Information, Beliefs, and Ways of Knowing in the Post-Truth Era

2018 ◽  
Author(s):  
Tami Oliphant
Keyword(s):  
Belief System ◽  
Ways Of Knowing ◽  
System Change ◽  
Preventable Death ◽  
White Supremacist ◽  
Knowing That ◽  
Conceptual Paper

In 2016, Oxford Dictionaries claimed “post-truth” as word of the year. Post-truth is the supremacy of belief, emotion, and worldviews over information and facts. While post-truth is nothing new, it invites reconsideration of information, disinformation, misinformation, and knowledge from an understudied perspective: the internal conditions and different ways of knowing that shape and influence information interactions. This conceptual paper explores the relationships among beliefs, emotion, and faith, internal conditions, information, and different ways of knowing by drawing upon two recent events: the preventable death of a toddler and the fundamental belief system change of a white supremacist.

Conclusion

2021 ◽  
pp. 243-268
Author(s):  
Jessica Bissett Perea
Keyword(s):  
Native American ◽  
Indigenous Peoples ◽  
Academic Research ◽  
Ways Of Knowing ◽  
Indigenous Studies ◽  
Sound Studies ◽  
White Supremacist ◽  
Research Areas ◽  
Knowing That ◽  
Nation States

The conclusion is general and theoretical in scope and outlines the book’s primary methodological contribution, which is that an Indigenous-led and Indigeneity-centered ways of doing music history refuses dehumanizing and objectifying research on or about Indigenous Peoples by demanding that researchers reorient themselves toward more equitable and resurgent world-making projects with, by, and for Indigenous Peoples. First, research with Indigenous Peoples must engage dense constellations of relationalities in ways that keep us receptive and responsible to our human and more-than-human kin. Second, research by Indigenous Peoples circulates radical methods and ways of knowing that are deeply rooted in and routed through networks of places and spaces. And thirdly, research for Indigenous Peoples centers Indigelogics or analytics for ways of doing that advance more equitable and resurgent world-making projects. To do music studies with, by, and for Indigenous Peoples requires performative juxtapositions—a bringing together and keeping apart—of the priorities and processes of two broad research areas—music and sound studies and Native American and Indigenous studies. Asking Indigeneity questions of the former reveals a significant number of densification projects required to unsettle dominant modes of Eurocentric and Eurological knowledge production in academic research. And listening to and for more acoustically tuned structures in the latter help advance new systems and metrics beyond those offered by heteropatriarchal and white supremacist colonial nation-states.

scholarly journals Grand Challenges, Feminist Answers

2021 ◽  
Vol 2 (3) ◽  
pp. 263178772110203
Author(s):  
Yvonne Benschop
Keyword(s):  
Knowledge Production ◽  
Ways Of Knowing ◽  
Natural World ◽  
Value Systems ◽  
Situated Knowledge ◽  
Feminist Ethics ◽  
Organization Studies ◽  
Grand Challenges ◽  
Knowing That ◽  
Feminist Organization

Feminist organization theories develop knowledge about how organizations and processes of organizing shape and are shaped by gender, in intersection with race, class and other forms of social inequality. The politics of knowledge within management and organization studies tend to marginalize and silence feminist theorizing on organizations, and so the field misses out on the interdisciplinary, sophisticated conceptualizations and reflexive modes of situated knowledge production provided by feminist work. To highlight the contributions of feminist organization theories, I discuss the feminist answers to three of the grand challenges that contemporary organizations face: inequality, technology and climate change. These answers entail a systematic critique of dominant capitalist and patriarchal forms of organizing that perpetuate complex intersectional inequalities. Importantly, feminist theorizing goes beyond mere critique, offering alternative value systems and unorthodox approaches to organizational change, and providing the radically different ways of knowing that are necessary to tackle the grand challenges. The paper develops an aspirational ideal by sketching the contours of how we can organize for intersectional equality, develop emancipatory technologies and enact a feminist ethics of care for the human and the natural world.

Exploring the place of spirituality in Canadian health promotion

2021 ◽  
Author(s):  
Karina Gerhardt-Strachan
Keyword(s):  
Health Promotion ◽  
Qualitative Interviews ◽  
Ways Of Knowing ◽  
Holistic Approach ◽  
Sampling Frame ◽  
Health And Wellbeing ◽  
Knowing That ◽  
Canadian Health ◽  
Commission Report ◽  
Social Environmental

Abstract The field of health promotion advocates a socioecological approach to health that addresses a variety of physical, social, environmental, political and cultural factors. Encouraging a holistic approach, health promotion examines many aspects of health and wellbeing, including physical, mental, sexual, community, social and ecological health. Despite this holism, there is a noticeable absence of discussion surrounding spirituality and spiritual health. This research study explored how leading scholars in Canadian health promotion understand the place of spirituality in health promotion. Using the fourth edition of Health Promotion in Canada (Rootman et al., 2017) as the sampling frame of recognized leaders in the field, 13 semi-structured qualitative interviews were conducted with authors from the book. This study is situated within a critical health promotion approach that utilizes methodologies aiming for social justice, equity and ecological sustainability. I argue that by avoiding spirituality within health promotion frameworks and education, the secularism of health promotion and its underlying values of Eurocentric knowledge production and science remain invisible and rarely critiqued. This study intends to open up possibilities for centering spiritual and non-Western epistemologies and ways of knowing that have been marginalized, such as Indigenous understandings of health and wellbeing. Restoring right relations with Indigenous peoples in Canada has taken on new urgency with the calls to action of the Truth & Reconciliation Commission report (NCTR, 2015). This is one important way that health promotion can fulfill its promise of being inclusive, relevant and effective for human and planetary wellbeing.

