Academic literature on the topic 'Spatial ways of thinking'
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Journal articles on the topic "Spatial ways of thinking"
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Jiang, Bin, and Atsuyuki Okabe. "Different Ways of Thinking about Street Networks and Spatial Analysis." Geographical Analysis 46, no. 4 (September 22, 2014): 341–44. http://dx.doi.org/10.1111/gean.12060.
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Gu, Binli. "Exploratory research on spatial design thinking and spatial design methods." International Journal of Computing and Information Technology 1, no. 1 (May 29, 2022): 8. http://dx.doi.org/10.56028/ijcit.1.1.8.
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In recent years, as people are increasingly demanding of space design, space design staff will be the model of three dimensional space decoration in the space design, both in terms of space construction model, the space image, spatial thinking, and so on ways to reform and innovation of space design, the design thinking, the combination of diverse creative thinking and space In order to design a reasonable, perfect and best space design, the combination of space design thinking mode and green sustainable development mode, which can not only be conducive to the green and sustainable development of the city, but also conducive to the construction of a new space, conducive to the future development direction of the city.
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Cohrssen, Caroline, Ben De Quadros-Wander, Jane Page, and Suzana Klarin. "Between the Big Trees: A Project-based Approach to Investigating Shape and Spatial Thinking in a Kindergarten Program." Australasian Journal of Early Childhood 42, no. 1 (March 2017): 94–104. http://dx.doi.org/10.23965/ajec.42.1.11.
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SUPPORT FOR CHILDREN'S EMERGING mathematical thinking is a characteristic of high-quality early childhood education. Young children's spatial thinking, an important component of mathematical thinking, is both innate and influenced by experience. Since spatial thinking contributes to children's mathematical thinking, it is important for children to engage in activities that support this learning. Early childhood educators are calling for guidance in how to support children's mathematical thinking in the context of an informal curriculum. In this paper, we describe how a project-based approach to mathematics teaching and learning provided a range of opportunities for children to investigate and rehearse understandings of two- and three-dimensional (2D and 3D) shapes and spatial thinking within the context of a project that was of ‘real world’ interest to the children. By intentionally embedding multiple opportunities for children to explore shapes and spatial thinking in a sequence of core learning experiences and complementary experiences, educators provided children with opportunities to rehearse shape and spatial concepts and related language in differing ways. Opportunities for formative assessment of children's learning are also discussed.
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Bauman, Whitney A. "Comparative Methods in Spatial Approaches to Religion." Worldviews 20, no. 3 (2016): 311–22. http://dx.doi.org/10.1163/15685357-02003008.
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Recently, a number of methods for re-thinking ideas as part of the rest of the natural world (including religious ideas and values) have appeared on the religious studies landscape. Notions of emergence theory, new materialisms, and object-oriented ontologies are geared toward thinking about religion and science, ideas and nature, values and matter from within what Gilles Deleuze and Felix Guattari call a “single plane” of existence. Others within the field of “religion and ecology/nature” are skeptical of these “postmodern” methods and theories. These skeptics claim that ideas from various religious traditions such as pantheism, panentheism, animism, and even co-dependent arising already do the intellectual work of re-thinking “religion and nature” together onto an immanent plane of existence. This article will begin to explore some of the links and differences between older traditions of thinking immanence with more recent post-modern moves toward spatially-oriented ways of thinking. Rather than being a final reflection on these connections and differences, this article calls for a more sustained comparative study of these different spatial approaches.
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Tversky, Barbara, and Angela Kessell. "Thinking in action." Diagrammatic Reasoning 22, no. 2 (December 31, 2014): 206–23. http://dx.doi.org/10.1075/pc.22.2.03tve.
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When thought overwhelms the mind, the mind uses the body and the world. Several studies reveal ways that people alone or together use gesture and marks on paper to structure and augment their thought for comprehension, inference, and discovery. The studies show that the mapping of thought to gesture or the page is more direct than the arbitrary mapping to language and suggest that these forms of visual/spatial/action representation are used to “translate” language into mental representations. It is argued that actions in space create patterns in the world that reflect abstractions, that the actions are incorporated into gestures and the patterns into diagrams, a network that integrates gesture, action, the designed world, and abstraction dubbed spraction.
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Mendel, Maria. "The spatial ways democracy works: On the pedagogy of common places. Why, why now?" Research in Education 103, no. 1 (May 2019): 5–18. http://dx.doi.org/10.1177/0034523719839743.
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Democratic practices have their places; democracy is spatial in its very nature. From this perspective, the study of democracy can be developed as an analytical description of the places where democratic dialogue is practiced. The issue of dialogue practices, which are of educational character and become one of the versions of public pedagogy, which is especially needed in the current time of the assault on public space, defines the profile of these studies. Hence, in the text, I propose a direction of thinking that draws attention to the educational value of democratic commonality and inscribes it in the pedagogical reflection around the common places. Finally, I describe an area of pedagogical thought and educational practices which I call the “pedagogy of the common places” – the spatial version of the public pedagogy. Specifically, the paper – by asking why, why now? and answering through discussing practices of the nationalization of public sphere, and the recent rise of nationalism in Poland – will explore how the educational, spatial perspective can be fruitful as sketching new forms of thinking and doing democracy.
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Аникеева, О., and O. Anikeeva. "The use of Modern Interactive Technologies in Shaping the Spatial Thinking of Schoolchildren." Standards and Monitoring in Education 7, no. 1 (February 20, 2019): 46–48. http://dx.doi.org/10.12737/article_5c5410d36bf6b2.08140673.
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The main task of education today is to learn how to independently obtain information, set problems, look for ways to solve them, be able to analyze the knowledge gained and apply it to solve problems. The degree of learning at all stages of learning determines the level of development of spatial thinking, which is one of the characteristics of the intellectual development of the individual. The article discusses the characteristics of the formation of spatial thinking of schoolchildren. The analysis of the requirements of the Federal State Educational Standards of primary and secondary (complete) general education to knowledge and skills in mathematics has been carried out. A review of modern interactive technologies has been made, allowing to stimulate the development of spatial thinking of schoolchildren since early school.
