scholarly journals Reply to Doing Indigenous Epistemology: Internal Debates About Inside Knowledge in Māori Society’, by Toon Van Meilj

2020 ◽  
Author(s):  
Jeffrey Sissons
Keyword(s):  
Ways Of Knowing ◽  
Social Practices ◽  
Indigenous Epistemology ◽  
The World ◽  
Ontological Turn ◽  
The Relationship ◽  
Ways Of Being

Van Meijl is right to insist that epistemology must be about active, socially contested ‘ways of knowing’ and that understanding the relationship between such ways and their products is as much an ethnographic problem as it is a philosophical one. Ways of knowing, as social practices, are also, more generally, ways of being or becoming and so are not, in my view, radically distinct from the ontologies they produce and reproduce. Phillipe Descola argues strongly that his four ‘ontologies’ are also schemas of practice, fundamental ways that people know, experience and inhabit the world. I think Van Meijl is mistaken, therefore, when he characterises the ontological turn in anthropology as being about different relations between mind and matter. For me, it is most significantly about the different ways that personhood or subjectivity can be understood and embodied.<br>

scholarly journals Reply to Doing Indigenous Epistemology: Internal Debates About Inside Knowledge in Māori Society’, by Toon Van Meilj

2020 ◽  
Author(s):  
Jeffrey Sissons
Keyword(s):  
Ways Of Knowing ◽  
Social Practices ◽  
Indigenous Epistemology ◽  
The World ◽  
Ontological Turn ◽  
The Relationship ◽  
Ways Of Being

Van Meijl is right to insist that epistemology must be about active, socially contested ‘ways of knowing’ and that understanding the relationship between such ways and their products is as much an ethnographic problem as it is a philosophical one. Ways of knowing, as social practices, are also, more generally, ways of being or becoming and so are not, in my view, radically distinct from the ontologies they produce and reproduce. Phillipe Descola argues strongly that his four ‘ontologies’ are also schemas of practice, fundamental ways that people know, experience and inhabit the world. I think Van Meijl is mistaken, therefore, when he characterises the ontological turn in anthropology as being about different relations between mind and matter. For me, it is most significantly about the different ways that personhood or subjectivity can be understood and embodied.<br>

Branded Beautiful

2019 ◽  
pp. 151-165
Author(s):  
Lia T. Bascomb
Keyword(s):  
Coming Out ◽  
Ways Of Knowing ◽  
White Men ◽  
People Of Color ◽  
Down Low ◽  
Queer People ◽  
The World ◽  
Cultural Amnesia ◽  
Ways Of Being ◽  
The U.S

This chapter investigates how white homonormative narratives perform tyrannous acts that distort understandings of queerness for people of color. As white queerness romanticizes and celebrates “coming out”—becoming the universal marker of liberation—these fascinations forge a space where other, discrete ways of being in the world appear anachronistic, backwards, or rare. McCune re-opens the case of “white men on the Down Low (DL),” if you will—to elucidate how the larger discourse of the queer triumphant, or queer progress, activates an erasure of all queers (white included) who do not fit the mold of the “out and proud” gay subject. This elision constructs a cultural amnesia around other ways of knowing sexuality outside of coming out—which enables a mis-remembering of a white queer past and present, devoid of discretion. Secondly, these constructions of a white queer past sanitize white queerness and enable a discourse that not only impacts how white queers perpetually privilege progress narratives, but potentially demonizes or distorts queers of color who perform often more illegible enactments of queerness. Bringing back the film Brokeback Mountain as a shape-shifting cultural text—globalizing an understanding of the foregone closet—the chapter forces an interracial non-romance between discretion in whiteface and blackface. Brokeback Mountain and other resonant texts perform a popular queer historiography, which misreads or under-reads the broader histories and social realities of queer people within and outside of the U.S.

The Environment and Health: An Alternative Perspective

1998 ◽  
Vol 4 (2) ◽  
pp. 20
Author(s):  
Jennifer Lewis
Keyword(s):  
Health Policy ◽  
Theoretical Approach ◽  
Complex Dynamics ◽  
Ways Of Knowing ◽  
Environment And Health ◽  
Alternative Perspective ◽  
The World ◽  
The Relationship ◽  
Insight Into ◽  
Policy Solutions

A theoretical approach which may be used to increase understanding of the dynamics of environmental and health policy is outlined. The approach deals with conceptualisations or 'ways of knowing', and, as such, tends to raise questions for debate, rather than advance policy solutions. First, it considers ways in which people have thought about and 'known' the world around them and traces how this has been important in shaping our attitudes and values in relation to it, especially in influencing environmental and health policy. Three aspects are considered: the legacy of Enlightenment and Romantic philosophical frameworks, the significance of underlying contradictory assumptions within these frameworks, and some of the implications of this for public policy. Second, it advances a specific theoretical approach ? the dialectic ? as a means of exploring the relationship between ways of thought and providing insight into the complex dynamics of policy making. It looks briefly at the example of sewage disposal policy before arguing that a dialectic approach may be applied to a range of environmental and health policy situations.

