Coming to Know: naturalistic inquiry in the workplace

1996 ◽  
Vol 1 (1) ◽  
pp. 95-103 ◽  
Author(s):  
Heather Smigiel
Keyword(s):  
Naturalistic Inquiry ◽  
Coming To Know

When Is True Belief Knowledge?

2012 ◽  
Author(s):  
Richard Foley
Keyword(s):  
True Belief ◽  
Theory Of Knowledge ◽  
Central Problem ◽  
Significant Aspect ◽  
Coming To Know ◽  
Contemporary Epistemology ◽  
What Matters

A woman glances at a broken clock and comes to believe it is a quarter past seven. Yet, despite the broken clock, it really does happen to be a quarter past seven. Her belief is true, but it isn't knowledge. This is a classic illustration of a central problem in epistemology: determining what knowledge requires in addition to true belief. This book finds a new solution to the problem in the observation that whenever someone has a true belief but not knowledge, there is some significant aspect of the situation about which she lacks true beliefs—something important that she doesn't quite “get.” This may seem a modest point but, as the book shows, it has the potential to reorient the theory of knowledge. Whether a true belief counts as knowledge depends on the importance of the information one does or doesn't have. This means that questions of knowledge cannot be separated from questions about human concerns and values. It also means that, contrary to what is often thought, there is no privileged way of coming to know. Knowledge is a mutt. Proper pedigree is not required. What matters is that one doesn't lack important nearby information. Challenging some of the central assumptions of contemporary epistemology, this is an original and important account of knowledge.

Coming to know about the body in Human Movement Studies programmes

2014 ◽  
Vol 21 (7) ◽  
pp. 1003-1017 ◽  
Author(s):  
Valeria Varea ◽  
Richard Tinning
Keyword(s):  
Human Movement ◽  
The Body ◽  
Coming To Know

The Growth of Athenian Imperialism

1943 ◽  
Vol 63 ◽  
pp. 21-34 ◽  
Author(s):  
Russell Meiggs
Keyword(s):  
Peloponnesian War ◽  
Preceding Period ◽  
Delian League ◽  
Coming To Know

By 446/5 the Delian League had become the Athenian empire. Peace had been made with Persia, but Athens had firmly retained her hold over the allies. More important, Sparta recognised the Athenian claim in the Thirty Years' Peace. ‘We will allow the cities their independence,’ Pericles could say on the eve of the Peloponnesian War, ‘if they were independent when we made peace.’ So much is clear, but the chronology and nature of the development of Athenian imperialism are both uncertain. We are coming to know or reasonably to guess considerably more of the decisive transition to empire following the Peace of Callias, but the imperial measures of those crowded years can only be appreciated in true perspective if we have a right understanding of the preceding period. The main purpose of this study is to re-examine the development of Athenian imperialism in the fifties.In his concise summary of Athens' rise to power, Thucydides emphasises the significance of the reduction of Naxos: to contemporaries Athenian action may have seemed less questionable. The Persian danger was still serious, and history had shown that the largest of the Cyclades might be a menace to the Greek cause, if it got into the wrong hands. Certainly the League was still popular after the collapse of Naxos, as Cimon's Eurymedon campaign clearly shows. From Caria to Pamphylia the Greek cities welcomed freedom from Persia and gladly entered the League: only at Phaselis was the show of pressure needed.

Transformation Through Health Teaching for Adults with Intellectual and Developmental Disabilities: A Qualitative Study

2012 ◽  
Vol 50 (2) ◽  
pp. 129-139 ◽  
Author(s):  
Ginny Focht-New
Keyword(s):  
Developmental Disabilities ◽  
Qualitative Study ◽  
Registered Nurses ◽  
Developmental Process ◽  
Comparative Method ◽  
Intellectual And Developmental Disabilities ◽  
Naturalistic Inquiry ◽  
Teaching Activities ◽  
Increased Risk ◽  
Health Teaching

