scholarly journals Narratives of Murder and Knowledge: Pellegrino Artusi and Dante Alighieri as Sleuths

2017 ◽  
Vol 37 (1) ◽  
pp. 55-72
Author(s):  
Mirna Cicioni
Keyword(s):  
Dante Alighieri ◽  
Ways Of Knowing ◽  
Crime Fiction ◽  
Fertile Ground ◽  
Historical Periods ◽  
Language Issues

Using McHale’s notions of “epistemological” and “ontological” dominants, this article analyzes three historical crime novels that have real historical characters as their protagonist: Marco Malvaldi’s Odore di chiuso (2011), featuring Pellegrino Artusi as the detective, and Giulio Leoni’s I delitti del mosaico (2004) and La crociata delle tenebre (2007), with Dante Alighieri as the sleuth. The article shows how the hybridization of crime fiction, history, and biography may be a fertile ground for the representation of the different ways of “knowing” in their respective historical periods and the construction of a dialogue between past and present constructed around depictions of social and political diversity, language issues, and ideas of “Italy.”

scholarly journals Monuments and Monumentality in a Changing Socio-Political Landscape: A View from Udaypura

Histories ◽  
2021 ◽  
Vol 1 (4) ◽  
pp. 289-296
Author(s):  
Rafia Khan
Keyword(s):  
Social Organization ◽  
Political Change ◽  
Political Agency ◽  
Indian History ◽  
Political Landscape ◽  
Fertile Ground ◽  
Historical Periods

This work intends to explore the nature of socio-political change in historical periods usually referred to as interregnal which, for the purposes of this paper, is defined as a period of discontinuity or gap in political and social organization. It traces the survival of a historical monument through two interregnal centuries of medieval Indian sub-continental history (11th–12th and 14th) to argue that modern historiographical templates which study these periods as precursors or remnants of succeeding and preceding centuries, respectively, do not sufficiently explore the socio-political possibilities innate in these periods of distributed political agency. In the context of Indian history, while historians have focused on the confrontational aspect of Hindu-Muslim polities or communities in interregnal centuries, I suggest that these periods provided fertile ground for political innovation and negotiation, thus breaking the confrontational stasis usually associated with regnal centuries.

Transformative Learning and the Arts: A Literature Review

2020 ◽  
Vol 18 (4) ◽  
pp. 338-355
Author(s):  
Jennifer Blackburn Miller
Keyword(s):  
Adult Education ◽  
Literature Review ◽  
Transformative Learning ◽  
Ways Of Knowing ◽  
Future Research ◽  
Research Programs ◽  
The Arts ◽  
Fertile Ground ◽  
Art Forms ◽  
Critical Reflections

Between 2005 and 2017 yielded fertile ground for research studies and articles about transformative learning and the arts within the field of adult education. The main questions this article seeks to answer are: What art forms are being used for transformative learning, how are they being used, and with what effect? The article begins by establishing the rationale for Artistic Ways of Knowing and gives a brief summary of the topic. The remainder of the article focuses on transformative learning and is organized around a variety of artistic categories. The conclusion includes critical reflections and suggestions for further applications of this topic, through research, programs, and policy. The overall goal for this literature review is to serve as a foundational source, to gather the research on this topic together, and to provide a springboard for future research in this area.

scholarly journals Different Ways of Knowing and a Different Ways of Being: On a Path to Reawakening Legacy of the Maya Forest

Heritage ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 493-510
Author(s):  
Cynthia Ellis Topsey ◽  
Anabel Ford ◽  
Sherman Horn III
Keyword(s):  
Common Ground ◽  
Ways Of Knowing ◽  
Cultural Tradition ◽  
School Garden ◽  
Cultural Traditions ◽  
New Horizons ◽  
Forest Garden ◽  
Fertile Ground ◽  
Education Outreach ◽  
Ways Of Being

