scholarly journals Ten books

2004 ◽  
Vol 184 (05) ◽  
pp. 457-460 ◽  
Author(s):  
George Szmukler
Keyword(s):  
Subject Matter ◽  
Journal Articles ◽  
New Knowledge ◽  
Big Picture ◽  
The Subject

It is to see the ‘big picture’ that I read psychiatric books – to see the wood despite the trees. Forests of the latter are felled to keep us abreast of new knowledge in the form of mostly ephemeral journal articles. By the ‘big picture’ I mean principles and assumptions: the methods we use to understand the subject matter, the key organising ideas, analyses of the contexts in which we practise (social, political and ethical), and so on.

scholarly journals Ten books

2004 ◽  
Vol 184 (5) ◽  
pp. 457-460
Author(s):  
George Szmukler
Keyword(s):  
Subject Matter ◽  
Journal Articles ◽  
New Knowledge ◽  
Big Picture ◽  
The Subject

It is to see the ‘big picture’ that I read psychiatric books – to see the wood despite the trees. Forests of the latter are felled to keep us abreast of new knowledge in the form of mostly ephemeral journal articles. By the ‘big picture’ I mean principles and assumptions: the methods we use to understand the subject matter, the key organising ideas, analyses of the contexts in which we practise (social, political and ethical), and so on.

scholarly journals Critique of the reflexive-referential analysis of phenomenal knowledge

2009 ◽  
Vol 52 (2) ◽  
pp. 53-67
Author(s):  
Miljana Milojevic
Keyword(s):  
Subject Matter ◽  
Semantic Theory ◽  
Main Concern ◽  
Basic Assumptions ◽  
Phenomenal Knowledge ◽  
New Knowledge ◽  
The Subject ◽  
The Given

The main concern of this paper is John Perry's attempt to analyze phenomenal knowledge in a way that avoids the objection which states that the non-deducibility of this kind of knowledge leads to the ontological conclusion that physicalism must be false. The attempt in question determines the content of phenomenal knowledge with a help of the reflexive-referential semantic theory which enables us to explain a growth in knowledge without introducing new (non-physical) facts on the subject matter level as the object of this new knowledge. I will argue that even on the assumption that the case of phenomenal knowledge is just another case of recognition knowledge, as Perry argues, the end result of the analysis suffers from unavoidable inconsistencies and the given analysis of the content of phenomenal knowledge proves to be incompatible with the basic assumptions of the central argumentation.

scholarly journals From Doxastic to Epistemic: A Typology and Critique of Qualitative Interview Styles

2018 ◽  
Vol 26 (3-4) ◽  
pp. 291-305 ◽  
Author(s):  
Astrid Berner-Rodoreda ◽  
Till Bärnighausen ◽  
Caitlin Kennedy ◽  
Svend Brinkmann ◽  
Malabika Sarker ◽  
...  
Keyword(s):  
Subject Matter ◽  
Qualitative Interview ◽  
Academic Disciplines ◽  
Empirical Testing ◽  
New Knowledge ◽  
Nature Of Information ◽  
The Subject ◽  
Constructing Knowledge

Qualitative interview styles have been guided by precedent within academic disciplines. The nature of information sought, and the role of interviewer and interviewee are key determinants across styles, which range from doxastic (focused on understanding interviewees’ experiences or behaviors) to epistemic (focused on co-constructing knowledge). In this article, we position common interview styles along a doxastic–epistemic continuum, and according to the role of the interviewee (from respondent to equal partner). Through our typology and critique of interview styles, we enhance epistemic interviewing by introducing “deliberative interviews,” which are more debate oriented and closer to equality in the interviewee and interviewer relationship than existing interview styles. Deliberative interviews require a comprehensive, pre-interview briefing on the subject matter followed by interactive deliberation wherein complex issues are debated across viewpoints in an effort to devise solutions. The effectiveness of this interview style in generating new knowledge warrants empirical testing across academic disciplines.

Information Science and Information Systems: Converging or Diverging?

2013 ◽  
Author(s):  
Ira A Monarch
Keyword(s):  
Information Systems ◽  
Medical Informatics ◽  
Subject Matter ◽  
Information Science ◽  
Prima Facie ◽  
Journal Articles ◽  
Word Analysis ◽  
The Subject

Recent studies have claimed a disconnect between the disciplines of information science and information systems even though, prima facie, there seems to be considerable overlap or potential overlap in their respective subject matter. The present study will target representative journals in the areas of information science and information systems and examine in more detail the overlap or lack of overlap between the two fields as reflected in the co-word analysis of the titles and abstracts of these journal articles. That the subject matters of the two fields can be combined in a discipline will be shown by a similar analysis of a third field, medical informatics, a new discipline in it its own right and a seeming subject matter hybrid of information science and information systems.

scholarly journals Being Able to see the Wood from the Trees in Courses of Teacher Education

