Relevant bibliographies by topics / Praxis

Contents

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

Academic literature on the topic 'Praxis'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Praxis"

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Čakardić, Ankica. "The Praxis School and Feminism." Tragovi 6, no. 2 (December 20, 2023): 102–38. http://dx.doi.org/10.52328/t.6.2.4.

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U ovom radu nećemo detaljnije diskutirati o klasičnim praxis temama, već ćemo (1) nakon uvodne skice o praxis orijentaciji, u prvom redu zagrebačkoj školi, (2) pokušati interpretativno-analitički repertoar praxis filozofije dopuniti feminističkim čitanjem ove svjetski poznate intelektualne tradicije. Polazimo od statusa autorica u Praxisu, bilo da je riječ o njihovoj brojčanoj zastupljenosti, njihovim konkretnim teorijskim preokupacijama te rodnoj podjeli rada u uredničkim redovima Časopisa. Pokušat ćemo dati odgovor na neuralgično pitanje zašto je u Praxisu u deset godina njegova postojanja radove objavio vrlo mali broj autorica, ali (3) istovremeno dekonstruirati i analitički iscijediti rijetkopostojeće eseje iz časopisa koji su bliski filozofsko-rodnoj problematici. U tako postavljenom epistemološkom registru (4) ukratko ćemo predstaviti i jedinstvenu marksističko-feminističku filozofiju praksisovke Blaženke Despot, čiji se rad u kontekstu filozofijsko-rodne problematike nažalost neće naći na stranicama Praxisa, već u nekim drugim publikacijama.
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Gaydos, Gerard R. "On Praxis and Praxics." Behavior Analyst 9, no. 2 (October 1986): 229–30. http://dx.doi.org/10.1007/bf03391955.

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Alvarez, Ann Rosegrant. "Enhancing Praxis Through PRACSIS." Journal of Teaching in Social Work 21, no. 1-2 (April 25, 2001): 195–220. http://dx.doi.org/10.1300/j067v21n01_12.

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Schuhen, Katrin. "Praxis, Praxis, Praxis – das ist wwt." wwt Wasserwirtschaft Wassertechnik 70, no. 7-8 (2021): 81–82. http://dx.doi.org/10.51202/1438-5716-2021-7-8-081.

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Davis, Duane H. "The Art of Revolutionary Praxis." Sartre Studies International 27, no. 1 (June 1, 2021): 76–98. http://dx.doi.org/10.3167/ssi.2021.270105.

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Merleau-Ponty, in Humanism and Terror (1947), addresses the spectrum of problems related to revolutionary action. His essay, Eye and Mind (1960), is best known as a contribution to aesthetics. A common structure exists in these apparently disparate works. We must reject the illusion of subjective clairvoyance as a standard of revolutionary praxis; but also we must reject any idealised light of reason that illuminates all—that promises a history without shadows. The revolutionary nature of an act must be established as such through praxis. The creative praxes of the political revolutionary or the revolutionary artist are recognised ex post facto; yet each involves the creation of its own new aesthetic wherein the value of that praxis is to be understood spontaneously and all at once.
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Shoffner, Melanie. "(Re)Active Praxis: Intentional Praxis." English Education 53, no. 2 (January 1, 2021): 158–70. http://dx.doi.org/10.58680/ee202131090.

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Multiple ELA teacher educators share assignments created for their ELA methods courses that intentionally connect to the development of critical, agentic, active, ethical, reflective, and socially just ELA teachers, a specific objective of methods coursework addressed in the ELATE position statement Beliefs about Methods Courses and Field Experiences in English Education.
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Pingen-Rainer, Gisela, Daniel Steiger, Claudia Guggemos, and Ulrike Gentner. "Praxis." Erwachsenenbildung 67, no. 1 (February 10, 2021): 34–40. http://dx.doi.org/10.13109/erbi.2021.67.1.34.

