Relevant bibliographies by topics / Transcending knowledge

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

Academic literature on the topic 'Transcending knowledge'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Transcending knowledge"

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Majchrzak, Ann, Philip H. B. More, and Samer Faraj. "Transcending Knowledge Differences in Cross-Functional Teams." Organization Science 23, no. 4 (August 2012): 951–70. http://dx.doi.org/10.1287/orsc.1110.0677.

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Kaiser, Alexander, and Birgit Fordinal. "Creating a ba for generating self‐transcending knowledge." Journal of Knowledge Management 14, no. 6 (October 26, 2010): 928–42. http://dx.doi.org/10.1108/13673271011084943.

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Otto Scharmer, Claus. "Self‐transcending knowledge: sensing and organizing around emerging opportunities." Journal of Knowledge Management 5, no. 2 (June 2001): 137–51. http://dx.doi.org/10.1108/13673270110393185.

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Dias Brugnera, Elisangela, Roseli Ribeiro Mamede, Bernardo Poyer Gabe Américo, Carla Eduarda Alvez Izidório, and Felipe José Moraes de Oliveira. "UNIPOP PROJECT: Transcending frontiers of the legal Amazon for knowledge." Revista Internacional de apoyo a la inclusión, logopedia, sociedad y multiculturalidad 6, no. 2 (June 1, 2020): 98–108. http://dx.doi.org/10.17561/riai.v6.n8.

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The University is characterized as a space of human formation, being a reference institution in relation to the construction of knowledge, education, technological and social development. In this context, universities obey the inseparability between teaching research and extension; Thus we seek to present the extension project Popular University - UNIPOP that develops activities with the University of the State of Mato Grosso - UNEMAT, Sinop Campus that has consolidated itself as a space of confluence, debate, development, socialization and diffusion of diverse knowledge. The objective is to show the importance of university extension, through extension project actions, aimed at offering short courses in various areas of knowledge. The procedures adopted in this research were subsidized by qualitative methods, to obtain the data, we used an open questionnaire applied to the students who participated in the offered courses. The results point out the importance of extension actions developed by the university for the population in general, being relevant and significant for the construction of knowledge, as well as contributing to the knowledge of the academy to be socialized and the participating public of the taught mini-courses have one more space. that enables to build and consolidate varied knowledge.
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Hartrick, Gweneth A. "Transcending the Limits of Method: Cultivating Creativity in Nursing." Research and Theory for Nursing Practice 16, no. 1 (March 2002): 53–62. http://dx.doi.org/10.1891/rtnp.16.1.53.52993.

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In this article the author suggests that by nurturing the development of creativity in individual nurses and cultivating a culture of creativity in the profession, our knowledge and practice as a discipline could be strongly enhanced. This cultivation process, however, requires that we move beyond “using” theory to develop methods of practice. Such an approach to theory serves to solidify and constrain practice and inhibits the full contribution of nursing theory and knowledge. Drawing on the work of philosophers in the pragmatist tradition, the author considers how we might redescribe form to better support the creative process and ultimately enhance the development and contribution of nursing knowledge and theory.
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Lyberger, Mark R. "Value-Centric Education: A Transcending Approach." Sport Management Education Journal 14, no. 1 (April 1, 2020): 52–54. http://dx.doi.org/10.1123/smej.2019-0037.

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Value-centric teaching is about creating a memorable learning environment that is attractive, meaningful, and relevant. A teaching philosophy that encompasses a strategic value-oriented approach integrates real-world and translatable experiences. The foundation is transferable. It strives to blend the passion for learning with foundational elements to motivate students to achieve and continue to grow. It is an emergent process that evolves over time and becomes stronger as it adapts to new challenges even as it remains true to its core principles. Educators have a vital role to play and must adhere to the principle of value orientation to further accentuate its educational and societal impact. Value-centric teaching enables a deeper exploration of life, enhancing knowledge, its values, its meaning, and responsibilities.
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Adler, Nancy J., and Anne-Wil Harzing. "When Knowledge Wins: Transcending the Sense and Nonsense of Academic Rankings." Academy of Management Learning & Education 8, no. 1 (March 2009): 72–95. http://dx.doi.org/10.5465/amle.2009.37012181.

