scholarly journals Construção da crítica à oceanografia clássica: contribuições a partir da oceanografia socioambiental

2019 ◽  
Vol 24 (2) ◽  
pp. 13-41
Author(s):  
Gustavo Goulart Moreira Moura
Keyword(s):  
Social Sciences ◽  
Environmental Education ◽  
21St Century ◽  
Coastal Management ◽  
Research Area ◽  
Environmental Conflicts ◽  
Object Of Study ◽  
Marine Environmental ◽  
Traditional Communities ◽  
Applied Social Sciences

RESUMO Muitos pesquisadores das áreas clássicas da Oceanografia negam as humanidades na ciência oceanográfica, apesar de historicamente terem dialogado com o que há de mais conservador nas ciências humanas e sociais aplicadas. Na virada para o século XXI, diversos pesquisadores têm criado novas formas de fazer oceanografia dentro do marco do socioambientalismo, após várias iniciativas nas instituições mais antigas de Oceanografia Clássica do Brasil nas décadas de 1980-90 no campo da Educação Ambiental. Esta Nova Oceanografia, ou Oceanografia Socioambiental (OS), surge em oposição às áreas clássicas da Oceanografia criando campos de disputa em linhas de pesquisa já existentes e produzindo linhas de pesquisa próprias, como a História Oceanográfica, a Etnooceanografia, o Gerenciamento Costeiro Pós/decolonial e a Educação Ambiental Marinho-Costeira crítica (EAMC), por exemplo. Este artigo tem o objetivo de construir algumas críticas à Oceanografia Clássica em uma perspectiva da OS, definindo preliminarmente o objeto de pesquisa desta nova oceanografia e apontando suas contribuições para a EAMC. Ao definir este objeto, aponta-se que a produção de maritimidades engajadas em contextos de conflitos socioambientais junto a povos e comunidades tradicionais pode ser uma das diretrizes da Educação Ambiental Marinho-Costeira crítica. Palavras-chave: Oceanografia Socioambiental, Educação Ambiental Marinho-Costeira crítica, Povos e Comunidades Tradicionais. ABSTRACT Several researchers working in classic Oceanography fields deny the Humanities in the Oceanography Science, despite having established a dialogue with the most conservative approaches in both Social Sciences and Applied Social Sciences. At the turn of the 21st century, several researchers are creating new forms of Oceanography inside a socio-environmentalism framework, after many initiatives of the Environmental Education field conducted by some of the oldest Classical Oceanography institutions in Brazil during the 80’s and 90’s. This New Oceanography, or a Socio-Environmental Oceanography, emerges in opposition to the classic areas in Oceanography, creating disputes in the research area that already exist and producing its own research lines, like Oceanography History, Etno-Oceanography, Postcolonial or Decolonial Coastal Management, and Costal-Marine Environmental Education, for example. This paper aims to identify and discuss some of the main epistemological bases of Classical Oceanography and Socio-Environmental Oceanography. When defining this object of study, we emphasize that the production of engaged maritimities in the context of socio-environmental conflicts among traditional communities and peoples could be one of the main guides to critical Costal-Marine Environmental Education. Keywords: Socio-Environmental Oceanography; Critical Costal-Marine Environmental Education; Traditional Communities and Peoples

The Rhetorical Construction of "the Teacher"

1991 ◽  
Vol 61 (4) ◽  
pp. 417-434 ◽  
Author(s):  
Jan Nespor ◽  
Liz Barber
Keyword(s):  
Social Sciences ◽  
Detailed Analysis ◽  
Critical Literacy ◽  
Harvard Educational Review ◽  
Rhetorical Strategies ◽  
Rhetorical Structure ◽  
Rhetorical Construction ◽  
The Social ◽  
Object Of Study ◽  
Textual Strategies

Authors in the field of education inevitably use rhetorical strategies that embody particular,and often implicit, theoretical, epistemological, and political positions. In this article, Jan Nespor and Liz Barber critically examine the rhetorical structure of a 1987 article published in the Harvard Educational Review — Lee S. Shulman's "Knowledge and Teaching:Foundations of the New Reform." The authors examine various textual strategies — such as"the phenomenological hook," "appropriating a constituency," and "moving on" — that Shulman used to construct "the teacher" as an object of study. Through a detailed analysis of this widely cited article, Nespor and Barber address broader issues of representation and power in the social sciences, and conclude with a call for "a more 'critical literacy' among the readers and writers of research texts."