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Karpyuk, L. V., and N. O. Davydenko. "Spatial thinking of students when studying graphic disciplines." Вісник Східноукраїнського національного університету імені Володимира Даля, no. 2 (272) (September 15, 2022): 23–28. http://dx.doi.org/10.33216/1998-7927-2022-272-2-23-28.
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The article examines the problems that students face when studying graphic disciplines. At present, the task of further improving the quality of professional training of students has been set as the most important task for higher and secondary specialized institutions. This involves broad-based training of future specialists and the complex nature of mastering modern theoretical and applied knowledge, the ability to apply the knowledge gained in practice, possession of the necessary skills in a related field. A specialist with a higher education, but without knowledge and skills to receive and process graphic information, may turn out to be incompetent in professional activities. The preparedness of students for graphic activity is determined by the complex of knowledge acquired by them in the learning process, skills of reproductive and creative activity, which in the future determine their successful professional activity. A future engineer must have a high level of general and technical intelligence, well-developed spatial thinking, and have a high level of theoretical knowledge in the field of professional activity. In the system of training specialists for engineering specialties, one of the main places is occupied by the academic disciplines «Engineering Graphics» and «Descriptive Geometry». They contribute to the development of the future engineer of spatial representation, logical and constructive thinking, the ability to analyze and synthesize. Well-developed spatial awareness and imagination are prerequisites for successful learning in many academic disciplines. And the disciplines «Descriptive geometry» and «Engineering graphics» by their content make high demands on the level of development of spatial representations. This article reveals the reasons for the weak development of spatial representations among first-year students of universities. It is proposed to use the developed approach, including tasks, methods and system of exercises, tasks and tests, as one of the ways to successfully develop spatial representations in the study of graphic disciplines. Each group of exercises of this system is aimed at the conscious and active work of students and solves a specific problem arising from the theoretical foundations of the development of spatial representations.
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Lamker, Christian. "Planning in uncharted waters: spatial transformations, planning transitions and role-reflexive planning." Raumforschung und Raumordnung Spatial Research and Planning 77, no. 2 (April 30, 2019): 199–211. http://dx.doi.org/10.2478/rara-2019-0012.
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AbstractFor planners, processes of complex spatial transformations today are comparable to uncharted land and an uncertain voyage. Many possible role images overlap and contrast to traditional and established ways of thinking and acting. The focus here is on navigating instead of controlling, about supporting instead of enforcing. Planning lacks tools to think and act when facing uncertainty. This paper proposes role-reflexive planning as an educational and experimental approach to thinking through different potentialities. It offers groundwork from the boundary between planning and transition studies, using role-based ideas as a bridge. It offers an overview about different roles that are relevant to working towards transformations as spatial planners. It develops an account of role-reflexive planning that connects between contexts, actions and back to individual modes of behaviour in planning processes. As a basis, this paper condenses experiences of a role-playing pilot workshop and discussions about potential elements of a transition towards 'post-growth planning'. It outlines how role-playing challenges the individual roles of actors beyond the game situations themselves. Conceptual ideas foster a renewed role-based debate on thinking and acting in the face of uncertainty and ways to navigate through the stormy waters of transformation.
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Nicholson, Karen P. "Spatial thinking, gender and immaterial affective labour in the post-Fordist academic library." Journal of Documentation 78, no. 1 (October 8, 2021): 96–112. http://dx.doi.org/10.1108/jd-11-2020-0194.
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PurposeThe purpose of this paper is to use spatial thinking (space-time) as a lens through which to examine the ways in which the socio-economic conditions and values of the post-Fordist academy work to diminish and even subsume the immaterial affective labour of librarians even as it serves to reproduce the academy.Design/methodology/approachThe research question informing this paper asks, In what ways does spatial thinking help us to better understand the immaterial, invisible and gendered labour of academic librarians' public service work in the context of the post-Fordist university? This question is explored using a conceptual approach and a review of recent library information science (LIS) literature that situates the academic library in the post-Fordist knowledge economy.FindingsThe findings suggest that the feminized and gendered immaterial labour of public service work in academic libraries – a form of reproductive labour – remains invisible and undervalued in the post-Fordist university, and that academic libraries function as a procreative, feminized spaces.Originality/valueSpatial thinking offers a corrective to the tendency in LIS to foreground time over space. It affords new insights into the spatial and temporal aspects of information work in the global neoliberal knowledge economy and suggests a new spatio-temporal imaginary of the post-Fordist academic library as a site of waged work.
Dissertations / Theses on the topic "Spatial ways of thinking"
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Storsten, Emelie. "Traditional ways of strategic thinking – the only truth?" Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-155619.
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The classical approach to strategy defines strategy as a process of planned calculation and analysis to design long-term advantages. The Structure-Conduct-Performance (SCP) model argues that firms perform and develop strategies based on market structures. These approaches have been seen as the “norm” but are today criticised as outdated since they do not fully suit new emerging markets. The aim of the study is to investigate whether these approaches need modifications for emerging markets and if unique factors need to be emphasized when developing sale strategies for the Chinese market. The empirical findings are based on two Scandinavian firms with long experience in China. A qualitative exploratory research design is conducted trough the study. As a conclusion a guideline of vital factors for the Chinese market is provided: market knowledge, political and social system, relationships and branding. The knowledge of these factors can help other companies to master the complex environment of the Chinese market.
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Clarke, H. H. P. "Ways of thinking : an essay on referential coordination." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1521086/.
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Referential coordination occurs when a thinker is rational in treating her thoughts as being about the same thing. This is manifested primarily in the thinker's dispositions to make inferences, paradigmatically the disposition to infer an existential generalisation conjoining two or more properties without recourse to an additional premise concerning an identity. It therefore presents an indispensable way for identity to figure in thought. This topic is often addressed in the form of discussions of so-called Frege cases, identity judgements, or coreference de jure. I argue that referential coordination should be treated as an independent and prior explanatory problem. The problem referential coordination presents is to explain the rationality of the paradigmatic inferential dispositions. I discuss three prominent theories of thought in relation to this problem: the appeal to propositional contents akin to Frege's notion of sense; the appeal to mental representations that can be typed in some way; and the appeal to mental files and their functional properties. Representatives of these theories fail to provide an explanation that is at once non-circular, psychologically realistic, and sufficiently general. I propose an alternative coordination functions explanation. This uses an amended version of mental file theory that distinguishes between mental files and file predications, and combines this with an apparatus of defaults and defeaters familiar from entitlement epistemology. File predications, the associations of files with bits of information, serve as the basis of the paradigmatic inferential dispositions, and so have normative functional properties that provide a default indication of sameness of reference open to defeat by conflicting information. This relatively deflationary explanation is distinctive in dispensing with any explanatory notion of a concept. It can be extended to providing a similarly deflationary account of the rational role of identity judgements and thoughts about oneself and one's immediate environment.
