Tourism imagination: a new epistemological debate

2022 ◽  
pp. 1-13
Author(s):  
Maximiliano E. Korstanje
Keyword(s):  
Epistemological Debate

scholarly journals Epistemology and Ethics in Zhuangzi

Philosophies ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 58
Author(s):  
S. Evan Kreider
Keyword(s):  
Relevant Literature ◽  
Ethical Development ◽  
Self Development ◽  
Self Actualization ◽  
Self Knowledge ◽  
Epistemological Debate ◽  
Coherent Picture

On a prima facia reading, Zhuangzi seems to endorse some form of skepticism or relativism. This seems at odds with Zhuangzi as one of the two main sources of classical Daoism, considering the ideals of virtue and self-development promoted by that philosophy. However, Zhuangzi’s metaphorical and allegorical style lends itself to a number of interpretations of his epistemology, as well as the kind of self-knowledge and ethical development it might allow. A survey of the relevant literature shows that the epistemological debate is not easily solvable, but by narrowing the range of interpretations, a coherent picture of his ethics begins to emerge, one in which some form of knowledge, especially self-knowledge, is still possible, as is an ethics of self-actualization.

scholarly journals INTERDISCIPLINARIDADE E OUTROS NÍVEIS DE CONHECIMENTO: DESAFIOS CONTEMPORÂNEOS ÀS PRÁTICAS EDUCATIVAS

polemica ◽  
2018 ◽  
Vol 18 (1) ◽  
pp. 68-83
Author(s):  
Antônio Roberto Xavier ◽  
José Gerardo Vasconcelos ◽  
Maria Jucilene Freire Lopes Marinho ◽  
Ana Paula Sthel Caiado
Keyword(s):  
Teaching And Learning ◽  
Qualitative Approach ◽  
Educational Practices ◽  
Formal Knowledge ◽  
Secondary Sources ◽  
Interdisciplinary Teaching ◽  
Cultural Framework ◽  
Depth Analysis ◽  
Epistemological Debate ◽  
Teaching Learning

Resumo: Este artigo objetiva, sobretudo, promover o debate teórico-epistemológico sobre os desafios e possibilidades do desenvolvimento de ensino-aprendizagem interdisciplinar em razão das matrizes curriculares adotadas. É fato que a discussão sobre interdisciplinaridade no trabalho docente, apesar de não ser tão nova, encontra-se em alta e mantém interfaces com outras categorias do gênero, principalmente quando se relaciona com a gestão e as práticas educativas em sala de aula. Nesse sentido, para a produção deste artigo, seguiram-se os caminhos metodológicos da pesquisa bibliográfica do tipo descritiva com base em revisão de literatura de fontes secundárias de livros, artigos, legislação e documentos oficiais. No tocante à abordagem, acolheu-se a qualitativa, visando análise mais aprofundada das categorias elencadas, a saber: interdisciplinaridade, etnociência, multidisciplinaridade, pluridisciplinaridade e transdisciplinaridade, destacadas nos respectivos tópicos deste artigo. Com relação à técnica interpretacional, recorreu-se à análise do discurso na perspectiva da relação indissociável do histórico com o social. Como conclusão sucinta, deixou-se posto que as práticas educativas de forma interdisciplinar são dinamizadoras e facilitadoras para uma compreensão mais ampla e diversa do ensino-aprendizagem. Desse modo, possibilitam a formulação de um saber crítico-reflexivo, promovendo a integração de conteúdos nas mais diversas áreas de conhecimento, incluindo, inclusive, o arcabouço cultural dos saberes populares e não formais aos formais e científicos.Palavras-chave: Interdisciplinaridade. Etnociência. Multidisciplinaridade.Abstract: This article aims, above all, to promote the theoretical-epistemological debate on the challenges and possibilities of the development of interdisciplinary teaching-learning due to the curricular matrices adopted. It is a fact that the discussion about interdisciplinarity in teaching work, although not so new, is up and maintains interfaces with other categories of the genre, especially when it is related to management and educational practices in the classroom. In this sense, for the production of this article, we followed the methodological paths of bibliographic research of the descriptive type based on literature review of secondary sources of books, articles, legislation and official documents. With regard to the approach, the qualitative approach was adopted, aiming at a more in-depth analysis of the categories listed, namely: interdisciplinarity, ethnoscience, multidisciplinarity, multidisciplinarity and transdisciplinarity, highlighted in the respective topics of this article. With regard to the interpretative technique, we used the analysis of discourse in the perspective of the inseparable relationship between historical and social. As a succinct conclusion, it is emphasized that interdisciplinary educational practices are dynamic and facilitating a broader and more diverse understanding of teaching and learning. In this way, its allows the formulation of a critical-reflexive knowledge, promoting the integration of contents in the most diverse areas of knowledge, including the cultural framework of popular and non-formal knowledge to formal and scientific knowledge.Keywords: Interdisciplinarity. Ethnoscience. Multidisciplinarity.

