12 results
Search Results
2. Humanities on Demand and the Demands on the Humanities: Between Technological and Lived Time.
- Author
-
Atkinson, Paul and Flanagan, Tim
- Subjects
- *
HUMANITIES , *CONCERTS , *DIGITAL technology , *THEORY of knowledge - Abstract
The digital humanities have developed in concert with online systems that increase the accessibility and speed of learning. Whereas previously students were immersed in the fluidity of campus life, they have become suspended and drawn-into various streams and currents of digital pedagogy, which articulate new forms of epistemological movement, often operating at speeds outside the lived time and rhythm of human thought. When assessing learning technologies, we have to consider the degree to which they complement the rhythms immanent to human thought, knowledge, investigation, and experimentation. In this paper, we examine learning from a humanities perspective, arguing that reading, writing, and thinking are ways of learning underscored by various genres of movement that segue with or diverge from the movements inherent to digital technologies, especially those deployed in learning systems. Using the work of thinkers such as John Dewey and Michel Serres, we examine the importance of movement in dialogue, where to truly learn involves embedding oneself in the flow of thought, accepting the flexibility of concepts, and aligning oneself with a community of thinkers. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
3. The 'two cultures' in Australia.
- Author
-
Barnes, Joel
- Subjects
- *
HISTORY of science , *THEORY of knowledge , *HUMANITIES , *HIGHER education - Abstract
This article considers Australian receptions of C. P. Snow's The Two Cultures and the Scientific Revolution (1959), and of the controversy over the literary critic F. R. Leavis's combative 1962 response to it. Taking a lead from conceptual insights in global histories of science and the history of knowledge, the paper considers the ways knowledge claims iterate differently in different geographic and cultural contexts. Elements of the Snow–Leavis dispute resonated among Australian scientists, cultural critics, journalists and poets, while others did not. Snow's diagnosis of a disciplinary antagonism between the humanities and the sciences was central to Australian receptions of the controversy, but wider political issues, emphasised in much of the more sophisticated historiography of the 'two cultures' as a British-American controversy, were largely ignored. This reception reflected the post-war expansion of Australian higher education, and the shifting relations within it between the humanities and the sciences. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
4. From Information to Knowledge Creation in the Archive: Observing Humanities Researchers' Information Activities.
- Author
-
Leigh, Alexandra, Makri, Stephann, Taylor, Alex, Mulinder, Alec, and Hamdi, Sarra
- Subjects
- *
INFORMATION resources , *HUMANITIES , *THEORY of knowledge , *EMPIRICAL research , *SCHOLARS - Abstract
As primary sources, archival records are a unique information source at the very heart of humanities research. However, how humanities researchers move from information to knowledge creation by making meaning from archival records has not been the focus of previous empirical research. This is surprising, as creating new knowledge through (re)interpretation of records is a core motivation and outcome of humanities research; as representations of historical and social occurrences, archival records rely on researchers' interpretation of content, context, and structure to establish an 'archival' meaning of the record, before applying this meaning within their own work. Therefore, constructing knowledge from archival materials necessitates a dual process of knowledge creation to create novel insights from a hybrid interpretation of archival meaning and the researcher's own interests. This paper presents findings from a naturalistic empirical observation of 11 humanities researchers engaging in research at a national archive, centring on key information activities that facilitate knowledge creation from archival records: Scanning, Relating, Capturing and Organising. Through these activities, scholars integrate their research aims and objectives with archival meaning to generate new insights. Deeper understanding of the nature of knowledge creation in archives can benefit archivists, archive users and systems designers alike. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
5. The conceptual ecology of digital humanities.
- Author
-
Poole, Alex H.
- Subjects
- *
DIGITAL humanities , *DEBATE , *THEORY of knowledge , *STAKEHOLDERS , *SUSTAINABILITY , *CYBERINFRASTRUCTURE - Abstract
Purpose The purpose of this paper is to dissect key issues and debates in digital humanities, an emerging field of theory and practice. Digital humanities stands greatly to impact the Information and Library Science (ILS) professions (and vice versa) as well as the traditional humanities disciplines.Design/methodology/approach This paper explores the contours of digital humanities as a field, touching upon fundamental issues related to the field’s coalescence and thus to its structure and epistemology. It looks at the ways in which digital humanities brings new approaches and sheds new light on manifold humanities foci.Findings Digital humanities work represents a vital new current of interdisciplinary, collaborative intellectual activity both in- and outside the academy; it merits particular attention from ILS.Research limitations/implications This paper helps potential stakeholders understand the intellectual and practical framework of the digital humanities and “its relationship” to their own intellectual and professional work.Originality/value This paper critically synthesizes previous scholarly work in digital humanities. It has particular value for those in ILS, a community that has proven especially receptive to the field, as well as to scholars working in many humanities disciplines. Digital humanities has already made an important impact on both LIS and the humanities; its impact is sure to grow. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