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Leung, Hai-ka Elaine, and 梁凱嘉. "Critical thinking and knowledge in liberal studies: ways of seeing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B48364915.
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The study explores perceptions of critical thinking and knowledge by New Senior Secondary Liberal Studies teachers in Hong Kong. The insights in this study have implications for the curriculum development and pedagogy, particularly regarding how we can improve the teachers training of critical thinking.
Seven Liberal Studies teachers (with various levels of teaching experience and differing backgrounds) were invited to in-depth interviews about their experience teaching Liberal Studies, and particularly regarding critical thinking and knowledge, as well as their pedagogies and views of this subject.
Factors such as work experience, personality, school training, and cultural identity affect ways of seeing ‘critical thinking’ and ‘knowledge’. Also, these interviews provide insights into a better pedagogy in high order thinking. We can gain understanding of the difficulties and constraints of teaching critical thinking in Liberal Studies. The research is also a critical thinking process, which is explored in conversations with participants. The study asked them to reflect on what they thought and had experienced. The participants gave useful insights and suggestions.published_or_final_version
Education
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Master of Education
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Abad, Carla. "The Development of Early Spatial Thinking." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3574.
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The different spatial experiences in the lives of young boys and girls may partly explain sex differences in spatial skills (Baenninger & Newcombe, 1995; Nazareth et al., 2013; Newcombe, Bandura & Taylor, 1983). While several studies have examined the influence of spatial activities on the development of spatial skills (e.g., Nazareth et al., 2013) there currently exists no widely used comprehensive measure to assess children’s concurrent participation in spatial activities and engagement with spatial toys. Study 1 of the current dissertation filled this gap in the field of spatial research through the creation of the Spatial Activity Questionnaire, a comprehensive survey designed to assess children’s involvement in spatial activities and engagement with spatial toys of diverse gender-typed content. The toys and activities 295 children were reported to have access to and engage with were explored to assess patterns of play with spatial and gender-stereotyped toys and activities. A sample of 76 children between 4 and 6 years of age and their primary caregivers participated in studies 2, 3, and 4 to explore the toys and activities young children have access to and play with (study 2), the link between play and mental rotation (study 3), and the relation between play, gender stereotypes, and mental rotation skills (study 4). Findings reveal great variability in the toys and activities children have access to and play with, with sex difference suggesting girls play with low-spatial and stereotypically feminine toys and activities more than boys while boys play with highly-spatial and stereotypically masculine toys and activities more than girls. Adding to the exiting literature suggesting the inconsistency of sex differences in early mental rotation skills, our results suggest no sex differences in children’s mental rotation ability. Furthermore, no relations were discovered between children’s play, gender stereotypes, and mental rotation ability. These findings point to the need to further explore the influence of play on when and how sex differences in mental rotation ability develop in order to promote fun and easy ways to support spatial learning in young boys and girls.
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Turakhia, Dishita Girish. "Thirteen ways of looking : a theoretical inquiry in computational creative thinking." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/113918.
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Thesis: S.M., Massachusetts Institute of Technology, Department of Architecture, 2017.Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 97-99).
The vision of this research is to propose a novel computational framework to study Creative Thinking. If we are to embed machines with creative thinking abilities, then we first need to study the evanescent nature of human creative thinking. Creative thinking is neither entirely random nor strictly logical, making it difficult to t its computation into structured logical models of thinking. Given this conundrum, how can we computationally study the process of thinking creatively? In this research, I first present the current scientific definitions of creative thinking. Through literary survey of cognitive, computational and design thinking frameworks, I identify the missing links between human creativity and AI models of creative thinking. I assert that creative thinking is result of two features of human intelligence, cognitive diversity and social interaction. Cognitive diversity or the ability to parse knowledge in dierent ways is a crucial aspect of creative thinking. Furthermore, social interaction between cognitively diverse individuals results in restructuring of thoughts leading to creativity and epiphanies (the aha moments). I posit that Shape Grammar, with its ability to fluidly restructure computation, can be used to study and demonstrate cognitive diversity and interaction. If we conceive thoughts as shapes and ideas as configurations of those shapes, then cognitive diversity can be described as rule-based computation on shapes to generate those configurations; and interaction as the exchange of rules between cognitive diverse entities (humans or machines). The contributions of this research are threefold. First, I present a literature review of current frameworks, and identify the two gaps between machine and human creativity. Secondly, I demonstrate how shape grammar can ll those gaps of cognitive diversity and interaction. Thirdly, I propose thought-shape framework that adapts principles of shape grammar for computational creative thinking.
by Dishita Girish Turakhia.
S.M.
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Macdonald, Murdo James Stewart. "Birth order, art and science : a study of ways of thinking." Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/19069.
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Serig, Daniel. "Visual metaphor and the contemporary artist ways of thinking and making." Saarbrücken VDM Verlag Dr. Müller, 2005. http://d-nb.info/989351890/04.
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Liu, Jie. "Exploring Ways of Identifying Outliers in Spatial Point Patterns." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2528.
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This work discusses alternative methods to detect outliers in spatial point patterns.
Outliers are defined based on location only and also with respect to associated variables. Throughout the thesis we discuss five case studies, three of them come from experiments with spiders and bees, and the other two are data from earthquakes in a certain region. One of the main conclusions is that when detecting outliers from the point of view of location we need to take into consideration both the degree of clustering of the events and the context of the study. When detecting outliers from the point of view of an associated variable, outliers can be identified from a global or local perspective. For global outliers, one of the main questions addressed is whether the outliers tend to be clustered or randomly distributed in the region. All the work was done using the R programming language.