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Klein, Simone, Alexandra Jürgens-Schaefer, Wiebke Curdt, and Stefan Ramoser. "Praxis." Erwachsenenbildung 68, no. 2 (June 15, 2022): 82–89. http://dx.doi.org/10.13109/erbi.2022.68.2.82.

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Badmann, Anne, Annette Berger, Susanne Brandes, Florian Steger, and Carolin Goydke. "Praxis." Erwachsenenbildung 67, no. 4 (November 3, 2021): 178–84. http://dx.doi.org/10.13109/erbi.2021.67.4.178.

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Sommer, Michael, Annarina Kemnitz, and Simone Horstmann. "Praxis." Erwachsenenbildung 67, no. 3 (August 19, 2021): 134–37. http://dx.doi.org/10.13109/erbi.2021.67.3.134.

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Dissertations / Theses on the topic "Praxis"

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Lehn, Theres. "Asketische Praxis." Diss., Ludwig-Maximilians-Universität München, 2012. http://nbn-resolving.de/urn:nbn:de:bvb:19-178877.

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Um sich selbst und sein Leben zu gestalten, bedarf es der Askese im antiken Sinne des Wortes - die Übung, mit deren Hilfe der Mensch sich und sein eigenes Leben gestaltet. Der in der ethischen Debatte weithin vernachlässigte ethisch-philosophische Grundbegriff der Askese, oder der selbstpraktischen Einübung von Handlungs- und Verhaltensweisen, wird in der vorliegenden Arbeit ins Auge gefaßt. Anhand zweier Philosophien wie sie unterschiedlicher kaum sein könnten, wird der Begriff und die Praxis der Askese systematisch untersucht und zur Darstellung gebracht. Die beiden herangezogenen Philosophien sind die praktische Philosophie des Aristoteles in den Ethiken und der Politik, sowie Michel Foucaults Vorlesungen, die er am Collège de France seit 1972 gehalten hat, unter Hinzuziehung einiger seiner Schriften, in denen Askese und Selbstgestaltung des »sujet moral« eine zentrale Rolle spielen. Einleitend werden Begriff, hauptsächliche Spielarten und Bestandteile der Askese eingeführt und unterschieden. Es geht um die Askese der auf sich selbst achtenden Zuwendung des Subjekts zur Welt und um Ausbildung einer Möglichkeit, sein Leben selbst in die Hand zu nehmen und zu gestalten - im Unterschied zum gängigen Bild der Askese als Verneinung, Enthaltung und Abkehr. Dabei werden sowohl bei Aristoteles als auch Foucault fünf Thesen über Askese erarbeitet und festgehalten: (1) Askese ist nicht lustverneinend, sondern als ein Weg zur Freude und Lust an der persönlichen Lebensführung zu verstehen. (2) Dennoch ist Askese kein Selbstzweck, sondern immer Mittel zum Zweck, da sie nur eine Wegbreitung zu adoptierten Zielen und Gütern zu befestigen vermag, aber diese nicht ersetzt. (3) Askese ist keine Technik, wofür sie oft gehalten wird, sondern wesentlich Praxis, denn sie hat es mit Übungen zu tun, die durch ihre Wirkung auf den Übenden selbst gekennzeichnet sind. (4) Auch wird der Asket bei beiden Philosophen in der Gemeinschaft verortet. Wer sich asketisch formt, bedarf der anderen: zur Verständigung über das Gute, um am anderen tätig zu werden sowie als Spiegel seiner selbst. Denn beiden Denkern ist gemein, daß es keinen epistemologischen Zugang zur praktischen Wahrheit gibt, der einmal erkannt und verstanden, wahrhaft gutes Handeln garantieren könne. (5) Entsprechend ist keine Askese möglich ohne fortwährend reflektierte, begleitende Selbstbeobachtung und -korrektur und verlangt steuernde Aufmerksamkeit und klare Vernunft. Deshalb hat sie sowohl bei Aristoteles als auch bei Foucault mit Freiheit zu tun und erhöht, wenn sie gelingt, entscheidend das Freiheitsmoment persönlichen Handelns. Asketisch gestaltet sich der Mensch als Urheber seiner Handlungs- und Seinsweise, seiner Lebensweise.
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Eras, Lígia Wilhelms. "O trabalho docente e a discursividade da autopercepção dos professores de sociologia e filosofia no ensino médio em Toledo/Pr : entre angústias e expectativas." reponame:Repositório Institucional da UFSC, 2006. http://hdl.handle.net/praxis/145.

