Journal articles: '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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Heiskanen, Tuula. "A knowledge‐building community for public sector professionals." Journal of Workplace Learning 16, no. 7 (October 1, 2004): 370–84. http://dx.doi.org/10.1108/13665620410558279.

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The understanding of expert knowledge as shared, distributed and contextualised has gained ground. The case description in this article focuses on developing expert knowledge in a situation in which both knowledge needs and the definition of expertise fields changed radically in the public sector within a social crisis. The article examines an educational process against the idea of a knowledge‐building community as defined by Bereiter and Scardamalia in 1993. The aim is to highlight the pattern and flow of a progressive discourse. Alongside the idea of a knowledge‐building community, Boland and Tenkasi's 1995 notion of perspective taking and perspective making is utilised. The article discusses the factors that contributed to the success of discussion in the setting in which the target group was characterised by the transcending of organisational boundaries and expertise fields.

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Hill, Danika L., Danny W. Wilson, Natalia G. Sampaio, Emily M. Eriksson, Victoria Ryg-Cornejo, G. L. Abby Harrison, Alessandro D. Uboldi, et al. "Merozoite Antigens of Plasmodium falciparum Elicit Strain-Transcending Opsonizing Immunity." Infection and Immunity 84, no. 8 (May 16, 2016): 2175–84. http://dx.doi.org/10.1128/iai.00145-16.

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It is unclear whether naturally acquired immunity toPlasmodium falciparumresults from the acquisition of antibodies to multiple, diverse antigens or to fewer, highly conserved antigens. Moreover, the specific antibody functions required for malaria immunity are unknown, and hence informative immunological assays are urgently needed to address these knowledge gaps and guide vaccine development. In this study, we investigated whether merozoite-opsonizing antibodies are associated with protection from malaria in a strain-specific or strain-transcending manner by using a novel field isolate and an immune plasma-matched cohort from Papua New Guinea with our validated assay of merozoite phagocytosis. Highly correlated opsonization responses were observed across the 15 parasite strains tested, as were strong associations with protection (composite phagocytosis score across all strains in children uninfected at baseline: hazard ratio of 0.15, 95% confidence interval of 0.04 to 0.63). Opsonizing antibodies had a strong strain-transcending component, and the opsonization of transgenic parasites deficient for MSP3, MSP6, MSPDBL1, orP. falciparumMSP1-19 (PfMSP1-19) was similar to that of wild-type parasites. We have provided the first evidence that merozoite opsonization is predominantly strain transcending, and the highly consistent associations with protection against diverse parasite strains strongly supports the use of merozoite opsonization as a correlate of immunity for field studies and vaccine trials. These results demonstrate that conserved domains within merozoite antigens targeted by opsonization generate strain-transcending immune responses and represent promising vaccine candidates.

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Artukovic, Kristina. "Performatising the knower: On semiotic analysis of subject and knowledge." Filozofija i drustvo 24, no. 4 (2013): 102–20. http://dx.doi.org/10.2298/fid1304102a.

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This paper considers epistemological implications of the concept of performative, starting from the elaborate conception provided by Judith Butler?s theories. The primary postulate of this work is that various interpretations of the performative, with their semiotic shifting from the notions of truth-evaluability and the descriptive nature of meaning, form a line of aban?doning traditional epistemological distinction between subject and object. Through other semiotic concepts which will be presented and analysed, this line reveals the key epistemological issues in the light of semiology, while Judith Butler?s concept of performativity is viewed as a possible outcome of this course of semiology of knowledge, resulting in final transcending of the category of subject.

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HAMATI-ATAYA, INANNA. "Transcending objectivism, subjectivism, and the knowledge in-between: the subject in/of ‘strong reflexivity’." Review of International Studies 40, no. 1 (April 23, 2013): 153–75. http://dx.doi.org/10.1017/s0260210513000041.

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AbstractThis article addresses theproblématiqueof the subject and the subject-object dichotomy from a post-objectivist, reflexivist perspective informed by a ‘strong’ version of reflexivity. It clarifies the rationale and epistemic-ontological requirements of strong reflexivity comparatively, through a discussion of autoethnography and autobiography, taken as representatives of other variants of reflexive scholarship. By deconstructing the ontological, epistemic, and reflexive statuses of the subject in the auto-ethnographic and auto-biographical variants, the article shows that the move from objectivism to post-objectivism can entail different reconfigurations of the subject-object relation, some of which can lead to subjectivism or an implicit positivist view of the subject. Strong reflexivity provides a coherent and empowering critique of objectivism because it consistently turns the ontological fact of the social situatedness of knowledge into an epistemic principle of social-scientific research, thereby providing reflexivist scholars with a critique of objectivism from within that allows them to reclaim the philosophical, social, and ethical dimensions of objectivity rather than surrender them to the dominant neopositivist tradition.

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Callaghan, Chris William. "Transcending the threshold limitation: a fifth industrial revolution?" Management Research Review 43, no. 4 (September 19, 2019): 447–61. http://dx.doi.org/10.1108/mrr-03-2019-0102.

