scholarly journals Predicting the end: Epistemic change in Romance

2020 ◽  
Vol 13 (11) ◽  
Author(s):  
Patrícia Amaral ◽  
Fabio Del Prete
Keyword(s):  
Epistemic Change

Two models of epistemic change

1981 ◽  
pp. 65-79 ◽  
Keyword(s):  
Epistemic Change

Funds of Knowledge and Epistemic Authority in Higher Education

2015 ◽  
pp. 38-69
Author(s):  
Filipa M. Ribeiro ◽  
Miranda Lubbers
Keyword(s):  
Higher Education ◽  
Social Network ◽  
Funds Of Knowledge ◽  
Higher Education Institutions ◽  
Knowledge Networks ◽  
Epistemic Authority ◽  
Actual Structure ◽  
Epistemic Change ◽  
The Relationship ◽  
Interpersonal Level

This chapter examines how knowledge networks of academics shape epistemic authority in higher education institutions. The issue is addressed with the approach of funds of knowledge (Bensimon, 2009) and social network theory. Social networks (of collaboration, influence, friendship, etc.) have been mainly approached with an emphasis on their actual structure and the relationship between position in that network and other features. However, little is known about how those networks of ties affect how knowledge is embodied, encoded, and enacted within higher education institutions at the interpersonal level. Rather than examining the specific qualities of any researcher's fund of knowledge, the authors focus on showing how the approach of funds of knowledge can be operationalised by social network analysis to investigate epistemic authority and epistemic change in research agendas. Knowledge networks are described as epistemic conduits, and the challenges of research in this topic are also discussed.

EPISTEMIC CHANGE

2006 ◽  
pp. 179-201
Author(s):  
ATOCHA ALISEDA
Keyword(s):  
Epistemic Change

The Learning Space in Tutoring

2019 ◽  
Vol 15 (4) ◽  
pp. 589-626
Author(s):  
Grzegorz Grzegorczyk
Keyword(s):  
Learning Trajectory ◽  
Teaching Tool ◽  
List Type ◽  
Learning Space ◽  
Effective Learning ◽  
First Order ◽  
Personalized Education ◽  
Special Domain ◽  
Epistemic Change ◽  
Epistemic Frame

Abstract Following the relational turn that has been observed in the areas of therapy and medical care (cf. Dinis 2010), a similar trend is beginning to develop in education. One didactic manifestation is in academic tutoring, and can be considered as a prototype of personalized education, which is founded on interactivity, dialogicality, and languaging. In our text, we focus on the phenomenon of interactivity and, predominantly, languaging as the substrate for the emergence of a special domain. Here, the learning space is defined as “a cognitive situation where a learner attunes in his/her own epistemic change.” We observe that a learning space occurs as a teacher/tutor engages with aspects of the student’s/tutee’s epistemic frame by questioning, commenting on, or perspectivizing the utterances of the student. It follows that a learning space can be necessary but not sufficient for effective learning. As we show, some research into tutoring excessively idealizes it as an effective teaching tool. In the course of our brief scrutiny we find that success of the learning process also draws on factors like: being prepared being good at hearing and using hints being willing to improvise a learning trajectory allowing some degree of interdependence with the tutor using many kinds of first-order activity

scholarly journals ON THE ROLE OF THE RESEARCH AGENDA IN EPISTEMIC CHANGE

Erkenntnis ◽  
2006 ◽  
Vol 65 (2) ◽  
pp. 165-183 ◽  
Author(s):  
Erik J. Olsson ◽  
David Westlund
Keyword(s):  
Research Agenda ◽  
Epistemic Change

scholarly journals Pre-Service Teachers’ Reflection Logs: Pieces of Evidence of Transformative Teaching and Emancipation

2020 ◽  
Vol 9 (6) ◽  
pp. 200
Author(s):  
Jasper Jay Nievera Mendoza
Keyword(s):  
Decision Making ◽  
Physical Education ◽  
Transformative Learning ◽  
Teaching Strategies ◽  
Cooperating Teachers ◽  
Learning Activities ◽  
Social Design ◽  
Education And Health ◽  
Transformative Teaching ◽  
Epistemic Change

