scholarly journals Tradições epistemológicas nos estudos de organização dos saberes: uma leitura histórico-epistêmica a partir da filosofia da linguagem | Epistemological traditions in studies of knowledge organization: a historical-epistemic reading based on the philosophy

2010 ◽  
Vol 6 (2) ◽  
Author(s):  
Gustavo Silva Saldanha
Keyword(s):  
Philosophy Of Language ◽  
Information Science ◽  
Knowledge Building ◽  
Knowledge Organization ◽  
Linguistic Turn ◽  
Construction Of Knowledge ◽  
Epistemological Tradition ◽  
Science Philosophy ◽  
Collective Construction

Resumo Analisa o campo da organização dos saberes a partir da filosofia da linguagem. Problematiza a virada lingüística e sua importância no campo informacional. Critica a terminologia adotada para classificar o campo que atua com preservação, representação e transmissão de conceitos e artefatos que possibilitam a construção coletiva do conhecimento. Categoriza a tradição representacionista e a tradição pragmática. Descreve as tradições epistemológicas do campo informacional fundadas em uma filosofia da linguagem através das manifestações institucionais que atravessaram o século XX.Palavras-chave epistemologia da ciência da informação; filosofia da linguagem; tradição epistemológica; tradição pragmática; tradição representacionistaAbstract The article examines the field of organization of knowledge building on the philosophy of language. Questions the linguistic turn and its importance in the informational field. Criticizes the terminology used to classify the field that works with preservation, representation and transmission of concepts and artifacts that allow the collective construction of knowledge. Categorizes the representationalist tradition and the pragmatic tradition. Describes the epistemological traditions of the informational field based on a philosophy of language in institutional manifestations across throughout the twentieth century.Keywords epistemology of information science; philosophy of language; epistemological tradition; pragmatic tradition; representationalist tradition 

scholarly journals Data-Texts in the Sciences

2021 ◽  
Author(s):  
Richard Duschl ◽  
Lucy Avraamidou ◽  
Nathália Helena Azevedo
Keyword(s):  
Science Education ◽  
Learning Environments ◽  
Knowledge Building ◽  
Data Transformation ◽  
Scientific Practices ◽  
Construction Of Knowledge ◽  
Alternative Approach ◽  
Current Reform ◽  
Design Of Learning Environments ◽  
Collective Construction

AbstractGrounded within current reform recommendations and built upon Giere’s views (1986, 1999) on model-based science, we propose an alternative approach to science education which we refer to as the Evidence-Explanation (EE) Continuum. The approach addresses conceptual, epistemological, and social domains of knowledge, and places emphasis on the epistemological conversations about data acquisitions and transformations in the sciences. The steps of data transformation, which we refer to as data-texts, we argue, unfold the processes of using evidence during knowledge building and reveal the dynamics of scientific practices. Data-texts involve (a) obtaining observations/measurements to become data; (b) selecting and interpreting data to become evidence; (c) using evidence to ascertain patterns and develop models; and (d) utilizing the patterns and models to propose and refine explanations. Throughout the transformations of the EE continuum, there are stages of transition that foster the engagement of learners in negotiations of meaning and collective construction of knowledge. A focus on the EE continuum facilitates the emergence of further insights, both by questioning the nature of the data and its multiple possibilities for change and representations and by reflecting on the nature of the explanations. The shift of emphasis to the epistemics of science holds implications for the design of learning environments that support learners in developing contemporary understandings of the nature and processes of scientific practices.

