Bilder in Vorlesungen, Hörsäle als Bilder: diagrammatische Überlegungen

Visual material plays a central role in lectures to illustrate the spoken word or to show objects of knowledge. Historically, the question arises as to when which methods were used and what their functions were and still are today. In a further diagrammatic perspective on the setting of the lecture, however, other aspects of pictoriality must be included: For example, there is a tradition of storing, commenting on, processing and editing lectures by the audience, which leads, for example, to transcripts that transform the lecture medially. Yet these techniques are embedded in an ensemble of diagrammatic practices of lecture organisation, which can be understood as „instructions for use“ for both lecturers and listeners. From a diagrammatic perspective, it becomes clear that the diagrammatic orders applied in and by lectures are not simply ornaments of the lecture, but have a knowledge-constitutive effect.

Anti-Conceptualism and the Objects of Knowledge and Belief

Michael Ayers’s Knowing and Seeing: Groundwork for a New Empiricism is a rich and detailed development of two ideas. The first is that perception presents reality to us directly in a perspicuous way. We thus acquire primary knowledge of the world: “knowledge gained by being evidently, self-consciously, in direct cognitive contact with the object of the knowledge.” (Ayers 2019, 63) The second idea is that concepts are not needed in perception. In this article, the author examines Ayers’s view. The author proceeds as follows: In the first section, he identifies the target of Ayers’s attacks, conceptualism. He then describes why many philosophers have felt this conceptualist view to be attractive. In the next section, he discusses Ayers’s criticisms of conceptualism in an attempt to disentangle these criticisms from the statement of his positive view, which the author discusses in the following section. He ends by describing some problems for Ayers’s positive position that are, so he argues, the result of his vehement opposition to conceptualism.

The Concept of Grammatical Organon in the Star of Redemption by Rosenzweig

In his book The Star of Redemption, F. Rosenzweig formulated a new philosophical system, which is based not on thinking, or being, but on language. At the same time, Rosenzweig not only postulates language but deduces it as a procedural reality that is currently unfolding in relation to perfect and closed elements—the world, God and man. Language fundamentally changes our attitude not only toward the world, God and man but in general toward all objects of knowledge and action. The world ceases to be perceived as an equal given, a person ceases to be a generic definition for subjectivity and acquires singularity and uniqueness. God is not defined as the Absolute Reality but becomes a live interlocutor. One of the central points of Rosenzweig’s system is its grammatical organon—a method that allows one to consider linguistic processes. Rosenzweig unfolds his organon in three books of the second part of The Star of Redemption. This article discusses the philosophical foundations of Rosenzweig’s grammatical organon and the features of its application to various linguistic and speech phenomena.

Translation in the making: how older people engaged in a randomised controlled trial on lifestyle changes apply medical knowledge in their everyday lives

A recurring discussion in recent health studies relates to knowledge translation (KT), which deals with the questions of how to ensure and measure the uptake of knowledge from one medical situation to another and of how to move the right form of knowledge from one situation to another. Recently, however, this way of understanding KT has received criticism for presenting too basic an understanding of knowledge and not fully grasping the potential of the term translation. Based on qualitative material from a randomised controlled trial (RCT) and a follow-up study, this article takes the current discussion of KT one step further, focussing on how KT happens among healthy citizens participating in a lifestyle intervention. The overall argument is that even current critical understandings of KT often ignore the fact that the translation of medical knowledge does not stop at the clinical encounter but extends into the everyday health practices of the population. A more nuanced understanding of how and in which forms medical knowledge is adopted by people in their everyday health practices will give new insights into the complex mechanisms of KT and the encounter between medical knowledge and practice and everyday life. Hence, this article discuss how knowledge from a clinical trial—focussing on muscular training and increased protein intake—is translated into meaningful health practices. The article concludes the following points: First, constant, and often precarious, work is required to maintain the content of ‘medical knowledge’ in a complex social order. Second, focussing on translation work in everyday life emphasises that KT is an open-ended process, wherein the medical object of knowledge is contested and renegotiated and needs alliances with other objects of knowledge in order to remain relevant. Last, from an everyday life perspective, medical knowledge is just one rationale making up the fabric of people’s health practices; other rationales, such as time, feasibility, logistics and social relations, are just as relevant in determining how and why people pursue healthy living or comply with a medical regimen. CALM trial registration ClinicalTrials.gov NCT02034760. Registered on 10 January 2014; ClinicalTrials.gov NCT02115698. Registered on 14 April 2014; Danish regional committee of the Capital Region H-4-2013-070. Registered on 4 July 2013; Danish Data Protection Agency 2012-58-0004–BBH-2015-001 I-Suite 03432. Registered on 9 January 2015.

