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“Educational Technology” is a complete and indivisible whole formed by the fusion two elements of education and technology. This expansive field encompasses research and practical applications aimed at addressing educational and instructional problems through technology. The conventional practice of relying on a singular definition to elucidate educational technology has resulted in confusion and operational challenges. This article introduces the concept of a definition group of educational technology, delves into the discipline’s research objects, research purpose and tasks, research domain and scope, disciplinary foundation, research methods, visual representation of the disciplinary structure, and the logical starting point and positioning, and establishes distinct theory and knowledge systems for educational technology discipline in China, offering a comprehensive interpretation of the discipline’s connotations and extensions. [ABSTRACT FROM AUTHOR]

With the intensification of global interactions, domestic scholars have progressively recognized the imperative to rejuvenate traditional Chinese archery, embarking on dedicated research endeavours. However, the multifaceted nature of archery, encompassing elements of sport, skill, and weaponry, introduces considerable uncertainties regarding its prospective developmental trajectories. Bibliometric analysis has emerged as a novel methodological approach and scholarly focal point for addressing these uncertainties. This study sought to employ a quantitative methodology to assess the corpus of Chinese traditional archery literature, employing CiteSpace for bibliometric analysis to construct a systematic knowledge map of Chinese traditional archery research. Through a comprehensive review of pertinent literature in the realm of traditional Chinese archery, the aim was to discern the future trajectory of research in this domain, with a view to safeguarding and perpetuating traditional archery within contemporary society while preserving China's cultural heritage. The findings revealed a pivotal emphasis on investigating the educational value of traditional archery in China. Furthermore, discernible research trends indicated a growing interest in elucidating the positive effects of traditional archery on physical health and mental well-being. Additionally, research forefronts included the preservation and advancement of traditional archery skills, the application of cutting-edge technology to augment athletes' competitive prowess, and the integration of traditional archery into interdisciplinary university curricula. Subsequent research endeavours should prioritize delving into the educational significance of traditional archery and harnessing advanced technology to enhance athletes' competitive capabilities. [ABSTRACT FROM AUTHOR]

As it is known, mathematical training is the basis and essential part of the engineer's training, one of its essential objectives being the students' learning of a system of knowledge that is structured and organized in a logical and systemic way, reflected in the typology of classes that are dosed in a system of classes or in a subject of a subject, which favors raising the level of protagonist of students in the search, discovery, construction and management of knowledge. [ABSTRACT FROM AUTHOR]

Founded in 2012, the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) is one of the most ambitious attempts to date to bridge the divide between scientific knowledge and indigenous and local knowledge. Doing so requires overcoming participatory, epistemological and ontological challenges, including different communicative forms, diverging criteria for knowledge validation, and conflicting views of nature. Central IPBES documents are analyzed to see how the platform deals with these challenges. While IPBES constitutes an unprecedented, innovative and ambitious institutional design for the cross-fertilization of knowledge, the results show that IPBES (i) struggles to reconcile an open, collaborative atmosphere with the demands for structure set by the scientific format, (ii) tends to shy away from potentially conflict-laden issues and disagreements, (iii) often treats scientific knowledge and indigenous or local knowledge as easily distinguishable entities, and (iv) has yet to solve the epistemological challenges of knowledge generation and validation when working across knowledge-systems. Taken together, these features seem to hinder the cross-fertilization of knowledge. The case of IPBES thus holds important lessons for future efforts to transform both knowledge production and the overall framing of challenges within global environmental governance. [ABSTRACT FROM AUTHOR]

The profession of teaching and learning English has taken on new connotations in the past century. One such connotation has been read into it by those professionals and scholars who suspect an imperialistic hidden agenda. In this article we are going to take a critical view of the notion of "an epistemic break" from dependency on Western-oriented or center-based knowledge systems, which, it is claimed, "the teaching of EIL requires if it is to successfully meet the challenges of globalism." It is indicated, through a concise review of the relevant literature, that some of the breaks have already taken place and that other breaks are undesirable and would prove counterproductive and detrimental to the profession of ELT because they are based on unrealistic views of EIL and SLA. Finally, we argue that, in order to meet the challenges of globalization and to realize emancipatory educational dreams, what is required is a more conciliatory and unifying approach, which appears to be more realistic. [ABSTRACT FROM AUTHOR]

Muslim education can be understood to be constituted and framed by three discernable, yet interrelated epistemological and ethical practices, namely, tarbiyyah (socialisation), ta'līm (critical engagement), and ta'dīb (social activism). Its distinctiveness as an indigenous knowledge system is shaped by its role and function in both the educational and daily expressions of Muslim life. What this means is that Muslim education, as enacted through tarbiyyah, ta'līm, and ta'dīb, not only fulfils the role of offering Muslims foundational understandings of their faith, but it also advances the social practices necessary for Muslims to be adherents of Islam, and what that ought to mean in relation to their social and humane contexts and responsibilities. Now, if Muslims, by virtue of the epistemological and ethical practices of Muslim education, are expected to understand Islam not only in terms of their own faith and practices, but in terms of how they enact those practices in relation to all others, then what defines a Muslim community, and by extension, an indigenous Muslim knowledge system? In commencing with an exploration of the concept of knowledge in Muslim education, the authors question whether the notion of an indigenous knowledge system is indeed a plausible one. Secondly, in turning to cosmopolitanism, they consider whether the classification of knowledge into indigenous and non-indigenous systems might serve to undermine humane enactments of social and moral responsibilities, rather than to enhance them. [ABSTRACT FROM AUTHOR]

The purpose of this article is to review the historical processes of how the concept of philosophy was constructed in modem Korea and also how its representations were used; as well as the pattern of changes that the concept of philosophy brought about in the traditional knowledge system of modem Korea. Before philosophy was established as an academic concept, gyeokchi (the investigation of things), gungni (the study of principles), and seongni (human nature and natural law) were interchangeably used as words and concepts that were synonymous with philosophy. However, the absence of the word "philosophy" does not mean the absence of the concept of philosophy per Se. Modem "philosophy" in Korea emerged as the result of multilayered interactions between the traditional worldviews and the modem ones, as well as the tension between universality and the particularities of the knowledge systems. These interactions are evidence for historical changes in the semantics of the concept. From Korea's independence until the present day, Japanese colonialism influenced not only the domain of philosophy but also humanities as a whole. [ABSTRACT FROM AUTHOR]

Our knowledge ‘system’ is built up from disciplines and specialties as its components, which are ‘wired’ by patterns of collaboration that constitute its organization. The intellectual autonomy of these components prevents this knowledge system from adequately accounting for what we have gradually discovered during the past 50 years: In human life, society, and the biosphere, everything is related to everything else. It has also created a dual mode of knowing and doing, one embedded in experience and culture and the other separated from them. It is becoming increasingly evident that the lacunae in our knowledge system are directly related to the challenges faced by our civilization. This article outlines a proposal to begin delimiting these lacunae by inserting new components on the basis of roundtables into the knowledge system. [ABSTRACT FROM AUTHOR]