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Toledo - PR
UNIOESTE
BDTD – Biblioteca Digital Brasileira de Teses e Dissertções
Dr. Wander Amaral Camargo.
Programa de Mestrado em Letras
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Hamed, Marcelo Iucef. "A escola em seu duplo – a aquisição das ferramentas do teatro pela educação para a construção de uma escola democrática." reponame:Repositório Institucional da UFSC, 2006. http://hdl.handle.net/praxis/182.

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Submitted by Eduardo Perondi (eduperondi@gmail.com) on 2009-08-17T19:17:27Z No. of bitstreams: 1 Teatro como ferramenta para ensinar.pdf: 1099322 bytes, checksum: db4938327e0746aa26b4877aaf0e0a6a (MD5)
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São Paulo - SP
USP
Censitec – Centro integrado de ensino e estudos contemporâneos
Dra Cecília Hanna Mate
Mestrado em Educação
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Caju, Andreia Vania Ferreira. "Análise da disciplina de Sociologia na educação profissional: reflexões a partir de um estudo de caso." reponame:Repositório Institucional da UFSC, 2005. http://hdl.handle.net/praxis/252.

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Submitted by Eduardo Perondi (eduperondi@gmail.com) on 2009-08-25T18:06:04Z No. of bitstreams: 1 CAJU.pdf: 973249 bytes, checksum: 9b532e6f7c91e3beff9cdb83b5cf5cac (MD5)
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Seropédica, RJ
UFRRJ
Portal do Laboratório de Ensino de Sociologia Florestan Fernandes - UFRJ
Profa. Leonilde Servolo de Medeiros
Mestrado em Ciências da Educação
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Meucci, Simone. "A institucionalização da Sociologia no Brasil: os primeiros manuais e cursos." reponame:Repositório Institucional da UFSC, 2000. http://hdl.handle.net/praxis/254.

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Campinas - SP
UNICAMP
Portal do Laboratório de Ensino de Sociologia Florestan Fernandes - UFRJ
Prof. Dr. Octávio Ianni.
Mestrado em Sociologia
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Sarandy, Flávio Marcos Silva. "A sociologia volta à escola: um estudo dos manuais de sociologia para o ensino médio no Brasil." reponame:Repositório Institucional da UFSC, 2004. http://hdl.handle.net/praxis/255.

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Rio de Janeiro - RJ
UFRJ
Portal do Laboratório de Ensino de Sociologia Florestan Fernandes - UFRJ
Profa. Dra. Gláucia Kruse Villas Bôas
Mestrado em Sociologia
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Hadfield, Janine. "Gadamer and praxis : towards a dialogic praxis in nursing curriculum." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/41350.