The Epistemologia Imaginabilis in Eighteenth-Century Science and Philosophy

2017 ◽  
Author(s):  
Vincenzo Ferrone
Keyword(s):  
Eighteenth Century ◽  
Immanuel Kant ◽  
Thomas Hobbes ◽  
Modern Science ◽  
Denis Diderot ◽  
New Form ◽  
The One ◽  
Epistemological Debate ◽  
Unity Of Knowledge ◽  
Century Science

This chapter examines the change in science's image and the revelation of the philosophers of science's so-called epistemologia imaginabilis in the context of eighteenth-century science and philosophy. Many eminent scholars, from Thomas Hobbes to Denis Diderot, have engaged in the epistemological debate over extending the methods of the natural sciences to the study of human experience. The idea of the unity of knowledge across all disciplines on the basis of scientific methodology reached its peak with Immanuel Kant. Among the great historians, Marc Bloch was the one who best understood the role that a radically new conception of science could play in redefining and reviving the legitimacy of historical knowledge. The chapter considers the intense intellectual debate between historians of science and philosophers of science on the foundations of knowledge and how modern science acquired definitive legitimacy as a new form of knowledge over the course of the eighteenth century.

Great Debates in Organizational Identity Study

2016 ◽  
Author(s):  
Dennis A. Gioia ◽  
Aimee L. Hamilton
Keyword(s):  
Social Construction ◽  
Institutional Theory ◽  
Organizational Identity ◽  
Research Agenda ◽  
Social Actor ◽  
The Social ◽  
Epistemological Debate

Historically speaking, there have been a number of great debates in the organizational identity literature. Undoubtedly the most basic still is, “Is there such a thing as organizational identity?” This debate might best be characterized as an ontological debate. A second debate has to do with what can be known about the phenomenon. This epistemological debate has pitted various “camps” against each other. The three most prominent camps are the social actor, social construction, and institutional theory views on organizational identity. We suggest a conceptual pathway for reconciling these apparently competing views and furthering the research agenda for organizational identity. This chapter argues that despite the debated differences among these views, each largely depicts identity as “entitative.” Our proposed reconciliation centers on a fourth “processual” view on identity, that is, identity-as-flow.

Theory-Making, Transference, and Anthropology: on D. Z. Phillips’ Rejection of Nonfoundationalist Theorizing

Horizons ◽  
1995 ◽  
Vol 22 (1) ◽  
pp. 29-48 ◽  
Author(s):  
Tiina Allik
Keyword(s):  
Human Nature ◽  
Cultural Anthropology ◽  
The Self ◽  
Transference And Countertransference ◽  
Psychoanalytic Understanding ◽  
Epistemological Debate ◽  
Human Finitude

AbstractThe article argues that the motivations for Phillips' construal of all theory-making as necessarily foundationalist go beyond the epistemological debate about foundationalism vs. nonfoundationalism and that his construal is rooted in the anthropological assumption that the subjectivity of human persons is inevitably violated by analyses in terms of objective categories that are not derived from the self-understanding of the subjects under study. The article uses the distinction between etics and emics in linguistics and cultural anthropology and a psychoanalytic understanding of the inevitability of transference and countertransference in order to argue that an appreciation of human finitude and contingency should lead Phillips and others to anthropological views in which the inevitability of theory, transference, and the experience of the otherness of oneself and others is construed as not only inevitable but as pleasurable, i.e., as part of the goodness of created human nature.

scholarly journals Poetry, Science, and the Epistemological Debate

2007 ◽  
Vol 12 (1) ◽  
pp. 19-30
Author(s):  
John Picchione
Keyword(s):  
Poetic Language ◽  
Science And Literature ◽  
Human Reality ◽  
Epistemological Debate

Abstract Poetry, Science, and the Epistemological Debate — The last few decades have witnessed a radical questioning of the cognitive possibilities traditionally associated both with science and literature. This article gives a brief overview of the debate and provides a critique of the deconstructive and post-modern theories in their attempt to subvert fundamental epistemological claims. The article then addresses the specificity of poetic cognition and, distancing itself from mimetic conceptions of poetry, proposes that poiêsis entails a peculiar creation of reality, unattainable with other tools. It is the uniqueness of the materiality of poetic language that contributes to the formation of subjectivity and to the expansion of human reality and consciousness.

scholarly journals Social Management: Epistemology Beyond Paradigms

2021 ◽  
Vol 28 (98) ◽  
pp. 582-606
Author(s):  
Daniel José Silva Oliveira
Keyword(s):  
Field Studies ◽  
Thomas Kuhn ◽  
Hybrid Approaches ◽  
Sociological Approaches ◽  
Epistemological Debate ◽  
Social Management

