Dissertations / Theses on the topic 'Ways of knowing'
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Bustamante, Vásquez Stephanie E. "Ways of knowing and cultural awareness." Thesis, Wichita State University, 2012. http://hdl.handle.net/10057/6129.
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Nyberg, Gunn. "Ways of knowing in ways of moving : A study of the meaning of capability to move." Doctoral thesis, Stockholms universitet, Institutionen för etnologi, religionshistoria och genusstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-102527.
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The overall aim of this thesis has been to investigate the meaning of the capability to move in order to identify and describe this capability from the perspective of the one who moves in relation to specific movements. It has been my ambition to develop ways to explicate, and thereby open up for discussion, what might form an educational goal in the context of movements and movement activities in the school subject of physical education and health (PEH). In this study I have used a practical epistemological perspective on capability to move, a perspective that challenges the traditional distinction between mental and physical skills as well as between theoretical and practical knowledge. Movement actions, or ways of moving, are seen as expressions of knowing. In order to explore an understanding of the knowing involved in specific ways of moving, observations of actors’ ways of moving and their own experiences of moving were brought together. Informants from three different arenas took part: from PEH in upper secondary school, from athletics and from free-skiing. The results of the analyses suggest it is possible to describe practitioners’ developed knowing as a number of specific ways of knowing that are in turn related to specific ways of moving. Examples of such specific ways of moving may be discerning and modifying one’s own rotational velocity and navigating one’s (bodily) awareness. Additionally, exploring learners’ pre-knowing of a movement ‘as something’ may be fruitful when planning the teaching and learning of capability to move. I have suggested that these specific ways of knowing might be regarded as educational goals in PEH. In conducting this study, I have also had the ambition to contribute to the ongoing discussion of what ‘ability’ in the PEH context might mean. In considering specific ways of knowing in moving, the implicit and taken-for-granted meaning of ‘standards of excellence’ and ‘sports ability’can be discussed, and challenged.At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: In press. Paper 4: Epub ahead of print.
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Walton, Joan. "Ways of knowing : can I find a way of knowing that satisfies my search for meaning?" Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512282.
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My enquiry starts when I experience the suffering of young people in care, and realise I do not have the knowledge to help them. I find that traditional ways of knowing in western culture – Christian theistic religion and classical Newtonian science – do not provide me with the knowledge required to resolve this ignorance. Intuitively, I feel there must be more effective ways of knowing. This thesis records my search for a way of knowing that enables me to find meaning in a world where such suffering is possible. This search has taken me to many places. Intellectually, my sources of theory and information include the social sciences, philosophy, depth and transpersonal psychology, eastern and western religions, quantum physics, and a science of consciousness. Professionally, I have moved from social work, to education, and then to the development of my own business. In engaging with an ‘experiment in depth’, I develop a meditative and journaling practice which connects me to a sense of a loving dynamic energy with limitless creative potential. I realise that over time, through being ‘true to myself’, my connection with this source provides me with a spiritual resilience which enables me to retain equanimity within life’s challenges. The hypothesis that feels meaningful and makes most sense of my experience is that I am involved in an evolution of consciousness, where the story of humanity is the story of ‘self-disclosure of spirit’ (Ferrer 2002). My experience of synchronicity provides evidence of a principle of interconnection and integration between psyche and matter, inner and outer, theory and action, science and spirituality. Through telling my personal story, I offer an emergent methodology that includes both narrative inquiry and action research. I generate a living theory which offers ‘spiritual resilience gained through connection with a loving dynamic energy’ as an original standard of judgment.
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Mumford, Steven W. "Ways of Knowing in Participatory Program Evaluation." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10682557.
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The study investigated the potential role of individual “ways of knowing” in participatory program evaluation. Ways of knowing refer to individual styles and preferences for creating and testing knowledge in a group setting. These implicit preferences were hypothesized to influence perceptions of credible research methods, appropriate meeting discourse approaches, and prioritized learning outcomes of evaluation. Researchers have identified three ways of knowing most directly relevant to the study: “separate knowing,” or playing “devil’s advocate”; connected knowing, or playing the “believing game”; and “constructed knowing,” or combining both approaches according to context. To identify participants’ preferred “ways of knowing,” the study applied Q methodology, guiding participants to rank a series statements according to which are most descriptive of them. These rankings were analyzed through by-person factor analysis to group participant preferences. The application of Q methodology took place early on within a broader action research case study, in which the researcher facilitated a participatory program evaluation with a team of five stakeholders from a non-profit organization. Results of the case study were compared with Q findings to explore the Q tool’s usefulness for understanding participants' actual behaviors and perceptions of the evaluation process.
The Q tool developed and refined for use in the study served to differentiate the three theoretical ways of knowing among participants, in a more nuanced fashion than extant Likert-scale surveys. The results of the tool were useful for understanding case study participants’ discursive preferences, particularly between argumentative and narrative styles. Hypothesized relationships between ways of knowing and evaluation design and learning outcomes were not supported in this study; rather, the evaluation context was paramount in shaping these decisions. The Q tool represents the primary practical contribution of the study, and it may be adapted and applied to future studies, and to the practice of participatory evaluation. The study also revealed potential relationships between ways of knowing and other phenomena of interest that might be investigated further. The conceptual distinction among the three ways of knowing can inform our understanding of group dialogue, and how best to promote it among diverse participants.
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Kelly, Vicki. "Aesthetic ways of knowing, a personal narrative." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62986.pdf.
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Phillips, Margaret K. "Adapting ways of knowing dependent on context." Thesis, Wichita State University, 2010. http://hdl.handle.net/10057/3739.
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This study is a further investigation of epistemological beliefs, specifically ways of knowing, and whether people will adapt these beliefs dependent upon social context (i.e. in-group or out-group). In addition, this research examined the role of gender and one’s use of connected knowing (CK) or separate knowing (SK). One hundred twenty-three college students were surveyed to determine if use of CK or SK shifted when thinking of in-group or out-group associations. Results did not confirm a shift in the use of CK or SK dependent upon social context. The results confirmed that men had higher SK scores than women; however, no gender differences were confirmed in CK scores.Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Educational and School Psychology.
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Kethro, Philippa. "Pedagogical ways-of-knowing in the design studio." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004338.