The Politics of Knowledge Organization: Introduction to the Special Issue

2020 ◽  
Vol 47 (5) ◽  
pp. 367-371
Author(s):  
Gregory H. Leazer ◽  
Robert Montoya
Keyword(s):  
Professional Practice ◽  
Information Science ◽  
Information Service ◽  
Knowledge Organization ◽  
Cultural Hegemony ◽  
Information Goods ◽  
Social Difference ◽  
Construction Of Knowledge ◽  
Different Populations ◽  
Definition Of

Politics is about the distribution of goods and risks. We can describe the distribution of goods, and we can also characterize those distributions as a kind of inequality. As a baseline definition of “politics of information” we mean the distribution of information goods across different populations. Despite a strong tradition of disciplinary focus in information science, much of the literature is still given over to fairly simple notions of social form and structure. A nascent knowledge organization practice dedicated to social difference is explicitly motivated by justice and nomenclature. Not only is knowledge organization a tool of cultural hegemony, but also it can be read as a product of cultural ordering and bias. Identifying unjust and politically oppressive practice must be part of the path to justice. Understanding the political construction of knowledge organization is essential for the theory of information service in order to build a more just professional practice.

Metaphilosophical metamorphoses of analytic philosophy of language

Semiotica ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tadeusz Szubka
Keyword(s):  
Twentieth Century ◽  
Philosophy Of Language ◽  
Analytic Philosophy ◽  
First Century ◽  
Linguistic Turn ◽  
Current State ◽  
First Philosophy ◽  
New Millennium

Abstract The paper begins with an account of the emergence of analytic philosophy of language in the twentieth century in the context of the development of logic and the linguistic turn. Subsequently, it describes two examples of analytic philosophy of language in its heyday when the discipline was conceived as first philosophy. Finally, it provides, by way of conclusion, a succinct outline of the current state of philosophy of language, marked by modesty and fragmentation. It is claimed that even if one retains optimism about the prospects of philosophy of language in the first century of the new millennium, it would be unreasonable to disagree with the opinion that the present-day philosophy of language is a highly specialized and diversified discipline and no longer so central for philosophical enterprise as it used to be.

scholarly journals theoretical investigation about the notion of parts and wholes

2014 ◽  
Vol 8 (1/2) ◽  
Author(s):  
Mauricio Barcellos ALMEIDA ◽  
Renata Abrantes BARACHO
Keyword(s):  
Information Retrieval ◽  
Theoretical Investigation ◽  
Information Science ◽  
Knowledge Organization ◽  
Semantic Relations ◽  
Philosophical Study ◽  
Knowledge Organization Systems ◽  
Science Community ◽  
Issue Knowledge ◽  
The Relationship

Within the realm of Information Science, information retrieval is a seminal issue. Knowledge organization systems are instruments that organize knowledge by connecting concepts through semantic relations for purposes of information retrieval. One of the most important of these semantic relations is the so-called part-whole relation. In this paper, we revisit some peculiarities of part-whole relations that are often overlooked by the Information Science community. In order to do this, we provide a theoretical investigation of two perspectives used to explain the notion of parts and wholes: a formal perspective, which is based on the philosophical study usually called mereology; a non-formal perspective, which is based on the linguistic study about a relation called meronym. We discuss the relationship between these perspectives through the issue of transitivity, which is an important property of part-whole relations for information retrieval. We find that these perspectives, although distinguished, are somehow complementary. The results of our analysis suggest that the choice for either a formal or a non-formal perspective could be based on a pragmatic criterion in the scope of development of knowledge organization systems. We conclude by offering some considerations correlating two main sorts of these systems, namely ontologies and thesauri.

scholarly journals Knowledge Organization and Representation under the AI Lens

2020 ◽  
Vol 5 (1) ◽  
pp. 3-17
Author(s):  
Jian Qin
Keyword(s):  
Linked Data ◽  
Information Science ◽  
Knowledge Organization ◽  
Library And Information Science ◽  
Proof Of Concept ◽  
Primary Method ◽  
Methods And Techniques ◽  
Preliminary Research ◽  
Practical Implications

AbstractPurposeThis paper compares the paradigmatic differences between knowledge organization (KO) in library and information science and knowledge representation (KR) in AI to show the convergence in KO and KR methods and applications.MethodologyThe literature review and comparative analysis of KO and KR paradigms is the primary method used in this paper.FindingsA key difference between KO and KR lays in the purpose of KO is to organize knowledge into certain structure for standardizing and/or normalizing the vocabulary of concepts and relations, while KR is problem-solving oriented. Differences between KO and KR are discussed based on the goal, methods, and functions.Research limitationsThis is only a preliminary research with a case study as proof of concept.Practical implicationsThe paper articulates on the opportunities in applying KR and other AI methods and techniques to enhance the functions of KO.Originality/value:Ontologies and linked data as the evidence of the convergence of KO and KR paradigms provide theoretical and methodological support to innovate KO in the AI era.