Abstract The objective of this theoretical essay is to propose a new path for the epistemological debate in the field of social management that goes beyond the paradigmatic boundaries. Based on studies that deal with social management from different perspectives, a comparison was made between models based on the thesis of incommensurability by Thomas Kuhn – such as the Gibson Burrell and Gareth Morgan diagram of sociological paradigms – and an alternative to break away from the paradigmatic mentality: the circle of epistemic matrices. The study demonstrated that the logic of incommensurable paradigms is not adequate to guide social management studies due to its complexity and plurality. This was proven by the identification of multiple sociological approaches adopted in field studies, including hybrid approaches. In this sense, the circle of epistemic matrices proved to be more appropriate, because instead of impenetrable boundaries, it allows transit between the matrices and enables a dialogue between different sociological approaches.

scholarly journals Educação intercultural em religião de matriz africana na Amazônia: contribuições para uma Pedagogia Decolonial

Horizontes ◽  
2016 ◽  
Vol 34 (1) ◽  
pp. 101
Author(s):  
João Colares da Mota Neto
Keyword(s):  
Life Story ◽  
Participant Observation ◽  
African Origin ◽  
Structured Interviews ◽  
Ethnographic Interviews ◽  
Historia De Vida ◽  
Epistemological Debate ◽  
Study Type ◽  
Decolonial Pedagogy

ResumoO artigo pretende refletir sobre as relações entre o pensamento decolonial e o campo da educação, tomando como base uma etnografia das práticas educativas interculturais desenvolvidas no cotidiano de uma religião de matriz africana na Amazônia, o Tambor de Mina. Os dados deste estudo foram obtidos por meio de uma pesquisa qualitativa, do tipo estudo de caso etnográfico, no qual se realizou observação participante das práticas sociais, religiosas e educacionais do terreiro, entrevistas semiestruturadas com membros da casa, entrevistas etnográficas com entidades espirituais incorporadas em seus adeptos, descrição densa e levantamento de traços da história de vida dos sujeitos. Espera-se, a um só tempo, contribuir para o debate epistemológico centrado no cruzamento entre decolonialidade e educação, bem como discutir, a partir de elementos presentes na prática investigada, a possibilidade de construção de uma pedagogia decolonial na Amazônia que, dentre outros contributos, promova a tolerância na diversidade cultural e religiosa.Palavras-chave: Pedagogia decolonial; Educação; Tambor de Mina; Interculturalidade; Amazônia.Intercultural education in religion of African origin in Amazon: contributions to a Decolonial PedagogyAbstractThe article aims to reflect on relations between the decolonial thought and the education, based on an ethnography of intercultural education developed in the daily life of a religion of African origin in Amazon, the Tambor de Mina. Data from this study were obtained through a qualitative research, of an ethnographic case study type, with participant observation of social, religious and educational practices of the religion, semi-structured interviews with members of the house, ethnographic interviews with spiritual entities incorporated in its followers, dense description and life story of the subjects. It is expected, at the same time, contributing to the epistemological debate centered at the intersection between decoloniality and education, as well as to discuss, from elements present in the investigated practice, the possibility of building a decolonial pedagogy in the Amazon which, among other contributions, promote the tolerance in the cultural and religious diversity.Keywords: Decolonial Pedagogy; Education; Tambor de Mina; Interculturality; Amazon.

‘All the World’s a Stage-Painting’: Scenery, Optics, and Greek Epistemology

2017 ◽  
Author(s):  
M. F. Burnyeat
Keyword(s):  
Fourth Century ◽  
Fifth Century ◽  
Early History ◽  
Sense Perception ◽  
Phenomenal Experience ◽  
The World ◽  
Fourth Century Bce ◽  
History Of ◽  
Epistemological Debate ◽  
Underlying Reality

In the fourth century BCE, Anaxarchus and Monimus compared the world to stage-painting, to express scepticism about sense-perception and the worthlessness of human affairs, respectively. But the comparison traces back to Democritus’ discussion of Anaxagoras’ famous claim, a century earlier, that ‘appearances are a sight of things unseen’. According to Vitruvius, they were influenced by what Agatharchus had written about stage-painting, something that can be assessed properly only by considering the genre of technical treatises and the claims of those who were first to write on a subject. The comparison with phenomenal experience should ultimately be credited to Anaxagoras, though the points that he and Democritus make differ, owing to their different views of how the macroscopic world is related to underlying reality. These texts are thus not about the early history of perspectival painting, but stem from a fifth-century epistemological debate about what, if anything, sense-perception reveals about reality.

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