Curriculum Ideologies

The study of the curriculum and educational knowledge is a study of ideology. The curriculum is never neutral. It always reflects or embodies ideological positions. Ideologies present within the curriculum are negotiated and formulated through multilayered processes of strategic compromise, assent, and resistance. And as such, the curriculum ideologies become operationalized in both overt and hidden means—constructing subjects and objects of knowledge in active as well as passive ways. Teaching is always a political act, and discussions and debates over curriculum ideologies have a long history within the field of curriculum studies. In terms of its function related to the organization and valuing of knowledge, it remains important to recognize not only the contested nature of the curriculum but also how such contestations have ideological dimensions in the framing of the curriculum. Curriculum ideologies manifest in terms of what might be thought of as values, visions of the future, and venues or forms. This is to say, the curriculum is imbued with processes for valuing assumed choices related to its design, development, and implementation. These choices draw from ideologically based assumptions about the curriculum’s basis in political, economic, historical, sociocultural, psychological, and other realities—whether they be discursive or material in effect. Additionally, these curriculum choices also pertain to the means by which the curriculum achieves these goals or objectives through the formulation of designed experiences, activities, or other forms of learning opportunities. The curriculum—in certain regards as finding principle in the conveying of knowledge through a system of organization related to an outset purpose—has, as a central component to some degree, a vision of a future. The curriculum is something simultaneously constructed and enacted in the present, with often the expressed purpose of having implications and ramifications for the future. The curriculum’s role and purpose in constructing both tested and untested or imagined feasibilities again has to do with some type of vision of learning inflected by ideology. This may even take the form of envisioning a future that is actually a vision of the past in some form, or perhaps a returning to a remembered time that may have existed for some but not others, or by extension a similarly romanticized remembering of a mythic past, for instance. Ultimately, the curriculum, whether translated into practice or in being developed conceptually, is in all likelihood never exclusively one of these, but instead is in all probability an amalgamation of such to differing degrees wherein a multitude of possibilities and combinations exist. Among the key questions of curriculum studies that remain central in terms of both analyzing and theorizing the curriculum are: Whose knowledge counts and what is worthwhile? These questions help to raise to a level of concern the ideological underpinnings of all curricula in ways that through sustained critical dialog might work to collectively build a more sustainably just and equitable world.

African Leadership Wisdom and Experience: Lessons for Church Leaders in South Africa

Christian research projects in Africa have been marred by a notorious and almost deliberate intent of seeking to establish alternative protocols that posit nothing less than the introduction of new objects of knowledge and new theoretical models that seek to upset or at the very least undermine the prevailing paradigmatic indigenous norms. In this article, the authors seek to demystify the complexities of “indigeneity” and “autochthony”, and shed some light on how they impact the preservation of indigenous knowledge, values and norms. The indispensable social values which are deeply rooted in the African tradition, ubuntu and oral tradition are explored to suggest lessons from which church leaders can draw. This, the authors realise through a carefully structured literature review of selected sources. Following the reviewed literature, the authors must align themselves with the sentiments that, if the church in Africa wishes to enjoy relevance and acceptance, it has to approach African problems from an African perspective, liberate itself from the western ‘garbs’ or ‘robes’, and cease viewing everything African as pagan and devilish. Christianity, the authors contend, has a lot to learn, by accessing indigenous knowledge resources from the African people’s culture and oral tradition.

Habilidades Matemáticas na Base Nacional Comum Curricular: Vislumbrando Caminhos Analíticos