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This study explores the meaning of praxis in nursing programs at Kwantlen Polytechnic University. My inquiry arose from teaching praxis seminars, where I discovered that there was little consistency in its meaning by consulting colleagues, by researching university archives, and by reviewing the nursing literature. Through a philosophical exploration, however, I learned that praxis involves making moral decisions about how to act well in the world, making praxis a key concern for nursing educators in their efforts to foster such conduct. Praxis, so understood, involves embracing the particulars of the situation and their relationship to universals. My confusion about praxis was, in part, explained by the 2400-year history of the concept. Socrates, Plato and Aristotle were all concerned with ethical action and the relationship between knowledge and experience (the general and particular), but each with a different emphasis. Plato emphasized the acquisition of certain forms of knowledge in helping people to act well; Aristotle claimed that ethical conduct (understood as praxis) depends partly on experience in the world. Over the centuries either Plato or Aristotle’s formulation has been preferred at different times. I have relied largely on the work of the neo-Aristotelian Hans-Georg Gadamer who develops a philosophical hermeneutics circle for praxis, especially the idea of how the general, shaped by our history and traditions, can be dialectically connected to the particular, that is, our experiences, by dialogue. I have critically analyzed dialogues from my practice using the concepts and conditions of understanding proposed by Gadamer. Gadamer provides important resources that can assist nursing educators and nurses in understanding nursing practice as moral action. A Gadamerian approach encourages nurse educators to be alert to the differences in our students and their prior experience and knowledge as they approach interpretive encounters. It requires operating in the space between the particular and the general through dialogue. We can create this space and the curiosity to address moral issues that nurses confront in their practice of praxis by asking questions that support students’ understanding, motivations and prejudices, and by being humble about our conclusions.
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Schulz, Christina, and Christiane Einmahl. "Praxis statt grauer Theorie: Das Projekt »Orientierungsplattform Forschung & Praxis«." TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A74314.

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Die demografische Entwicklung in Deutschland ist von einem anhaltenden Bevölkerungsrückgang gekennzeichnet. Zugleich verschiebt sich die Alterspyramide und das Durchschnittsalter steigt. Diese Grundtendenzen sind unter dem Aspekt des Erhalts bzw. einer Steigerung der wirtschaftlich-technologischen Leistungsfähigkeit Deutschlands im Allgemeinen und Sachsens im Besonderen kritisch zu bewerten. Qualifizierte, jüngere Bevölkerungsgruppen spielen für Forschung, Innovation sowie Wissens- und Technologietransfer eine Schlüsselrolle (Sode & Tolciu, 2011, S. 6).[...] Insbesondere in den Ingenieurwissenschaften zeichnet sich ein zunehmender Nachwuchsbedarf ab (Hetze, 2011, S. 4). Verschärft wird diese Situation durch die in diesen Fachrichtungen zumeist überdurchschnittlich hohen Abbruchquoten (Gensch & Kliegl, 2011, S. 7). Demzufolge muss die Zahl an Studierenden und damit späteren wissenschaftlich ausgebildeten Arbeitskräften in Deutschland vergrößert werden. [Aus der Einleitung]
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Uhden, Pit. "Musik als Praxis." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-180925.

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Der Beitrag klärt die Verwendung und Bedeutung des Begriffs der Praxis in der musikdidaktischen Literatur. Zunächst werden hierfür die Praxisbegriffe der deutschsprachigen Autoren H. J. Kaiser, J. Vogt, Ch. Wallbaum und Ch. Rolle sowie der englischsprachigen Autoren Th. A. Regelski, D. J. Elliott und Ch. Small anhand relevanter Primärliteratur herausgearbeitet und dargestellt. In einem zweiten Schritt werden die Theorien und Modelle jeweils auf ihre didaktischen Implikationen hin untersucht und ihre Eignung für die Umsetzung im Hinblick auf eine reale Lehr-Lern-Situation eingeschätzt. Schließlich werden die Praxisbegriffe der sieben behandelten Autoren in Relation zueinander gebracht, Gemeinsamkeiten und Unterschiede aufgezeigt. Entsprechungen bezüglich des Verständnisses von Praxis werden konstatiert insbesondere zwischen Regelski, Kaiser und Vogt einerseits, sowie zwischen Small, Elliott, Wallbaum und Rolle andererseits. Erstere rekurrieren auf aristotelische Begrifflichkeiten und fokussieren den ethischen Aspekt einer praxis, das „richtige“ Handeln bzw. „gute“ Leben; Letztere stellen die durch musikalische Praxis mögliche (positive) Erfahrung des „flow“ (Elliott), des Ästhetischen (Rolle; Wallbaum) bzw. idealer Beziehungen (Small) in den Mittelpunkt ihrer Betrachtungen
This work discusses the use and meaning of “praxis” (practice) as a technical term in music education literature. Relevant texts of the German-speaking authors H. J. Kaiser, J. Vogt, Ch. Wallbaum, and Ch. Rolle as well as of the English-speaking authors Th. A. Regelski, D. J. Elliott, and Ch. Small are analyzed and compared in terms of the authors’ understanding of “praxis”. Similarities are identified among (1) the work of Regelski, Kaiser, and Vogt and among (2) the work of Small, Elliott, Wallbaum, and Rolle. While the former group of authors refers to Aristotelian concepts and focuses on the ethical aspect of praxis, the latter group reflects the (positive) experience of “flow” (Elliott), the experience of the aesthetic (Rolle, Wallbaum), or the experience of ideal relationships (Small) – each possible through musical practice (or rather “praxis”)
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Garnjobat, Gordon. "Praxis and History." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539625427.