RIDING THE WILD OCEAN: HORATIU RADULESCU'S SUBCONSCIOUS WAVE IN THEORY, PERFORMANCE AND RECORDING

Tempo ◽  
2021 ◽  
Vol 76 (299) ◽  
pp. 30-43
Author(s):  
Sam Cave
Keyword(s):  
Social Sciences ◽  
21St Century ◽  
Lecture Recital ◽  
Social Sciences And Humanities ◽  
Cd Recording ◽  
Aesthetic Concepts ◽  
Digital Sound

AbstractThis article focuses on Radulescu's 1984 Subconscious Wave, for guitar and pre-recorded digital sound, a work that features on my 2019 solo CD recording Refracted Resonance, for Métier Records, alongside music by Tristan Murail, Christopher Fox, George Holloway and myself. The article places the work in the context of Radulescu's output, demonstrates how it displays the key aesthetic concepts that drive his music and shares my insights into the technical and interpretive aspects of preparing the piece for performance and recording. The article has been adapted from a lecture-recital given at the 2021 edition of the 21st Century Guitar Conference, which was hosted by the Faculty of Social Sciences and Humanities at the Universidade NOVA de Lisboa (NOVA FCSH), Portugal in March 2021.

Blended Learning Over Two Decades

2015 ◽  
Vol 11 (3) ◽  
pp. 1-19 ◽  
Author(s):  
Yu Zhonggen
Keyword(s):  
Social Sciences ◽  
Online Learning ◽  
Blended Learning ◽  
21St Century ◽  
Citation Index ◽  
Educational Institutions ◽  
Journal Articles ◽  
Economic Costs ◽  
Classroom Learning ◽  
Social Sciences Citation Index

The 21st century has witnessed vast amounts of research into blended learning since the conception of online learning formed the possibility of blended learning in the early 1990s. The theme of this paper is blended learning in mainstream disciplinary communities. In particular, the paper reports on findings from the last two decades which looked at origination, development and future of blended learning through articles and other research publications. Based on over thirty journal articles indexed in Social Sciences Citation Index and other important databases, coupled with other related publications, this study explored the definition, advantages and problems of blended learning, arriving at the conclusion that more deficits may exist in either sole online or classroom learning compared with blended learning which combines both approaches although there may still be a certain number of disputes over blended learning. Educational and non-educational institutions may be wise to innovate their pedagogy towards a blended mode despite economic costs and other possible losses.

scholarly journals El conocimiento administrativo, retos y oportunidades en la identificación de una epistemología de la administración

2014 ◽  
Vol 13 (1) ◽  
pp. 11-32
Author(s):  
Patricia Carolina Barreto Bernal
Keyword(s):  
Social Sciences ◽  
Complexity Theory ◽  
Organizational Theory ◽  
Social Practice ◽  
Human Action ◽  
Current Paper ◽  
The Third ◽  
Siglo Xix ◽  
Object Of Study ◽  
Xix Century

Pensar en la administración como un conjunto de conocimientos organizados y sistemáticamente construidos para explicar la especificidad de una disciplina ha sido un esfuerzo aun no terminado de más de un siglo de autores que desde finales del siglo XIX hasta estas primeras década del siglo XXI han venido construyendo el discurso teórico de la administración. El presente artículo hace un pequeñorecorrido por los diferentes intentos de organización de dicho conocimiento desde la reflexión de los tres componentes que constituyen una epistemología a saber: su objeto de estudio, su cuerpo teórico y su relación con las demás ciencias sociales para el desarrollo de un método. A partir de dichos elementos, en la tercera parte del artículo se arriesga una propuesta de construcción epistemológica en elconocimiento administrativo acudiendo a la filosofía integradora de la teoría de la complejidad. La metodología seguida para realizar el artículo fue la de revisión documental y concluye que la potencialidad de la administración como práctica social y conjunto de herramientas de gestión y dirección puede ser pensada como un campo epistemológico flexible y abierto a las relaciones de transdisciplinariedad que se presuponen necesarias para una comprensión integral y dinámica de larealidad.PALABRAS CLAVEPensamiento administrativo, epistemología, teoría de las organizaciones, acción humana. ABSTRACTThinking about administration as an ensemble of organized and systematically constructed knowledge in order to explain the specificity of a discipline has been an unfinished effort of more than a century of authors who since the late XIX century until the first decades of the XXI century, have been constructing the theoretical discourse of administration. The current paper makes a brief tour through thedifferent attempts of organization of such knowledge, from the three components reflection which compose an epistemology as follows: its object of study, its theoretical body and its relationship with other social sciences for the development of a method. From these elements, in the third part of the paper, it is taken the risk of making a proposal of epistemological construction in the administrative knowledge,turning to the conciliatory philosophy of the complexity theory. The methodology used to carry out the paper was the documentary review, and it concludes that the potentiality of administration as a social practice and a set of management and leadership tools could be thought as a flexible epistemological field, open to the relations of transdisciplinarity which are presupposed to be necessary for anintegral and dynamic comprehension of reality.KEYWORDSManagement thinking, epistemology, organizational theory, human action. 