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This research addresses the effect of pedagogical ways-of-knowing in higher education design programmes such as Graphic Design, Interior Design, Fashion, and Industrial Design. One problematic aspect of design studio pedagogy is communication between teachers and students about the aesthetic visual meaning of the students’ designed objects. This problematic issue involves ambiguous and divergent ways-of-knowing the design meaning of these objects. The research focus is on the design teacher role in design studio interactions, and regards pedagogical ways-of-knowing as the ways in which teachers expect students to know visual design meaning. This pedagogical issue is complicated by the fact that there is no agreed-upon corpus of domain knowledge in design, so visual meaning depends greatly on the social knowledge retained by students and teachers. The thesis pursues an explanation of pedagogical ways-of-knowing that is approached through the philosophy of critical realism. How it is that particular events and experiences come to occur in a particular way is the general focus of critical realist philosophy. A critical realist approach to explanation is the use of abductive inference, or inference as to how it is that puzzling empirical circumstances emerge. An abductive strategy aims to explain how such circumstances emerge by considering them in a new light. This is done in this study by applying Luhmann’s theory of the emergence of cognition in communication to teacher ways-of-knowing in the design studio. Through the substantive use of Luhmann’s theory, an abductive conjecture of pedagogical ways-of-knowing is mounted. This conjecture is brought to bear on an examination of research data, in order to explain how pedagogical ways of-knowing constrain or enable the emergence of shared visual design meaning in the design studio. The abductive analysis explains three design pedagogical ways-of-knowing: design inquiry, design representation and design intent. These operate as macro relational mechanisms that either enable or constrain the emergence of shared visual design meaning in the design studio. The mechanism of relation is between design inquiry, design representation and design intent as historical knowing structures, and ways-of-knowing in respect of each of these knowing structures. For example, design inquiry as an historical knowing structure has over time moved from ways-of-knowing such as rationalistic problem solving to direct social observation and later to interpretive cultural analysis. The antecedence of these ways-of-knowing is important because communication about visual meaning depends upon prior knowledge, and teachers may then reproduce past ways-of-knowing. The many ways-of-knowing that respectively relate to design inquiry, design representation and design intent are shown to be communicatively formed and recursive over time. From a Luhmannian perspective, these ways-of-knowing operate as variational distinctions that indicate or relate to the knowing structures of design inquiry, design representation and design intent. This is the micro-level operation of pedagogical ways-of-knowing as relational mechanisms in design studio communication. Design teachers’ own ways-of-knowing may then embrace implicit way-of-knowing distinctions that indicate the knowledge structures of design inquiry, design representation and design intent. This implicit indication by distinction is the relational mechanism that may bring design teachers’ expectation that this and not that visual design meaning should apply in communication about any student’s designed object. Such an expectation influences communication between teachers and students about the potential future meaning of students’ designs. Consequently, shared visual design meaning may or may not emerge. The research explanation brings the opportunity for design teachers to make explicit the often implicit way-of-knowing distinctions they use, and to relate these distinctions to the knowing structures thus indicated. The study then offers a new perspective on the old design pedagogical problem of design studio conflict over the meaning of students’ designs. Options for applying this research explanation in design studio interactions between students and teachers are therefore suggested.
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Kim, Sue In. "Naming Movement: Nomenclature and Ways of Knowing Dance." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/110764.
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DancePh.D.
This study examines dance terminologies and documentation of Korean and French court dances, Jeongjae and Belle Dance, respectively. For Belle Dance, Raoul Feuillet's Chorégraphie (1700) and Pierre Rameau's Maître à Danser (1725) provide lists of movement terms, definitions of them, and instructions for how to enact them. For Jeongjae, Jeongjae mudo holgi, written in the nineteenth century, comprises diagrams and descriptions of dance movements. These sources have their own ways of converting dance movement into language, revealing the divergent perspectives toward body movement in each culture. Their divergent modes of documenting dance demonstrate the characteristic ways of expressing and constructing knowledge of body movement of their historical and cultural contexts. By comparing the terminologies and documentation that carry historically and culturally specific concepts, I explore underlying assumptions about what kinds of information are considered knowledge and preserved through articulation in words and graphic symbols. This study addresses the research question, what do dance terminologies and processes of documentation suggest about perspectives on dance movement in two distinct dance cultures. To articulate the differences, this study examines selected documents as a whole and dance terms in specific. The significance of characteristic features found in the textual analysis will be illuminated through an exploration of intertextual relationships between the dance texts and important sources of the period that focus on the body and how it is conceived in relation to the human being. This study suggests that, dance documents, which translate selected aspects of dance movement into words and graphic symbols, encapsulate historically and culturally specific ways of knowing dance movement. Intending to capture movement analytically and visually, Belle Dance treatises attempt to establish objective knowledge of dance. This mode of knowing corresponds to philosophical and practical milieus that constructed the theory of mind-body dualism, mathematical foundations of modern science, and reliance on sense perceptions. In contrast, Jeongjae documents take the performer's experience as the standard point of view, considering his or her inner experience as well as observable results of movement. Correspondingly, Korean traditional culture adhered to a holistic view of the body and promoted implicit expressions to describe body movements.
Temple University--Theses
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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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McVeigh, Alana Carol. "The Haptic Dimension of Ceramic Practice: Ways of Knowing." Thesis, Curtin University, 2020. http://hdl.handle.net/20.500.11937/81389.
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This research examines how streams of tacit knowledge and sensory awareness have impacted Australia’s approach to ceramic making. Through a combination of creative practice and exegesis, the investigation considers how experiential knowledge amassed over time builds a visual, cognitive and sensual vocabulary that becomes embodied as a visceral form of making. A form of making and awareness that entered Australian ceramic studio practice from China, Japan, Korea and Britain primarily during the 1940s–1960s.
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Ramadge, Joanne, University of Western Sydney, College of Social and Health Sciences, and of Nursing Family and Community Health School. "Ways of knowing cancer pain in a palliative care setting." THESIS_CSHS_NFC_Ramadage_J.xml, 2001. http://handle.uws.edu.au:8081/1959.7/428.
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Very little work has been undertaken that explores pain as a part of human existence and the inherent knowledge that accompanies it. What pain means to people and how they know their own pain is the subject of this research study.The research sought to identify ways of knowing cancer pain of six participants, each receiving palliative care at the time of this study. The themes of, balancing conflict, living with threat, always there and making sense are identified and examined to provide understanding of the ways these people know their pain. A new model of pain assessment is offered that incorporates an ontological way of knowing, and the meaning that the findings have for nursing practice is explored. Implications for nursing practice and education that are derived from the study are offered. The rigour of the study is promoted through an audit processDoctor of Philosophy (PhD)
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Ramadge, Joanne. "Ways of knowing cancer pain in a palliative care setting /." View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030414.153856/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, Nepean, 2001.A thesis submitted in total fulfilment of the rquirement for the degree of Doctor of Philosophy, University of Western Sydney, Nepean, 2001. Bibliography : leaves 242-269.
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Mozard, N. A. M. "Environmental understandings : ways of knowing the world in Barranquitas, Venezuela." Thesis, Queen's University Belfast, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546340.
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Foxall, Justine F. Carleton University Dissertation Linguistics and Applied Language Studies. "Journey into literacy for development: discovering two ways of knowing." Ottawa, 1993.
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Hernandez-Miller, Mirtha Elena 1957. "Multiple ways of knowing in history: Eighth graders' grand conversations." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282809.