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Sybert, Darlene. "Two ways of knowing and the romantic poets /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052219.
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McFadzean, Elspeth. "New ways of thinking : an evaluation of K-groupware and creative problem-solving." Thesis, Henley Business School, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295195.
Full textBooks on the topic "Spatial ways of thinking"
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Amaral, Claudio Silveira. The influence of John Ruskin on the teaching of drawing in Brazil: How his spatial way of thinking affects architecture and painting. Lewiston [N.Y.]: Edwin Mellen Press, 2011.
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Ways of thinking. New York: P. Lang, 1991.
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Lee, Shulman, ed. Ways of thinking, ways of teaching. New York: Teachers College Press, 1999.
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Bissell, Chris, and Chris Dillon, eds. Ways of Thinking, Ways of Seeing. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-25209-9.
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Albert, Lillie R. Rhetorical Ways of Thinking. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4065-5.
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1943-, Denis Michel, ed. Imagery, language, and visuo-spatial thinking. Hove, East Sussex, UK: Psychology Press, 2001.
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I͡Akimanskai͡a, I. S. The development of spatial thinking in schoolchildren. Edited by Wilson Patricia S and Davis Edward J. Reston, Va: National Council of Teachers of Mathematics, 1991.
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Awan, Nishat. Spatial agency: Other ways of doing architecture. Abingdon, Oxon [England]: Routledge, 2011.
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Tatjana, Schneider, and Till Jeremy, eds. Spatial agency: Other ways of doing architecture. Abingdon, Oxon [England]: Routledge, 2011.
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Pierre, Sharon D. La. Spatial reasoning and adults. Edited by Fellenz Robert A and Montana State University (Bozeman, Mont.). Center for Adult Learning Research. Bozeman, Mont: Center for Adult Learning Research, Montana State University, 1988.
Find full textBook chapters on the topic "Spatial ways of thinking"
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Jiang, Bin. "Geospatial Analysis Requires a Different Way of Thinking: The Problem of Spatial Heterogeneity." In Geotechnologies and the Environment, 23–40. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52522-8_2.
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Matzke, Nicholas J. "Science Without Species: Doing Science with Tree-Thinking." In Speciesism in Biology and Culture, 47–61. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99031-2_3.
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AbstractThe focus of this volume is speciesism. While the concepts of species and speciation remain the focus of a great deal of research, it is worth exploring how in recent decades evolutionary biology has, in several ways, moved away from species as the key unit of analysis of biological questions. I begin by outlining how phylogenetic comparative methods have become essential methodological tools in statistical analyses of relationships between traits. Species are not statistically independent observations, because the reality is that they are related, genetically and statistically, on a phylogenetic tree. Phylogeny also plays a key role in modern analyses of spatial patterns in biodiversity, and in fact relying on phylogenetic biodiversity measures can avoid a number of problems created by attempting to impose a uniform species rank across different continents and clades. Similarly, a major challenge in modern studies of diversification and extinction concerns the units of analysis and how they are defined and recognized. Both “genus” and “species” are human-defined ranks imposed on the phylogenetic tree. The phylogenetic tree is the more fundamental reality that is produced by the macroevolutionary process, and it could include every level of gradation of genetic and morphological divergence. Once ranks are imposed upon it, a variety of methodological problems are created as scientists attempt to make these ranks standardized and comparable across different datasets and timescales. I outline how phylogenetic thinking might help provide a solution. I conclude with other examples where cutting-edge science is done with phylogenies without much need of the “species” rank—for example, in the battle against Covid-19.
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Clements, Douglas H., and Julie Sarama. "Spatial Thinking." In Learning and Teaching Early Math, 161–84. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-7.
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Reed, Stephen K. "Spatial Metaphors." In Thinking Visually, 95–104. 2nd ed. New York: Psychology Press, 2021. http://dx.doi.org/10.4324/9781003213253-12.
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Cranny-Francis, Anne, Wendy Waring, Pam Stavropoulos, and Joan Kirkby. "Ways of Thinking." In Gender Studies, 42–88. London: Macmillan Education UK, 2003. http://dx.doi.org/10.1007/978-0-230-62916-5_2.
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Vordermark II, Jonathan S. "Ways of Thinking." In An Introduction to Medical Decision-Making, 19–36. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23147-7_2.
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Modica, Marcello. "Brownfields as Landscapes." In RaumFragen: Stadt – Region – Landschaft, 63–89. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37681-9_4.
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AbstractTo consider and actually treat brownfields as territorial infrastructures it is necessary to overcome the established dichotomy between intensive and extensive models, respectively those focusing on real-estate development and ecological recultivation. A possible way is to assume an holistic landscape perspective capable of conceptually and operatively incorporating these sites into a wider spatial and territorial framework. To this aim, structuralist and systemic approaches to brownfield transformation are reviewed and analyzed through pioneering experiences and relevant thinking patterns within the fields of landscape urbanism, landscape architecture and urban planning and design.
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Schemmel, Matthias, and William G. Boltz. "The Mohist Canon and Alternative Origins of Theoretical Science." In Theoretical Knowledge in the Mohist Canon, 37–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08797-4_2.
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AbstractProceeding from the theoretical considerations presented in Chap. 1, the chapter provides an overall interpretation of the scientific sections of the Mohist Canon, which are presented in Chap. 3. We start with a discussion of the theoretical character of the text as it ensues from textual structures. We then discuss the ways the text reflects on different domains of pre-scientific knowledge pertaining to concepts such as spatial and corporeal extension, duration, motion, measurement, model, image and weight, thereby including what has sometimes been referred to as Mohist geometry, mechanics and optics. We compare these reflections to other historical instances of theoretical thinking, mostly from ancient Greek science and philosophy. We conclude the chapter with considerations, following from our textual analysis and intercultural comparisons, on the place of Mohist science in a long-term, global history of knowledge and what it tells us about structural necessities and historical contingencies in the rise of theoretical science.
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Backman, Brian. "Three Ways to Finish." In Thinking in Threes, 79–80. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239048-48.