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Books on the topic "Praxis"

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Højholt, Per. Praxis. [København]: Det Schønbergske Forlag, 1988.

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Sevastikoglou, Giōrgos. Praxis. Athēna: Ekdoseis Kastaniōtē, 1992.

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Weldon, Fay. Praxis. Sevenoaks: Sceptre, 1993.

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Kaplan Test Prep and Admissions, ed. Praxis. 2nd ed. New York: Kaplan Pub., 2006.

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Weldon, Fay. Praxis. (Sevenoaks): Coronet, 1985.

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Axmacher, Elke. Praxis Evangeliorum. Göttingen: Vandenhoeck & Ruprecht, 1989. http://dx.doi.org/10.13109/9783666551505.

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von Schlippe, Arist, Maria Borcsa, Jan Olthof, and Peter Jakob, eds. Narrative Praxis. Göttingen: Vandenhoeck & Ruprecht, 2022. http://dx.doi.org/10.13109/9783666407932.

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List, Werner F., and Peter M. Osswald, eds. Intensivmedizinische Praxis. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77498-0.

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Müller, M. J. Ernährungsmedizinische Praxis. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-38231-7.

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Geuter, Ulfried. Praxis Körperpsychotherapie. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-56596-4.

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Book chapters on the topic "Praxis"

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Saalmann, Gernot. "Praxis (praxis)." In Bourdieu-Handbuch, 199–203. Stuttgart: J.B. Metzler, 2014. http://dx.doi.org/10.1007/978-3-476-01379-8_43.

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Beiler, Frank. "Politische Praxis, kollaborative Praxis, kartografische Praxis." In Theorie Bilden, 159–68. Bielefeld, Germany: transcript Verlag, 2022. http://dx.doi.org/10.14361/9783839459867-019.

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Bauer, Dirk. "Praxis." In Telemarketing, 115–25. Wiesbaden: Vieweg+Teubner Verlag, 2000. http://dx.doi.org/10.1007/978-3-322-93869-5_5.

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Helm, E. B., J. L‘age-Stehr, C. Jacobowski, E. Baranowski, N. Stiller, K. Bröker, and B. Knupp. "Praxis." In AIDS und die Vorstadien, 49–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-662-05626-4_2.

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Mayo, Peter. "Praxis." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_100-1.

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Mayo, Peter. "Praxis." In Encyclopedia of Educational Philosophy and Theory, 1946–51. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_100.

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Fourier, Stefan. "Praxis." In Human Quality Management, 149–55. Wiesbaden: Gabler Verlag, 1994. http://dx.doi.org/10.1007/978-3-322-82680-0_11.

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Pierson, Eric E. "Praxis." In Encyclopedia of Clinical Neuropsychology, 1996–98. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1475.