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Purpose The purpose of this paper is to present the argument that there exists a threshold limitation to new knowledge creation, associated with a global productivity growth slowdown, a global decline in research and development (R&D) productivity and a decline in the growth of globalisation. Design/methodology/approach Taking the form of a conceptual paper, this paper seeks to advance the polemic that despite discussions of a ‘fourth industrial revolution,’ there has been no substantive change in a global decline in productivity growth, particularly in developed countries. Specific threats are identified and related to the consequences of technological proliferation in the absence of an effective research response to address them. Certain theoretical propositions are derived, with the suggestion that novel theory promises a ‘fifth industrial revolution,’ one that might ultimately reverse the downward trend in global productivity growth. Findings Drawing on management theory, derivation of the theoretical propositions suggests the existence of a mechanism related to research productivity enhancement. Discussions suggest that this mechanism might ultimately explain how the R&D productivity decline, evident since the 1970s, may ultimately be reversed. Originality/value The paper seeks to provoke novel thinking about the consequences of a failure to develop a research agenda explicitly focused on the attainment of economies of scale in the research process itself.

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Termizi, Arbaayah Ali, and Cheong Pui Yin. "Transcending Binariesin Hanif Kureishi’s Goodbye, Mother’s Dichotomous Settings." Asian Journal of Humanity, Art and Literature 2, no. 2 (December 31, 2015): 77–86. http://dx.doi.org/10.18034/ajhal.v2i2.297.

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Hanif Kureishiis often noted for his tendency to pit his protagonist against the dichotomous setting around him. In one of Kureishi’s short stories titled Goodbye, Mother, Harry, the protagonist is placed against the dichotomous physical and spatial settings in the story. This dichotomous physical setting reflects a long time conflict between the urban and the suburban, whereas the spatial one represents the past and the present on opposing sides. Accordingly, these opposing elements also come to represent equally conflicting connotations to the protagonist, in terms of (a) class difference (high class versus middle class), (b) female figures in life (mother versus wife), and (c) generational contrast (previous versus current generation). Thus, this paper intends to elucidate the struggle that Harry goes through as he confronts the three above said elements in relation to the physical and spatial settings in the story. Hence this paper focuses on the relationship between the motif of movement/leaving with freedom as well as looking at the form(s) of victory/freedom that Harry may obtain when (or if) he succeeds while moving between the binaries. The exploration of these themes is guided, primarily, by Raymond William’s concept of ‘social formula’ and John Christman’s extension of Isiah Berlin’s notion of positive/negative freedom. In short, this study proposes that Harry does transcend from one sphere of the binaries to the other, and his movement/leaving has helped to facilitate a positive freedom within him, which culminates, ultimately, in the discovery of his self-knowledge and identity.

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L. Anderson, Gordon. "The reaction against conventional knowledge in higher education." On the Horizon 22, no. 1 (February 4, 2014): 57–66. http://dx.doi.org/10.1108/oth-09-2013-0032.

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Purpose – Liberal education should consist of a healthy dynamic of mastering and transcending received traditions. This paper aims to discuss this point. Design/methodology/approach – This article discusses the inherent tension between the concepts of “liberal” and “education,” where “education” involves imparting conventional knowledge and “liberal” involves freeing the mind from it. Findings – With the rise of the social sciences and the maturation of the baby-boomers, higher education in the twentieth century gained a general bias against traditional knowledge. This bias is reflected in higher education becoming more jobs oriented, more ideological, and relativistic in values. Practical implications – Higher education should consist of greater integration of historical aspects of education pushed aside in the twentieth-century while continuing its transformation through new scientific research, making twenty-first century education more genuinely liberal. Originality/value – The required transformation will be difficult for many baby-boomers now in positions of authority in higher education who rejected conventional knowledge in the 1960s.

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Cardozo, Najla de Oliveira, and Barbara Cassetari Sugizaki. "DIÁLOGOS DE SABERES NA PROMOÇÃO DA SAÚDE E PREVENÇÃO DE AGRAVOS RELACIONADOS À COVID-19." Simbio-Logias Revista Eletrônica de Educação Filosofia e Nutrição 12, no. 16 (2020): 34–55. http://dx.doi.org/10.32905/19833253.2020.12.16p34.

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This study attempted to reflect on health promotion and prevention using diferente types of knowledge, in the context of the COVID-19 pandemic. We carried a bibliography review based on scientific evidence and traditional knowledge from a multisystemic health perspective. It included nutritional aspects, physical activity, and integrality of health care in a holistic approach, transcending scientifically produced understanding for the discussion of traditional knowledge and other cultural elements of extreme importance. Because of the accumulated information in health and nutrition, a reflection of the biocultural arsenal is emphasized in the comprehension of integral health in confronting the demands resulting from the pandemic.

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Kelkar, Govind. "The Second Global Knowledge (GKII) Conference: A Women's Forum for Transcending the Gender Information Divide." Gender, Technology and Development 4, no. 3 (November 2000): 515–21. http://dx.doi.org/10.1177/097185240000400312.

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Kelkar, Govind. "The Second Global Knowledge (GKII) Conference: A Women’s Forum for Transcending the Gender Information Divide." Gender, Technology and Development 4, no. 3 (January 2000): 515–21. http://dx.doi.org/10.1080/09718524.2000.11909973.

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Vale, Mira D., and Mary-Jo DelVecchio Good. "Transcending the Profession: Psychiatric Patients’ Experiences of Trust in Clinicians." Journal of Health and Social Behavior 61, no. 2 (May 5, 2020): 208–22. http://dx.doi.org/10.1177/0022146520918559.