scholarly journals Ways of Being and Ways of Knowing: Heidegger's The Question Concerning Technology and Knowledge Organization

NASKO ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 7
Author(s):  
Preston R. Salisbury
Keyword(s):  
Ways Of Knowing ◽  
Knowledge Organization ◽  
Philosophical Tradition ◽  
Works Of Art ◽  
Western Philosophical Tradition ◽  
The World ◽  
Philosophy Of Knowledge ◽  
Ways Of Being

This paper examines some of the problems within the field of knowledge organization that arise from its roots within the Western philosophical tradition, specifically in relation to the technological view of the world as expressed by Martin Heidegger's The Question Concerning Technology. It attempts not only to outline the weaknesses of this worldview, but also to provide a path towards expansion and inclusion of a larger variety of worldviews. Given the importance of ontology within Heidegger's philosophy, this paper considers epistemology as rooted in ontology, and attempts to center knowledge organization within ontology. The goal is the development of a human-centered approach to knowledge organization which encompasses the creator and the world of the creator as well as the user and the world of the user, and builds upon community and connections between them. The goal of this approach is to arrive at a philosophy of knowledge organization that can successfully interact with knowledge expressed in a wide variety of forms (tools and works of art in addition to verbal treatises) and from a variety of cultures and socio-economic groups.

scholarly journals Introduction: Sustainability Science as Co-Creative Research Praxis

2021 ◽  
pp. 1-42
Author(s):  
Alex Franklin
Keyword(s):  
Social Sustainability ◽  
Research Practice ◽  
Generative Process ◽  
Sustainability Research ◽  
Creative Research ◽  
The World ◽  
Research Praxis ◽  
The Relationship ◽  
Ways Of Being

AbstractThis chapter explores the relationship between collaboration and creativity within social sustainability research. Aimed at stimulating further reflection and debate on the role of ‘co-creativity’ in enabling transformative sustainability agendas, the chapter acts also as an introduction to the entire edited collection. A key guiding question posed from the outset is how co-creative research practice, as a generative process, can best support the emergence of alternative—potentially even transformative—ways of being in the world. The discussion proceeds with a conceptual review of creativity, followed by a detailed explanation of how co-creativity is defined for the purposes of this edited collection. The remainder of the chapter looks towards the nurturing of co-creative practice within social sustainability research; particular attention is given to socially inclusive forms of co-creative and engaged research praxis. The term co-creativity is used in reference to both individual methods and overarching research approaches that, through action and reflection, stimulate alternative understandings of why and how things are, and how they could be. Accordingly, emphasis is placed throughout this chapter on co-creative research practice as requiring a retained sensitivity to the importance of researching ‘with’.

scholarly journals Investigating the Relationship between Classroom Conversation and Argumentative Writing Using Writing Moves and Types of Talk

2018 ◽  
Vol 40 ◽  
pp. 94-110 ◽  
Author(s):  
John Brady
Keyword(s):  
Social Practice ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Ways Of Knowing ◽  
Social Practices ◽  
Argumentative Writing ◽  
Classroom Talk ◽  
The Past ◽  
The Relationship ◽  
Over Time

[full article in English] In this paper, I investigate the relationships between classroom talk and dialogic literary argumentative writing. My work is situated within a larger body of recent research on argumentative writing, taking up a social practice understanding of argumentative writing as being a set of social practices that are situated within a larger process of learning over time (Newell, Bloome & Hirvela 2015). This perspective aligns with the current understandings of writing that have been taken up over the past fifteen years (Nystrand, Green & Weimelt 1993; Klein & Boscolo 2016; Newell, Beach, Smith & VanDerHeide 2011).I adopt a Bakhtinian frame to investigate classroom argumentative writing and talk, which entails a negotiation between the meaning of events and utterances through interaction. Because of this, all interactions and utterances are inherently dialogic, as they are connected to histories and in anticipation of the future. This perspective frames the teaching and learning of argumentative writing as being negotiated locally over time, with unique practices and ways of knowing established through classroom interaction. This means that the teaching and learning of argumentative practices will always be unique to the contexts in which they are practiced. After establishing this frame, I employ instructional chains and discourse analysis in order to analyze two separate classroom discussions that occurred in two separate classrooms. By doing so, I aim to answer the following questions: what is the relationship between classroom talk and dialogic literary argumentative writing as a social practice? How is talk used to define and develop DLA both in regard to argumentative moves and the concepts and ideas derived from literature?