6. Recovering Early Modern Women Writers.
- Author
-
Gordon‐Roth, Jessica and Kendrick, Nancy
- Subjects
- *
WOMEN philosophers , *PHILOSOPHERS , *THEORY of knowledge , *FEMINISM , *HUMANITIES - Abstract
Feminist work in the history of philosophy has been going on for several decades. Some scholars have focused on the ways philosophical concepts are themselves gendered. Others have recovered women writers who were well known in their own time but forgotten in ours, while still others have firmly placed into a philosophical context the works of women writers long celebrated within other disciplines in the humanities. The recovery of women writers has challenged the myth that there are no women in the history of philosophy, but it has not eradicated it. What, we may ask, is impeding our progress? This paper argues that so often we treat early modern women philosophers' texts in ways that are different from, or inconsistent with, the explicit commitments of the analytic tradition, and in so doing, we may be triggering our audiences to reject these women as philosophers, and their texts as philosophical. Moreover, this is the case despite our intention to achieve precisely the opposite effect. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
7. Is narrative an endangered species in schools’? Secondary pupils’ understanding of ‘storyknowing’.
- Author
-
Heinemeyer, Catherine and Durham, Sally
- Subjects
- *
STORYTELLING , *NARRATIVES , *NATIONAL Curriculum (Great Britain) , *LEARNING , *THEORY of knowledge , *CREATIVE ability , *SECONDARY education , *SCHOOL children - Abstract
This paper argues that narrative knowledge (or ‘storyknowing’) is marginalized within the English school system, because it is misunderstood and often not recognized as knowledge. We track the changing status of storytelling through some key moments in recent educational history, particularly focusing on its gradual erosion during the progressive era, the onset of the National Curriculum (despite the impact of the National Oracy Project), and the post-2000 period with its conflicting drives towards compliance and creativity. To understand the consequences of this marginalization, we build up a picture of the value of narrative knowledge, drawing firstly on the body of theorists who have investigated narrative. We then look to our long-term practice research with three groups of ‘low-ability’ 11–14-year-old pupils, in particular their own observations on storytelling made during a focus group. Both sources lead us to challenge the currently dominant perception that pupils listening to a whole narrative are in a passive role. Indeed, we provide evidence that reasserting the value of storyknowing may restore aspects of agency, autonomy and knowledge creation to both teachers and pupils which may not be afforded by overtly ‘active’ learning strategies. We conclude by considering the conditions in which storyknowing, as characterized by the pupils and theorists, might flourish within schools. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
8. ON LOGICAL AND METHODOLOGICAL FEATURES OF SOCIAL SCIENCES AND THE HUMANITIES: WHAT INFORMAL LOGIC HAS TO OFFER.
- Author
-
Griftsova, Irina and Sorina, Galina
- Subjects
- *
SOCIAL sciences , *HUMANITIES , *SCIENTIFIC knowledge , *THEORY of knowledge , *CULTURE - Abstract
The authors start from the assumption that social sciences and the humanities constitute an independent type of scientific knowledge. This assumption increases the relevance of examining the features of its ontology, epistemology, and methodology. It also necessitates the development of new logical means suitable for studying the reasoning, features of cognitive operations, and justification and argumentation procedures characteristic of this type of knowledge. The paper suggests considering informal logic and a number of approaches to developing the logic of scientific research, which are presented in Russian logic and methodology of science, from this perspective. It also addresses the possibility of their application in the methodology of social sciences and the humanities, which will make it possible to identify the logical and methodological features of sciences of society and culture. It is proposed to interpret reasoning as a discursive act comprising logical, cognitive, and rhetorical aspects. [ABSTRACT FROM AUTHOR]