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Classical medical sociological theory argues patients trust doctors in part because they are professionals. Yet in the past half-century, medicine has seen a crisis of trust as well as fundamental changes to the nature of professionalism. To probe the relationship between professionalism and trust today, we analyzed interviews with 50 psychiatric patients receiving care in diverse clinical settings. We found patients experience trust when they perceive clinicians transcending the formal bounds of professionalism. Patients find clinicians to be trustworthy when clinicians pursue connections to their patients beyond organizational strictures, cross boundaries of professional jurisdiction to provide holistic care, and embrace the limits of their professional knowledge. This dynamic of trust in professionals who transcend the profession highlights novel dimensions of contemporary professionalism, and it makes sense of a seeming contradiction in which patients have high trust in individual clinicians but low trust in institutions.

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Duleba, Maxim. "Being “completely half afraid to think”: Confronting the Absurd in Flann O’Brien’s The Third Policeman." Ars Aeterna 11, no. 1 (June 1, 2019): 39–52. http://dx.doi.org/10.2478/aa-2019-0004.

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Abstract In order to demonstrate an aspect in which the novel is relatable to the canon of absurdism and enrich the view of dimensions in which it functions, the purpose of the following article is a reading of Flann O’Brien’s The Third Policeman in relation to the Absurd as an ontological category of existentialism and absurdism. Firstly, some assumptions already made on account of the novel are introduced. Secondly, the relevant and chosen characteristics of the Absurd are summarized in relation to Kierkegaard’s and Camus’s conceptions of the Absurd. Then, the novel is interpreted in relation to the insufficiency of human knowledge and rational thought in terms of achieving comprehension transcending existence. Lastly, the novel is interpreted in relation to the narrator’s fear of death, with death as an element transcending existence and adding to its irrationality. Overall, the way in which the novel depicts a specific contraction resulting in the Absurd is illustrated.

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Davis, Emily Jane, Heidi Huber-Stearns, Antony S. Cheng, and Meredith Jacobson. "Transcending Parallel Play: Boundary Spanning for Collective Action in Wildfire Management." Fire 4, no. 3 (July 30, 2021): 41. http://dx.doi.org/10.3390/fire4030041.

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A key challenge in the United States is how to manage wildfire risk across boundaries and scales, as roles, responsibilities, and ability to act are distributed among actors in ways that do not always incentivize collective action. In this review paper, we provide several conceptual contributions to the understanding of wildfire management through the application of boundary spanning frameworks. This includes: (1) a characterization of four major types of boundaries in managing wildfire risk; (2) a review of major boundary spanning features and frameworks that integrate them; and (3) consideration of current and potential applications of the boundary spanning construct to the domain of wildfire management. Our goal is to advance knowledge of how actors in this arena may overcome “parallel play” to more collectively address wildfire risk. We generate new thinking about wildfire management, and offer potential implications and questions for future research, policy, and management.

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Giampietro, Mario, and Sandra G. F. Bukkens. "Quality assurance of knowledge claims in governance for sustainability: transcending the duality of passion vs. reason." International Journal of Sustainable Development 18, no. 4 (2015): 282. http://dx.doi.org/10.1504/ijsd.2015.072662.

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Pívaro Stadniky, Hilda. "Women, Labour and Health in Recently Colonized Region in Southern Brazil: A Gender Aproach." Diálogos Revista Electrónica 1, no. 4 (August 8, 2000): 48. http://dx.doi.org/10.15517/dre.v1i4.6351.

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Although Women Studies are sometimes relegated to a marginal and restricted area of knowledge, they have shown their ability to reconstitute social facts and to empower focuses and approaches of the object of history1. Thematics on women makes possible the historicizing of certain concepts and categories such as the relationship of gender, reproduction, family, citizenship, public and private life, expropriation and health, with the aim of transcending and overcoming concepts and values considered proper to thefemale nature.

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Veland, Siri. "Transcending Ontological Schisms in Relationships with Earth, Water, Air, and Ice." Weather, Climate, and Society 9, no. 3 (July 1, 2017): 607–19. http://dx.doi.org/10.1175/wcas-d-16-0123.1.

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Abstract Ontological separations made between earth, water, air, and ice can surreptitiously produce high-risk outcomes in environmental policy processes. Where legislation, risk assessments, land rights, or governance is based on unacknowledged schisms between Earth elements, they produce epistemological blind spots that unwittingly prevent asking critical questions of policy processes and render important connections invisible. This paper investigates a series of cases in which ontological schisms within Earth materials and knowledge systems have or may produce surreptitious outcomes. The article considers a diverse array of examples including managing environmental change in Australia, negotiating mining leases in Papua New Guinea, governing the ice edge in Norway, and climate change in the United States. Each case is presented as an illustration that unsettling ontological boundaries between Earth materials, that is, making their identification and definition an explicit component of land and sea policy and governance, lowers the risk of policy failure. The paper finishes by asking how environmental management might be shaped by relational ontologies. Some possibilities offered through transdisciplinary and adaptive management approaches are promising for intercultural collaboration, but this paper suggests a transformation is needed in how we consider our relations with each other and with Earth systems under rapid change. A new method or framework may be insufficient, and new ways of relating may be required. Acknowledging uncertainties in fundamental categorizations and structures can open discussions to ask novel questions of our relationships with Earth systems and imagine solutions to environmental crises and injustices.

