowledge Studies and the Next Generation: Pedagogical Possibilites for Anti-Colonial Education." Australian Journal of Indigenous Education 37, S1 (2008): 5–13. http://dx.doi.org/10.1375/s1326011100000326.
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AbstractThis paper raises issues pertaining to our collective responsibilities in nurturing the next generation of Indigenous scholars. It highlights aspects of current theorising of Indigenity, namely, the search for “epistemological equity” through reclamation of identity, knowledge and politics of embodiment; and discusses how knowledge about our own existence, realities and identities can help produce a form of knowing legitimate in its own right and able to contest other ways of knowing. The paper concludes with what I see as some of the pedagogical possibilities of anti-colonial education using the Indigenous framework.
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Pu, Xiumei. "Turning Weapons into Flowers." Worldviews 20, no. 1 (2016): 30–47. http://dx.doi.org/10.1163/15685357-02001004.
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This essay explores the synergies between ecowomanism and Bön, a spiritual tradition that is indigenous to Tibet. It develops the concept of “ecospirituality,” a nature-inspired spiritual way of knowing and living, arguing that ecowomanism and Bön gravitate toward each other for their shared ecospiritual sensibility. This sensibility has the potential to generate and sustain possibilities for social and environment wellbeing. An examination of the ecospiritual synergies between ecowomanism and Bön can inspire new ways of knowing and help create constructive methods of making positive changes at individual, social, and environmental levels.
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Silova, Iveta. "Anticipating Other Worlds, Animating Our Selves: An Invitation to Comparative Education." ECNU Review of Education 3, no. 1 (March 2020): 138–59. http://dx.doi.org/10.1177/2096531120904246.
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Purpose: This article aims to reimagine education—and our selves—within the context of multiple, more-than-human worlds where everything and everyone are interrelated. Design/Approach/Methods: The aim is achieved by pursuing two speculative thought experiments to connect and bring into conversation seemingly unrelated knowledge systems across space and time—European “paganism” and 13th-century Japanese Buddhism, as well as excerpts from indigenous, ecofeminist, and decolonial scholarship. These thought experiments are conducted through a series of “and if” questions around education and schooling. Findings: The article proposes to radically reimagine education in two ways. First, it invites readers to reconfigure education as a “connective tissue” between different worlds, bringing together rather than hierarchizing them. Second, it proposes to reframe education as an opportunity to learn how to anticipate and animate our ongoing entanglement with more-than-human worlds. Originality/Value: Using the concept of “metamorphosis” as an antidote to Western metaphysics, the article re-situates education within a wider set of possibilities in relation to the taken-for-granted ways of knowing and being, as well as the notions of space and time.
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Al Badri, Hakiki Rikza Irnaini. "القلق اللغوي في تعلم مهارة الكلام لدى الطالبات الجديدات بمعهد الكوثر العصري الإسلامي بانيووانجي." Maharaat Lughawiyyat: Jurnal Pendidikan Bahasa Arab 1, no. 2 (June 28, 2022): 64–79. http://dx.doi.org/10.18860/jpba.v1i2.1732.
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Arabic language learning as a foreign language in Indonesia has big appeal, especially the language learning. However the succeed in learning arabic at educational institutions of course it can’t be separated from problematics. One of the problem is the problem that occur at Al-Kautsar Modern Boarding School Banyuwangi. The language anxiety in learning speaking skills of Arabic happened there. This article aims to (1) Knowing the level of language anxiety in speaking skills learning, (2) Knowing the forms of language anxiety in speaking skills learning, (3) Knowing how to overcome language anxiety in speaking skills learning overcome. This research is a type of mixed method using research design (sequential mixed methods). The data collection technique used in this study is a questionnaire that refers to the HARS anxiety scale, interviews, and observations. For data analysis techniques used by researchers, namely descriptive analysis techniques for quantitative data and triangulation analysis techniques for qualitative data. After the data Analysed, can be concluded that from 25 new student, there is 52% new student who is feels anxiety at medium level and 48% other feels anxiety at low level. And from 25 new student who fill the qustionnaire, there are 12 kinds of anxiety experienced by new student while learning speaking skills of arabic. Besides that the result of qustionnaire there are two ways how to overcome the anxiety of linguistic : the external ways which is given by a teacher and internal ways comes from the new students. This External ways is related to the situational factor during learning and the Internal ways is related to psychologycal, like self perception, self conception and confidence.
Keywords: Language Anxiety ; Speaking Skill ; New Students
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Topinka, Robert J. "Foucault, Borges, Heterotopia: Producing Knowledge in Other Spaces." Foucault Studies, no. 9 (September 1, 2010): 54. http://dx.doi.org/10.22439/fs.v0i9.3059.
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Arguably the most famous heterotopia that appears in Foucault’s work is the Chinese encyclopedia, which originates in the fiction of Jorge Luis Borges. Drawing on this citation of Borges, this article examines Foucault’s notion of the heterotopia as it relates to order and knowledge production. Frequently, heterotopias are understood as sites of resistance. This article argues that shifting the focus from resistance to order and knowledge production reveals how heterotopias make the spatiality of order legible. By juxtaposing and combining many spaces in one site, heterotopias problematize received knowledge by destabilizing the ground on which knowledge is built. Yet heterotopias always remain connected to the dominant order; thus as heterotopias clash with dominant orders, they simultaneously produce new ways of knowing. This article first explores the tensions between Foucault’s two definitions of heterotopias before connecting these definitions to Foucault’s distinctly spatial understanding of knowledge as emerging from a clash of forces. Finally, the paper ends by returning to the relationship between Foucault, Borges, and heterotopias.
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Dennis, Fay. "Making Problems: The Inventive Potential of the Arts for Alcohol and Other Drug Research." Contemporary Drug Problems 46, no. 2 (April 28, 2019): 127–38. http://dx.doi.org/10.1177/0091450919845146.
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The arts and arts-based methods are rarely visible in critical studies of alcohol and other drugs. This article explores the potential role of the arts for allowing research on alcohol and other drug problems to develop in more collaborative (with participants, broadly conceived) and thus more generative ways. Following turns in the field toward the performativity of alcohol and other drug realities, this article instead asks: What happens if we take the “experimentality of social life” as our starting point for research rather than our object? That is to say, how can we work with our already inventive alcohol and other drug worlds to know and intervene with them in closer, more intimate ways? Through ethnographic engagement with a community theater group for people who identify as having experiences of dependency or addiction, the article looks at how they “set up” and “stage” the problem they seek to research and enact through embodied, sensorial, and relational modes of knowing that are created speculatively together and with the audience and environment. As we now accept that our methods in critical drug studies are entwined with the realities they make, this article intends to awaken our methodological imagination and attentiveness to the arts as the discipline that has always made things to know things in order to enable problems to not only be known in new ways but to emerge in new ways.
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Hochhaus, Larry, and Jolene Scully Gordon. "Knowing That You Know: An Essay on Mechanistic Metaknowledge." Perceptual and Motor Skills 73, no. 1 (August 1991): 339–48. http://dx.doi.org/10.2466/pms.1991.73.1.339.
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Humans are adept at providing accurate statements of confidence in their perceptual identification and recall memory responses. In spite of this, mechanical pattern-recognition systems and other artificial intelligence devices seldom express response certainty. The purpose of this paper is to show how useful confidence ratings can be in integrating the results of a variety of pattern-recognition systems to produce a single, optimal decision concerning the target to be recognized. We outline several ways neural network pattern-recognition systems could be modified to issue confidence ratings with each classification response. In sketching a mechanical system of confidence ratings we find we have also provided a preliminary framework for understanding human confidence judgments and human metacognition.