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The purpose of this study was to explore what happened when literature and literature discussions were added to an eighth-grade history curriculum. I examined what occurred in the process of change as the teacher and researcher negotiated a new curriculum with the students, and what the effects of literature were on the historical understandings of middle school students. The theoretical framework of this study is embodied in the social constructivist theory of learning and the transactive theory of reading as explained by a reader-response perspective. It rests on the premise that approaching history through literature and encouraging an aesthetic stance toward the response to historical literature will enable students to enter into the process of historical inquiry. During this year-long classroom study the researcher, acting as a participant observer, gathered a variety of data including field notes, student journals, audio tapes of the small group literature discussions, student self-evaluations, and teacher interviews. The data were analyzed by developing and describing initial coding categories from the data, refining or adding to the categories as the analysis process continued, and counting frequencies for the various categories which emerged. The findings suggest that change is challenging and complex. There was a creative tension in the process with some factors that promoted teacher and curriculum change and other factors that acted as obstacles to change. Although each factor played an important role in the change process, the key to change was in the collaboration between teacher and researcher. It was in the conversations and collaboration between teacher and researcher that change was invented. In addition, the findings suggest that reading the historical literature, writing in their journals, and working out their understandings in small groups was well-received by students. They enjoyed this way of doing history and used the different activities to work their way into meaningful engagements with history. Student responses included: (1) purposeful retellings, (2) numerous connections among books, movies, historical themes, and life experiences, (3) thematic statements, (4) wonderings and wanderings, and (5) historical understandings that integrated facts and stories.
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Heyes, Scott Alexander. "Inuit and scientific ways of knowing and seeing the Arctic landscape." Title page, abstract and table of contents only, 2002. http://web4.library.adelaide.edu.au/theses/09ARCHLM/09archlmh6159.pdf.
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"February 2002" Bibliography: leaves 117-128. This work explores traditional Inuit and Western scientific ways of knowing and seeing the Arctic through a number of cultural expressions of landscape. Inuit and Western perceptions of the Arctic are analysed by examining a series of thematic and cognitive 'maps', drawings and satellite imagery. The study focuses on how these forms of landscape representation and methods of navigation shape the way in whcih the Arctic is perceived. Centred on Inuit coastal villages in Nunavik (Northern Quebec), Canada, the study illustrates different and converging ways of reading the landscape through maps.
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Shemilt, Moira. "On knowing what to do and finding ways of being wise." Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=13177.
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Choi, Mark. "Make & Articulate : Developing Holistic Designerly Ways of Knowing Through Making." Research Showcase @ CMU, 2014. http://repository.cmu.edu/theses/72.
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Fueled by the value of “Design Thinking” as an innovation and problem solving tool, a rising number of engineers have been entering graduate programs in interaction design to learn how to design. However an engineer’s strong emphasis on the end product stands at odds with design’s emphasis on the process. This predisposition oftentimes impedes with an the engineer’s ability to fully engage with their new culture of design where they must employ new ways of knowing. The fact of the mater is, designerly ways of knowing is not something simply learned by books, or sifting through literature. It is instead a new way of knowing by approaching making as a process of discovery, clarity and craft while iterating towards refinement and articulation. For technically rational minded individuals a career change into design points to a larger challenge beyond learning tools and methods, where the act of change represents a necessity to transition in worldviews; going from a field filled with certainty to a field that deals with uncertainty, in design. Without understanding the value of designerly ways of knowing and having the agility to navigate through the uncertainty in the form of designerly ways of making, technically minded individuals can easily feel stuck and disoriented stuck while experiencing a full on “culture shock.” This thesis looks to aid in the process of transition by uncovering pre-understandings, roadblocks, and opportunities of a cultural transition from engineering to design. Using human centered design methods and informed ways of making, the goal is to create a model to engage in designerly ways of making in order to better navigate uncertainty and begin to know in designerly ways.
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Froldi, Alessandro. "Ways of knowing place in the Italian periferia : Quarto Oggiaro revisited." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/20172.
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This thesis explores the interplay between practices of activism and planning through a focus on place. By developing an understanding of place as a multi-situated and multi-scalar concept, I show how a theoretical approach based on a revision of the concept of place can bridge and contribute to both the fields of anthropology of planning and of social movements. Providing a series of insights into the Milanese urban periferia (outskirts) this research argues that activism and planning are continuously engaged in redefining the field of political action. Based on ethnographic fieldwork, archival and historical research, my work shows the empirical interplay between planning and politics as a central arena for the shaping of broader historical and geographical tensions. A number of controversies and episodes of protest are examined to illustrate the experiences of activists and citizens involved across different periods of contemporary Milanese history. I approached these events as elements of place-making; processes where different subjectivities, practices and ideas come together as transformative, ever-changing instances. The neighbourhood of Quarto Oggiaro in the extreme outskirts of the city has provided a setting for fieldwork research to address the idea of the anthropological places as the result of a mutual constitution between myself as the researcher and the people I encountered in the field who were engaged in defining their environment. This approach resulted central to producing collaborative processes and for unfolding a relational interpretation of places. By engaging with these experiences this thesis demonstrates the need for examining the categories and practices of political and planning imagination and the multiple practices of world-making to make a significant contribution to understanding the human and social contexts of modern urban realities.
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Coomes, Jacqueline Rene. "Relationships between community, interactions, and ways of knowing in college precalculus classes." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Dissertations/Fall2006/J_Coomes_112206.pdf.
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Morley, R. E. "Ways of knowing : an examination of Freud's psychoanalytical theory as a language." Thesis, Regent's University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.484181.
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Page, Tara. "Place and belonging : ways of knowing and learning in the Australian bush." Thesis, Goldsmiths College (University of London), 2012. http://research.gold.ac.uk/8020/.
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‘Where are you from?’ This question often refers to someone’s birthplace, childhood home or a place that holds significance. The place that is offered in response to this question is more than a means of orientation, it is a lived place that has complex meanings that identify and emplace. The significance of ‘place’ and also of ‘belonging’ to our lives is often overlooked, something that is invisible or hidden, yet it is key to understanding who we are, both individually and collectively. This study explores and examines the ways that children living in a remote Australian cultural context, the bush, perform and construct their place-world, and how within this knowing and subsequent learning, they construct place and belonging. The driving questions of this study are: How do children living in a remote Australian cultural context know their place and belonging? and How do children living in a remote Australian cultural context learn place and belonging? Using the overlapping methodological approaches of critical, visual and sensory ethnography, underpinned with the theories of habitus and the bound relationship between the body and place, this study explores how the children’s, and my own, ways of knowing place emerged through embodied engagement in and with the world. This enabled an understanding of embodied (sensory perception and sensory memories) ways of knowing the place of the bush and how, through everyday practices, place and belonging are performed, constructed and learned through corporeal and socially-engaged pedagogies but also by being there. These findings may contribute to a more profound but also a subtle examination of embodiment as key to the performance and construction of social identities, the production of new analytical insights to develop the theoretical relationship between the where and the who, and knowledge and understanding of the loss of connection with place or displacement.