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Zuckert, Rachel. "Kant’s Account of the Sublime as Critique." Kant Yearbook 11, no. 1 (October 21, 2019): 101–20. http://dx.doi.org/10.1515/kantyb-2019-0006.

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Abstract Kant’s account of the sublime in the Critique of Judgment has been extremely influential, prompting extensive discussion of the psychology, affect, moral significance, and relevance to artistic representation of the sublime on his provocative view. I focus instead on Kant’s account of the mathematical sublime in connection to his theoretical critical project, namely his attempt to characterize human cognitive powers and to limit human pretensions to knowledge of the supersensible. I argue, first, that his account of the psychology of the sublime is designed to explain not just its affective character (its displeasure-pleasure), but also to address challenges concerning the coherence of an experience of something as transcending one’s cognitive abilities. Thereby, I argue moreover, Kant provides an alternative, demystifying account of mystical experiences, in which humans might take themselves to intuit that which is beyond human understanding or reason, and thus to claim that they have special cognitive access to the supersensible, transcending the limits Kant claims to establish for human cognition. Kant’s account of the mathematical sublime is not merely so reductive of mystical experience, however; it also, I suggest, describes the aesthetic of Kantian critique itself.

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Nanda, Dr Silima, and Dr Hanny Gandhi. "Achievers of Freedom in the Select Novels of Rabindranath Tagore." SMART MOVES JOURNAL IJELLH 8, no. 9 (September 25, 2020): 98–116. http://dx.doi.org/10.24113/ijellh.v8i9.10768.

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My article analyses the achievers of freedom in the select novels of Tagore who dedicate themselves to the higher ideals of love, self-knowledge and truth. They represent Tagore’s vision of freedom where man-made shackles fail to trap the Universal Man. Tagore’s idea of freedom begins with the personal and ends with the universal. The different characters in his novels reach different levels of freedom in their search. They struggle as they are faced with challenges, but they all grow. The true achievers analyzed in the select novels of Tagore are the emancipated characters who possess the innate strength to confront the outward challenges of the society and achieve ultimate freedom by transcending from the lower self through love, knowledge and creativity.

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Moran, Lisa. "Negotiating Boundaries or Drawing the Line? Transcending ‘Insider/Outsider’ Distinctions in Connemara." Irish Journal of Sociology 16, no. 2 (December 2007): 136–59. http://dx.doi.org/10.1177/079160350701600208.

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This paper examines insider/outsider distinctions in a rural community in Connemara and argues that they are rooted in locality and are based upon conflicting knowledge cultures. Such distinctions are both contextual and fluid as they encompass a range of cultural factors and find expression through particular conventions on language use and everyday behavioural strategies. The insider/outsider nexus is continually negotiated in this community, and individuals are recognised as possessing degrees of insider and/or outsider status depending upon which particular modes of behaviour or linguistic practices may be seen as acceptable by the wider community in particular social situations. Qualitative data presented in this paper reveals that while some incomers to the region are viewed as ‘outsiders’ by more established members of the community, the degree to which this is the case frequently depends on whether they are perceived as sharing local people's ‘habitus’ prior to their entering the community. Instead of drawing strict lines of distinction between locals and incomers, both groups engage in regular ‘boundary-making’ by perpetuating locally-based practices and discourse structures, a process which verifies their sense of belonging and continually (re)defines and (re)constitutes the structures of discourse and action entered into in everyday life.

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Duus Henriksen, Thomas. "Moving educational role-play beyond entertainment." Education in the Knowledge Society (EKS) 11, no. 3 (November 18, 2010): 226–62. http://dx.doi.org/10.14201/eks.7462.

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Educational role-play has long proved an effective tool for consultants trying to develop the skills that employees are using for performing certain job functions. However, while educational role-play often is presented as an entertaining means for learning, such insistence on making learning games more gamish seems to have an inhibiting effect on designing and thinking games beyond mere skill acquisition. By emphasising the role-play based process as a conflictual negotiation between distinctive categories of knowledge, this paper presents the explorative application of knowledge, while framing the facilitation of reflective processes as the key for transcending knowledge from the game’s context to that of the participants. While pointing towards the compatibility issues between current conceptions of learning games and the facilitation of reflective processes, the paper emphasises the need for thinking the learning game as a part of a didactic design, rather than something beneficial in itself.

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Perrault, Hélène. "Integrated Thinking, Integrated Learning: Changing Our Ways for Changing Global Realities." LEARNing Landscapes 3, no. 2 (March 2, 2010): 115–21. http://dx.doi.org/10.36510/learnland.v3i2.346.

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The author strongly believes the complexity of our natural world and current societal issues cannot be addressed without interdisciplinary insights that can emerge only if formal education is allowed to go beyond the traditional silos of knowledge and practice. She describes how the Quebec Education Program, started 10 years ago, is based on competencies and integrated learning, thus transcending the boundaries between subjects. She discusses how Education Faculties have adapted to align teacher education with the current educational reform. Finally, she questions whether universities will be ready to receive this new generation of "transdisciplinary thinkers" who will soon be at their doors.

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Roediger, David, and Elizabeth Esch. "One Symptom of Originality: Race and the Management of Labour in the History of the United States." Historical Materialism 17, no. 4 (2009): 3–43. http://dx.doi.org/10.1163/146544609x12537556703034.