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Byers, Terry. "What Does Teaching and Learning Look like in a Variety of Classroom Spatial Environments?" In Teacher Transition into Innovative Learning Environments, 187–201. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_16.
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AbstractThe very nature of what constitutes an effective learning environment is undergoing substantial re-imagination. Authors have suggested that the affordances of existing learning spaces, often termed conventional or traditional classrooms, is limited and constrains the possible pedagogies available to teachers. Architects, authors and governments have put forward innovative learning environments (ILEs) as a better alternative. ILEs provide affordances thought to be somewhat better at providing to students learning needs than traditional classrooms, particularly in terms of creative and critical thinking, and collaborative and communicative workers. However, there is little evidence available to show of either spatial type (traditional classroom or ILE) performs pedagogically to either hinder or support the desired approach/es to teaching and learning being sought by current educational policies. One could suggest that a populistic narrative often drives the growing investment in new school learning spaces, facilitated by a vacuum of credible evidence of their impact. This paper will report findings from a three-year study that tracked the practices over time of secondary school Engineering, Mathematics and Science teachers (n = 23) as they occupied two quite dissimilar spatial layouts. The Linking Pedagogy, Technology, and Space (LPTS) observational metric, with its provision of instantaneous quantitative visual analysis, was used to track their practice, and student learning, in a variety of spatial layouts. Subsequent analysis identified broad trends within the data to identify those factors, spatial, subject or confounding teacher factors, which influenced student and teacher activities and behaviours. Importantly, it presented new evidence that works against the current, overt focus on contemporary spatial design. It suggests that greater emphasis on unpacking, and then developing, the mediating influence of teacher spatial competency (how, when and why one uses the given affordances of space for pedagogical gain) is required for any space to performance pedagogically.
Conference papers on the topic "Spatial ways of thinking"
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Dumitrașcu, Doina Maria. "Geographical spatial thinking, expression of scientific thinking – ability of investigative competence." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p49-53.
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The article advocates the acceptance of geographical spatial thinking as a form of scientific thinking. The first part argues about the specificity of the concept of geographical space in the sense of geographical studies, in order to then build the syllogism according to which geographical spatial thinking, based on higher cognitive operations and respects geographical principles and paradigms, can be considered a particular form of scientific thinking. The second part exemplifies the way of training the investigative ability to think spatially from the geographical point of view, using documentation sheets designed for the study of the local horizon at different levels of schooling (professional and high school levels) and for different sequences of the lesson, supported by cartographic supports of the Google Earth application. The methodological indications guide the manner of applying, in the Physical Geography lessons, the integration situations for the formation of the components of the investigative competence. The conclusions emphasize the importance of structuring geographical spatial thinking according to the characteristics of scientific thinking systematized by local researchers.
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Contin, Antonella, and Valentina Galiulo. "What is the quality of a city? Ways of thinking spaces that change." In Post-Oil City Planning for Urban Green Deals Virtual Congress. ISOCARP, 2020. http://dx.doi.org/10.47472/pjow6960.
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Understanding the effects of a metropolis' changes in scale - the rate of growth and its speed - rather than pursuing the search for optimal city size, is mandatory. The New Urban Agenda discussed performance dimensions of the contemporary city’s functioning mode, knowing that place quality derives from a mutual effect with the society that uses it. However, our research focuses on how city performance dimensions can be measured to establish the values of the metropolitan form that are capable of endowing metropolitan projects with meaning. The Metropolitan Paradigm of inter-scalar connection and the Metropolitan Architecture Project Hybrid Typology are the references to measure the metropolis’ performance. The Metropolitan Paradigm concerns the five city dimensions: physical, economic, energetic, social and governance. In particular, the aim of the paper is to study the physical metropolitan framework and its impact on the lives of metropolitan inhabitants, socio-economic flows and the meaning of the concept of "environment" today. The city is still analysed as a spatial phenomenon represented by data/quantities related to space. Nevertheless, the value of form plays a fundamental role within the Metropolitan Discipline at all scales, as spatial relationships within metropolitan settlements are increasingly not metric but relational. In conclusion, we study the connection between history and geography, environmental issues, the Metropolitan Structural Paradigm, and the new Public Realm heterogeneous elements to represent the metropolitan quality and living-related values that constitute the Metropolitan Democracy’s opportunity.
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Perepelkina, T. A. "DEVELOPING SPATIAL THINKING OF STUDENTS OF SPECIALTY «DECORATIVE AND APPLIED ART» WITH USING 3D MODELING." In INNOVATIONS IN THE SOCIOCULTURAL SPACE. Amur State University, 2020. http://dx.doi.org/10.22250/iss.2020.17.
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The article is devoted to the development of spatial thinking using 3D modeling for students of the specialty «Applied Art» in art colleges at the initial stages of training. The Sketch Up and Blender3D programs are considered as one of the ways of developing spatial thinking, programs features and the possibility of using them in the educational process.
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Urban, Rochus Urban, and Dylan Newell. "On a Field: Undoing Polarities between Indigenous and Non-indigenous Design Knowledges." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a3984pnz9n.
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This paper discusses how architectural practices can engage with and be inspired by a culture that is more than 60.000 years old. How can architects learn from situated and embodied Indigenous knowledge systems in the Australian context? How can an ethical engagement with indigenous histories and practices inspire the development of future architectural practices? This paper proposes that a better understanding of indigenous relationships to land and our environment can inspire us as a society and as architects to imagine new ways of thinking and practising. Considering our numerous contemporary crises, such as climate change, species extinction, food insecurity, we might need to begin to challenge and question western European norms and frameworks. The persistence of colonial thinking, operating within a capitalist system, has been the root cause of most of our contemporary crises. To attempt to undo the polarities that persist between indigenous and non-indigenous knowledge and thinking, we might learn new ways of storytelling as a means of envisioning an alternative future. This paper understands the theme of the ‘ultra’ as that position that keeps us apart and stops us from sharing stories that might lead to alternative ways of speculating on shared spatial futures. To situate this discussion, we present a collaborative and pedagogical design experiment undertaken on the lands of the Dja Dja Wurrung. On this Country, tentative attempts to learn with the environment and its associated stories were ventured on a small field and storytelling was used to shift our understanding of country and architecture.