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Clark, Alison. "Ways of knowing : developing the mosaic approach with young children and adults." Thesis, Open University, 2012. http://oro.open.ac.uk/38817/.
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This PhD by Published Work dissertation provides a summary of a programme of research on the theme of listening to young participant perspectives. It is based on twelve core publications during the period 2001 to 2011. The selected publications are composed of a single authored book (Clark, 2010b); two joint-authored books (Clark and Moss, 2001; Clarka nd Moss, 2005); five peer-reviewed journal articles (Clark, 2005a; 2010a; 2010c; 2011a; 2011b) two book chapters (Clark, 2005b; Clark, 2005c) and two co-authored pieces (Moss, Clark, and Kjørholt, 2005; Clark and Percy-Smith, 2006). These texts have been chosen to demonstrate the development of this research under the following headings: establishing the paradigm; conceptural and critical analysis; extending methodologies and new research landscapes.
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Chard, Rose. "The struggle to afford adequate energy : different ways of knowing fuel poverty." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/80040/.
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This thesis examines the co-existence of three ways of knowing fuel poverty – statistical, procedural and experiential – how they interrelate and interact and the implications that follow for the opportunities and challenges of tackling what has proved a persistent inequality and injustice in UK society. There has been significant policy attention and practical action taken over the last two decades which has involved the development of definitions, categories, processes and procedures through which action can be directed and enacted. All of this has been an attempt to know and act upon the struggles that are experienced by ‘fuel poor’ households. The focus of this thesis will be on different ways in which the phenomenon of fuel poverty can be, and is being, known – through the immediate everyday experiences of households, through the procedures developed and followed by local organisations working to provide help to those ‘in need’ and through the statistical definition and modelling that provides the foundation of government policy. These three ways of knowing are investigated through a research design taking a qualitative approach involving interviews with older householders, ethnographic-style observations with three local organisations in England during the winter of 2012 – 2013, and analysis of policy and related documents on statistical modelling. The thesis found that the statistical and experiential ways of knowing are characterised and understood by fundamentally different forms of knowledge and processes of knowledge production, with the procedural way of knowing needing to directly interact with both the statistical and experiential understandings of fuel poverty. Flows of resources and knowledge show how three different ways of knowing fuel poverty interrelate and interact through policy and action on the ground. These findings have implications for future action against fuel poverty, especially where partnership working and direct interaction with households is concerned.
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Rich, Nancy Leigh. "Restoring Relationships: Indigenous Ways of Knowing Meet Undergraduate Environmental Studies and Science." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1306369229.
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Ogunnaike, Oludamini. "Sufism and Ifa: Ways of Knowing in Two West African Intellectual Traditions." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:23845406.
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This dissertation examines and compares the epistemologies of two of the most popular West African intellectual traditions: Tijani Sufism and Ifa. Employing theories native to the traditions themselves and contemporary oral and textual sources, I examine how these traditions answer the questions: What is knowledge? How is it acquired? And How is it verified? Or more simply, “What do you know?,” “How did you come to know it?,” and “How do you know that you know?” After analyzing each tradition separately, and on its own terms, I compare them to each other and to certain contemporary, Western theories.
Despite having relatively limited historical contact, I conclude that the epistemologies of both traditions are based on forms of self-knowledge in which the knowing subject and known object are one. As a result, ritual practices that transform the knowing subject are key to cultivating these modes of knowledge. Therefore I argue that like the philosophical traditions of Greek antiquity, the intellectual or philosophical dimensions of Tijani Sufism and Ifa must be understood and should be studied as a part of a larger project of ritual self-transformation designed to cultivate an ideal mode of being, or way of life, which is also an ideal mode of knowing. I further assert that both traditions offer distinct and compelling perspectives on, and approaches to, metaphysics, ontology, epistemology, psychology, and ritual practice, which I suggest and begin to develop through comparison.African and African American Studies
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Seini, Monica Michelle, and n/a. "Bioprospecting and Access to Indigenous Flora: Policy Implications of Contested Ways of 'Knowing' and 'Owning'." Griffith University. School of Science, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060302.122535.
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This thesis critically explores the issue of access to biological resources and Indigenous knowledge Historically, biological resources collected and documented, and knowledge associated with their use, have been considered the 'common heritage of mankind' The Convention on Biological Diversity (CBD) changed this understanding to tights of states over biological resources, but also gave rise to issues of equity and justice, especially with regard to Indigenous Nations encapsulated within First World states-so-called 'Fourth World Nations', A central concern of Fourth World Peoples is their marginalisation within access negotiations, despite their claims of connate (birth) rights to r esou.r ces and knowledge they identify as their own. Increasing global Indigenous activism over their concerns, has in turn raised an increasingly important policy gap that is becoming recognised in fora and processes with regard to access to biological resources. My thesis addresses this policy gap. I explore some of the complex historical, political and cultural dimensions that led to the emergence and resilience of this policy problem The failure to address the concerns of Indigenous peoples, and Fourth World Nations in particular, is more important and problematic now because of contemporary biotechnological developments and the emergence of bioprospecting. Bioprospecthg refers to the practice of appropriating biological resources, and Indigenous knowledge of those resources, and incorporating them into biopharmaceutical processes. Literature on bioprospecting as a problematic issue for Third World States has been emerging steadily over the last decade under the impact of the commercialisation of biodiversity, which has become big business for biopha.rmaceutical companies. The unique interests and experiences of Fourth World Nations are not recognised within this literature as significantly different to that of the Third World, and of their encapsulating states.. This study has addressed this significant gap by utilising and developing an analytical approach that uses Fourth World theory, synthesised with elements of Foucault's analytics of power. When combined, these two theoretical approaches provide a new and rich under standing of how dominant 'ways of knowing' and 'ways of owning' have been privileged, while other knowledge and ownership systems have been, and continue to be, marginalised, Eoucault's understanding of discursive power as having the capability to be either, or both, dominant and resistant is important to my analysis, as it accommodates the Fourth World as a discursive site of resistance to dominant power. I posit that richer insights are gained through the development and application of this theoretical framework to the issue of fair and equitable access to biological resources, than other approaches offer. I demonstrate the framework's utility by applying it to a case study on bioprospecting in Australia. Important findings have emerged while tracking the activities of Fourth World peoples on the international stage, and their attempts to challenge dominant power/knowledge structures within political institutions For example, participation at the international level has enabled Fomth World peoples to apply pressure on their encapsulating states to accommodate their interests. This has been furthered through forming alliances with, for example, environmentalists, and through the adoption of the language of effective participation within international fora.. Overall, however, the study found that the participation of Eourth World peoples within international, central state and local state policy processes is not always empowering in challenging dominant interests Instead, the more accurate impression is that at this stage of the discursive policy terrain, it may only create an illusion of participation that actually serves to entrench their disempowerment. This places pressule on policy processes to address and resolve this access issue equitably if social turbulence is to subside, justice be served, and certainty provided for all.