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AbstractIn the labour-history of the US, the systematised management of workers is widely understood as emerging in the decades after the Civil War, as industrial production and technological innovation changed the pace, nature and organisation of work. Though modern management is seen as predating the contributions of Frederick Taylor, the technique of so-called 'scientific management' is emphasised as the particularly crucial managerial innovation to emerge from the US, prefiguring and setting the stage for Fordism. This article argues that the management of labour in the US has roots in the particularities of a society which racialised its labour-systems – slave and free – and thus made 'racial knowledge' central to managerial knowledge. Rather than transcending the limits of racial knowledge, the authors argue that scientific management relied on experts to know and develop 'the races' not only for the purpose of accumulating capital but also for the organisation of modern production through the first decades of the twentieth century. Such 'knowledge' became central to the export of managerial and engineering knowledge from the US to the world.

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Rekret, Paul. "The Head, the Hand, and Matter: New Materialism and the Politics of Knowledge." Theory, Culture & Society 35, no. 7-8 (November 22, 2018): 49–72. http://dx.doi.org/10.1177/0263276418806369.

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This article seeks to examine the political connotations of a recent ‘material turn’ in social and political theory and its implications for theorizations of political agency. ‘New materialist’ theories are premised upon transcending the limits which social constructivism places upon thought, viewed as a reification of the division of subject and object and so a hubristic anthropocentrism which places human beings at the centre of social existence. Yet new materialist theories have tended to locate the conditions of the separation of mind and world they seek to overcome upon the terrain of epistemic or ethical error. By taking the work of Quentin Meillassoux, Jane Bennett and Karen Barad as exemplary, this article contends that new materialist theories not only fall short of their own materialist pretensions insofar as they do not interrogate the material conditions of the separation of the mental and material, but that the failure to do so has profound repercussions for the success of their accounts of political agency. This essay seeks to offer a counter-narrative to new materialist theories by situating the hierarchy between thought and world as a structural feature of capitalist social relations.

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Barona, Josep Lluis. "Sciences, language and social interaction." Terminology 5, no. 1 (December 31, 1998): 107–19. http://dx.doi.org/10.1075/term.5.1.09bar.

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The traditional perception of terminology as a tool for scientists used mainly in standardisation and for the regulation of the term-concept relationship is currently undergoing a critical re-appraisal with the intention of transcending purely pragmatic considerations at the moment of formulating the foundations for a new theory of terms. The present paper concentrates on three issues. First it critically examines the traditional concept of what constitutes a scientific discipline; secondly it re-assesses the idea of the objectivity of scientific knowledge from the standpoint of the concept of "Denkstil", and, finally, it discusses the difficult tension between popularisation of science and social interaction.

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Roy, Kaushik. "Dynamic Capability as the Epistemology of an Organization: A Social Venture Context." Journal of Human Values 26, no. 2 (December 11, 2019): 167–76. http://dx.doi.org/10.1177/0971685819883741.

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In this article, I view the dynamic capabilities of a social venture by examining organizational spaces through the means of qualitative engagement. Through the explication of one such organizational space, the WCB Bank, dynamic capability is understood as inhering in the purpose, the constructed memory and selves of human actors in the organization, and the collective endeavours that make the organization through deliberative processes. Such a view of organizations, while transcending the nuance of resources, provides an idea of capability as emerging from the varied meanings that human actors make in organizations. An understanding of these meanings leads to comprehending dynamic capabilities as epistemological elements which lead to accessing the knowledge of the organization for the moment.

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Eilam, Efrat, and Julianne Lynch. "Transcending networks’ boundaries: losses and displacements at the contact zone between English and Hebrew." International Journal of the Sociology of Language 2018, no. 254 (October 25, 2018): 185–204. http://dx.doi.org/10.1515/ijsl-2018-0039.

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Abstract This conceptual article applies a theoretical-linguistic analysis for examining the socio-cultural-historical networks that gave rise to two distinct forms of out-of-school education. One form is practiced in western English speaking cultures and termed “informal education”. The other form is practiced in Israel and termed “complementary education”. The process of examination applies the theoretical lens of Actor-Network-Theory (ANT) to analyse how social- historical-cultural-political processes have interacted to produce “complementary education” in Israel. This is followed by analysis of the bi-lingual translation processes that take place at the contact-zone (Pratt, M. L. 1991. Arts of the contact zone. Profession, ofession, 33–40. Modern Language Association Publishers.) between the two languages. The ANT analysis revealed a network consisting of a unique educational model that closely aligns with Ivan (Illich, I. 1971. Deschooling society. New York, USA: Harper and Row.) model presented in his seminal book Deschooling society. The examination also revealed that over time, the Anglophone term “informal education” displaced the Hebrew term “complementary education”, yet the network itself with its unique model continues to thrive. Examination of the contact zone between English and Hebrew found a strong Anglophone dominance, which permits only unidirectional translation from English to Hebrew. The discussion argues for developing post-monolingual research which provides opportunities for bi-directional translation processes to take place, thus eliminating losses of valuable knowledge at both sides of the contact zone.

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Wylie, Alison. "Introduction: When Difference Makes a Difference." Episteme 3, no. 1-2 (June 2006): 1–7. http://dx.doi.org/10.3366/epi.2006.3.1-2.1.

