scholarly journals Learning from Failure: Myths and Misguided Assumptions about IS Disciplinary Knowledge

2013 ◽  
pp. 495-509
Author(s):  
Tor J. Larsen ◽  
Linda Levine
Keyword(s):  
Disciplinary Knowledge ◽  
Learning From Failure

Teaching Teachers: Learning From Failure

2018 ◽  
Vol 055 (08) ◽  
Author(s):  
Mary Stein ◽  
Mark Muzzin
Keyword(s):  
Learning From Failure

For a Sociology of Sectarianism

2020 ◽  
Author(s):  
Rima Majed
Keyword(s):  
Middle East ◽  
Knowledge Production ◽  
Social Stratification ◽  
Research Agenda ◽  
Disciplinary Knowledge ◽  
Area Studies ◽  
Specific Research ◽  
Sociological Literature

This chapter offers an overview of the study of sectarianism in the Middle East. It argues that, because it has often been treated as an area studies topic, the study of sectarianism has long been absent from the mainstream sociological literature. By bridging between disciplinary knowledge production and the area-specific research agenda, this chapter proposes some conceptual and methodological notes to advance our understanding of the sectarian phenomenon in the Middle East. This chapter is a call for the development of a “sociology of sectarianism,” one that moves beyond Middle East exceptionalism to study the phenomenon of sectarianism in its complexity by locating it historically and analyzing it globally within the broader interlocking systems of social stratification.

The “Legitimacy of Chinese Philosophy” Debate and the Global Extension of Disciplinary Knowledge

2019 ◽  
pp. 699-717
Author(s):  
Leigh K. Jenco
Keyword(s):  
Political Theory ◽  
Chinese Philosophy ◽  
Academic Discipline ◽  
Disciplinary Knowledge ◽  
Ongoing Debate ◽  
Comparative Political Theory ◽  
Chinese Thought ◽  
Forms Of Knowledge

This chapter argues that the ongoing debate about the “legitimacy of Chinese philosophy” (Zhongguo zhexue hefaxing) raises issues relevant to the globalization of knowledge. On its surface, the debate concerns whether Chinese thought can be meaningfully understood as “philosophy”; more generally, it asks how, in the very process of enabling their translation into presumably more “modern” languages of intellectual expression, the terms of a specific academic discipline shape and constrain the development of particular forms of knowledge. The debate reveals the power inequalities that underlie attempts to include culturally marginalized bodies of thought within established disciplines and suggests the range of alternatives that are silenced or forgotten when this “inclusion” takes place. Even contemporary invocations of “Chinese philosophy” are often unable to comprehend the stakes of the debate for many of its Chinese participants, who link the debate to enduring questions about the capacity of indigenous Chinese academic terms to compete successfully with Euro-American ones. These debates may illuminate questions currently motivating comparative political theory.

scholarly journals The Empirics of Learning from Failure

2017 ◽  
Vol 2 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Victor Manuel Bennett ◽  
Jason Snyder
Keyword(s):  
Learning From Failure

Integrating Safety-I and Safety-II: Learning from failure and success in construction sites

2022 ◽  
Vol 148 ◽  
pp. 105672
Author(s):  
Jéssica Barros Martins ◽  
Guido Carim ◽  
Tarcisio Abreu Saurin ◽  
Marcelo Fabiano Costella
Keyword(s):  
Construction Sites ◽  
Learning From Failure

scholarly journals In defense of sandcastles: Research thinking through visualization in digital humanities

2018 ◽  
Vol 34 (Supplement_1) ◽  
pp. i80-i99 ◽  
Author(s):  
Uta Hinrichs ◽  
Stefania Forlini ◽  
Bridget Moynihan
Keyword(s):  
Critical Theory ◽  
Human Computer Interaction ◽  
Dynamic Process ◽  
Digital Humanities ◽  
Holistic Approach ◽  
Research Process ◽  
Knowledge Generation ◽  
Disciplinary Knowledge ◽  
Advance Knowledge ◽  
Computer Interaction

Abstract Although recent research acknowledges the potential of visualization methods in digital humanities (DH), the predominant terminology used to describe visualizations (prototypes and tools) focuses on their use as a means to an end and, more importantly, as an instrument in the service of humanities research. We introduce the sandcastle as a metaphorical lens and provocative term to highlight visualization as a research process in its own right. We argue that building visualization sandcastles provides a holistic approach to cross-disciplinary knowledge generation that embraces visualization as (1) an aesthetic provocation to elicit critical insights, interpretation, speculation, and discussions within and beyond scholarly audiences, (2) a dynamic process wherein speculation and re-interpretation advance knowledge within all disciplines involved, and (3) a mediator of ideas and theories within and across disciplines. Our argument is grounded in critical theory, DH, design, human–computer interaction, and visualization, and based on our own research on an exceptional literary collection. We argue that considering visualizations as sandcastles foregrounds valuable insights into the roles of visualization as a mindset, methodology, and praxis within humanities research and beyond.

scholarly journals The Business Studies University: Turning higher education into further education

2016 ◽  
Author(s):  
Patrick Ainley
Keyword(s):  
Higher Education ◽  
Undergraduate Student ◽  
Further Education ◽  
The Other ◽  
Student Choice ◽  
Disciplinary Knowledge ◽  
Business Studies

This paper argues that changes to both further and higher education that are already well underway are clarified by what can be called the model of the Business Studies University (BSU). The BSU elevates undergraduate student choice of equivalent level modular courses to the 'heart of the system' (DBIS, 2011). This is rejected by those few institutions not part of the current competition to cram in funded students; instead, they adhere to traditional academic disciplinary knowledge. As a result, at one pole of a bifurcating hierarchy higher turns into further education, with 'cramming' for academic higher education at the other.

scholarly journals A Detailed Characterization of the Expert Problem-Solving Process in Science and Engineering: Guidance for Teaching and Assessment

2021 ◽  
Vol 20 (3) ◽  
pp. ar43
Author(s):  
Argenta M. Price ◽  
Candice J. Kim ◽  
Eric W. Burkholder ◽  
Amy V. Fritz ◽  
Carl E. Wieman
Keyword(s):  
Problem Solving ◽  
Disciplinary Knowledge ◽  
Science And Engineering ◽  
Detailed Characterization ◽  
Problem Solving Skills ◽  
Problem Solving Process

A study of the problem-solving process used by skilled practitioners across science, engineering, and medicine revealed that their process can be characterized by a set of 29 specific decisions. They select and use frameworks of disciplinary knowledge to make those decisions. This work will enable better assessment and teaching of problem-solving skills.

Sign in / Sign up

Export Citation Format

Share Document