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Seini, Monica Michelle. "Bioprospecting and Access to Indigenous Flora: Policy Implications of Contested Ways of 'Knowing' and 'Owning'." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366804.
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This thesis critically explores the issue of access to biological resources and Indigenous knowledge Historically, biological resources collected and documented, and knowledge associated with their use, have been considered the 'common heritage of mankind' The Convention on Biological Diversity (CBD) changed this understanding to tights of states over biological resources, but also gave rise to issues of equity and justice, especially with regard to Indigenous Nations encapsulated within First World states-so-called 'Fourth World Nations', A central concern of Fourth World Peoples is their marginalisation within access negotiations, despite their claims of connate (birth) rights to r esou.r ces and knowledge they identify as their own. Increasing global Indigenous activism over their concerns, has in turn raised an increasingly important policy gap that is becoming recognised in fora and processes with regard to access to biological resources. My thesis addresses this policy gap. I explore some of the complex historical, political and cultural dimensions that led to the emergence and resilience of this policy problem The failure to address the concerns of Indigenous peoples, and Fourth World Nations in particular, is more important and problematic now because of contemporary biotechnological developments and the emergence of bioprospecting. Bioprospecthg refers to the practice of appropriating biological resources, and Indigenous knowledge of those resources, and incorporating them into biopharmaceutical processes. Literature on bioprospecting as a problematic issue for Third World States has been emerging steadily over the last decade under the impact of the commercialisation of biodiversity, which has become big business for biopha.rmaceutical companies. The unique interests and experiences of Fourth World Nations are not recognised within this literature as significantly different to that of the Third World, and of their encapsulating states.. This study has addressed this significant gap by utilising and developing an analytical approach that uses Fourth World theory, synthesised with elements of Foucault's analytics of power. When combined, these two theoretical approaches provide a new and rich under standing of how dominant 'ways of knowing' and 'ways of owning' have been privileged, while other knowledge and ownership systems have been, and continue to be, marginalised, Eoucault's understanding of discursive power as having the capability to be either, or both, dominant and resistant is important to my analysis, as it accommodates the Fourth World as a discursive site of resistance to dominant power. I posit that richer insights are gained through the development and application of this theoretical framework to the issue of fair and equitable access to biological resources, than other approaches offer. I demonstrate the framework's utility by applying it to a case study on bioprospecting in Australia. Important findings have emerged while tracking the activities of Fourth World peoples on the international stage, and their attempts to challenge dominant power/knowledge structures within political institutions For example, participation at the international level has enabled Fomth World peoples to apply pressure on their encapsulating states to accommodate their interests. This has been furthered through forming alliances with, for example, environmentalists, and through the adoption of the language of effective participation within international fora.. Overall, however, the study found that the participation of Eourth World peoples within international, central state and local state policy processes is not always empowering in challenging dominant interests Instead, the more accurate impression is that at this stage of the discursive policy terrain, it may only create an illusion of participation that actually serves to entrench their disempowerment. This places pressule on policy processes to address and resolve this access issue equitably if social turbulence is to subside, justice be served, and certainty provided for all.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Science
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Weasel, Traveller Audrey. "A shining trail to the sun's lodge, renewal through Blackfoot ways of knowing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38444.pdf.
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Weasel, Traveller Audrey, and University of Lethbridge Faculty of Education. "A shining trail to the Sun's Lodge : renewal through Blackfoot ways of knowing." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1997, 1997. http://hdl.handle.net/10133/79.
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This research is focused on the teachings of the First Nations people which are grounded sacred stories and which continue to be recalled and recited through oral tradition. The teachings and lessons derived from the sacred stories can be described as ways of knowing. The study explores the persistence of the traditional ways of knowing as a source for influencing First Nations individuals toward greater cultural identity and strength in their present lives. The thesis addresses the value of Peigan ways of knowing as a tool for creating greater meaning in life; for enhancing spiritual wisdom; and for developing insight into and appreciation of First Nation oral traditions. As well, the thesis explores Peigan ways of knowing as an available resource for empowering present day Peigan youth. In researching the First Nations ways of knowing, one Plains Indian group, the Peigan, of which the writer is a member, was used as reference source. The Peigan First Nation belongs to the Blackfoot Confederacy and presenlty resides in southern Alberta on the Peigan Indian Reserve.
All participants of the research are members of the Peigan First Nation. The research will begin with an overview of the writer's personal experiences as a student in on-reserve and off-reserve school settings, and later as a worker in the counselling profession. The purpose and significance of the study will be presented as well as the research design within the qualitative methodology. Four individuals were selected as interview participants who were born and raised on the Peigan Reserve. The literature review will reflect current research on the significance of story in the First Nations culture and conclude with the presentation of the recent history of the North Peigan people. The interview data will then be presented with emphasis on the themes that surfaced. Six major themes arouse, which included, renewal and transformation, significance of sacred stories, transmitting culture through story, path of life, the teacher and learner relationship, and finally, the vision for Peigan-Blackfoot youth. The final chapter of the study begins with a summary of the findings and an overview of the themes that details finer points making up the major themes. The implications of and recommendations following the study precede the study's conclusion.viii, 112 leaves ; 28 cm.
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Smith, Natasha. "Creating an inclusionary classroom through alternative ways of knowing : A Swedish Case Study." Thesis, Linköpings universitet, Avdelningen för migration, etnicitet och samhälle (REMESO), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177168.
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In recent years Sweden has witnessed an increasing number of newcomers into its schools from an array of sociocultural and ethnic backgrounds. Rather than see this as a ‘burden’, this case study looks at ways teachers can embrace diversity, build upon students' prior knowledge and experiences and challenge traditional notions of how knowledge is produced in the classroom. Drawing on multicultural and critical pedagogies, 11 class teachers across four subject disciplines and working at 2 different schools, in a provincial town in the south of Sweden, were asked about their pedagogical practices teaching in mainstream classrooms with students of different ethnic backgrounds. The analysis focuses on whether the teachers are able to create spaces for inclusive learning. Findings suggest that while aspiring to a participatory model of teaching which welcomes students’ views and experiences newcomers are largely excluded from such practice further cementing their marginalised status. Furthermore, in navigating dominant discourse around race, ethnicity and cultural diversity teachers, for the most part, end up reproducing stereotypes or rely on common sense understandings of otherness which do not change the status quo. However, some of the teachers’ pedagogical practices demonstrate ways of moving beyond normative practice towards a more critical approach by providing students with alternative ways of knowing that aim to challenge stereotypes, avoid generalisations and disrupt the Western/Eurocentric ideal of the universality of truth.
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Castle, Margaret Christine. "Interpreters, docents and educators, ways of knowing, ways of teaching in a history museum, an art gallery, and a nature centre." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ63617.pdf.
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Ólafsdóttir, Ólöf Ásta. "An Icelandic midwifery saga : coming to light : "with woman" and connective ways of knowing." Thesis, University of West London, 2006. https://repository.uwl.ac.uk/id/eprint/1080/.