Toward ‘Our Ways of Knowing’ in the Age of Standardization

2011 ◽  
Vol 12 (4) ◽  
pp. 327-331 ◽  
Author(s):  
Lourdes Diaz Soto ◽  
Simone Tuinhof De Moed
Keyword(s):  
United States ◽  
Young Children ◽  
Ways Of Knowing ◽  
The United States ◽  
Educational Policies ◽  
Open Spaces ◽  
Educational Transformation ◽  
Knowing That

Current neoliberal educational policies are impacting young children and their teachers in the United States in many ways. Young children and teachers find themselves in vulnerable positions within a framework of an imperialist education in the age of standardization. Part of the struggle is to open spaces of decolonization that include home languages and cultures. This article calls for an educational transformation toward ‘our ways of knowing’ that includes liberation and emancipation.

Music as Curriculum

2021 ◽  
Author(s):  
Robert Lake
Keyword(s):  
Cultural Identity ◽  
Ways Of Knowing ◽  
Cultural Identities ◽  
Education For All ◽  
Dynamic Force ◽  
Knowing That ◽  
Learner Centered ◽  
Content Acquisition ◽  
Informal Settings

Throughout history, music has been a dynamic force in both formal and informal settings of education for all ages, places, and cultural identities. Music as curriculum is focused on this phenomenon in and through a wide array of cultural and historical contexts. Connections between music and curriculum may be understood through Joseph Schwab’s four commonplaces of curriculum which are milieus, teacher, learner, and subject matter. These connections are recognized and understood in greater detail by exploring the role of music in creating or affirming solidarity, empathy, cultural identity, content acquisition, educational connoisseurship, as well as learner-centered curiosity. Music as curriculum explores these aspects holistically as a way to maximize educational experiences through multiple ways of knowing that are actively present in music.

Conclusion

2020 ◽  
pp. 180-194
Author(s):  
Albena Yaneva
Keyword(s):  
Ways Of Knowing ◽  
Knowing That ◽  
History Of ◽  
Architectural Knowledge

This chapter brings together a number of moves under different collectors that redefine an archive as a heterogeneous and relational aggregate that captures the distributed epistemic nature of an architectural oeuvre. It outlines archival ways of knowing that suggest how architecture can be grasped as a versatile addition of built forms. It also examines a composite understanding of architecture which causes a rethinking of what collections do to history, to architectural knowledge and its institutions. The chapter emphasizes how archiving discovers a history of architectural forms that unfolds as a diagram of active forces to challenge and reactualize the distributed ontological boundaries of buildings. It describes archiving as a semantic machine that continually evolves and develops possible futures for architecture.

5. Reanimating the World

2020 ◽  
pp. 67-74
Author(s):  
Frédérique Apffel-Marglin
Keyword(s):  
Ways Of Knowing ◽  
Human Consciousness ◽  
Knowing That ◽  
The World ◽  
Human World ◽  
The Individual

This chapter advocates for integral ecological healing, particularly by attending to the practices of indigenous Amazonian communities. The use of psychedelic plant medicines in Amazonian shamanism exemplifies the kind of non-rational ways of knowing that expand human consciousness beyond the individual ego and into intimate communion with the more-than-human world.

Integrating Faith With Learning in a Postmodem Age

2011 ◽  
Vol 23 (1) ◽  
pp. 58-76
Author(s):  
Lanney Mayer ◽  
Keyword(s):  
Social Construction ◽  
Ways Of Knowing ◽  
Roman Catholic ◽  
Academic Learning ◽  
Construction Of Knowledge ◽  
Knowing That ◽  
The Social ◽  
Social Construction Of Knowledge ◽  
Faith And Learning

Modern educational traditions have used empirical parameters that presume faith and learning are incommensurate. Consequently, faith commitments and academic learning must be integrated after the fact. The postmodem critique challenges all educators to interrogate these dichotomies and offers a way for educators with faith in science or religion to initiate a project to construct ways of knowing that envision quantitative knowledge as part of a larger qualitative enterprise. This essay suggests that Mennonite communitarianism, Roman Catholic sacramentalism, and Jesus' parables provide opportunities for just such a project. They offer correctives to modernistic Reformation models and authenticate ways in which certainty, ambiguity, the social construction of knowledge, and the central role of ethics in epistemology are meaningfully represented both qualitatively and quantitatively. Educators within communities of faith have a unique opportunity to draw upon postmodern insights in ways that might prove foundational to such a more broadly conceived higher education.

scholarly journals Field notes in the clinic: on medicine, anthropology and pedagogy in South Africa

2018 ◽  
Vol 44 (4) ◽  
pp. e1-e1 ◽  
Author(s):  
Michelle Pentecost
Keyword(s):  
South Africa ◽  
Clinical Practice ◽  
Patient Care ◽  
Ways Of Knowing ◽  
Clinical Work ◽  
Health Sciences ◽  
Knowing That ◽  
Field Note ◽  
Health And Illness ◽  
Field Notes

This commentary is about medicine, anthropology and pedagogy: about the ways of knowing that different disciplinary orientations permit. I draw on a field note taken in the clinic to illustrate how cultures of healthcare and health sciences training in South Africa bracket the historical, social and political contexts of health and illness in this setting, at the expense of patient care and physician wellbeing. I consider what anthropological inquiry can offer to clinical practice, and advocate for critical orientations to clinical work and teaching that extend humanity to patients and providers.

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