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Radcliffe, David F., and Tat Y. Lee. "Models of Visual Thinking by Novice Designers." In ASME 1990 Design Technical Conferences. American Society of Mechanical Engineers, 1990. http://dx.doi.org/10.1115/detc1990-0120.
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Abstract Visual thinking is the creative process by which spatial, numerical and descriptive information is integrated to realize a design idea. A series of experiments have been conducted in which the role of freehand sketching in the design work of novice engineering designers and industrial designers was examined. Three types of sketches, functional, geometric and pictorial, can be identified, each related to the stage of concept development. An adequate sketching technique is essential for the smooth flow of design ideas during the formative stages of a design. Based upon these experimental observations, a model of the process of visual thinking is proposed. In it, sketching forms an interface and potential barrier between the cognitive processes and the physical domain. This barrier can be biased towards either the cognitive or the physical domain, resulting in two different types of impediment to idea development.
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Talha Farooqi, Abu, and Sourav Banerjea. "Visual Culture, Disciplinary Engagement and Drawing: Pedagogical Possibilities for an Indian Way of Architectural Thinking." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.33.
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Architectural thinking and design process have always been dependent upon the representational medium and language of architecture – conventional drawings, diagramming, models, and iconography, to name a few. As a result of technological advancement (therefore possibilities) and socio-economic change, representation techniques have evolved, from conventional processes to ‘augment-ed reality’. Representation techniques and means in the production of architecture are critical to cover the conceptual range in which architecture can be created. This paper places this issue within the larger heterogeneous culture comprising technological, social, eco-nomic aspects and aims to unravel the conceptual underpinnings of the existing architectural thinking, representational culture in India. It examines ‘drawing’ as a convincing and disciplinary medium of language and representation and steers towards a ‘representation-al maxim’ between technology and value, discipline and consumption, tradition and modernity in the context of architectural thinking process in India.The forces of capitalism, globalization, consumer culture, celebrity and media culture, visual culture, technocracy have been instrumental in creating reality-based representational systems, which are reluctant to engage with the discipline of architecture and think beyond it. Steenson1 remarks about Augmented Reality “A novel form of spatial representation, which substitutes for the actual experience”. With access to augmented reality technology, the client no longer has to interpret the traditional plans, section and elevations, nor look into printed photomontage or virtual walkthroughs. He will be able to stand in his yet to come living room, go, on foot, from there to the kitchen, visit the bedrooms and, by doing so, get an ‘augmented’ experience of those spaces. Software is the agent of consumption, and it is only in the architectural process (thinking & delving), that this consumptive culture subsides, notwithstanding the fact that, for many architects and students, software and technology are steadily and consciously becoming ‘ends’ rather than ‘means’ in the design process.
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Shah, Jami J., Roger E. Millsap, Jay Woodward, and S. M. Smith. "Applied Tests of Design Skills: Divergent Thinking Data Analysis and Reliability Studies." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28886.
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A number of cognitive skills relevant to conceptual design were identified. They include Divergent Thinking, Visual Thinking, Spatial Reasoning, Qualitative Reasoning and Problem Formulation. A battery of standardized tests have been developed for these skills. We have previously reported on the contents and rationale for divergent thinking and visual thinking tests. This paper focuses on data collection and detailed statistical analysis of one test, namely the divergent thinking test. This particular test has been given to over 500 engineering students and a smaller number of practicing engineers. It is designed to evaluate four direct measures (fluency, flexibility, originality, quality) and four indirect measures (abstractability, afixability, detailability, decomplexability). The eight questions on the test overlap in some measures and the responses can be used to evaluate several measures independently (e.g., fluency and originality can be evaluated separately from the same idea set). The data on the 23 measured variables were factor analyzed using both exploratory and confirmatory procedures. Two variables were dropped from these exploratory analyses for reasons explained in the paper. For the remaining 21 variables, a four-factor solution with correlated (oblique) factors was deemed the best available solution after examining solutions with more factors. Five of the 21 variables did not load meaningfully on any of the four factors. These indirect measures did not appear to correlate strongly either among themselves, or with the other direct measures. The remaining 16 variables loaded on four factors as follows: The four factors correspond to the different measures belonging to each of the four questions. In other words, the different fluency, flexibility, or originality variables did not form factors limited to these forms of creative thinking. Instead the analyses showed factors associated with the questions themselves (with the exception of questions corresponding to indirect measures). The above four-factor structure was then taken into a confirmatory factor analytic procedure that adjusted for the missing data. After making some adjustments, the above four-factor solution was found to provide a reasonable fit to the data. Estimated correlations among the four factors (F) ranged from a high of .32 for F1 and F2 to a low of .06 for F3 and F4. All factor loadings were statistically significant.
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Ingale, Sanchit, Anirudh Srinivasan, and Diana Bairaktarova. "CAD Platform Independent Software for Automatic Grading of Technical Drawings." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67612.
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Spatial visualization is the ability of an individual to imagine an object mentally and understand its spatial orientation. There have been multiple works proving that spatial visualization skills can be improved with an appropriate training. Such training warrant a critical place in the undergraduate engineering curricula in many engineering schools as spatial skills are considered vital for students’ success in the technical and design fields [1–4]. Enhanced spatial skills help not only professionals in the engineering field but also everyone in the 21st century environment. Drawing sectional views requires mental manipulation and visual thinking. To enhance students spatial reasoning, one of the authors of this study, conducted a class in spatial visualization. The course-learning goal aimed at improving first-year engineering students’ spatial reasoning through instruction on freehand drawings of sectional view. During the semester, two teaching assistants had to grade more than 500 assignments that consisted of sectional views of mechanical objects. This was a tedious and a time consuming task. Motivated by this experience, this paper proposes a software aiming at automating grading of students’ sectional view drawings. The proposed software will also give live feedback to students while they are working on the drawings. This interactive tool aims to 1) improve the learning experience of first year students, with limited CAD knowledge, and 2) introduce a pedagogical tool that can enhance spatial visualization training.
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hofkirchner, wolfgang. "Four ways of thinking in information." In The 4th International Conference on the Foundations of Information Science. Basel, Switzerland: MDPI, 2010. http://dx.doi.org/10.3390/fis2010-00339.
