Leadership WisdomLeadership in an Organizational Ecosystem—Where Wisdom Surpasses Rational Knowledge

2022 ◽  
Keyword(s):  
Rational Knowledge

Reason as an Idea

2017 ◽  
Author(s):  
Michael LeBuffe
Keyword(s):  
The Common ◽  
Rational Knowledge ◽  
Human Kind

Spinoza’s characterization of ideas of reason in Ethics 2 makes reason distinctive both psychologically and epistemologically. Psychologically, ideas of reason are frequently present to mind and, as a result, powerful influences on human belief and action; a notable class of ideas of reason, the common notions, are always present to mind. Within such ideas we always regard certain properties to be present in the objects of our experience. Epistemologically, ideas of reason are a distinctively human kind of knowledge, where we cannot immediately know the essences of singular things, as on many views gods or angels might. Instead, in the first instance, rational knowledge is knowledge of properties of things in experience. From such knowledge, Spinoza argues, we can also come to further knowledge by means of processes, and it is these processes that closely resemble what many readers today will recognize as reasoning.

scholarly journals Knowledge selection in initial teacher education programmes and its implications for curricular coherence

2015 ◽  
Author(s):  
Lee Rusznyak
Keyword(s):  
South Africa ◽  
Teacher Education ◽  
Prospective Teachers ◽  
Initial Teacher Education ◽  
Limited Time ◽  
Selection Decisions ◽  
Selection Principles ◽  
Internal Coherence ◽  
Rational Knowledge

There are a multitude of concepts and techniques that could be important for teachers tolearn during their initial teacher education (ITE), but indiscriminately including all of themwould result in an overcrowded and fragmented curriculum. Given the limited time for ITE,rational knowledge selection choices must be made if coherent programmes are to beoffered to prospective teachers. This paper explores the approaches taken to addressing thecritical challenges facing education in South Africa and the principles from knowledgeselection that arise from these approaches. Different conceptions about how best to addressthese challenges offer directed priorities to guide knowledge selection decisions for ITEcurricula. Examples of knowledge selection principles that variously promote conceptual orcontextual coherence are presented and analysed, and tradeoffs associated with each one areconsidered. Although some recontextualising principles are mutually incompatiable, othershave the potential to coexist. In a four-year qualification, where sequencing choices can bemade, there exists the possibility of introducing different principles at different timeswithout unduly compromising internal coherence. A challenge for those who design ITEcurricula is to design conceptually coherent and/or contextually responsive curricula fullyaware of the affordances and limitations offered by different recontextualising principles.

scholarly journals Тhe Symbol of the swastika as the concentration values: сause inversion symbol

2013 ◽  
pp. 140-149
Author(s):  
Mariya Yarkina
Keyword(s):  
Twentieth Century ◽  
The Unconscious ◽  
Graphic Symbols ◽  
The Subject ◽  
And Inversion ◽  
Rational Knowledge

In the process of studying the transformation and inversion of symbols, it becomes clear that the analytic context of socio-cultural axiology, which permits the identification of mechanisms for the formation of values ​​with the help of symbols, is of particular importance for the understanding of the symbol. Since the symbol is the sphere of the functioning of the unconscious, suggestive-emotional influence on a person, he is able to embody those values ​​and achievements that have not yet become the subject of logical and rational knowledge. From the standpoint of history, the swastika is the most ancient and widespread of all graphic symbols. Traditionally, the swastika has a "light" semantic load. The use of this symbol by the Nazis made it the most recognizable element of the twentieth century. with a reputation directly opposite to its ancient meaning. "The Big Soviet Encyclopedia" directly says about the inversion of the symbol: "Hitler and the German fascists made a swastikas with their emblem. Since then, it has become a symbol

scholarly journals Information and faith as the only format of religion

2004 ◽  
pp. 137-145
Author(s):  
A.M. Kadykalo
Keyword(s):  
Science And Religion ◽  
Religious Context ◽  
Spiritual Dimension ◽  
Rational Knowledge ◽  
Formal Characteristic

In the course of the modern stage of society development, religion as a phenomenon of spiritual dimension is especially important. It forms a special type of outlook that is perceived as an antagonism to the rational knowledge of reality by science. In view of this, it is necessary to identify such properties of religious comprehension of reality that disprove the ambivalence of science and religion. In this context, the notion of faith that is to be revealed becomes essential, and this process should not be a formal characteristic but a living perception of it in a religious context. Moreover, this approach justifies itself in terms of modern post-classical science.