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Milowiz, Walter. "Praxis." In Teufelskreis und Lebensweg — Systemisches Denken in der Sozialarbeit, 130–200. Vienna: Springer Vienna, 1998. http://dx.doi.org/10.1007/978-3-7091-9481-2_4.

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Petersen, Jürgen H. "Praxis." In Erzählsysteme, 95–153. Stuttgart: J.B. Metzler, 1993. http://dx.doi.org/10.1007/978-3-476-03464-9_4.

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Conference papers on the topic "Praxis"

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March, S., C. Stallmann, and E. Swart. "Die Familie ‚Gute Praxis‘ nun komplett? Gute Praxis Datenlinkage vorgelegt." In Das Soziale in Medizin und Gesellschaft – Aktuelle Megatrends fordern uns heraus 56. Jahrestagung der Deutschen Gesellschaft für Sozialmedizin und Prävention (DGSMP). Georg Thieme Verlag KG, 2021. http://dx.doi.org/10.1055/s-0041-1732234.

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March, S., C. Stallmann, and E. Swart. "Die Familie ‚Gute Praxis‘ nun komplett? Gute Praxis Datenlinkage vorgelegt." In Das Soziale in Medizin und Gesellschaft – Aktuelle Megatrends fordern uns heraus 56. Jahrestagung der Deutschen Gesellschaft für Sozialmedizin und Prävention (DGSMP). Georg Thieme Verlag KG, 2021. http://dx.doi.org/10.1055/s-0041-1732234.

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Buhs, B., A. Spura, F. De Bock, and S. Brockmann. "Austausch zwischen Wissenschaft und Praxis." In „Neue Ideen für mehr Gesundheit“. Georg Thieme Verlag KG, 2019. http://dx.doi.org/10.1055/s-0039-1694522.

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Seidl, H. "Geschlechterspezifische Gesundheitsversorgung – Theorie trifft Praxis." In Das Soziale in Medizin und Gesellschaft – Aktuelle Megatrends fordern uns heraus 56. Jahrestagung der Deutschen Gesellschaft für Sozialmedizin und Prävention (DGSMP). Georg Thieme Verlag KG, 2021. http://dx.doi.org/10.1055/s-0041-1732248.

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Seidl, H. "Geschlechterspezifische Gesundheitsversorgung – Theorie trifft Praxis." In Das Soziale in Medizin und Gesellschaft – Aktuelle Megatrends fordern uns heraus 56. Jahrestagung der Deutschen Gesellschaft für Sozialmedizin und Prävention (DGSMP). Georg Thieme Verlag KG, 2021. http://dx.doi.org/10.1055/s-0041-1732248.

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Jan, W. "Praxis und Entwicklungsbedarfe niedersächsischer Suchtprävention." In Deutscher Suchtkongress 2019. Georg Thieme Verlag KG, 2019. http://dx.doi.org/10.1055/s-0039-1696247.

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Brown, Zachary. "Pessimistic Policy: Ethics and Praxis." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583432.

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Smith, Jennifer. "The Unsiloing. Design Theory + Praxis." In 2022 AIA/ACSA Intersections Research Conference. ACSA Press, 2022. http://dx.doi.org/10.35483/acsa.aia.inter.22.11.

