Reconsidering the concept of difference: A proposal to connect education and neuroscience in new ways

2019 ◽  
Vol 18 (2) ◽  
pp. 275-293 ◽  
Author(s):  
Lena Aronsson
Keyword(s):  
Knowledge Production ◽  
Educational Practice ◽  
Theory And Practice ◽  
Mutual Transformation ◽  
Educational Neuroscience ◽  
Mutual Knowledge ◽  
Communication Problems ◽  
Neuroscience Research ◽  
Interdisciplinary Knowledge ◽  
Scientific Fields

Connecting neuroscience and education is a desire in contemporary society, related to the recurring calls for education to become more evidence-based. Research in educational neuroscience strives towards such interdisciplinary knowledge production and to an enhanced interaction between neuroscience research and educational practice. However, various problems and difficulties in achieving these collaborations are often reported. Discrepancies, hierarchies, misconceptions and communication problems can be described as creating a ‘discourse of difficulty’. The aim of this paper is to trace the specific difficulties that have created this discourse, and to problematize these difficulties in ways that enable new conceptions of what might be entailed by interaction and mutual knowledge development between the fields of neuroscience and education, and between academic theory and educational practice. The most significant difficulty is caused by a binary understanding of the concept of difference in relation to understanding the fields. Instead of understanding the fields in opposition to each other, I will suggest an understanding that implies difference emerging in each of the collaborating fields as the self-differing effects of the encounter. In the concluding discussion, I will argue that an understanding of the concept of difference as a process of mutual transformation can be essential for reciprocity and bi-directionality in collaborations. Instead of producing contradictions and hierarchies between scientific fields and between theory and practice, such an understanding of difference might facilitate an investigation of the polarizations that always position something as of lesser value, and ultimately, creates the gaps that collaborations want to bridge.

scholarly journals Spationomy Simulation Game—Playful Learning in Spatial Economy Higher Education

2021 ◽  
Vol 10 (2) ◽  
pp. 74
Author(s):  
Vít Pászto ◽  
Jiří Pánek ◽  
René Glas ◽  
Jasper van Vught
Keyword(s):  
Knowledge Production ◽  
Interdisciplinary Collaboration ◽  
Simulation Game ◽  
Cultural Backgrounds ◽  
Real World Data ◽  
Simulation Games ◽  
Future Directions ◽  
Interdisciplinary Field ◽  
Interdisciplinary Knowledge ◽  
Interdisciplinary Problems

Simulation games, as a method of playful learning, have been used for more than 70 years in various disciplines with the economy as a leading application field. Their development has been tied with advances in computer science, and nowadays, hundreds of simulation games exist. However, simulation games are not just useful for encouraging disciplinary knowledge production; they also promise to be effective tools for interdisciplinary collaboration. To further explore these promises, we report on the design and playing of a simulation game on the boundary of geoinformatics and business and economics; an interdisciplinary field we have termed Spationomy. Within this game, students from different disciplinary (and cultural) backgrounds applied their knowledge and skills to tackle interdisciplinary problems. In this paper, we also analyze students’ feedback on the game to complement this aspect. The main goal is to discuss the design process that went into creating the game as well as experiences from play sessions in relation to this increase of interdisciplinary knowledge among students. In the end, we present a new gaming concept based on real-world data that can be played in other interdisciplinary situations. Here, students´ feedback on individual features of the game helped to identify future directions in the development of our simulation game.

scholarly journals Hidden features in global knowledge production: (re)positioning theory and practice in academic writing

2017 ◽  
Vol 17 (2) ◽  
pp. 355-378 ◽  
Author(s):  
Joel Windle
Keyword(s):  
Academic Writing ◽  
Knowledge Production ◽  
Applied Linguistics ◽  
Positioning Theory ◽  
Theory And Practice ◽  
Academic Literacies ◽  
Global Knowledge ◽  
Post Colonial ◽  
Colonial Theory ◽  
Global North