The Methodological Context in Higher Education

2021 ◽  
pp. 15-36
Author(s):  
María-Mercedes Rojas-de-Gracia ◽  
Pilar Alarcón-Urbistondo
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Learning Process ◽  
Learning Situation ◽  
Rigorous Approach ◽  
Construction Of Knowledge ◽  
Teaching Learning ◽  
Collective Construction ◽  
The Way

Given the limited number of documents addressing methodological context in higher education with a rigorous approach, this chapter comprises a document drawn up in order to clarify methodological concepts. It emphasizes the importance of the teaching-learning process and the significance of placing the student at the center of all actions. The educator's mission changes from being a mere transmitter of information to being a conductor and organizer of the learning situation. To achieve this, several methods must be combined, requiring a balance between the theoretical and practical classes. Likewise, they can be benefited by carrying out complementary activities. This combination is intended to face the great challenges of higher education in the 21st century, which are driven by changes in the way students learn. The emergence of technologies means that the protagonist in the collective construction of knowledge is the student, responding to their digital and participatory demands.

Alternatives to Nekton Cruise: A Step in the Collective Construction of Knowledge

2020 ◽  
Author(s):  
Erika López ◽  
Luz Martinez ◽  
Francisco Pinilla ◽  
Aldo Carrasco ◽  
Hernan Salazar
Keyword(s):  
Construction Of Knowledge ◽  
Collective Construction

Towards a Sociology of KOS and More Basic KO Research

2020 ◽  
Vol 47 (6) ◽  
pp. 501-510
Author(s):  
Philip Hider
Keyword(s):  
Applied Research ◽  
Information Science ◽  
Basic Research ◽  
Domain Analysis ◽  
Knowledge Organization ◽  
Library And Information Science ◽  
Considerable Potential ◽  
Critical Tradition ◽  
Basic And Applied Research

It is suggested that the knowledge organization (KO) field places greater emphasis on basic research that examines the sociology of KO systems (KOS) and the broader, environmental reasons for the development of both formal and informal KOS. This approach is contrasted with applied KO, which focuses on the practical construction or improvement of specific KOS. The preponderance of applied research in the field of KO is confirmed, at least within the document-centric strand more closely aligned with library and information science, through a survey of articles in the Knowledge Organization journal published between 2009 and 2018. The survey utilized the Frascati Manual definitions for basic and applied research, and referenced Tennis’s classification of KO research (2008). There is considerable potential for building on the critical tradition of KO, with various areas ripe for further sociological investigation. A sociology of KOS could also be accommodated in the popular KO approach of domain analysis.

scholarly journals AS REDES SOCIAIS NA FORMAÇÃO DE COMUNIDADES DE APRENDIZAGEM EM NUTRIÇÃO INFANTIL E BLW

2018 ◽  
Vol 25 (2) ◽  
pp. 243
Author(s):  
Gabriela Eyng Possolli ◽  
Renata Bragato Futagami
Keyword(s):  
Social Networks ◽  
Learning Communities ◽  
Child Nutrition ◽  
Redes Sociales ◽  
Narrative Texts ◽  
Construction Of Knowledge ◽  
Children's Nutrition ◽  
Mixed Approach ◽  
Collective Construction ◽  
Los Grupos