2016 ◽  
Vol 17 ◽  
pp. 165-176
Author(s):  
Thomas O'Donoghue
Keyword(s):  
Teacher Education ◽  
Teacher Development ◽  
Subject Matter ◽  
Main Stream ◽  
Design And Development ◽  
Policy Makers ◽  
Know How ◽  
Big Picture ◽  
The Subject ◽  
Development Levels

When cogitating developments in education, it is important from time-to-time to stand back from the main-stream of developments and try to re-capture ‘the big picture’. Such a time now exists in relation to teacher education. This paper is a response to this situation. It makes the case for three principles which, it is held, should guide the design and development of programmes on how classroom practitioners at the pre-service and on-going teacher-development levels, should be prepared for, and guided in, their work. These are as follows: teachers should have a very good command of the subject matter of their teaching areas; teachers should know how to teach; teachers, along with students of education studies and policy makers, should engage in reflection not only on work at the classroom level, but also on education more broadly. 

STRAW MEN AND OLD SAWS – AN EVIDENCE-BASED RESPONSE TO SY & TINKER'S CRITIQUE OF ACCOUNTING HISTORY

2007 ◽  
Vol 34 (1) ◽  
pp. 173-193 ◽  
Author(s):  
Thomas N. Tyson ◽  
David Oldroyd
Keyword(s):  
Subject Matter ◽  
Social Activism ◽  
Evidence Based ◽  
Historical Inquiry ◽  
Journal Articles ◽  
Accounting History ◽  
The Subject ◽  
Straw Men

In a recent Accounting History article, Sy and Tinker (S&T) [2005] critique accounting history for its support of “archivalism” and empiricism in light of irrefutable arguments against these “antiquarian epistemes.” While tempted to lambaste S&T's article as unfettered social activism rather than evidence-based historical inquiry, we focus instead on the more substantive questions S&T raise. We initially summarize their essential arguments, although some of the statements they make are contradictory in nature. We then discuss fundamental issues and genuine challenges to accounting history posed by the post-Kuhnian critique that S&T and others represent, as well as the nature and purpose of historical enquiry. We reviewed the accounting history journal articles published between 2001 and 2005 and use our findings to evaluate the broad assertions that S&T make about accounting history. We conclude that S&T's critique is unwarranted and unjust, especially when the subject matter of the most recent accounting history articles is considered.

The Fruit of Integration: Results in the Teaching of Psychology

1995 ◽  
Vol 23 (4) ◽  
pp. 289-295 ◽  
Author(s):  
Mark P. Cosgrove
Keyword(s):  
Research Methods ◽  
Subject Matter ◽  
Liberal Arts ◽  
Special Class ◽  
World View ◽  
Academic Disciplines ◽  
Psychology Student ◽  
Journal Articles ◽  
Teaching Of Psychology ◽  
The Subject

The most useful models of integration seem to be those which hold that assumptions affect academic disciplines. This article will suggest that the Christian world view can lead to changes in the psychology classroom, without failing to support and strengthen what is excellent in the field of psychology. The three major areas of change to expect in the teaching of psychology are: (a) the subject matter of interest, (b) the research methods to gather information, and (c) the interpretations or meaning of psychological data. These changes will result in some special class offerings for the psychology student, more subjective research methods and journal articles, and an emphasis on the liberal arts in the teaching of psychology.

Words

PMLA ◽  
1935 ◽  
Vol 50 (4) ◽  
pp. 1320-1327
Author(s):  
Colbert Searles
Keyword(s):  
Subject Matter ◽  
Assistant Professor ◽  
The Subject

THE germ of that which follows came into being many years ago in the days of my youth as a university instructor and assistant professor. It was generated by the then quite outspoken attitude of colleagues in the “exact sciences”; the sciences of which the subject-matter can be exactly weighed and measured and the force of its movements mathematically demonstrated. They assured us that the study of languages and literature had little or nothing scientific about it because: “It had no domain of concrete fact in which to work.” Ergo, the scientific spirit was theirs by a stroke of “efficacious grace” as it were. Ours was at best only a kind of “sufficient grace,” pleasant and even necessary to have, but which could, by no means ensure a reception among the elected.

The Taxonomic Structuring of Medical Information and its Usefulness in this Form

1965 ◽  
Vol 04 (03) ◽  
pp. 112-114 ◽  
Author(s):  
H. Zinsser
Keyword(s):  
Subject Matter ◽  
Medical Information ◽  
Central Core ◽  
Diagnostic Strategy ◽  
Programmed Instruction ◽  
Orderly Fashion ◽  
The Subject

An outline has been presented in historical fashion of the steps devised to organize the central core of medical information allowing the subject matter, the patient, to define the nature and the progression of the diseases from which he suffers, with and without therapy; and approaches have been made to organize this information in such fashion as to align the definitions in orderly fashion to teach both diagnostic strategy and the content of the diseases by programmed instruction.

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