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Taking seriously the social dimensions of knowledge puts pressure on the assumption that epistemic agents can usefully be thought of as autonomous, interchangeable individuals, capable, insofar as they are rational and objective, of transcending the specificities of personal history, experience, and context. If this idealization is abandoned as the point of departure for epistemic inquiry, then differences among situated knowers come sharply into focus. These include differences in cognitive capacity, experience, and expertise; in access to information and the heuristics that make it intelligible; and in motivating interests and orienting standpoint. Dissent takes on rather different significance, as a potentially productive feature of epistemic life rather than evidence of a failure of aperspectivality or an indication of error. The central questions are, then, what forms of diversity are epistemically consequential, and how can they best be deployed to ensure that the beliefs we warrant as knowledge are as well grounded and truth-tracking as possible.

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Winczewski, Damian. "Dialektyka wiedzy logikomatematycznej w ujęciu Jarosława Ładosza." Studia Philosophica Wratislaviensia 15, no. 4 (March 31, 2021): 27–47. http://dx.doi.org/10.19195/1895-8001.15.4.2.

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The aim of the article is an analysis of the early works of Jarosław Ładosz, a Polish philosopher and mathematician, who in the 1960s conducted a thorough examination of the most important scientiﬁc accomplishments in the ﬁeld of logic and mathematics from the perspective of Marxist philosophy. Being nowadays assessed as a symbol of dogmatism and orthodoxy in Polish Marxism, Ładosz revised most of the superstitions on the relationship between mathematical logic and dialectics, which have been legitimized in oﬃcial Marxist philosophy since the times of Marx and Engels, in his early works. Having rejected the claims of some Marxists for the formalization of dialectics, he presented the original concept of dialectics as a methodological tool for studying the sources of logical knowledge. Combining dialectical materialism with Jean Piaget’s epistemology, he formulated an elaborate, original hypothesis of the social construction of logico-mathematical knowledge, while at the same time transcending the subject-object division as-sumed in Marxist dogmatic epistemology.

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Polak, Kathryn, Brian L. Meyer, Zoe E. Neale, and Jarrod Reisweber. "Program Evaluation of Group Transcending Self Therapy: An Integrative Modular Cognitive-Behavioral Therapy for Substance Use Disorders." Substance Abuse: Research and Treatment 14 (January 2020): 117822182094765. http://dx.doi.org/10.1177/1178221820947653.

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Objectives: Substance Use Disorders (SUDs) are increasingly prevalent among Veterans. Effective interventions for SUDs that also meet the clinical reality of open treatment groups are needed. Transcending Self Therapy: Group Integrative Cognitive Behavioral Treatment (Group TST-I-CBT) was developed to address this need. Group TST-I-CBT is a four-module, 20-session treatment designed so that a person can enter at any point in the treatment. We conducted a program evaluation of Group TST-I-CBT for veterans with SUDs. Methods: Participants were N = 68 veterans enrolled in the 28-day Substance Abuse Residential Rehabilitation Treatment Program at an urban Veterans Administration Medical Center who received either Group TST-I-CBT (N = 34) or treatment-as-usual (TAU; N = 34). Medical records were reviewed and participant treatment outcome data was retrieved. Group TST-I-CBT clients completed a knowledge and feedback form at treatment completion. Results: Compared to TAU participants, Group TST-I-CBT participants were significantly less likely to have a positive urine drug screen (UDS) during treatment (17.6% versus 0%; P = .01) and within one month post-discharge (50% versus 17.6%; P = .04). Among Group TST-I-CBT clients, Quality of Life Inventory scores significantly increased by an average of 14 points from pre- to post-treatment, t(15) = –3.31, P = .005, d = 0.83. Group TST-I-CBT clients displayed cognitive-behavioral therapy knowledge (mean correct answers ranged from 92%-100%) and rated Group TST-I-CBT as helpful, understandable, and useful (mean scores ranged from 9.3-9.6 out of 10). Conclusions: These preliminary data indicate that Group TST-I-CBT may be an effective group therapy as part of SUD treatment. A formal randomized controlled trial of Group TST-I-CBT may be warranted.

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Coradi, Annina, Mareike Heinzen, and Roman Boutellier. "Designing workspaces for cross-functional knowledge-sharing in R & D: the “co-location pilot” of Novartis." Journal of Knowledge Management 19, no. 2 (April 7, 2015): 236–56. http://dx.doi.org/10.1108/jkm-06-2014-0234.

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Purpose – This paper examines co-location as an important solution to design workspaces in research and development (R & D). It argues that co-locating R & D units in multi-space environments serves knowledge creation by leveraging knowledge sharing across boundaries. Design/methodology/approach – This study is based on a co-location project of the knowledge-intensive, multi-national company Novartis. To compare communication and collaboration patterns, we interviewed and observed employees before and after co-location into the “co-location pilot” and investigated a control group that was not co-located. The use of data and method triangulation as a research approach underlines the inherent dynamics of the co-location in this study. Findings – The study suggests findings leveraging knowledge sharing in two different ways. Co-location of dispersed project team members increases unplanned face-to-face communication leading to faster and more precise flows of knowledge by transcending knowledge boundaries. Co-location to an open multi-space environment stimulates knowledge creation by enabling socialization, externalization and combination of knowledge. Practical implications – This study provides managerial implications for implementing co-location to achieve greater knowledge sharing across functions. The design of the work environment provides the framework for successful co-location. Originality/value – This paper reports the findings of an empirical case study conducted within the “co-location pilot” of the pharmaceutical company Novartis. This study contributes to an in-depth understanding of the phenomena on a qualitative and micro-level.

