Advancing inclusive research with people with profound and multiple learning disabilities through a sensory-dialogical approach

People with profound and multiple learning disabilities are often excluded from the processes of knowledge production and face barriers to inclusion in research due to cognitive and communicative challenges. Inclusive research—even when intending to be inclusive—tends to operate within criteria that exclude people with profound and multiple learning disabilities. The aim of this article is to provide a state-of-the-art review of the topic of inclusive research involving people with profound disabilities and thereby challenge traditional assumptions of inclusive research. The review presents themes that will inform a discussion on how to challenge the criteria in ways that make it possible to understand inclusive research for people who communicate in unconventional ways. We argue that a fruitful way of rethinking inclusive research is by applying a sensory-dialogical approach that privileges the dialogical and sensory foundations of the research. We suggest this might be a way to understand inclusive research that regards the person’s communicative and cognitive distinctiveness.

Asymmetric Hybrids: Dialogues for Computational Concept Combination

When people combine concepts these are often characterised as “hybrid”, “impossible”, or “humorous”. However, when simply considering them in terms of extensional logic, the novel concepts understood as a conjunctive concept will often lack meaning having an empty extension (consider “a tooth that is a chair”, “a pet flower”, etc.). Still, people use different strategies to produce new non-empty concepts: additive or integrative combination of features, alignment of features, instantiation, etc. All these strategies involve the ability to deal with conflicting attributes and the creation of new (combinations of) properties. We here consider in particular the case where a Head concept has superior ‘asymmetric’ control over steering the resulting concept combination (or hybridisation) with a Modifier concept. Specifically, we propose a dialogical approach to concept combination and discuss an implementation based on axiom weakening, which models the cognitive and logical mechanics of this asymmetric form of hybridisation.

Alternative Lenses for Qualitative Religion Research: Interstitial, Inverted, and Dialogical Approaches

This article explores new ways of looking at qualitative data in the study of religion. I call them the interstitial, inverted, and dialogical approaches. The interstitial approach provides an alternative to traditional triangulation by treating discrepancies between, say, self-reporting and observation of religious attendance not as a problem, but as an interstice where new information can be found. The inverted approach examines how discourses about “the other” – the other’s religion, in this case – enable researchers to analyze positive self-identifications, even when those are left unarticulated. Finally, the dialogical approach responds to a recurrent problem in qualitative religion research: researchers often assume that they ways in which people talk about religion have particular consequences. The dialogical approach enables researchers to demonstrate whether and how this is indeed so. The three approaches show how epistemological reframing – all three are, in different ways, constructionist approaches – enables novel thinking about “religion.”

Teori Belajar Humanisme Dalam Perspektif Pendidikan Islam

The purpose of this research is to know the Humanism learning theory and how the Humanism Learning theory according to the perspective of Islamic education This research includes the type of library research (library-research). through words or sentences in the form of discussion to draw conclusions. From the results of the research that the authors do, according to humanistic theory, the purpose of learning is to humanize humans. The learning process is considered successful if the student understands his environment and himself. Students in the learning process must try to gradually achieve self-actualization as well as possible. This learning theory seeks to understand learning behavior from the point of view of the doer, not from the point of view of the observer. Humanism education is a process of awareness and improvement of human dignity and its potential in a directed manner, as well as producing a dynamic discussion so as to create a progressive, innovative critical climate as a whole by promoting a humanist dialogical approach pattern between educators and students and students with their environment. Keywords : Learning Theory, Humanism, Islamic Education ABSTRAK Tujuan dari penelitian ini adalah dalah untuk mengetahui teori belajar Humanismedan bagaimana teori Belajar Humanisme menurut perspektif pendidikan Islam Penelitian ini termasuk jenis penelitian kepustakaan (library-research), sumber data dalam penelitian ini bersifat primer dan sekuder kemudian menganalisis data dengan menggambarkan data melalui kata-kata atau kalimat yang berupa pembahasan untuk diambil kesimpulannya. Dari hasil penelitian yang penulis lakukan bahwa Menurut Teori humanistik, tujuan belajar adalah untuk memanusiakan manusia. Proses belajar dianggap berhasil jika si pelajar memahami lingkungannya dan dirinya sendiri. Siswa dalam proses belajarnya harus berusaha agar lambat laun ia mampu mencapai aktualisasi diri dengan sebaik-baiknya. Teori belajar ini berusaha memahami perilaku belajar dari sudut pandang pelakunya, bukan dari sudut pandang pengamatnya. Pedidikan humanisme merupakan sebuah proses penyadaran dan peningkatan terhadap harkat kemanusiaan dan potensi yang dimiliki secara terarah, sekaligus memproduksi suatu pembahasan yang dinamis sehingga tercipta iklim kritis progresif, inofatif secara utuh dengan mengedepankan pola pendekatan dialogis humanis antara pendidik dengan peserta didik dan peserta didik dengan lingkungannya. Kata Kunci: Teori Belajar, Humanisme, Pendidikan Islam

Pendekatan Andragogi dalam Pengajian Sosialita Kota Langsa

This article discusses the andragogy approach process carried out by the presenter Ustadz when filling out the recitation of socialite mothers who are active in the Taklim Amanah Council and the Taklim Hidayatullah Council, Langsa City, the obstacles when filling out the recitation, and the implications for their social and religious activities in Langsa City. The number of taklim assemblies recorded in the list of recapitulation of the Office of Islamic Shari'a and Dayah Education in Langsa City is 195 taklim assemblies. Officially, these two taklim assemblies have not been included in the list compiled by the Office of the Office of Islamic Shari'a and Dayah Education in Langsa City. However, the recitation activities of the two taklim councils are quite unique. In addition, the congregation is dominated by socialite mothers with a variety of religious materials and full social activities in a week. After carrying out the process of gathering information through in-depth interviews with Ustadz at the Amanah and Hidayatullah Taklim Council and through observation of assistance and participants, this study found that the andragogy approach process in these two taklim assemblies was very special, namely using a dialogical approach, psychological, and religious as contained in the concepts and principles of the andragogy approach. So that the implication in social and religious activities is that the socialites of Langsa City are able to provide positive benefits for people's lives.

The interval between humans: A probe into the possibilities of being

By taking as background a few examples from Japanese culture and society, as well as an ethnographic insight, this article reconsiders the way anthropology usually deals with and talks about issues regarding cultural differences in human relations. These issues, which start from the fact that different cultures articulate human relations in different ways, have as one of their main theoretical outcomes the analysis around the categories of “self” or “person.” However, within this move lies something akin to a “gestalt misconception” that reduces a shared moral understanding (human relations) to an analysis of conceptual categories and their cognitive, psychological, subjective (or other) processes. Alternatively, the article proposes a more dialogical approach informed by Gadamer’s idea of “dialog” and “fusion of horizons,” where one aims to learn from other cultures and not about them. As a result, some reflections of a philosophical, moral, and practical character are presented, leaving theoretical formulations about the “Japanese self” out of the equation. This article’s general purpose is not an exploration of “Japaneseness,” but rather a probe into the possibilities of Being.

Narrative Relations and Associations: Catherine Kohler Riessman’s Research Dialogism

In this paper, Esin and Squire provide their individual and collective reflections on the influence of Catherine Kohler Riessman’s dialogical approach in research. Each researcher reinterpreted the dialogism in Riessman’s approach in their own work, focusing on differing elements of it. While Esin examines her experience of relationality, reflexivity, and positionality in her work, Squire discusses her adoption of the approach to develop methodological interdisciplinarity in social science research. The authors then reflect on their dialogue in researching multimodal narratives, historical positioning in and beyond narratives, and power relations in the context of research.