Abstract Adults with intellectual and developmental disabilities have medical conditions similar to those among the general population but with more complex presentation, a extended life expectancy, and increased risk of morbidity and mortality. These adults' health education has been inadequate. In this qualitative study, the author describes the experiences of 23 registered nurses who provide health teaching to adults with intellectual and developmental disabilities, selection of and health topics taught, and teaching activities put into practice. The author used a rigorous descriptive, naturalistic inquiry design with purposive (n  =  22) and snowball (n  =  1) sampling. Data were gathered through individual interviews, focus groups, and nonparticipant observations, and analyzed with a constant comparative method. Findings concerned the educators' developmental process, use of a social context to teach, and health-teaching activities. Registered nurses s described their transformation from insecure, novice health educators to confident and passionate educators of adults with intellectual and developmental disabilities. Findings apply to multiple disciplines.

Collaborative idea exchange and material tinkering influence families’ creative engineering practices and products during engineering programs in informal learning environments

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Soo Hyeon Kim ◽  
Heather Toomey Zimmerman
Keyword(s):  
Design Research ◽  
Naturalistic Inquiry ◽  
Content Type ◽  
Engineering Programs ◽  
Solution Generation ◽  
Quantitative Analyses ◽  
Feasible Solutions ◽  
Engineering Practices ◽  
Parent Child

Purpose This paper aims to investigate how families’ sociomaterial experiences in engineering programs held in libraries and a museum influence their creative engineering practices and the creativity expressed in their products derived from their inquiry-driven engineering activities. Design/methodology/approach This research project takes a naturalistic inquiry using qualitative and quantitative analyses based on video records from activities of 31 parent–child pairs and on creativity assessment of products that used littleBits as prototyping tools. Findings Families engaged in two sociomaterial experiences related to engineering – collaborative idea exchange and ongoing generative tinkering with materials – which supported the emergence of novel ideas and feasible solutions during the informal engineering programs. Families in the high novelty score group experienced multiple instances of collaborative idea exchange and ongoing generative tinkering with materials, co-constructed through parent-child collaboration, that were expansive toward further idea and solution generation. Families in the low novelty score group experienced brief collaborative idea exchange and material tinkering with specific idea suggestions and high involvement from the parent. An in-depth case study of one family further illustrated that equal engagement by the parent and child as they tinkered with the technology supported families’ creative engineering practices. Originality/value This analysis adds to the information sciences and learning sciences literatures with an account that integrates methodologies from sociocultural and engineering design research to understand the relationship between families’ engagement in creative engineering practices and their products. Implications for practitioners include suggestions for designing spaces to support families’ collaborative idea exchange and ongoing generative tinkering to facilitate the development of creative engineering practices during short-term engineering programs.

Cosmology and Anankê in the Timaeus and Our Knowledge of the Forms

Apeiron ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Naomi Reshotko
Keyword(s):  
Human Knowledge ◽  
New Beginning ◽  
The Law ◽  
To Come ◽  
Entire Cosmos ◽  
Coming To Know

Abstract At Tm. 47e, Timaeus steps back from his discussion of what came about through noûs and turns toward an account of what came about through anankê. Broadie, 2012, Nature and Divinity in Plato’s Timaeus, sketches out two routes for the interpretation of this ‘new beginning.’ The ‘metaphysical’ approach uses perceptibles qua imitations of intelligibles in order to glimpse the intelligibles (just as we look at our reflection in a mirror in order to view ourselves). The ‘cosmological’ reading assumes we use the perceptible part of the cosmos in order to come to know the entire cosmos. Broadie openly favors the cosmological reading for understanding the Timeaus as a whole. However, she confines its utility to the Timaeus and does not recommend it for other dialogues. I use Broadie’s ‘cosmological reading’ to better understand what Plato distinguishes as anankê in his second beginning. This sets the stage for my argument that Broadie’s cosmological reading is a promising means for understanding the metaphysics and epistemology of the Forms. By making some comparisons to Sophist (251c–256a), I show that a refined understanding of anankê in the second beginning of the Timaeus clarifies what Plato thinks is involved in coming to know a Form. I argue that a close look at what was available to the Demiurge for cosmic creation by means of noûs yields three distinct ways in which his construction of the cosmos was limited by anankê. Clarifying these three ways in which anankê operates shows that the Demiurge’s manipulation of the foundational elements yields a perceptible world that brings out some potential relationships among Forms while suppressing others. In particular, the Demiurge’s geometricization of the elements leads him to make compromises concerning how Forms can combine in the Receptacle. These choices produce nomological relationships among the Forms with respect to where they can overlap in the Receptacle. This produces the law-like and reliable, but unnecessary, behavior of the perceptible world. I argue that our understanding of these limitations and their translation into where the Receptacle can partake in more than one Form simultaneously, figures importantly in the estimating the potential for human knowledge of the Forms. I question the use of ‘necessity’ as a translation for ‘anankê’ in the Timaeus.