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The aim of this thesis was to explore storytelling of Icelandic midwives' working lives, in the period from the mid twentieth century to the present time. This ethnographic narrative study was designed with a broad perspective looking at birth stories of midwives as mine full of their knowledge to identify and uncover. Interviews were conducted with twenty midwives to collect birth-stories that represent the social and cultural world of childbirth and midwifery in Iceland, and theory was to arise inductively from the midwives' own telling. Furthermore, one focus group interview with six midwives was conducted and field notes were used to gather more stories. The narrative analysis was designed by means of identifying the plot of the midwives' birth stories, which was identified as being "with woman", leading the focus towards midwives' relationship with women and their inner ways of knowing. The findings suggest that Icelandic midwives have a common philosophy of care that is associated with a midwifery partnership model, incorporated in the ideological statements of the Icelandic midwifery education in Iceland. Yet, in a diverse culture of changing childbirth, the birth stories illustrated the complexity of maintaining balance being pressed to base their work on conflicting models of care, including the social narrative of medical dominance. The research adds information and a deeper understanding of inner knowing of midwives, intuition and spiritual awareness in practice. The "act of being with" or yfirseta "sitting over" at birth was identified as being crucial for preserving and developing this kind of midwifery knowledge integrated with other kinds of knowledge systems. The midwives' storyline demonstrated three different types; one developed by learning from practice experience and the second was of more spiritual nature, even transcendence. The third type referred to the connective knowing where the two types overlap based on a reciprocal relationship with the woman - their connective way of knowing, which needs to be explored further. It is imperative to develop further narrative methodologies in different cultural context, to identify the central concepts of the midwife-with-woman relationship. Furthermore, research is needed on how the relationship affects development of midwifery knowledge, including the intuitive and spiritual, which provides safety of chidbirth.
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Kochheiser, Karen Lynn. "An analysis of women's ways of knowing in a 10th grade integrated science classroom /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487946776021463.
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Ferrarini, Lorenzo. "Ways of knowing Donsoya : environment, embodiment and perception among the hunters of Burkina Faso." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/ways-of-knowing-donsoya-environment-embodiment-and-perception-among-the-hunters-of-burkina-faso(06e5af92-4b70-4c49-9cf0-c7695bcbf5ec).html.
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This thesis is centred on a group of initiated donso hunters in Burkina Faso. It proposes an ecological approach to their knowledge to make sense of the presence of donso hunters across a diversity of languages, ethnic groups and ecological transformations. I suggest that the knowledge of donso hunters is made of a set of specific relationships with their environment, which differentiate them from other villagers and from uninitiated hunters. Central to my approach is the assumption that knowledge is not just a set of notions but is enacted in an ecological system that encompasses a non- dualistic individual and his environment - in its human and non-human aspects. This way donsoya encompasses procedural and propositional knowledge, materiality and meaning, enskilment and initiatory knowledge. I have looked at all these dimensions through the lens of apprenticeship, as a focal interest and as a methodological device, through my own initiation and practice of hunting. The film Kalanda - The Knowledge of the Bush, which accompanies and constitutes part of this thesis, is an audiovisual counterpart to the dissertation. It narrates the apprenticeship providing an overview of the multifaceted knowledge of donsoya, in a collaborative work that involved the filmmaker in the role of student and the hunters in the roles of teachers. I recommend watching the film before approaching the written text.
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Wolsey, Des Jarlais Cheryl L. "Cultural characteristics of western educational structures and their effects on local ways of knowing." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-10152009-141854.
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Cernik, Karin Hampton. "Do epistemological beliefs and ways of knowing predict reactions to a child with Asperger Syndrome?" Thesis, Wichita State University, 2010. http://hdl.handle.net/10057/3711.
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This study explored the relationship between epistemological beliefs, ways of knowing,
parenting styles, and how one reacts to a child with Asperger Syndrome acting out in public. The
purpose was to determine whether or not epistemological beliefs, ways of knowing, and
parenting style could be used to predict how an individual would respond in such a situation. The
epistemological beliefs looked at were certain knowledge and omniscient authority. Ways of
knowing were classified as connected knowing and separate knowing. Parenting styles were
categorized as authoritarian, authoritative, and permissive. Two hundred and nine college
students between the ages of 19 and 55 participated in the study, coming from both a mediumsized
metropolitan university in the Midwest and a medium-sized university on the west coast.
The participants completed the Epistemic Beliefs Inventory questions pertaining to certain
knowledge and omniscient authority (Schraw, Bendixen, & Dunkle, 2002), the Attitudes Toward
Thinking and Learning Survey (Galotti, Clinchy, Ainsworth, Lavin, & Mansfield, 1999), the
Parental Authority Questionnaire – Revised (Reitman, Rhode, Hupp, & Altobello, 2002),
demographic questions, and responded to a scenario involving a child with Asperger Syndrome.
People who gave appropriate advice had higher scores in connected knowing than people who
gave inappropriate advice, suggesting that higher levels of connected knowing lead to more
appropriate reactions to such situations. An ancillary analysis revealed that authoritative
parenting, separate knowing, and certain knowledge are related to connected knowing. Future
research is suggested to explore those relationships.Thesis (M.Ed.)--Wichita State University, College of Education, Dept. Counseling, Educational and School Psychology.
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Ashmore, Paul. "Placing Ideas and Ideas of Place; Ways of Knowing the British Empire's Resources, 1914-1930." Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515432.
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Habermann, Birgit. "Ways of knowing of farmers and scientists : tree and soil management in the Ethiopian Highlands." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/49648/.
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The Ethiopian Highlands have been studied extensively, hosting a large amount of research for development projects in agriculture and forestry over several decades. The encounters in these projects were also encounters of different ways of knowing that were negotiated by the actors meeting in the space provided by the projects. This research explores these encounters and the social worlds they are embedded in, drawing on actor-oriented approaches as well as theories of narratives and framing. Ways of knowing and citizen epistemologies are taken as a lens to understand the role of identities in knowledge production and use. The two case studies were agroforestry research projects in the Ethiopian Highlands. The research followed a range of qualitative and ethnographic research methods. Different types of farmers and scientists meet in the case studies. I recognise that they all have individual agency, nevertheless I use the terms ‘scientist' and ‘farmer' in this thesis. I use the terms to describe certain groups of actors who all draw on different ways of knowing, and different value systems, when interacting with each other and their environment. The results indicate that the importance of social worlds at different scales and the contexts of research projects tend to be underestimated. In spite of good intentions scientific methodologies, terminologies and narratives tend to dominate. Scientists in the case studies acknowledged the existence of farmers' ‘indigenous' knowledge, but they determined the value of knowledge by its scientific applicability and the replicability of experiments. Research systems force the scientists into a certain modus operandi with limited possibilities to experiment and to respond to the complexities and diversities of people's social worlds. Farmers in the case studies preferred observation from their parents, observing from others or the environment as a way of learning and gaining knowledge. Depending on their personalities and their life histories they also relied on alternative ways of knowing rooted in spirituality, emotions and memories. Powerful influences on ways of knowing resulted from the way languages and authority had been used. These often led to the exclusion of marginalised community members from access to knowledge and technologies. Unfortunately, common narratives prevailed in the case studies, and alternative ways of knowing were often marginalised. By acknowledging different ways of knowing and the importance of different social worlds and different ways of doing research, both scientists and farmers could benefit and develop more sustainable pathways for agricultural and forestry land use.