Knowledge dynamics: a thermodynamics approach

Kybernetes ◽  
2019 ◽  
Vol 49 (1) ◽  
pp. 6-21 ◽  
Author(s):  
Constantin Bratianu ◽  
Ruxandra Bejinaru
Keyword(s):  
Organizational Behavior ◽  
Content Type ◽  
Metaphorical Thinking ◽  
Transformational Process ◽  
Knowledge Dynamics ◽  
Unity Of Knowledge ◽  
Innovation Knowledge ◽  
Rational Knowledge ◽  
First Time ◽  
Emotional Knowledge

Purpose The purpose of this paper is to examine the knowledge dynamics process based on the energy metaphor and the thermodynamics framework. Knowledge dynamics is analyzed as a transformational process that goes beyond the Newtonian logic used to date. Design/methodology/approach The research design is based on metaphorical thinking, critical analysis of the mostly used knowledge metaphors to date, and the logic of thermodynamics, which is the science of energy transformation. Findings Knowledge is conceived as a field, composed of three fundamental forms: rational knowledge, emotional knowledge and spiritual knowledge. Each form of knowledge can be transformed into another form, thus generating an iterative and interactive dynamics. The unity of knowledge is supported by the brain’s organic structure. Practical implications Understanding knowledge dynamics as a transformational process helps managers in their problem-solving and implementation of strategies in their organizations. Knowledge dynamics is fundamental to the learning and unlearning processes, and for stimulating innovation. Knowledge dynamics, as a transformational process, is influencing both organizational behavior as well as consumers’ behavior. Originality/value The present research uses for the first time a thermodynamics approach in understanding and explaining the knowledge dynamics, which is a transformational process of three fundamental forms of knowledge: rational, emotional and spiritual.

scholarly journals Being, Thinking, Writing 'With'

2013 ◽  
Vol 9 (1) ◽  
pp. 51-59 ◽  
Author(s):  
Nikki Sullivan
Keyword(s):  
Empirical Evidence ◽  
Scientific Discipline ◽  
Common Language ◽  
Sense Of Humor ◽  
Scientific Observation ◽  
Rational Knowledge

Once upon a time there were three women: they were known as ‘the woman in black’, ‘the grey-haired woman with the well-developed sense of humor’ and ‘the rather quiet woman with the capacity to shock’. These women, who had known each other for quite some time, were all physicists. They were also friends. As physicists, the woman in black, the grey-haired woman with the well-developed sense of humour and the rather quiet woman with the capacity to shock had learned, and now shared, ‘a specific vocabulary, grammar and rhetoric’. They knew what could count as a scientific observation, ‘what standards of accuracy in determining observations [were] possible, how the words of common language [were] restricted and refined for use in [their particular] scientific discipline’. They knew how to tell the ‘truth’. Rational knowledge and empirical evidence were no strangers to these women who were well versed in what could count as an argument. Consequently, it was said by some that these women constituted a microcosmic rational community.

scholarly journals SANT'AGOSTINO E LE SCIENZE

2020 ◽  
Author(s):  
Claudio Citrini
Keyword(s):  
Scientific Knowledge ◽  
Rational Knowledge

Several examples of Saint Augustin’s learning in sciences are reported. They show his constant research of the truth both in human rational knowledge and in faith, which must never be in disagreement. He always tries to overcome, with sometimes straightforward and sometimes sophistic arguments, any inconsistency of the scientific knowledge with the literal or allegoric interpretation of the Holy Scriptures.

Framing Engineering Problems: Basic Concept

2014 ◽  
Author(s):  
Shuichi Fukuda
Keyword(s):  
Bounded Rationality ◽  
Basic Concept ◽  
The Other ◽  
Engineering Problems ◽  
Tremendous Amount ◽  
Open Question ◽  
Rational Knowledge

There are two kinds of knowledge in engineering. One is rational knowledge. We understand the phenomena and we can apply rational approaches. The other is knowledge about phenomena which we do not understand well, but which we can control and utilize for engineering. For example, we do not understand arc phenomena well, although there are tremendous amount of work about arc. If we do, we could prevent thunder and lightning. However, we utilize arc for welding. Without arc, most of our bridges, buildings, etc would not have been built. As Engineering is a DO activity and we do not have to UNDERSTAND the phenomena as scientists do. What is very important in engineering is how we can utilize such knowledge about these phenomena, which we do not understand well, but which we can control. And to develop a safe and secure system, we have to let them work in good harmony. This is the problem of frames as AI researchers call it. Although this is still an open question in AI, engineers have to go beyond the bounded rationality. This paper describes the basic concept of how we engineers could possibly tackle this problem.

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