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Vasconcelos, Ana. "Eisenman’s Conceptual-Generative Diagram: A Creative Interface between Intention, Randomness and Imagination and Space-Form." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002331.
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Digital diagrams are constituted as strategic-communicative-productive intermediate space-matrices among architecture, the architect and the digital machine, and between architecture and other disciplinary fields. According to Stan Allen, diagrams are a map of the possible worlds, a description of potential relationships, where a plethora of functions, actions and configurations are implicit in time, subject to continuous modifications.Alluding to the notions of diagrams, machinic and figural of Deleuze and Guattari, Eisenman’s conceptual-generative diagram functions as a hypertext and a creative and affective interface between intention, randomness and imagination, and architectural space and form. Proposing a new type of reality in a permanent state of evolution and of form-thinking and form-making, they have become a technique or poetic operation that, in addition to representing, also present and evoke, in between order and chaos, intention and the unexpected, mechanical and organic, real and virtual, presence and absence. For Eisenman, diagrams function as a heuristic instrument of criticism in the design process, in search of other spatial and conceptual qualities for a reflection within the discipline of architecture itself. Diagrams are a space-matrix, or as Eisenman puts it, a “meta-writing” in terms of the field of orientations and possibilities to be apprehended and inscribed, first in the project and later in the construction of the architectural place. These possibilities and orientations, guidelines or meanings are not totally contained within the diagram itself, rather they also reside in the intermediate space between the diagram and the observer, creator or architect. Diagrams are an evocative and inspiring space-formal matrix, the contents or evocations of which are not found “embedded” or “enclosed” in their shape or material, rather they are indicated or outlined, in varying degrees of explicitness, as signals or traces, evoking multiple interpretations and reflections. Eisenman uses digital diagrams as a mediating agent or instrument to investigate, explore, create and draw the architectural space within the thematic basis of the interstitial–“the “in-between”. He does so through a process that is intentional, random, interpretive, esthetic and poetic, all at the same time. In contrast to the traditional quest for form that is synthesized in the idea of a box or container, Eisenman proposes an alternative means, through which form or space can be found through a long process in which rational approaches and computerized drawing intermingle, introducing formal randomness, in which the diagram is the mediator. Eisenman refers to that procedure as “spacing”, ”espacement” or ”espaciamiento”, in opposition to “forming”.Eisenman’s conceptual-generative diagram constructs and develops a matrix field of forces and geometries that, acting in the project as a spatial-formal guide, opens up from the first record or first intention, to many possibilities of configuration/definition of the object or architectural place. Consequently, it makes possible the exploration and discovery in architecture of other ways of thinking, imagining and manifesting forms and spaces, that investigate new ways of occupancy and promote other possible ways of life. It is an architecture in which diagrams are constituted as an expression of the figural/imprecise/blurred condition, the traces of which persist in the space-form of the building; a diagram that is both a creative interface between the intrinsic exploration of its defined concepts and the final configured complexity of its spatialities and functional superpositions.
Reports on the topic "Spatial ways of thinking"
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Yevtuch, Mykola B., Vasyl M. Fedorets, Oksana V. Klochko, Mariya P. Shyshkina, and Alla V. Dobryden. Development of the health-preserving competence of a physical education teacher on the basis of N. Bernstein's theory of movements construction using virtual reality technologies. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4634.
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The article studies the results of the research aimed at the improvement of the methodology of develop- ment of the health-preserving competence of a Physical Education teacher in conditions of post-graduate education on the basis of Nikolai Bernstein’s theory of movement construction using virtual reality technologies. Based on the use of AR/VR technologies a software application “Virtual Model Illustrating Nikolai Bernstein’s Theory of Movement Construction” was developed. The stated model is one of the tools of the “Methodology of development of the health preserving competence of a Physical Educa- tion teacher on the basis of Nikolai Bernstein’s theory of the levels of movement construction”. The experimental study determines that the application of the virtual model within the stated methodology is an effective tool for the development of the health preserving competence of a Physical Education teacher. The application of the virtual model allows the actualization of the health preserving, conceptual, gnoseological, biomechanical, inclusive, corrective potentials of Nikolai Bernstein’s theory of movement construction. The use of the virtual model presents the ways of targeted and meaningful use of Nikolai Bernstein’s theory of the levels of movement construction by a Physical Education teacher and the improvement of physical and recreational technologies and concrete physical exercises and movement modes. Due to the application of virtual reality tools, health-preserving, preventative, corrective and developmental strategies are being formed among which the significant ones are: “Application of syner- gistic movements to adaptation to movement activity, and recreation”, “Application of spatial movements for actualization of the orientation and search activities and development of spatial thinking”, “Use of movements with a complicated algorithm for intellect development”.
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Midak, Liliia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Khrystyna V. Berladyniuk, Khrystyna V. Buzhdyhan, Liliia V. Baziuk, and Aleksandr D. Uchitel. Augmented reality in process of studying astronomic concepts in primary school. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4411.
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The objective of the research is development a mobile application (on the Android platform) designed for visualization of the Solar System with the AR technology and the alphabet study, applying the astronomic definitions, which can be used by the teacher and the students for an effective training for studying the subjects of the astronomic cycle in primary school. Augmented Reality cards with the images of the Solar System planets and other celestial bodies were developed, as well as the “Space alphabet” was created. In the developed alphabet every letter of the alphabet becomes a certain celestial body or a different astronomic definition. Augmented Reality gives the opportunity to visualize images of the Solar System as much as possible, in other words to convert 2D images into 3D, as well as “make them alive”. Applying this tool of ICT while studying new data gives the ability to develop and improve the pupils’ spatial thinking, “to see” the invisible and to understand the perceived information in a deeper way, which will be beneficial for its better memorizing and development of computer skills. Studying the alphabet in the offered mobile app will definitely help nail the achieved knowledge and get interesting information about celestial bodies that are invisible and superior for kids; to make a journey into the space, prepare a project on “The Space Mysteries” subject; to stimulate the development of curiosity, cognitive motivation and learning activity; the development of imagination, creative initiative, including speaking out.
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Spivack, Marla. Applying Systems Thinking to Education: The RISE Systems Framework. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/028.