ABSTRACT A key challenge for applied linguistics is how to deal with the historical power imbalance in knowledge production between the global north and south. A central objective of critical applied linguistics has been to provide new epistemological foundations that address this problem, through the lenses of post-colonial theory, for example. This article shows how the structure of academic writing, even within critical traditions, can reinforce unequal transnational relations of knowledge. Analysis of Brazilian theses and publications that draw on the multiliteracies framework identifies a series of discursive moves that constitute “hidden features” (STREET, 2009), positioning “northern” theory as universal and “southern” empirical applications as locally bounded. The article offers a set of questions for critical reflection during the writing process, contributing to the literature on academic literacies.

scholarly journals CULTURE OF PERSONAL LANGUAGE AS A HISTORICAL AND SOCIAL EVENT

2018 ◽  
Author(s):  
Tetiana Stambulska
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Theory And Practice ◽  
The Public ◽  
Communication Problems ◽  
Long Time ◽  
Information And Communication ◽  
Definition Of ◽  
Communication Culture

The article analyzed the peculiarities of the interpretation of the «communication culture» in the context of scientific researches of the past and contemporary domestic researchers. An analysis was carried out to define the concept of «communication culture of a person», the approaches to the definition of this concept are singled out. The positions of scientists concerning the role of eloquence in the formation of the linguistic personality are analyzed, the language is analyzed as a «social and psychological phenomenon», historical conditions of the formation of the concept of «communication culture» are characterized, in particular, attention is focused on the formation of the linguistic personality. It was found out that studies of the ancient traditions of the formation of the language of culture make it possible to better understand modern trends in the development of the person's communication culture. Modern studies have shown that in linguistics for a long time there was no unity in the interpretation of the concepts of «language» and «communication». Problems of the formation of the culture of broadcasting have become the object of research by eminent thinkers, beginning with the period of Antiquity. The question of the formation of a culture of speech has long traditions. Note that in European linguistics, the first decades of the twentieth century. Theoretical study and approval of the concept of «culture of language» in the scientific circulation is underway. It should be noted that in connection with the introduction of information and communication technologies in all spheres of society life has increased interest in the theory and practice of eloquence. This is explained by the fact that the active use of information and communication technologies involves the search for ways of speaking influence, both on the interpersonal and on the public level. According to authoritative experts in rhetoric, L. Matsko, O. Matsko, N. Mykhailychenko, V. Poltupets, etc., there are also communicative reasons that ensure the actual and further development of the theory and practice of oratory in the XX-beginning of the XXI century.

scholarly journals EDUCATION FOR SUSTAINABLE DEVELOPMENT: PRINCIPLES, TECHNOLOGIES, PRACTICES

2017 ◽  
Vol 2017 (4) ◽  
pp. 60-63
Author(s):  
София Горбунова ◽  
Sofia Gorbunova
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Educational Practice ◽  
Education For Sustainable Development ◽  
Theory And Practice ◽  
Comparative Approach ◽  
Practical Implementation ◽  
Development Programs ◽  
The Sustainable Development ◽  
Ecological Culture

<span>The article discusses the principles of education for sustainable development and examples of their implementation in the context of the ecological culture formation. The subject of the study is environmental education for sustainable development. The aim of this research is to formulate the principles of education for sustainable development and to show the ways of their practical implementation. The research uses the comparative approach with elements of hypothetical-deductive analysis. As a result of the study, a set of interrelated principles determining education for sustainable development was defined: continuity, inclusiveness, interdisciplinarity, integration, unity of theory and practice. The results of this study can be used in educational practice in the creation and implementation of curricula and courses, as methodological recommendations for the work of volunteer organizations and educational environmental activities. The results can be used in the sustainable development programs designed by the administrative authorities. Environmental education is an important tool for implementing the concept of sustainable development. Thus, the outlined educational principles should become the basis of educational practices and technologies aimed at the formation of ecological culture and the ecologization of consciousness.</span>

scholarly journals Social constructivism in the field of education and learning

2011 ◽  
Vol 43 (2) ◽  
pp. 177-194
Author(s):  
Jovana Milutinovic
Keyword(s):  
Social Constructivism ◽  
Teaching And Learning ◽  
School Context ◽  
Deep Understanding ◽  
Educational Practice ◽  
Theory And Practice ◽  
Educational Values ◽  
The Social ◽  
Constructivist Perspective ◽  
Context Of Learning