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Matrahah, Izaddin. "Commentary: The Moment of Truth – transcending Knowledge through Myriads of Creativity." Idealogy Journal 4, no. 2 (September 28, 2019): 36–39. http://dx.doi.org/10.24191/idealogy.v4i2.151.

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Simons, Rachel N., Kenneth R. Fleischmann, and Loriene Roy. "Leveling the playing field in ICT design: Transcending knowledge roles by balancing division and privileging of knowledges." Information Society 36, no. 4 (May 18, 2020): 183–98. http://dx.doi.org/10.1080/01972243.2020.1762270.

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Boydell, Katherine M., Michael Hodgins, Brenda M. Gladstone, Elaine Stasiulis, Geroge Belliveau, Hoi Cheu, Pia Kontos, and Janet Parsons. "Arts-based health research and academic legitimacy: transcending hegemonic conventions." Qualitative Research 16, no. 6 (August 1, 2016): 681–700. http://dx.doi.org/10.1177/1468794116630040.

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Using the Canadian context as a case study, the research reported here focuses on in-depth qualitative interviews with 36 researchers, artists and trainees engaged in ‘doing’ arts-based health research (ABHR). We begin to address the gap in ABHR knowledge by engaging in a critical inquiry regarding the issues, challenges and benefits of ABHR methodologies. Specifically, this paper focuses on the tensions experienced regarding academic legitimacy and the use of the arts in producing and disseminating research. Four central areas of tension associated with academic legitimacy are described: balancing structure versus openness and flexibility; academic obligations of truth and accuracy; resisting typical notions of what counts in academia; and expectations vis-à-vis measuring the impact of ABHR. We argue for the need to reconsider what counts as knowledge and to reconceptualize notions of evaluation and rigor in order to effectively support the effective production and dissemination of ABHR.
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Dissertations / Theses on the topic "Transcending knowledge"

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Koro, Paul, and n/a. "The Papua New Guinea Senior Education Officers' views on Leadership: A Cross-Cultural Perspective." University of Canberra. Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20050516.100024.

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This study examines senior education officers' (SEOs) perceptions of the meanings and characteristics of the term 'leadership' both from their traditional PNG and Western perspectives. Data were drawn from questionnaires returned by 20 SEOs, 2 recorded interviews and a focus-group methodology. The purposes of the study are to: (i) define the meaning of leadership from the senior education officers' perspectives and through the review of the literature; and (ii) identify key characteristics and skills of the leadership role of senior education officers in PNG today, as a basis for improving practice and informing knowledge about leadership. Respondents were asked to define the meaning of the term leadership, and to describe their most memorable leadership experiences which may have helped to shape their understanding of leadership. They were also asked to identify and to list the key leadership functions, qualities and skills/abilities which they perceive to be most important in their roles today, and for the foreseeable future. Literature on leadership is complex and wide ranging. Those which provided data of particular significance in specific areas directly related to this study include: Rost (1991) on the definitions of leadership; Kouzes and Posner (1993 and 1987) in relation to characteristics of leadership; on educational leadership (Sergiovanni et al 1987, Turney et al 1992, and Fullan 1991 and 1992) in relation to the functions, qualities and related skills/abilities of educational leaders; on culture and cross-cultural studies (Hallinger and Leithwood 1996, Heck 1996, Bates 1992); and various ethnographic sources on PNG and Melanesian traditional and contemporary leadership. A number of significant findings have emerged through this research study. The first, relates to a firm view of traditional PNG/Melanesian leadership as a 'shared leadership', defined in this study as a shared influence relationship among members of a social unit through a mutual quest for their existence. The notion of shared leadership emphasises the importance of reciprocal generosity, cooperation and competition for Melanesians in their daily quest for their needs and aspirations based on mutual concern, care and devotion for one another. The great diversity of people and cultures of Melanesians also enriches the view of 'leadership as cultural practice' (Gerstner and O'Day 1995, Heck 1996, Bates 1992) and the interplay of 'education as cultural construction'. These insepearable concepts provide logical and promising framework both towards transcending knowledge, cultures and poeple, and an interest to engage in more cross-cultural research. This study identifies among the most pressing problems of contemporary leadership in PNG relates to the inability of leaders to transcend traditional knowledge and customary practices with the new Western knowledge and practices. In other words, the problems of transcending the notion of 'shared leadership' with Western leadership characterised by public accountability, credibility and integrity normally associated with leadership in public office cannot easily be matched and transferred. This study suggests a 'transcendent leadership model' as a potential solution toward achieving this end. Extending beyond one's own limits, to do something extraordinary and admirable for the common good is what transcendent leadership model suggests every leader must be able to do. The foundations of transcendent behaviour the literature suggests include: moral and ethical living (Starratt 1996); ambition, competence, and integrity (Bennis and Goldsmith 1994); and honesty, forward-outlook and inspiration (Kouzes and Posner 1993). The literature indicates that these qualities and skills require proper 'intellectual conditioning' (Ramoi 1987, Narakobi 1991), to produce 'educated persons' (Starratt 1996) who are able to understand, appreciate, critique, and participate in their cultures, traditions, and history. This study therefore investigates and defines the meanings, roles and functions of the concepts of leadership, culture and education in relation to the cross-cultural conditions of the work of SEOs in PNG.
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Grisold, Thomas, and Alexander Kaiser. "Leaving behind what we are not. Applying a systems thinking perspective to present unlearning as an enabler for finding the best version of the self." Informa UK Limited, trading as Taylor & Francis Group, 2017. http://dx.doi.org/10.1080/14779633.2017.1291145.