ResumoNo artigo em tela, objetivou-se a análise da Base Nacional Comum Curricular (BNCC), na área Matemática, que emergiu no Brasil e foi consolidada após um processo de consultas públicas e debates. Os aportes teóricos adotados para a análise foram Bishop (1999), que propôs competências matemáticas básicas para a formação do cidadão, Doll (1997), que sugeriu alguns critérios para a organização do currículo, e Silva (2009), que o ampliou em outros critérios, dividindo-os em dois grandes blocos, sendo o primeiro relacionado à seleção dos conteúdos, e o segundo relacionado à organização curricular. Os referenciais foram adotados para a análise da coerência da prescrição para os Anos Finais do Ensino Fundamental, relacionando seus indícios e suas conexões com o quadro preliminar do Projeto Matemática 2030, que visa, dentre outras coisas, estabelecer critérios para a análise dos programas destinados às futuras gerações de alunos. Os critérios e suas conexões auxiliam na compreensão de tendências e impactos de reformas nos documentos prescritos para Matemática no Brasil e em outros países. Os resultados suscitaram uma visão multicultural restrita às unidades Álgebra e Probabilidade e Estatística ao relacionarem os objetos de conhecimento à percepção do sentido dos conteúdos para uso social e acesso à cidadania. Palavras-chave: Base Nacional Comum Curricular. Habilidades. Critérios de Análise. Anos Finais do Ensino Fundamental. Matemática. Abstract The objective of this paper is to analyze the National Curricular Common Base (NCCB), Mathematical area, which emerges in Brazil and was consolidated after a process of public consultations and debates. The theoretical contributions adopted for the analysis were Bishop, who proposes basic mathematical skills for the formation of the citizen, Doll, that suggests criteria for the organization of the curriculum, and Silva, that expands in others, dividing them into two large blocks, being the first related to the selection of contents and the other to the curricular organization. The references were adopted for the analysis of the consistency of the prescription for the Final Years of Elementary Teaching, relating their indications and their connections with the preliminary framework of the Mathematics 2030 Project, which aims, among other things, to establish criteria for the analysis of the programs destined to future generations of students. The criteria and their connections help in understanding the trends and impacts of reforms in the documents prescribed for Mathematics in Brazil and in other countries. The results gave rise to a multicultural view restricted to the units Algebra and Probability and Statistics, relating the objects of knowledge to the perception of the meaning of the contents for social use and access to citizenship. Keywords: National Curricular Common Core. Skills. Criteria of Analysis. Final Years of Elementary School. Mathematics.

New World Objects of Knowledge: A Cabinet of Curiosities

From the late fifteenth century to the present day, the New World has been plundered and pilfered for its many ‘treasures’ and ‘wonders’ and as a consequence, many of its natural and cultural productions have been scattered around the world, often hidden in libraries, museums and private collections. New World Objects of Knowledge: A Cabinet of Curiosities gathers a fascinating sampling of these scattered objects in forty richly illustrated essays written by world-leading scholars in the field. We discover the secret, often global, itineraries of such things as Aztec codices and Inca mummies, colonial paintings and indigenous maps, giant tortoises and precious hummingbirds.

Notion-Concept-Term. Interpretations

There are various interpretations of the fundamental notions used in the study of terminology. This article is a comparative study of their definitions, conducted in the process of establishing benchmarks in the study of editorial-printing terminology. It presents a research of the theoretical foundations of terminology, a study of various interpretations of linguistic meanings of key notions of terminology: „notion”, „concept” and „term”. One of the fundamental units of terminology is the „notion”, which is characterized as an abstract object of knowledge. Another fundamental unit, the „concept”, represents classes of objects of knowledge, of perceptible phenomena. Concepts are called abstractions, mental constructions or units of thought that ensure the connection between objects and their definitions. They have an essential role in human knowledge, communication not being possible if we do not have a codification of concepts in linguistic signs (terms). The concepts ensure the connection between the objects and the designations that correspond to them. And the „term” is the material form, expressed through linguistic means, of a notion specialized in a certain field of knowledge.

Principles of epistemic logic I: Knowledge

All epistemic logics come with some idealizations. Not all such idealizations seem acceptable. A large family of epistemic logics assume that if ⌜φ‎⌝ and ⌜ψ‎⌝ are logically equivalent, so are ⌜One knows that φ‎⌝ and ⌜One knows that ψ‎⌝. This assumption, characteristic of normal epistemic logics but also of many non-normal ones, is acceptable only if the objects of knowledge can be construed as sets of possible worlds known under some mode of presentation or other, where knowledge-ascriptions do not yet make those modes explicit. Unlike fine-grained conceptions that reject the assumption, such coarse-grained conceptions of the objects of knowledge have the untoward consequence that failures of logical omniscience are no longer expressible in the logic. But even on coarse-grained conceptions, epistemic logic cannot be expected to be normal. Fine-grained conceptions allow for failures of logical omniscience to be expressible in the logic. On balance, fine-grained conceptions are to be preferred. Against this backdrop, candidate principles for inclusion in the logic of knowledge are critically reviewed in the light of general epistemological considerations. Very few survive closer scrutiny.