Morphologie und Humanismus oder: wie man zur Katze wird

2019 ◽  
Vol 2019 (1) ◽  
pp. 45-62
Author(s):  
Thomas Reinhardt
Keyword(s):  
Natural World ◽  
Specific Form ◽  
Symbolic Forms ◽  
New Approaches ◽  
The World ◽  
Specific Interpretation ◽  
Ontological Turn ◽  
The Relationship ◽  
Philosophy Of Symbolic Forms

Though the relationship between Goethe, Cassirer and Levi-Strauss has been explored extensively, the focus usually lies on questions of genealogy. This article aims for a different course: Building on the notable similarities between Goethe’s discussion of morphology, Levi-Strauss’ structuralistic approach and Cassirer’s philosophy of symbolic forms we will investigate the epistemological similarities between the three authors. They can be found in a specific form of humanism (or anti-humanism) which connects questions on the conditions of the world and its accessibility with the more global question of humankind and its place within the natural world, thus, by virtue of a specific interpretation of the concept of transformation, opening the door for new approaches which have recently been discussed as ontological turn

Reasons, Language, and Tradition: The Idea of Conceptual Content in McDowell’sMind and World

Dialogue ◽  
2018 ◽  
Vol 58 (3) ◽  
pp. 491-511
Author(s):  
VITALY KIRYUSHCHENKO
Keyword(s):  
Conceptual Knowledge ◽  
Social Practices ◽  
John Mcdowell ◽  
Conceptual Content ◽  
The World ◽  
The Relationship

InMind and World,John McDowell claims that we need to steer our way between bald naturalism and rampant platonism as two ways to explain our capacity to use concepts. Performing this task requires an explanation of how concepts can be both socially charged and, at the same time, genuinely involving the world as it really is. I suggest that McDowell’s explanation is insufficient and that Wilfrid Sellars’s idea of sense impressions might be used to clarify the relationship between social practices and conceptual knowledge without incurring too much damage to the overall architectonics of McDowell’s theory.

scholarly journals Curriculum Studies and Indigenous Global Contexts of Culture, Power, and Equity

2021 ◽  
Author(s):  
Lasana D. Kazembe
Keyword(s):  
African American ◽  
Indigenous Knowledge ◽  
First Nations ◽  
Ways Of Knowing ◽  
Curriculum Studies ◽  
Making Meaning ◽  
Cultural Contexts ◽  
Marginalized Groups ◽  
The World ◽  
Ways Of Being

For historically marginalized groups that continue to experience and struggle against hegemony and deculturalization, education is typically accompanied by suspicion of, critique of, and resistance to imposed modes, systems, and thought forms. It is, therefore, typical for dominant groups to ignore and/or regard as inferior the collective histories, heritages, cultures, customs, and epistemologies of subject groups. Deculturalization projects are fueled and framed by two broad, far-reaching impulses. The first impulse is characterized by the denial, deemphasis, dismissal, and attempted destruction of indigenous knowledge and methods by dominant groups across space and time. The second impulse is the effort by marginalized groups to recover, reclaim, and recenter ways of knowing, perceiving, creating, and utilizing indigenous knowledge, methods, symbols, and epistemologies. Deculturalization projects in education persist across various global contexts, as do struggles by global actors to reclaim their histories, affirm their humanity, and reinscribe indigenous ways of being, seeing, and flourishing within diverse educational and cultural contexts. The epistemologies, worldview, and existential challenges of historically marginalized groups (e.g., First Nations, African/African American, Latinx, Asian, and Pacific) operate as sites and tools of struggle against imperialism and dominant modes of seeing, being, and making meaning in the world. Multicultural groups resist deculturalization in their ongoing efforts to apprehend, interrogate, and situate their unique cultural ways of being as pedagogies of protracted resistance and praxes of liberation.

scholarly journals Friendship and Loneliness Among People Living With Dementia: Social Practices and Identity

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 359-359
Author(s):  
Pamela Saunders ◽  
Daniel R Y Gan ◽  
John Swinton
Keyword(s):  
North America ◽  
Aging In Place ◽  
Social Practices ◽  
Dementia Diagnosis ◽  
Self Identity ◽  
The World ◽  
Aging In Community ◽  
Meaningful Relationships ◽  
Past Experiences ◽  
Ways Of Being

Abstract More people living with dementia (PLWD) are aging in place in the community. The number of PLWD aging in community is estimated to comprise 61-81% of the total number of PLWD in North America. Since most PLWD do not drive (Foley et al., 2000), many may (or may not) spend much of their time closer to home, barring occasional visits out of town. Yet, one’s everyday environment may not always provide “ways of being in the world that are more accepting and embracing” (Hillman & Latimer, 2017) and kind, to the varied socio-cognitive struggles of PLWD. Meaningful relationships are required to support continued social participation and citizenship (Bartlett & O’Connor, 2007; Swinton, 2020). In addition to dementia diagnosis, these everyday experiences in community may significantly alter PLWD’s self-perception and confidence. PLWD may feel more or less comfortable forging relationships depending on their past experiences. In other words, the identity of PLWDs are often challenged and (re)constructed (Saunders et al., 2011). Amid persistent power imbalances, malignant social practices may reshape one’s identity such that social isolation, whether self-imposed and/or due to restrictions from others, appear the best way to tide over overwhelming loneliness. This symposium explores how community and friendships may intercept the formation of such lonely self-identity among PLWD. We use advanced qualitative methods to elucidate the varied experiences and challenges of PLWD in community. Findings from three perspectives, namely sociolinguistics, sociology, and social work, will be discussed identify new social practices to undo stigma and support PLWD in community.

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