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In response to criticism on the concept of "unlearning", we suggested that unlearning on an individual level should be defined as the reduction of the influence of old knowledge on cognitive and/or behavioural processes. In this article, we apply a systems thinking perspective on this definition to explore how far this kind of unlearning can possibly go and what happens if this process is inward-directed, i.e. affects the cognitive and behavioural patterns that define who we are. We take a knowledge perspective on the concept of the self and suggest that unlearning could trigger a disequilibrium, which in turn, enables a deep learning process and guides us to what is referred to as ideal or best version of the self. This does not only have implications for the individual level but it can initiate fundamental change processes in organizations.
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Feldhusen, Birgit. "Organizing Future: An Integrated Framework for the Emergence of Collective Self-transcending Knowledge." Thesis, 2014. http://epub.wu.ac.at/4407/1/Organizing_Future_final_Birgit_Feldhusen.pdf.

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Within dynamic 21st century knowledge economies, future-building knowledge, that bears capacities to transcend existing boundaries and create something new, is of particular importance. Within the first decade of the new century, new concepts such as "learning from the future" or "self-transcending knowledge" developed within knowledge management. So far, they lacked a theoretical grounding in relevant learning theory as well as a sound acknowledgement and consideration of such knowledge structures' emergence and social embeddedness. Thus, key principles and leverage factors for designing respective knowledge processes were difficult to derive. This dissertation investigates theoretical ground that can provide a basis to explain the creation of future-building knowledge in collective structures. It is guided by the following research question: "How can the emergence of self-transcending knowledge in collective organizational settings be rooted in theories of knowledge, learning and cognition?" Starting from the model of knowledge-based management, the model is expanded by exploring cognitive, creative and social systemic aspects of knowledge creation on a transdisciplinary basis. Research draws on constructivist learning theory, complexity-based approaches in knowledge management and organizational learning, recent accounts in cognitive science (enaction/embodiment) and a creative logic of emergence to derive an integrated model for collective self-transcending knowledge. The model contributes to the integration of knowledge management, organizational learning and cognitive science, expanding knowledge-based management towards attention-based management. The model's three dimensions and three domains form an integrated theoretical basis to derive key principles and leverage factors for steering future-building knowledge processes. Simultaneously, they reveal leverage factors' limited - i.e. enabling, not determining - impact on processes of "organizing future". (author's abstract)
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KLOZAR, Karel. "Dzogčhen a jeho filosofické aspekty v tradici Bön." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-172733.