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Kefalas, Christofili. "Maori ways of knowing : the politics of knowledge surrounding Taonga and the Charles Smith Collection." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:775ee755-5e2e-409b-98a2-b3e113b42172.
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This research considers material culture, the politics of identity, and the role knowledge plays in a Maori community in relation to a nineteenth century historic collection held abroad. The Charles Smith collection came from the Nga Paerangi community in Whanganui, New Zealand. The importance of historic collections to Maori are described through the concept taonga, or treasured objects, which have been theorized in terms of kinship relationships to a certain class of social valuable. This research acknowledges that taonga uphold the continuity of historic relationships, but departs from other analyses in its focus on a previously unknown collection, introduced to the source community through photographs in an exploration of ways taonga interactions are historically and circumstantially informed. Visually focused research endeavors often present diverse responses in a meeting of the social life of objects and the politics of knowledge. Similarly, divergent responses to taonga arose that referenced the colonial contexts in which such taonga left Maori control, as well as losses to knowledge bases in the community. Endeavors to reclaim lands and cultural heritage through language and education initiatives operate at a local level of regeneration, but these goals become pertinent to larger issues of placing knowledge within a rights-based framework grounded in personal socializations of knowledge. The recognition that knowledge is taonga emerged as the framework for understanding ways Maori assert their authority over land, their language, and museum collections based in particular dispositions to knowledge. The control enacted over cultural representations in museums, land courts, and other political forums, asserts self-determinative positions, and also claims Maori knowledge as a scarce resource. Community speakers who have access to this powerful knowledge must therefore act on behalf of their communities as guardians of knowledge and taonga treasures, to redress historic losses, outsider appropriations of culture, and prevent further social disadvantages.
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Paton, Doris Eyvonne, and lozndoz@bigpond com. "A journey with Woolum Bellum Koorie open door education (KODE) school. Its life cycle in meeting the educational needs of Aboriginal children." RMIT University. Education, 2010. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20100218.160033.
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Woolum Bellum KODE (Koorie Open Door Education) School is located at Morwell in the Latrobe Valley of Victoria. The school is unique in that its curriculum is centred on the Gunnai/Kurnai language and culture of the traditional owners. The aim of this thesis is to describe and tell the history of Woolum Bellum School. My research questions are: 1. what led to the establishment of the Woolum Bellum KODE School? What are the critical success factors of the school attaining autonomy within the Victorian State Education system? The story of Woolum Bellum and its journey is important in the context of sharing knowledge. It exemplifies how a school like Woolum Bellum can be autonomous and how it presents a challenge as it comes to terms with what works and why. As a community we can assess the overall success of the school in terms of outcomes for the community. The benefits are seen in the generation of young people who attended the school over the past fifteen years. Their experience of schooling at Woolum Bellum as opposed to their experiences in the mainstream system amounts to significant successes. My ways of knowing have informed how I have used a method of research that respects my knowledge gifted from my Elders and Ancestors. My indigenous ways respected in using Dadirri as a methodology for narrative inquiry in research underpins and informs respect for honouring an indigenous paradigm; with tools within that paradigm to guide and shape my research. My cultural ways of knowing, my guidance in reciprocal and respectful relationships, talking together in circles, telling stories in conversations, and understanding community are at the core of these ways of knowing. My quilts crafted with multiple layers of knowledge offer the community a visual representation of the journey. They share the narrative and knowledge in conversations and in stories. They are relational and interrelated and they interpret the issues from my ways of knowing. This is a story I have shared with others already who believed in the possibilities for a Woolum Bellum School. Like me, they welcomed the challenges, the responsibilities that came with it to our community and Elders. And like me, the community held on to the dream that time and through listening, through learning and with knowledge, the possibility remains.
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Mau, Stephen Christopher. "The professional knowledge base for teaching : a philosophical justification for a plurality of ways of knowing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0005/MQ43694.pdf.
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Macheng, Cornelious Binnie. "Local ways of knowing : schooling, language, and literacy in a marginal, culturally distinctive community in Botswana." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/12687.
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Includes bibliographical references.In this minor dissertation, I undertook to examine perspectives held by people in one, marginal, culturally distinct immigrant community in respect to schooling, language, and literacy and how these are likely to impact on their children's participation in schools. The methodological frame for both data collection and analysis for this study aligned with those employed in most 'ethnographies of literacy'. I however. settled for what is referred to as an ethnographic-style study to account for time constraints.
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Cimi, Phumlani Viwe. "An investigation of the indigenous ways of knowing about wild food plants (imifino) : a case study /." Thesis, Rhodes University, 2009. http://eprints.ru.ac.za/1582/.
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Lwanga-Thomson, Amanda. "A juxtaposition of worldviews : how emerging regenerative frameworks can be enriched by Plains Cree ways of knowing." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/56250.
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Proponents of regenerative design and development have attempted to adopt Indigenous philosophies and sacred teachings into their research and publications. Though well intentioned, merely using quotations from Indigenous people does not constitute a culturally sensitive approach to learning from Indigenous ways of knowing. Even though some founding theories draw on Indigenous ways of knowing, existing regenerative frameworks do not explicitly take a holistic approach to exploring the worldviews, values, processes and practices, which are the basis of Indigenous teachings. Without acknowledging how Indigenous knowledges were formed and how subsequent processes and practices have been shaped, regenerative researchers leave themselves in a position to be criticized for oversimplifying, tokenizing or romanticizing aspects of Indigenous ways of knowing by a-contextually attempting to adopt Indigenous teaching into their methodologies. A thorough and careful exploration of the intersecting worldviews, values, processes and practices between Indigenous ways of knowing and regenerative methodologies has not previously been undertaken. In this thesis I endeavour to answer the following questions. First, what commonalities or nuanced differences exist between the worldviews, values, processes and practices of Plains Cree and regenerative practitioners? Second, to what extent can emerging regenerative frameworks, be enriched by Plains Cree ways of knowing? In response to the research questions six recommendations were established which address the following topics:
1. Articulating the community’s worldview;
2. Planning for changing contexts;
3. Using human experiences to validate scientific data;
4. Maintaining balance through reciprocity;
5. Transforming interconnections into synergies; and
6. Looking beyond scientific and “professional” roles.
The lessons learned from this research will have the potential to reshape how practitioners and other community participants use regenerative tools and shift who participates in the regenerative process.Applied Science, Faculty of
Architecture and Landscape Architecture (SALA), School of
Graduate
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Kunke, Timothy Edward. "Attitude externalism and the state of knowing : towards a disjunctive account of propositional knowledge." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/28938.