O artigo teve como objetivo mapear os conteúdos em redes sociais sobre a nutrição infantil e BLW, visando compreender como se organizam enquanto comunidades de aprendizagem. A metodologia utilizada foi do tipo explicativa de abordagem mista. Na coleta de dados, foram analisadas 6 comunidades do Facebook e 4 perfis do Instagram com representatividade na temática nutrição infantil. Resultados: O quantitativo de postagens por mídia nas 10 comunidades ocorreu da seguinte forma: Texto 6.543 postagens (63%); Imagem 3.250 postagens (31%); Vídeo 647 postagens (6%). O Instagram apresentou mais postagens de imagens do que textos; ao contrário das comunidades de aprendizagem do Facebook que produzem maior quantidade de conhecimento por meio de textos narrativos. Notou-se que os perfis do Instagram possuem número maior de seguidores em relação aos grupos do Facebook, porém a quantidade de postagens é menor, o que condiz com o estilo de utilização dessas redes sociais. O Facebook, por formar grupos, apresenta maior interatividade com os usuários, ao contrário do Instagram que apresenta uma rede social mais passiva e com a maior parte dos usuários observando e curtindo postagens. As comunidades de aprendizagem em redes sociais demonstraram que são espaços efetivos para apoio e construção coletiva de saberes com grande potencial de expansão nas áreas de educação e de saúde. Essa aprendizagem se dá, principalmente. por meio de trocas colaborativas e construção interativa de conhecimento.AbstractThis article aimed to map the contents on communities in social networks about the children’s nutrition and BLW,  aiming to understand how are organized while communities of learning. The methodology used was of the explanatory type and mixed approach. The data collection of the research was carried out online and 6 communities of Facebook and 4 Instagram profiles were selected with great representativeness in the theme of children’s nutrition and BLW. Results: The number of postings per media in the 10 communities occurred as follows: Text 6.543 posts (63%); Image 3,250 posts (31%); Video 647 posts (6%). Instagram presented more pictures posts than texts unlike Facebook's learning communities, that produce more knowledge through narrative texts. It was noted that Instagram profiles have more followers in relation to Facebook groups, but the number of posts is lower, which is consistent with the style of use of these social networks. The Facebook for to form groups has more interactivity with users, opposite of  Instagram that presents a more passive social network and with the majority of users observing and enjoying postings. In relation to the objective of the research that was to map the content present in social networks on child nutrition and BLW. The learning communities in social networks have proved to be effective spaces for support and collective construction of knowledge with great potential for expansion in the areas of education and health.Keywords: Social networks. Children’s nutrition. Virtual learning communities.ResumenEl artículo tuvo como objetivo mapear los contenidos en redes sociales sobre la nutrición infantil y BLW, buscando comprender cómo se organizan como comunidades de aprendizaje. La metodología utilizada fue del tipo explicativo de abordaje mixto. En la recolección de datos se analizaron 6 comunidades de Facebook y 4 perfiles del Instagram con representatividad en la temática nutrición infantil. Resultados: El cuantitativo de las entradas por medios en las 10 comunidades se produjo de la siguiente manera: Texto 6.543 postes (63%); Figura 3.250 entradas (31%); Vídeo 647 entradas (6%). El Instagram presentó más mensajes de imágenes que textos a diferencia de las comunidades de aprendizaje de Facebook, que producen mayor cantidad de conocimiento a través de textos narrativos. Se ha notado que los perfiles del Instagram tienen un número mayor de seguidores en relación a los grupos de Facebook, pero la cantidad de entradas es menor, lo que concuerda con el estilo de utilización de esas redes sociales. Facebook por formar grupos presenta mayor interactividad con los usuarios, a diferencia de Instagram que presenta una red social más pasiva y con la mayoría de los usuarios observando y disfrutando de los posts. Las comunidades de aprendizaje en redes sociales demostraron ser espacios efectivos para apoyo y construcción colectiva de saberes con gran potencial de expansión en el área de educación y de salud. Este aprendizaje se da principalmente a través de intercambios colaborativos y construcción interactiva de conocimiento.Palabras clave: Redes sociales. Nutrición infantil. Comunidades virtuales de aprendizaje.

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