Social constructivism is, first and foremost, the theory of knowledge focused on the role of social processes in knowledge creation. Its proponents are interested in interactions among people which are observed as the ways through which shared versions of knowledge are constructed. Starting from the widely acknowledged need for learning with deep understanding and increased interest in the social context of learning, the paper theoretically analyses social constructivism and its influence on educational practice. The goal is to critically re-examine the social constructivist perspective as a theory of teaching and learning and point out to its educational values based on certain conclusions mentioned in the literature. The paper also explores and highlights the basic starting points of social constructivism as well as its different interpretations. In addition, the paper studies relevant issues for education and learning suitable for applying social constructivism, both at the institutional and interpersonal level. It is concluded that social constructivism, applied in practice as a culture rather than as a set of isolated activities, is highly significant for understanding the complexity of the phenomenon of teaching and learning in school context, as well as for providing concrete guiding ideas (learning through cooperation, discovering and solving problems, joint exploration of knowledge and world reinterpretation) for enhancing educational theory and practice.

Fragmenting and connecting? The diverging geometries and extents of IR’s interdisciplinary knowledge-relations

2020 ◽  
pp. 135406612092260
Author(s):  
Stephen Aris
Keyword(s):  
Political Science ◽  
Bibliometric Analysis ◽  
Knowledge Production ◽  
Sociology Of Science ◽  
Knowledge Bases ◽  
Bibliographic Coupling ◽  
Science Literature ◽  
Interdisciplinary Knowledge ◽  
Knowledge Practice ◽  
The Relationship

IR has long been concerned about its claim on disciplinary status. This includes concerns about its differentiation from Political Science and a divide between scholars who advocate a narrow disciplinary approach and others who conceive of IR as a pluri-disciplinary concept. Although these dilemmas revolve around its position vis-à-vis other disciplines, the vast majority of the recent disciplinary-sociology debates have focused on the extent of IR scholarship’s intradisciplinary fragmentation, along epistemological, topical, national, status and other lines. However, the sociology of science literature stresses that disciplines are the product of not only internal practice but also their knowledge relations to and differentiation from other disciplines. In short, intradisciplinary fragmentation cannot be considered as detached from a discipline’s relations to other disciplines – and, by extension, the differentiated knowledge relationships held by distinct intradisciplinary fragments to other disciplines. Taking this into account, this article uses bibliometric analysis of journals as a proxy for analysing the relationship between IR’s intradisciplinary make-up and its interdisciplinary relations to eight cognate disciplines between 2013 and 2017. Three distinct modes of bibliometric analysis are operationalised to map three different aspects of interdisciplinary knowledge practice: (inter)disciplinary debates (direct citation), multidisciplinary knowledge bases (bibliographic coupling) and interdisciplinary knowledge production (co-citation). On this basis, the article asks, one, whether and how differences in the interdisciplinary knowledge relations practised by IR scholarship correlate with intra-IR lines of fragmentation. And two, what are the implications for how IR’s socio-intellectual composition is understood and its disciplinary status evaluated?

scholarly journals Educational neuroscience: bridging theory and practice

2019 ◽  
Vol 5 (2) ◽  
pp. 93-98
Author(s):  
Azilawati Jamaludin ◽  
Avishai Henik ◽  
James B. Hale
Keyword(s):  
Theory And Practice ◽  
Educational Neuroscience

scholarly journals Psychological and pedagogical competence of parents raising children included in joint education: theory and practice of research