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While design education and practice are increasingly specialized, even hyperspecialized1, synchronous with technological advancements and robust building systems, contemporary wicked problems of climate change, social inequities, and land use development practices require additional designers who work between disciplines to develop emergent fields of study. Interdisciplinary and transdisciplinary design are critical in undergraduate education and professional practice as they promote diverse typological responses, rather than advocating for physical and nonphysical artifacts nested within traditional disciplinary boundaries. This integrated approach to design responds to complexity through the development of new theoretical frameworks and diversity of perspectives informing the design process. While this approach manifests in professional practice at firms like Heatherwick Studio, Weiss/Manfredi, James Corner Field Operations, and Bjarke Ingels Group, to name a few, it has yet to inform undergraduate education. Since the Bauhaus, examples have emerged of early education intentionally “un-siloing” design fields and integrating traditional disciplines.2 Elusive, however, are present design pedagogies conceptualizing that future specialization is optional. Many programs initially organize design studios generally, and later require students to select a specific design field such as urban design, landscape architecture, architecture, industrial design, graphic design, and so on. While this form of design education is critical, it should not be the sole framework as it limits future architecture, engineering, and construction (AEC) professionals to collaboratively problem solve for appropriate solutions. This model compels team members to advocate for their disciplinary and contractual scope of work, which may not produce the most appropriate solution for end-users and environmental conditions.3 In an AIA report researchers found that collaborative, integrated project delivery (IPD) methods promote sustainable results and allow for increasingly aggressive goals as team members are incentivized to increase overall project success.4 Germane to contemporary design practice focused on collaborative responses to real world complexities, an interdisciplinary undergraduate design degree that does not suppose students later specify an area of study is requisite.This paper explores interdisciplinary and transdisciplinary design education and practice through interrogating existing design pedagogies, exploring a series of university case studies, interviews with design practitioners, and investigation of a specific university’s undergraduate program where integrated design methods are being explored, tested, and refined. Contemporary design work requires specialization; however, in the wake of hyperspecialization, design pedagogy should additionally promote problem solvers between siloed industries and those working to develop emergent theoretical frameworks. This interdisciplinary and transdisciplinary educational shift more acutely aligns with the demands of design practice aimed at highly collaborative processes and divergent typological responses to stubborn problems.
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Pyper, Brett, Renan Moutinho Ribeiro, Pedro Mendonca, Juliana Freire, and Felipe Carneiro De Sousa. "Transatlantic African Sound Praxis: Communitarian Practices, Pedagogies and Research." In Arts Research Africa 2022 Conference Proceedings. Arts Research Africa, 2022. http://dx.doi.org/10.54223/10539/35889.

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This paper summarizes the exploration of sound praxis, a decolonial approach in South African universities inspired by the work of Brazilian educator and philosopher Paulo Freire. The paper discusses the history and development of sound praxis, focusing on articles and research by Samuel Araújo and the Ethnomusicology Laboratory of the Federal University of Rio de Janeiro. The concept of sound praxis integrates dialogue, participation, and collective authorship in research, challenging traditional academic norms. The abstract also highlights the collaboration between Brazilian and South African activists, educators, and researchers, as they seek to apply sound praxis in their respective contexts and explore the potential for transformative pedagogy and artistic practice.
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Loth, FG, J. Bickhardt, T. Heindl, and S. Mühlig. "Leitliniengerechte Tabakentwöhnung in der pneumologischen Praxis." In 21. Herbsttagung der Mitteldeutschen Gesellschaft für Pneumologie und Thoraxchirurgie. © Georg Thieme Verlag KG, 2020. http://dx.doi.org/10.1055/s-0039-3401405.

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Reports on the topic "Praxis"

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Menon, Shantanu, Aruna Pandey, and Kushagra Merchant. Arghyam: A praxis on regenerating a groundwater civilisation. Indian School Of Development Management, May 2023. http://dx.doi.org/10.58178/2305.1022.

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Arghyam, which started as a funding organization, has evolved into being an influential voice in the water ecosystem. In the present (2022), it works with a network of organizations on water security solutions across the country. Through exploring Arghyam’s shifts in its strategic approach, the case study engages with the challenges of dealing with the complexity of the water sector in India and what it takes for philanthropy to sustain commitment to a singular cause. Arghyam’s most recent pivot commenced in 2018, when it decided to focus on supporting strategic levers of scale that could significantly benefit from digital technology use. This pivot was based on its past experience but nonetheless required realignment within the organization with new modes of engagement, enhanced operational capabilities and talent requirements. While Arghyam recognises the need for strengthening scalable solutions, organizationally it continues to remain compact and lean. This case study shows that the most complex of problems do not necessarily demand the biggest of organizational resources: it requires thoughtful and timely deployment of limited resources. This demands a level of intentionality and strategic agility that can test the mettle of any organization, least of all a philanthropic one.
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Marta, Carmen, and José Gabelas. La educación para el consumo de pantallas, como praxis holística. Revista Latina de Comunicación Social, 2007. http://dx.doi.org/10.4185/rlcs-62-2007-746-233-241.