scholarly journals ‘What is infrastructure? What does it do?’: Anthropological perspectives on the workings of infrastructure(s)

2021 ◽  
Author(s):  
Lav Kanoi ◽  
Vanessa Koh ◽  
Al Lim ◽  
Shoko Yamada ◽  
Michael R. Dove
Keyword(s):  
Social Sciences ◽  
21St Century ◽  
Field Research ◽  
Social Processes ◽  
Unintended Consequences ◽  
Human Relations ◽  
Social Nature ◽  
Nature And Culture ◽  
The Social ◽  
Growing Body

Abstract Infrastructure is often thought of in big material terms: dams, buildings, roads, and so on. This study, instead, draws on literatures in anthropology and the social sciences to analyse infrastructures in relation to society and environment, and so cast current conceptions of infrastructure in a new light. Situating the analysis in context of President Biden’s recent infrastructure bill, the paper expands what is meant by and included in discussions of infrastructure. The study examines what it means for different kinds of material infrastructures to function (and for whom) or not, and also consider how the immaterial infrastructure of human relations are manifested in, for example, labour, as well as how infrastructures may create intended or unintended consequences in enabling or disabling social processes. Further, in this study, we examine concepts embedded in thinking about infrastructure such as often presumed distinctions between the technical and the social, nature and culture, the human and the non-human, and the urban and the rural, and how all of these are actually implicated in thinking about infrastructure. Our analysis, thus, draws from a growing body of work on infrastructure in anthropology and the social sciences, enriches it with ethnographic insights from our own field research, and so extends what it means to study ‘infrastructures’ in the 21st century.

scholarly journals The Environmental Education Dimensions for Sustainable Development

2015 ◽  
Vol 16 (30) ◽  
pp. 18-30
Author(s):  
Martian Iovan
Keyword(s):  
Social Sciences ◽  
Sustainable Development ◽  
Environmental Education ◽  
Personality Traits ◽  
Moral Education ◽  
Empirical Research ◽  
Civic Education ◽  
Environmental Ethics ◽  
Human Right ◽  
Civil Values

Abstract Based both on a historical approach regarding the evolution of the environmental education between 1960 and present days, and on empirical research as well, the author proves that the efficiency of the environmental education could be much higher if included within the broader sphere of moral and civic education and if it is driven by a more extensive ideal sprung from the fundamental human right to a clean and well preserved environment, by the contemporary moral and civil values. The author pleads and motivates for an increased capitalization of the humanities and social sciences, of art, of environmental ethics and aesthetics in shaping “the ecological personality” of the tomorrow people. When shaping these personality traits through environmental education activities, one must emphasize the importance of practice and applied actions aimed to protect the environment, and in general, the practice of civic-moral education methods.

Quale modello di partecipazione per la ricerca sociale? Riflessivitŕ nel rapporto tra ricercatore e attore sociale

2012 ◽  
pp. 127-153
Author(s):  
Silvia Cataldi
Keyword(s):  
Social Sciences ◽  
Research Process ◽  
Social Actor ◽  
The Social ◽  
Essential Questions ◽  
Object Of Study ◽  
The Relationship

The article begins with a brief overview of how the relationship between researcher and object of study has been approached in social sciences. The goal is to reflect further on the process of this study and to raise two essential questions: what kind of relationship develops between the researcher and the social actor? And what kind of participation is required from the social actor? To answer these questions the article proposes identifying four different models of participation, the effects of which are analyzed by rediscovering all the practices that include a particular involvement of the social actor in the research process.

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