2019 ◽  
Vol 70 ◽  
pp. 10010 ◽  
Author(s):  
Elena Slusareva ◽  
Anna Kabushko ◽  
Aleksej Dontsov
Keyword(s):  
Empirical Study ◽  
Inclusive Education ◽  
Educational Practice ◽  
Theory And Practice ◽  
Raising Children ◽  
Theoretical Approaches ◽  
Education Theory ◽  
Pedagogical Competence ◽  
Definition Of ◽  
Primary School Age

The article presents theoretical approaches and an empirical study of the problem of psychological and pedagogical competence of parents of children included in joint education as conditions for the effective implementation of inclusive educational practice. Theoretical approaches to the definition of «psychological and pedagogical competence of parents», its structural components and their content, due to the specifics of joint education of children with different psychophysiological status, are considered. The results of an empirical study of the psychological and pedagogical competence of parents of two groups are presented: parents of children of primary school age with normal psychophysical development and parents of children with disabilities included in joint (inclusive) education. The reliability of the research results is due to the use of a complex of methods of theoretical and empirical research, the representativeness of the sample: 354 parents raising children included in joint education.

Musical Communication: Problems of Theory and Practice

10.12737/5396 ◽  
2014 ◽  
Vol 3 (4) ◽  
pp. 10-16
Author(s):  
Калицкий ◽  
V. Kalitskiy ◽  
Диденко ◽  
N. Didenko
Keyword(s):  
Art History ◽  
Integrated Approach ◽  
Theory And Practice ◽  
Successful Performance ◽  
Detailed Consideration ◽  
Piano Works ◽  
Communication Problems ◽  
Musical Works ◽  
Artistic Interpretation ◽  
Musical Communication

The article considers the concept of musical communication as the content of music and performing practice. Phenomenon of existence of a musical work in miscommunication relationships. Reveals the importance of an integrated approach for the most successful performance of a musical work. The need detailed consideration of the phenomenon of musical communication serves to update through a review and analysis as a means of Humanities and art history. The essence and specific features of the phenomenon are projected on specific examples of music: in the process of composing musical works of the composer, his artistic interpretation by the contractor and multifaceted perception of the recipient. The authors of this article, with special emphasis on musical practice of the twentieth century (especially in the field of writing and interpretation of piano works by russian and western european composers and performers), allowing most adequately and fully disclose material provisions of musical communication.

Understanding researchers’ strategic behaviour in knowledge production: a case of social science and nanotechnology researchers

2016 ◽  
Vol 20 (5) ◽  
pp. 1148-1167 ◽  
Author(s):  
Kasia Zalewska-Kurek
Keyword(s):  
Social Science ◽  
Knowledge Production ◽  
Resource Sharing ◽  
Structured Interviews ◽  
Group Leaders ◽  
Content Type ◽  
Strategic Behaviour ◽  
Study Results ◽  
Practical Implications ◽  
Scientific Fields

Purpose This paper seeks to understand the strategic behaviour of researchers when producing knowledge in two scientific fields – nanotechnology and social sciences. Design/methodology/approach The author conducted semi-structured interviews with 43 researchers to analyse the needs for strategic interdependence (resource-sharing) and for organisational autonomy (decision-making) in knowledge production. When aligned, these two concepts form three modes of behaviour: mode1, mode2 and mode3. Findings The empirical study results show that, besides well-studied differences in various publications, there are large behaviour differences between social science and nanotechnology researchers. While nanotechnology researchers’ behaviours are mostly in mode3 (sharing resources; highly autonomous), social science researchers’ behaviours tend to be in mode1 (highly autonomous; no need to share resources). Practical implications This study delivers an understanding of the differences in the strategic behaviours of researchers in different scientific fields. The author proposes managerial interventions for research managers – university and research group leaders. Originality/value While most studies that compare scientific fields look at knowledge production outcomes, the author analyses conditions that differentiate these outcomes. To this end, the author compares individual researchers’ behaviours in different fields by analysing the need for collaboration and the need for autonomy.

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