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Nillsen, R. "The Concept of Integrity in Teaching and Learning." Journal of University Teaching and Learning Practice 2, no. 3 (July 1, 2005): 96–105. http://dx.doi.org/10.53761/1.2.3.9.

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In this paper it is argued that the concept of integrity in a person, or an activity, or an institution, is intimately connected with notions of wholeness and completeness, and that the creation of integrity consists in developing an awareness of the possibility of greater wholeness and completeness, and in creating environments in which they may occur. In a manner analogous to ethical integrity, integrity in inquiry, knowledge learning and teaching is seen as arising from a preparedness to submit oneself to a larger intellectual whole, in which one might say that individual preference is secondary to a “transcending state of affairs”. Some suggestions are made to help towards progressing the ideals of integrity in teaching and learning, with some discussion in relation to specific disciplines.

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Nolan, E. Martin. "Transcending Lockdown: Fostering Student Imagination Through Computer-Supported Collaborative Learning and Creativity in Engineering Design Courses." University of Toronto Quarterly Forthcoming (July 16, 2021): e2021001. http://dx.doi.org/10.3138/utq.91.1.001.

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Engineering design and communication courses are typically dynamic, active learning spaces that bring together a complex array of knowledge and skills. Their ambiguous nature has allowed, often contentiously, subjects such as language and communication, the arts, the humanities and the social sciences to enter the discourse of engineering in a newly meaningful way. This paper considers this development in the context of the COVID-19 pandemic, and in particular how the creativity and imagination required to succeed in engineering design might be cultivated in emergency distance learning. I consider a plethora of sources for guidance, with a special interest in how language and communication facilitates collaborative learning, creativity, and intersubjectivity and how that mediation is further mediated by educational technology in distance learning. I focus on the challenges faced, and the resulting importance of training for both instructors and students. Finally, I argue that despite our difficult circumstances, we should aim to encourage our students to exercise their imaginations, both independently and collaboratively, through our selection, framing and facilitation of team design projects during the pandemic.

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Qurrat ul Ain, Ayesha, and Maryam Suleman MaYueXiang. "چینی مسلم خواتین کی دینی تعلیم و تربیت: معھد الدراسات الاسلامیہ للبنات کے حوالے سے ایک خصوصی مطالعہ." FIKR-O NAZAR فکر ونظر 58, no. 3 (August 30, 2021): 165–84. http://dx.doi.org/10.52541/fn.v58i3.1053.

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This paper investigates the kind and extent of contribution of Hui Muslim women to the propagation of Islamic teachings and revival of Islamic education in China. It aims to explore the role that women led-educational institutes played in placing Muslim youth at a continuum between Chinese and Islamic educational spheres. The research employs ethnographic methodologies including participant observation and extensive interviewing and relies upon the archival data for the historical contextualization of the observed facts. It concludes that Islamic educational system in general, and the active passionate participation of Muslim women in it in particular, played a crucial role in the survival of Islamic faith and knowledge in the Chinese land and helped its adherents to connect with the mainstream Muslim world, transcending regional and cultural boundaries.

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González, Germán Muñoz, and Victoria Eugenia Pinilla. "Youth Studies in Colombia: State of the Art." YOUNG 20, no. 4 (November 2012): 399–414. http://dx.doi.org/10.1177/110330881202000406.

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This study is based on the most recent state of the art report about Youth in Colombia; the article summarizes the process of construction of youth as a specialized field of knowledge in Colombia. It reviews the researches and studies carried out during a period of 20 years (1985–2003) in 18 Colombian cities. This state of the art is a model that aims at transcending the cataloguing and abstract-type synthesis of research studies, in order to consolidate a more profound analysis that will account for the thematic treatment and the underlying notions of young subjects. The project has been produced on the basis of the following questions: What knowledge of male and female Colombian youth has been produced? Who has produced it? How has it been produced and what kind of subject is being constructed? After 2003, there is a sustained production of bibliography concerning the main topics of the youth condition, with progressively qualified contributions. By contrast, the State since 2006 has practically abandoned the institutionality that had been created for designing and managing public policies on youth.

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Reichard, Joshua D. "Humanities and hiterdisciplinary Studies." Journal of Interdisciplinary Studies 23, no. 1 (2011): 77–96. http://dx.doi.org/10.5840/jis2011231/25.

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As the interdisciplinary movement gains momentum, Christian scholars need to reflect on viable interdisciplinary methods rooted in faith-learning integration. The humanities provide a starting point for such a method. The humanities were divorced from the natural sciences in the modem era and, thus, aspects of reality that the humanities represent were alienated from academic conversations. This essay compares Frank Gaebelein's approach in the modem context with William Dennison's methods in the postmodem perspective. Both sought to develop an intentional method for Christian interdisciplinary studies. By synthesizing the best aspects of Gaebelein and Dennison, the humanities emerge as a potential focal point for epistemological pluralism or "multiple ways of knowing." Such methodological openness, balanced by the unity and universality of truth, enables Christian scholars to integrate knowledge from the humanities while transcending both modem positivism and postmodem relativism.