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The thesis deals with philosophical aspect of Dzhgchen, which is the core of the Yungdrung Bon traditon. It is very special spiritual tradition because of it's very special nondualistic view of man and universe. First part deals with the history and division of it's teachings and it's Dzogchen lineages. Next part focuses on explanation of differences in views of sutra, tantra and Dzogchen, mainly from the standpoint of the view of base, path, fruit, emptiness, clarity, conscioussness and mind and it's nature. Next part provides translation of the text Twelve little tantras and it's deep explanation. Last part, and most important one, focuses on philosophical examination of some key aspects of Dzogchen, mainly on it's view of autenticity of mindnature. This part also compares Pramenides's fragments with some key points of view of Buddhism and Dzogchen, which may lead to some unexpected conclusions about man's thinking and the problem of it's intentionality.
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Books on the topic "Transcending knowledge"

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Dynamics of time and space: Transcending limits of knowledge. Berkeley, CA: Dharma Publishing, 1994.

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Global Knowledge Women's Forum (2nd 2000 Kuala Lumpur, Malaysia). The Global Knowledge Women's Forum: Transcending the gender information divide. Kuala Lumpur, Malaysia: National Council of Women's Organizations, 2000.

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Transcending space: Architectural places in works by Henry David Thoreau, E.E. Cummings, and John Barth. Lewisburg [Pa.] : Bucknell University Press: Associated University Presses, 2000.

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Knowledge and the transcendent: An inquiry into the mind's relationship to God. Washington, D.C: Catholic University of America Press, 2009.

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Grasskamp, Anna Katharina. Art and Ocean Objects of Early Modern Eurasia. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463721158.

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During the early modern period, objects of maritime material culture were removed from their places of origin and traded, collected and displayed worldwide. Focusing on shells and pearls exchanged within local and global networks, this monograph compares and connects Asian, in particular Chinese, and European practices of oceanic exploitation in the framework of a transcultural history of art with an understanding of maritime material culture as gendered. Perceiving the ocean as mother of all things, as womb and birthplace, Chinese and European artists and collectors exoticized and eroticized shells’ shapes and surfaces. Defining China and Europe as spaces entangled with South and Southeast Asian sites of knowledge production, source and supply between 1500 and 1700, the book understands oceanic goods and maritime networks as transcending and subverting territorial and topographical boundaries. It also links the study of globally connected port cities to local ecologies of oceanic exploitation and creative practices.
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Willows, David. Divine Knowledge-A Kierkgaardian perspective on Christian education (Transcending Boundaries in Philosophy and Theology). Ashgate Pub Ltd, 2001.

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Manning, David. Anglican Religious Societies, Organizations, and Missions. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199644636.003.0022.

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This chapter provides the first critical survey of those societies that worked under the rubric of the Church of England over the course of its ‘long eighteenth century’. Transcending a scholarly focus on the voluntary quality of such groups and challenging more general assumptions about the supposedly areligious nature of ‘enlightened’ sociability and learning, it shows how the Church of England revitalized its authority by utilizing extra-parochial societies to reconstitute its relationship with its national and international communion. As a reference work, the chapter seeks to inform the general reader whilst guiding specialists towards new lines of enquiry. But its insights into societies such as the Society for Promoting Christian Knowledge underscore the extent to which ‘Anglican religious societies’ actively shaped the wider history of the English-speaking world.
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Azzouni, Jody. Attributing Knowledge. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197508817.001.0001.

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The word “know” is revealed as vague, applicable to fallible agents, factive, and criterion-transcendent. It is invariant in its meaning across contexts and invariant relative to different agents. Only purely epistemic properties affect its correct application—not the interests of agents or those who attribute the word to agents. These properties enable “know” to be applied correctly—as it routinely is—to cognitive agents ranging from sophisticated human knowers, who engage in substantial metacognition, to various animals, who know much less and do much less, if any, metacognition, to nonconscious mechanical devices such as drones, robots, and the like. These properties of the word “know” suffice to explain the usage phenomena that contextualists and subject-sensitive invariantists invoke to place pressure on an understanding of the word that treats its application as involving no interests of agents, or others. It is also shown that the factivity and the fallibilist-compatibility of the word “know” explain Moorean paradoxes, the preface paradox, and the lottery paradox. A fallibility-sensitive failure of knowledge closure is given along with a similar failure of rational-belief closure. The latter explains why rational agents can nevertheless believe A and B, where A and B contradict each other. A substantial discussion of various kinds of metacognition is given—as well as a discussion of the metacognition literature in cognitive ethology. An appendix offers a new resolution of the hangman paradox, one that turns neither on a failure of knowledge closure nor on a failure of KK.
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Hegstad, Harald. Transcendens og inkarnasjon: Troserkjennelsens problem i Leiv Aalens teologi. Oslo : Solum, 1993.