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Many education systems in low- and middle-income countries are experiencing a learning crisis. Many efforts to address this crisis do not account for the system features of education, meaning that they fail to consider the ways that interactions and feedback loops produce outcomes. Thinking through the feedback relationships that produce the education system can be challenging. The RISE Education Systems Framework, which is sufficiently structured to give boundaries to the analysis but sufficiently flexible to be adapted to multiple scenarios, can be helpful. The RISE Framework identifies four key relationships in an education system: politics, compact, management, and voice and choice; and five features that can be used to describe these relationships: delegation, finance, information, support, and motivation. This Framework can be a useful approach for characterising the key actors and interactions in the education system, thinking through how these interactions produce systems outcomes, and identifying ways to intervene that can shift the system towards better outcomes.
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Shoven, John. New Age Thinking: Alternative Ways of Measuring Age, Their Relationship to Labor Force Participation, Goverment Policies and GDP. Cambridge, MA: National Bureau of Economic Research, October 2007. http://dx.doi.org/10.3386/w13476.
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Silberstein, Jason, and Marla Spivack. Applying Systems Thinking to Education: Using the RISE Systems Framework to Diagnose Education Systems. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/051.
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This essay summarises a framework for understanding education systems by specifying the system’s components and the ways that those components interact to cultivate or undermine learning for children. Since education systems are complex and involve complex interactions, a structured framework for characterising their features can help identify problems and the way towards solutions to overcome them.
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Sohane, Nidhi, Ruchika Lall, Ashwatha Chandran, Rasha Hasan Lala, Namrata Kapoor, and Harshal Deepak Gajjar. Home as Workplace: A Spatial Reading of Work-Homes. Indian Institute for Human Settlements, 2021. http://dx.doi.org/10.24943/hwsrwh10.2021.
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When home serves as workplace, the interface of domestic and productive spheres has spatial and social effects on various users of the space, scaling at times to the neighbourhood and the city. This study looks at all the ways in which home aids work — spatially and infrastructurally — and illustrates the role of various factors and actors in engaging with and shaping the work-home boundary. Work-homes in the Global South often engage transversally with formal planning. Users of work-homes exercise their agency in complex ways to maneuver the work-home boundary, often making post-facto modifications to the work-home. The study collates a repository of spatial and temporal innovation strategies devised by users to balance domestic and productive spheres in their homes, as a site to derive lessons for planning, housing policy and architecture. It investigates the role of the state in spatially enabling or limiting work-homes, and using the Indian context as an illustrative example, suggests enabling frameworks in planning that address the spatial particularities of work-homes
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Gupte, Jaideep, Louise Clark, Debjani Ghosh, Sarath Babu, Priyanka Mehra, Asif Raza, Vaibhav Sharma, et al. Embedding Community Voice into Smart City Spatial Planning. Institute of Development Studies, February 2022. http://dx.doi.org/10.19088/ids.2022.005.
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Public participation in spatial planning is a vital means to successful policymaking and can be enhanced by combining geospatial methods with participatory learning and action. Based on a pilot study in Bhopal, India involving urban authorities, civil society organisations and experts in an informal settlement during Covid-19 lockdowns, we find that the obstacles to sustaining public participation are not technological, but arise from a lack of awareness of the added value of ‘second order solutions’. We outline key approaches that emphasise short-term, feasible, and low-cost ways to embed community voice into participatory spatial planning.
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Savchenko, Sergii V., Svitlana O. Shekhavtsova, and Vladimir I. Zaselskiy. The development of students' critical thinking in the context of information security. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4420.
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The problem of students’ critical thinking development in the context of information security becomes important in international and national educational policies as a means of fostering active citizenship and in turn sustainable development. The purpose of the given research is to introduce theoretical substantiation and experimental approbation of students’ critical thinking development in the context of information security. The skills of critical thinking help students to cope with the bulk of information they daily receive. However, there is still no conventional methodology for critical thinking development in university students. In our study we suggest possible ways to develop critical thinking in university students via introducing some special courses into the curriculum, and consider the results of the experimental study conducted on the basis of two Ukrainian leading universities. In order to improve the students’ skills of critical thinking the author suggested implementing the special course “The specifics of students’ critical thinking in the context of information security”, and an optional distance course on optimization of students’ critical thinking on the background of information and communication technologies. After the implementation of the suggested courses the indicators of students’ critical thinking development showed positive changes and proved the efficiency of the special courses as well as the general hypothesis of the study.
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Minson, Valrie, Laura I. Spears, Adrian Del Monte, Margaret Portillo, Jason Meneely, Sara Gonzalez, and Jean Bossart. Library Impact Research Report: Facilitating Innovative Research, Creative Thinking, and Problem Solving. Association of Research Libraries, September 2022. http://dx.doi.org/10.29242/report.uflorida2022.
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As part of ARL’s Research Library Impact Framework initiative, the Marston Science Library (MSL) of the University of Florida (UF) George A. Smathers Libraries partnered with the UF Department of Interior Design (IND) to explore how research libraries facilitate innovation, creativity, and problem-solving competencies among their patrons. The MSL-IND team explored a three-tiered hypothesis that included: (1) students’ use of library spaces can contribute to building knowledge and practical applications for library space renovations; (2) student perceptions of space desirability as measured by the Place-based Semantic Differential can be used to indicate gaps in the library space facilitation of creativity; and (3) the creative thought process requires spaces that are diverse, flexible, and under a certain amount of student control. The research team developed a mixed-method study that included a spatial analysis, a survey utilizing an adjective checklist, and several focus groups designed to validate the adjective checklist. The research team analysis of the resulting data identified recommendations related to creating a sense of place, solving for the group by addressing the individual, offering a palette of posture, increasing biophilia, and offering choice and control.
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Daniels, Matthew, and Ben Chang. National Power After AI. Center for Security and Emerging Technology, July 2021. http://dx.doi.org/10.51593/20210016.
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AI technologies will likely alter great power competitions in foundational ways, changing both how nations create power and their motives for wielding it against one another. This paper is a first step toward thinking more expansively about AI & national power and seeking pragmatic insights for long-term U.S. competition with authoritarian governments.