- Published
- 2016
9. Thinking in Eigenbehaviors as a Transdisciplinary Approach.
- Author
-
Füllsack, Manfred and Riegler, Alexander
- Subjects
- *
SCIENTIFIC method , *PHILOSOPHY , *THEORY of knowledge , *HUMANITIES - Abstract
Context: By proposing to regard objects as "tokens for eigenbehavior," von Foerster's seminal paper opposes the intuitive subject-object dualism of traditional philosophy, which considers objects to be instances of an external world. Problem: We argue that this proposal has two implications, one for epistemology and one for the demarcation between the natural sciences and the humanities. Method: Our arguments are based on insights gained in computational models and from reviewing the contributions to this special issue. Results: Epistemologically, von Foerster's proposal suggests that what is called "reality" could be seen as an ensemble of eigenforms generated by the eigenbehavior that arises in the interaction of multiple dynamics. Regarding science, the contributions to this special issue demonstrate that the concept of eigenbehavior can be applied to a variety of disciplines from the formal and natural sciences to the humanities. Its universal applicability provides a strong argument for transdisciplinarity, and its emphasis on the observer points in the direction of an observer-inclusive science. Implications: Thinking in eigenbehavior may not only have implications for tearing down the barriers between sciences and humanities (although a common methodology based on von Foerster's transdisciplinary approach is still to crystalize), a better understanding of eigenbehaviors may also have profound effects on our understanding of ourselves. This also opens the way to innovative behavior design/modification technologies. [ABSTRACT FROM AUTHOR]
- Published
- 2017
10. El lugar de Amauta en la genealogía de la perspectiva de análisis de la descolonialidad del saber.
- Author
-
GERMANÁ, César
- Subjects
- *
DECOLONIZATION , *THEORY of knowledge , *EUROCENTRISM , *HUMANITIES - Abstract
The intellectual and political project of the journal Amauta entailed questioning the Eurocentric perspective of knowledge in the sciences and the humanities prevailing during the 1920s due to the hegemony of thought of the "generation of 1900". Amauta sought to express the new spirit that arose in the "new generation" of intellectuals and artists who had a common task: "their willingness to create a new Peru within the new world". This aim involved a new way of posing and knowing the Peruvian problems whose central axis was an analytical perspective that articulated the logos and the myth that constituted antagonist paradigms for Eurocentrism. This paper explores some of the epistemological orientations of Amauta that point out -in a still embryonic, but significant and consistent way- towards the perspective of the decolonization of knowledge. [ABSTRACT FROM AUTHOR]
- Published
- 2017
11. PROJECTION OF KNOWLEDGE SOCIETIES TOWARDS THE PAST.
- Author
-
Felix Jr., Arnulfo
- Subjects
- *
THEORY of knowledge , *KNOWLEDGE management , *SCIENTIFIC knowledge , *HUMANITIES , *RATIONALISM - Abstract
This reflection paper examines the role of History in Knowledge Societies. It simultaneously follows two parallel premises. First, it discusses Knowledge Societies' reactions derived from the idea of a non-existent present as theorized by German writer and statesman Johann Wolfgang von Goethe. The fact that this unformed future, which cannot be reached until the future comes to fruition, has been overlooked in the development of Knowledge Society theories. It also looks at the dilemma that Knowledge Societies are not self-sufficient sciences, and thus they must be examined within the context of an already recognized science, such as History, to develop exact, stable and fully-explored procedures. My argument suggests that much of what we today call "Knowledge Societies" was not bred by a KS paradigm but rather by a projection towards the past that is understood by way of a historical approach. [ABSTRACT FROM AUTHOR]
- Published
- 2018
12. O valor das humanidades em um tempo técnico-científico.
- Author
-
David Stadler, Thiago
- Subjects
- *
HUMANITIES education , *UTILITARIANISM , *THEORY of knowledge , *LAUDATORY poetry , *SCIENCE historiography , *HUMANITIES -- History - Abstract
In this paper, we analyzed some issues about the notion of utility of the humanities. Is the thinking not attached to an immediate utilitarianism synonym of inutility? To answer this question, we present some historical aspects that found the automatic link between utility and sciences and the devaluation of the subjects that do not produce an immediate product. This is not a manifest against the hard sciences or a panegyric to humanities. These are just some reflections that reshape the issue of the humanity studies as an integrant part of the contemporary knowledge. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.