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Sperl, S. "The literary form of prayer: Qur՚ān sūra one, the Lord's Prayer and a Babylonian prayer to the Moon God." Bulletin of the School of Oriental and African Studies 57, no. 1 (February 1994): 213–27. http://dx.doi.org/10.1017/s0041977x00028251.

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In his article ‘Lecture de la Fātiḥa’ Muhammad Arkoun develops principles for a contemporary rereading of scripture which differ markedly from those of classical exegesis. The latter rests upon the dogmatic certainty that scripture constitutes the only truth and the whole truth; hence it sees its task as rendering this truth accessible by recourse to a wide range of explanatory techniques. Arkoun's principles, on the other hand, are based upon the realization that in the present circumstances man's understanding of himself must be acquired not by remaining within the fold of one assumed source of truth but by transcending the panoply of ‘biophysical, economic, political, linguistic constraints’ which delimit his condition. As result, such knowledge must consist in repeated and risky forays ‘beyond the enclosures which all cultural traditions tend to erect after a phase of intensive elaboration’ (Arkoun, 1982: 50).

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Ehlers, Ulf-Daniel, and Laura Eigbrecht. "Reframing Working, Rethinking Learning: The Future Skills Turn." EDEN Conference Proceedings, no. 1 (June 22, 2020): 1–10. http://dx.doi.org/10.38069/edenconf-2020-ac0001.

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Research on Future Skills is one of the current hot topics in education, management and organizational research. In times of global networked organizations and steadily accelerating product cycles, the model of qualification for future jobs seems debatable. Can we really prepare graduates and employees for the future by the predominant model of knowledge acquisition? Do we already have adequate concepts for competence development in higher education and work environments? An international study led to the identification of the change processes that the working and learning world are undergoing as well as of the Future Skills that will be needed in highly emergent future contexts – including digital competences, but transcending them. This calls for new strategies and concepts concerning structural, teaching and learning aspects and a new way of embracing lifelong learning concepts. “Future organizations” have been identified that have already set out for dealing with those new demands. By learning about their innovative approaches concerning employees’ competence and skills acquisition, a veritable turn away from specialist knowledge and towards Future Skills can be observed – and cannot be ignored by higher education.Keywords: Future Skills, Higher Education, Learning, Competence, Delphi Survey, Education Research

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Sidqi, Ahmad. "“THE SPIRITUAL TURN”." Epistemé: Jurnal Pengembangan Ilmu Keislaman 14, no. 2 (December 31, 2019): 289–303. http://dx.doi.org/10.21274/epis.2019.14.2.289-303.

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This article discusses the philosophical dimension of post-modern societies. It examines the champion of rationalities of modern human beings and contends its contemporary limits. It argues that the modern rational philosophies that over-simplify the meaning “being” in metaphysical form has led to the civilizational crisis. In religious dimension, modern human has been sacrificing their inner spiritual dimension of humanity. As a response to this crisis, modernity has initiated the birth of “spiritual turn” that modern human tries to reinvent their spirituality, mainly through Islamic Sufism. This article further examines the significance of Sufi concepts of the 14th century Sufi master Ibn Atha`illah (1259-1310). Examining his Sufi concepts from the lights of post-modern philosophy as panacea for modern diseases, this article found that the concept of spiritual knowledge (ma’rifat) is an essential concept as transcending the limits of rationality and materiality of modern philosophy

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Sanmugam, Mageswaran, Hasnah Mohamed, Norasykin Mohd Zaid, Zaleha Abdullah, Baharuddin Aris, and Salihuddin Md Suhadi. "Gamification's Role as a Learning and Assessment Tool in Education." International Journal of Knowledge-Based Organizations 6, no. 4 (October 2016): 28–38. http://dx.doi.org/10.4018/ijkbo.2016100103.

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Gamification is a new and upcoming trend that is predicted by many to further enhance the field of educational technology in the new millennium. The use of gamification has fared well in the corporate world and is gradually transcending into the educational arena. The usage of game elements such as points, badges and leader board can assist in keeping the students not only motivated but also engaged to the teaching and learning process in the school. As learning and assessment come hand in hand as a knowledge acquiring process in a classroom, therefore it should be identified whether or not gamification can be truly utilized in the form of a learning and assessment tool in the teaching and learning process. This paper will discuss about the repercussions of using gamification as a learning and assessment tool based on the review of several studies carried out in the field of gamification.

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Brodie, Roderick J. "Enhancing theory development in the domain of relationship marketing: how to avoid the danger of getting stuck in the middle." Journal of Services Marketing 31, no. 1 (February 13, 2017): 20–23. http://dx.doi.org/10.1108/jsm-05-2016-0179.

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Purpose This study aims to explore how relationship marketing can sustain the position as a major domain for academic research and avoid premature stagnation. Design/methodology/approach The paper outlines a process in which theory informs empirical research and practice, and at the same time, where practice informs empirical research and theory. This requires giving attention to the process of theorizing itself, rather than treating theory as an outcome. To facilitate this outcome, mid-range theorizing needs to be embedded in the processes. Findings The application of mid-range theorizing processes is illustrated. Examples are provided to show how a broader “transcending” relational network perspective informs empirical research, and to illustrate how marketing practice can be used to inform empirical research and theoretical knowledge. Originality/value New thinking is provided about enhancing theory development to ensure relationship marketing remains a major domain for research.

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Journal articles on the topic 'Transcending knowledge'

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