Archaeological projects are in a special position to create unique partnerships, with shared goals and intentions, to development Maya anthropological archaeology. This narrative presents an education outreach project in archaeology invigorated with local collaboration. When priorities of active archaeological projects formally include resident community participation, new horizons and accomplishments are achieved. Local and international interests in heritage and cultural traditions create the platform for interactive relationships and identification of common ground. Together, our experience recognizes four educational pillars that revolve around ancient Maya heritage and the fundamental Maya forest garden. Centered on the protected area of the El Pilar Archaeological Reserve for Maya Flora and Fauna, El Pilar and forest gardens are celebrated at the urban Cayo Welcome Center, practiced at the active outfield Chak Ha Col forest garden, and taught at the rural Känan K’aax School Garden. As our experience demonstrates, community partnerships require specific elements of acknowledgment including a valued tangible heritage, a formal information outlet, an education link, and an honored cultural tradition. Together, these provide fertile ground for cultivating collaborations in the Maya region and across the world.

Community Psychology Without Borders: Language Issues in Community Research

2005 ◽  
Author(s):  
S. Torres-Harding ◽  
M. Njoku ◽  
L. Jason ◽  
J. Goodkind ◽  
J. Yunyi Ren ◽  
...  
Keyword(s):  
Community Psychology ◽  
Community Research ◽  
Language Issues

Cultural Diversity and Critical Dietetics: A Scholarship of Cross-Cultural Engagement

2016 ◽  
Vol 3 (2) ◽  
pp. 23-31
Author(s):  
Craig Alan Hassel
Keyword(s):  
Ways Of Knowing ◽  
Cross Cultural ◽  
Knowledge Systems ◽  
Human Society ◽  
Health Issues ◽  
Post Colonial ◽  
Cultural Engagement ◽  
Cultural Perspectives ◽  
Culturally Different ◽  
Classical Chinese Medicine

As every human society has developed its own ways of knowing nature in order to survive, dietitians can benefit from an emerging scholarship of “cross-cultural engagement” (CCE).  CCE asks dietitians to move beyond the orthodoxy of their academic training by temporarily experiencing culturally diverse knowledge systems, inhabiting different background assumptions and presuppositions of how the world works.  Although this practice may seem de- stabilizing, it allows for significant outcomes not afforded by conventional dietetics scholarship.  First, culturally different knowledge systems including those of Africa, Ayurveda, classical Chinese medicine and indigenous societies become more empathetically understood, minimizing the distortions created when forcing conformity with biomedical paradigms.  This lessens potential for erroneous interpretations.  Second, implicit background assumptions of the dietetics profession become more apparent, enabling a more critical appraisal of its underlying epistemology.  Third, new forms of post-colonial intercultural inquiry can begin to develop over time as dietetics professionals develop capacities to reframe food and health issues from different cultural perspectives.  CCE scholarship offers dietetics professionals a means to more fully appreciate knowledge assets that lie beyond professionally maintained parameters of truth, and a practice for challenging and moving boundaries of credibility.

Track 2.a Introduction

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Sucharita BENIWAL ◽  
Sahil MATHUR ◽  
Lesley-Ann NOEL ◽  
Cilla PEMBERTON ◽  
Suchitra BALASUBRAHMANYAN ◽  
...  
Keyword(s):  
Case Studies ◽  
Local Knowledge ◽  
Ways Of Knowing ◽  
Social Contexts ◽  
Knowledge Systems ◽  
Theoretical Frameworks ◽  
Native Communities ◽  
Cultural Systems ◽  
Local Practices

The aim of this track was to question the divide between the nature of knowledge understood as experiential in indigenous contexts and science as an objective transferable knowledge. However, these can co-exist and inform design practices within transforming social contexts. The track aimed to challenge the hegemony of dominant knowledge systems, and demonstrate co-existence. The track also hoped to make a case for other systems of knowledges and ways of knowing through examples from native communities. The track was particularly interested in, first, how innovators use indigenous and cultural systems and frameworks to manage or promote innovation and second, the role of local knowledge and culture in transforming innovation as well as the form of local practices inspired innovation. The contributions also aspired to challenge through examples, case studies, theoretical frameworks and methodologies the hegemony of dominant knowledge systems, the divides of ‘academic’ vs ‘non-academic’ and ‘traditional’ vs ‘non-traditional’.

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