With critical social design put into practice, this study described and investigated transformative teaching and emancipation pieces of evidence from 21 Music, Arts, Physical Education and Health (MAPEH) pre-service teachers. The participants’ reflection logs were analyzed, with Butin’s technical lens framework as a guide. Findings revealed that the pre-service teachers encountered challenges with the students, parents, cooperating teachers and principals, which turned out to be opportunities for pre-service teachers to exercise their decision-making skills. These participants’ springboard to transformative learning and emancipation, henceforth, were the teaching strategies, principles and learning activities they acquired from their instructors. Pre-service teachers realized they could explore epistemic change as a result of reflection and contemplation.

Decoloniality and Identity in Central American Latina and Latino Literature

2018 ◽  
Author(s):  
Arturo Arias
Keyword(s):  
American Literature ◽  
Caste System ◽  
Central American ◽  
Central Americans ◽  
The North ◽  
Political Independence ◽  
Social Classification ◽  
Latino Literature ◽  
Epistemic Change ◽  
The 19Th Century

The presence of coloniality is critical for the explication, and reflection, on racialized and subalternized relations of dominance/subordination. The Spanish invasion in 1492 was the first marker and constitutive element of modernity. In 1992 Peruvian sociologist Anibal Quijano introduced the category of coloniality of power, further developed by Walter Mignolo. This epistemic change not only constituted a pattern of continual production of racialized identities and an unequal hierarchy whereby European identities and knowledge were considered superior to all others in what amounted to a caste system but also generated mechanisms of social domination that preserved this social classification into the present. Coloniality is not limited to the colonial period, which ended for most of Latin America in the first quarter of the 19th century. Despite political independence from Spain or Portugal, the pattern elaborated by Quijano continues to our day, structuring processes of racialization, subalternization, and knowledge production. This is the reason Mignolo labels it a “matrix of power.” Central American–American literature represents the nature of colonialized violence suffered by U.S. Central Americans and constitutes racialized and subalternized migrants as a form of interpellating agency deployed in the name of the excluded subjects. Novelist Mario Bencastro’s Odyssey to the North, Sandra Benítez’s Bitter Grounds, Francisco Goldman’s The Divine Husband, and the EpiCentro poets mobilize in different fashions and directions the inner contradictions of identitary and decolonial issues in reaction to colonialized perceptions of textual subjectivities—or their traces—manifested in their respective discursive practices. These phenomena cannot be understood outside of the historical flux generated by the coloniality of power.

Epistemic Change

1983 ◽  
pp. 157-193 ◽  
Author(s):  
M. Bunge
Keyword(s):  
Epistemic Change

Turbulence, Resilience, Distance

2018 ◽  
pp. 71-72
Author(s):  
Frédéric Neyrat
Keyword(s):  
Exchange Rate ◽  
Gold Standard ◽  
Financial System ◽  
The State ◽  
Real Economy ◽  
Economic Data ◽  
Bretton Woods ◽  
International Financial System ◽  
Currency Exchange ◽  
Epistemic Change

On August 15, 1971, the gold standard, the conversion of the dollar into gold, was suspended. Two years later, the currency exchange became “floating,” which meant that from now on, the rate of exchange would be determined by the state of market fluctuations. And it was in this manner that the Bretton Woods Agreement, which had regulated the international financial system since 1944, came to an end. What happened at that time with regard to important economic data is something that obviously has an important bearing on how we largely structure our present—such a fluctuation of the exchange rate has largely favored speculation on currency and a disconnection of the speculative sphere, its autonomization from the so-called “real” economy. However, we shouldn’t convert this economic data too quickly into a hastily formed explanation for what should be more properly described as a major epistemic change, even a change in civilization, a major upheaval in the way we think about science, politics, the economy, as well as ecology and the environment....

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