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This thesis is broadly about the structure of propositional knowledge and the ways in which an individual knower can have such knowledge. More specifically, it is about the epistemology of factive psychological attitudes and the view that knowing is a purely mental state. I take such a view as being not so much a theory of knowledge, but rather an accounting of how we know, or the ways in which we know. In arguing for this view I offer a different interpretation of certain epistemic conditions, like seeing and remembering and try to show how understanding the metaphysics of mental states and events clarifies the relation between such conditions and the factive psychological attitudes implicit in them. Part one of the thesis is occupied with a discussion about a form of externalism popular in contemporary philosophy of mind, content externalism and a form of externalism popularized by Timothy Williamson which I refer to in the thesis as attitude externalism. I argue that content externalism in the style of Tyler Burge, arguably one of its most prominent advocates, faces a rather serious dilemma when it comes to the role that mental states and specific mental events are meant to play in psychological explanation. The view endorsed by Timothy Williamson, which says that some psychological attitudes, factive attitudes like ‘seeing that’, can be thought of as broad prime conditions is offered as a way in which the content externalist can avoid this dilemma and retain a causal-psychological explanatory thesis about mental states and events. The second part of the thesis is concerned with the epistemology of factive psychological attitudes and I focus carefully on two paradigmatic cases – seeing and remembering. I dedicate a chapter to each and offer a series of arguments to the effect that seeing and remembering though they may be thought of as ways of having propositional knowledge, it is not necessary that they entail knowing nor that they be stative to do so. In this sense, there is a strong and important divergence in the dialectic of the thesis from the view offered by Timothy Williamson, on which many points in this thesis there is agreement. I conclude the thesis with a discussion on what I take to be a fundamental epistemological principle, which I call the multiformity principle. The argument there is that when a subject knows that p, there is always a specific way in which that subject knows. I further take this principle to reveal the fact that propositional knowledge is an intrinsically disjunctive phenomenon.
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Marasse, Elizabeth. "“How Does Working Alone Together Feel?” Aesthetic Ways of Knowing and Creating Knowledge in an Open Concept Office." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39284.
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The trend toward open concept office floor plans reflects evolving management styles in modern organizations. Organizations typically implement architecturally open workspace designs to seed cultural change. As the popularity of open concept offices grows, however, research suggests that they are negatively impacting collaboration and productivity. This thesis examines how organizational leadership and employees perceive the transition to an open concept workspace, incorporating employees’ aesthetic experience to understand how the space is ‘physically known’. The study takes place within a conceptual framework of aesthetic knowledge as experiential, symbolic and personal. Using a qualitative, practice-based approach that incorporates participant-led photo-ethnography, semi-structured interviews were conducted with leadership and employees. Although the results are not generalizable, they suggest that the open concept workspace both positively and negatively impacts organizational collaboration but has primarily negative effects on staff productivity, and that leadership can improve open workspace outcomes by taking employees’ embodied experiences into account in the design and implementation of such spaces. The results add to our understanding of the way in which organizational strategy and aesthetic knowledge create and sustain the way of working within an open concept office space.
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Rutherford, Gill, and n/a. "Different ways of knowing? : understanding disabled students� and teacher aides� school experiences within a context of relational social justice." University of Otago. Department of Education, 2008. http://adt.otago.ac.nz./public/adt-NZDU20081125.160830.
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Disabled students� experiences of working with teacher aides constitute a recent focus of international inquiry. To date in New Zealand, there has been no specific investigation of this aspect of education, despite the widespread reliance on teacher aide support as the primary means of responding to disabled students� presence in schools. Similarly, there are very few New Zealand studies in which teacher aides are the primary participants. This thesis seeks to address this absence in New Zealand educational research by exploring students� and teacher aides� experiences of working together, in order to understand the impact of assigning responsibility for students who have complex learning support requirements to teacher aides who require no qualification, training, or experience to work in this role.
This interpretive qualitative study is positioned in a multi-dimensional framework of current disability, social justice, and sociology of childhood theorising. A series of semi-structured meetings were held with ten students, aged eight to seventeen years, who attended schools in the South Island of New Zealand. As well, semi-structured interviews were conducted with eighteen teacher aides who worked in a range of primary, intermediate, and secondary schools in the same geographic area as the student participants. Data were interpreted utilizing both inductive and deductive means of analysis.
Students� participation in the research and their contributions to the findings demonstrated their competence, agency, and heterogeneity. Students conveyed a sense of the importance and value of the teacher aide�s role, if clearly defined and carried out in a positive, professional manner within the context of supportive schools. The findings relating to teacher aides� experiences highlighted the diverse, ambiguous nature of their roles, conceptualised as a continuum of support ranging from aiding teachers in inclusive contexts, to aiding students in assimilationist circumstances, to assuming the role of teacher or babysitter for students in exclusive educational environments. Analysis of teacher aides� experiences revealed the fundamental importance of relationships in coming to know students in terms of their humanness and competence, and in underpinning teacher aides� efforts to do the right thing by students. Participants also identified the need for all adults involved in the policy and practice of education to develop shared understandings of respectful, socially just ways of thinking about disability and childhood as the foundation of a common commitment to teach all students well.
The insight generated by participants, who represent perhaps the least powerful of students and employees in New Zealand schools, illuminates some of the most significant changes that need to occur in the thinking and practices of people involved in educational policy-making, teacher and teacher aide education, and schools. Addressing these educational deficits may contribute to the development of a socially just education system that is respectful of and responsive to human difference while recognising and respecting our mutual humanness.
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Marlita, Tita. ""Ways of knowing" : Islamic customs of polygamy, veiling and seclusion in the autobiographical writings of Huda Shaarawi and Kartini /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ47428.pdf.
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Povey, Hilary Ann. "Ways of knowing of student and beginning mathematics teachers and their relevance to becoming a teacher working for change." Thesis, University of Birmingham, 1995. http://etheses.bham.ac.uk//id/eprint/6573/.
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I begin the thesis with an action research account of an intervention with respect to gender on a mathematics Post Graduate Certificate in Education (PGCE) course at a northern university in 1989-90. Two years after the intervention, I visited in their schools three of the students (now teachers) who had been involved and I interviewed each of them there, with a view to finding out what impact, if any, this intervention had had on their beliefs, understandings, commitments and practice. In the light of this experience, I sought out three teachers who had followed the course and who I had heard were working for change. I conducted several interviews with each of them. I constructed a model of the ways of knowing of (new) teachers of mathematics and linked one epistemology, that based on the authority of self and reason, to an emancipatory curriculum and to critical mathematics education. I have considered, briefly, the implications for initial teacher education. The research was conducted and this thesis is written as a praxis-orientated inquiry and both have been influenced by feminism, critical theory and postmodern tendencies. In this sense, the thesis itself is a research experiment.