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Struwig, Dillon. Coleridge’s Two-Level Theory of Metaphysical Knowledge and the Order of the Mental Powers in the Logic. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198799511.003.0012.

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Coleridge is presented as a two-level theorist of the innate powers of mind in Chapter 11, which argues that Coleridge distinguishes (1) a transcendental, Kantian sense of the a priori principles of human discursive cognition (comparable to Plato’s mid-level diánoia), from (2) the noëtic, Platonic a priori principles of intellectual intuition (or nóēsis, a higher-level intuitive cognition of ontological, theological, and ethical truths). Drawing on Logic and Opus Maximum, the author demonstrates that Coleridge characterizes Kantian a priori principles as ‘subjectively real’, finite-mind-dependent rules of sense-experience and cognition, and Platonic a priori principles as ‘objectively real’ principles of knowing and being that are dependent upon ‘the transcendent and unindividual’ reason (i.e. God, ‘the absolute Self, Spirit, or Mind’). This ‘two-level’ theory is framed in terms of Coleridge’s Kantian ‘threefold division’ of the human cognitive capacities into sense, understanding, and reason, and their respective a priori operations and contents.
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Book chapters on the topic "Transcending knowledge"

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Pickering, Judith. "Transcending all knowledge." In The Search for Meaning in Psychotherapy, 180–92. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315639581-14.

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Hamati-Ataya, Inanna. "Introduction The Unknown Kaplan: Synoptic Knowledge after Postmodernism." In Transcending Postmodernism, 1–40. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137358578_1.

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Chuenpagdee, Ratana, and Svein Jentoft. "Transcending Fisheries Knowledge: From Theory to Integration." In Transdisciplinarity for Small-Scale Fisheries Governance, 433–51. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94938-3_23.

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Oud, Lavi. "The Promise of Big Data Analytics—Transcending Knowledge Discovery through Point-of- Care Applications." In Actionable Intelligence in Healthcare, 157–78. Boca Raton : Taylor & Francis, a CRC title, part of the Taylor & Francis imprint, a member of the Taylor & Francis Group, the academic division of T&F Informa PLC, 2017.: Auerbach Publications, 2017. http://dx.doi.org/10.1201/9781315208442-9.

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Dochy, Filip J. R. C. "Assessment of Domain-Specific and Domain-Transcending Prior Knowledge: Entry Assessment and the Use of Profile Analysis." In Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge, 227–64. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-011-0657-3_9.

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Molnar, Thomas. "The Transcendent and Personal God." In God and the Knowledge of Reality, 52–69. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429337376-4.

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Schuster, Roland J., and Jürgen Radel. "A Reflection on the (Harvard) Case Method from a Group Dynamics Perspective: Connecting Transcendent Knowledge with Immanent Phenomena." In Emotionale Intelligenz in Organisationen, 279–314. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-19127-6_14.

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"Knowledge Transcending Experience." In Human Knowledge: Its Scope and Value, 460–67. Routledge, 2013. http://dx.doi.org/10.4324/9780203713952-59.

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"Transcending procedures." In Knowledge and Reference in Empirical Science, 216–26. Routledge, 2013. http://dx.doi.org/10.4324/9780203413241-39.

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Z., Lszl. "Transcending Knowledge Management, Shaping Knowledge Governance." In New Research on Knowledge Management Models and Methods. InTech, 2012. http://dx.doi.org/10.5772/34525.

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Conference papers on the topic "Transcending knowledge"

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Huettel, Lisa G., Jeff Forbes, Linda Franzoni, Robert Malkin, Joseph Nadeau, Kathy Nightingale, and Gary A. Ybarra. "Transcending the traditional: Using tablet PCs to enhance engineering and computer science instruction." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4417869.

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