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Aichholzer, Georg, ed. Theorie und Praxis von Technology Governance (ITA-manu:script 12-02). Vienna: self, 2014. http://dx.doi.org/10.1553/ita-ms-12-02.

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Nentwich, Michael, ed. Wissenschaftliche Praxis im digitalen Zeitalter - Legistische Anmerkungen zum aktuellen �sterreichischen Urheberrecht. Vienna: self, 2012. http://dx.doi.org/10.1553/ita-pa-mn-04-01.

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Gaberscik, Gerald, and Manuela Berner. EVALUATIONSVERFAHREN ALS TEIL DES UNIVERSITÄREN QUALITÄTSMANAGEMENTS – ERFAHRUNGEN AUS DER PRAXIS DER TU GRAZ. Fteval - Austrian Platform for Research and Technology Policy Evaluation, December 2019. http://dx.doi.org/10.22163/fteval.2019.456.

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Michelotti, Leo. Theory and praxis of map analsys in CHEF part 2: Nonlinear normal form. Office of Scientific and Technical Information (OSTI), April 2009. http://dx.doi.org/10.2172/966182.

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Michelotti, Leo. Theory and praxis pf map analsys in CHEF part 1: Linear normal form. Office of Scientific and Technical Information (OSTI), October 2008. http://dx.doi.org/10.2172/946178.

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Hollweg, Carolyn, Daniel Kieslinger, Florian Rück, and Wolfgang Schröer. InkluMa - Inklusion durch Mitarbeitende. Eine Fachkräftebefragung im Rahmen des Modellprojekts "Inklusion jetzt - Entwicklung von Konzepten für die Praxis". BVkE, EREV, Inklusion jetzt!, December 2021. http://dx.doi.org/10.54953/oscd4886.

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Ausgangspunkt dieser Befragung ist das bundesweit angelegte Modellprojekt „Inklusion jetzt – Entwicklung von Konzepten für die Praxis”, das erstmals systematisch und über einen längeren Begleitungszeitraum die Erfordernisse einer inklusiven Erziehungshilfe in den Fokus nimmt. In gemeinsamer Verantwortung der beiden konfessionellen Erziehungshilfefachverbände, dem Bundesverband katholischer Einrichtungen und Dienste der Erziehungshilfen (BVkE) und dem Evangelischen Erziehungsverband (EREV), werden in einem vierjährigen Modellprozess zusammen mit 61 Einrichtungen der Erziehungs- und Eingliederungshilfe, ihren Fachkräften und Adressat*innen inklusive Konzepte für die Praxis entwickelt und erprobt. Das Projekt wird gefördert von der Aktion Mensch Stiftung und wissenschaftlich begleitet durch das Institut für Sozial- und Organisationspädagogik der Universität Hildesheim.
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Kernegger, Bernhard. "EVALUATIONSVERFAHREN ALS TEIL DES UNIVERSITÄREN QUALITÄTSMANAGEMENTS – ERFAHRUNGEN AUS DER PRAXIS DER UNIVERSITÄT FÜR ANGEWANDTE KUNST WIEN". Fteval - Platform for Research and Technology Policy Evaluation, December 2019. http://dx.doi.org/10.22163/fteval.2019.455.

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Torgersen, Helge, ed. Spekulative Verantwortung - Rolle und Praxis von TA am Beispiel von "Neuro-Enhancement: Responsible Research and Innovation". Vienna: self, 2020. http://dx.doi.org/10.1553/ita-pa-kk_20_03.

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