scholarly journals Lost in Translation? Ethics and Ethnography in Design Research

2014 ◽  
Vol 1 (1) ◽  
pp. 62 ◽  
Author(s):  
Christine Z. Miller
Keyword(s):  
Design Research ◽  
Ethical Issues ◽  
Field Work ◽  
Naturalistic Inquiry ◽  
Secondary Sources ◽  
Private And Public ◽  
Anthropological Field Work ◽  
Lost In Translation ◽  
Translation Ethics ◽  
Over Time

It has long been the case that ethnographic techniques have been appropriated by other disciplines. In particular, designers have employed ethnography and naturalistic inquiry in research for private and public sector client projects. As ethnographic methods have diffused to other fields questions have been raised about whether the ethical concerns that have become engrained over time in anthropological field work have carried over along with the methodology. This article explores how ethical considerations are addressed (or not) in ethnographic-style research, specifically within the field of design. A review of secondary sources and interviews with three practicing designers provide insight as to the shifts that have occurred over time within design and how these changes have impacted design research and practice, specifically in relation to ethical issues.

scholarly journals Enhancing Students’ Assessment Feedback Skills Within Higher Education

2020 ◽  
Author(s):  
Carol Evans ◽  
Michael Waring
Keyword(s):  
Higher Education ◽  
Individual Differences ◽  
Industrial Revolution ◽  
Integrated Approach ◽  
Learning Approaches ◽  
Learning And Teaching ◽  
Self Regulated Learning ◽  
Assessment Feedback ◽  
High Level ◽  
Coming To Know

In higher education (HE) considerable attention is focused on the skills sets students need to meet the requirements of the fourth industrial revolution. The acquisition of high-level assessment feedback skills is fundamental to lifelong learning. HE has made significant investment in developing assessment feedback practices over the last 30 years; however, far less attention has been given to the development of inclusive agentic integrated assessment systems that promote student agency and autonomy in assessment feedback, and from an individual differences perspective. “Inside the Black Box,” a seminal work, opened the potential of assessment as a supportive process in facilitating students in coming to know (understanding the requirements of a task and context, and their own learning) through the development of formative assessment. However, overall, the assessment for learning movement has not changed students’ perceptions, on entering HE, that feedback is something they receive rather than something they can generate and orchestrate despite being predicated on a self-regulatory approach. HE promotes students’ use of self-regulated learning approaches although these are not sufficiently integrated into curriculum systems. In moving forward assessment feedback, it is important to adopt a theoretically integrated approach that draws on self-regulatory frameworks, agentic engagement concepts, understanding of individual differences, and the situated nature of assessment. Current emphases in HE focus on how we engage students as active participants in assessment, in coming to know assessment requirements as part of sustainable practices with students as co-constructors of assessment inputs and outputs. Assessment design should be challenging students to maximize their selective and appropriate use of assessment feedback skills for both immediate and longer-term learning gains. Addressing the professional development of lecturers and students in the acquisition and development of essential fourth industrial age assessment feedback competencies is fundamental to enhancing the quality of learning and teaching in HE.

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