A pragmatic approach for producing theoretical syntheses in ecology

It has been proposed that ecological theory develops in a pragmatic way. This implies that ecologists are free to decide what, from the knowledge available to them, they will use to build models and learn about phenomena. Because in fields that develop pragmatically knowledge generation is based on the decisions of individuals and not on a set of predefined axioms, the best way to produce theoretical synthesis in such fields is to assess what individuals are using to support scientific studies. Here, we present an approach for producing theoretical syntheses based on the propositions most frequently used to learn about a defined phenomenon. The approach consists of (i) defining a phenomenon of interest; (ii) defining a collective of scientists studying the phenomenon; (iii) surveying the scientific studies about the phenomenon published by this collective; (iv) identifying the most referred publications used in these studies; (v) identifying how the studies use the most referred publications to give support to their studies and learn about the phenomena; (vi) and from this, identifying general propositions on how the phenomenon is approached, viewed and described by the collective. We implemented the approach in a case study on the phenomenon of ecological succession, defining the collective as the scientists currently studying succession. We identified three propositions that synthesize the views of the defined collective about succession. The theoretical synthesis revealed that there is no clear division between “classical’’ and “contemporary’’ succession models, and that neutral models are being used to explain successional patterns alongside models based on niche assumptions. By implementing the pragmatic approach in a case study, we show that it can be successfully used to produce syntheses based on the actual activity of the scientific community studying the phenomenon. The connection between the resulting synthesis and research activity can be traced back through the methodological steps of the approach. This result can be used to understand how knowledge is being used in a field of study and can guide better informed decisions for future studies.

Multimodal Modeling: Bridging Biosemiotics and Social Semiotics

This paper explores a semiotic notion of body as starting point for bridging biosemiotic with social semiotic theory. The cornerstone of the argument is that the social semiotic criticism of the classic view of meaning as double articulation can support the criticism of language-centrism that lies at the foundation of biosemiotics. Besides the pragmatic epistemological advantages implicit in a theoretical synthesis, I argue that this brings a semiotic contribution to philosophy of mind broadly. Also, it contributes to overcoming the polemic in linguistics between, loosely put, cognitive universalism and cultural relativism. This possibility is revealed by the recent convergence of various semiotic theories towards a criticism of the classic notion of meaning as double articulation. In biosemiotics, the interest to explicate meaning as multiply articulated stems from the construal of Umwelt as relying on the variety of sense perception channels and semiotic systems that a species has at its disposal. Recently, social semiotics developed an unexplored interest for embodiment by starting from the other end, namely the consideration of the modal heterogeneity of meaning. To bridge these notions, I employ the cognitive semantic notion of embodiment and Mittelberg’s cognitive semiotic notion of exbodiment. In light of these, I explore the possible intricacies between the biosemiotic notion of primary modeling system and concepts referring to preconceptual structures for knowledge organization stemming from cognitive linguistics. Further, Mittelberg’s concept of exbodiment allows for a construal of meaning articulation as mediation between the exbodying and embodying directions of mind.

A Review of 4IR/5IR Enabling Technologies and Their Linkage to Manufacturing Supply Chain

Over the last decade, manufacturing processes have undergone significant change. Most factory activities have been transformed through a set of features built into a smart manufacturing framework. The tools brought to bear by the fourth industrial revolution are critical enablers of such change and progress. This review article describes the series of industrial revolutions and explores traditional manufacturing before presenting various enabling technologies. Insights are offered regarding traditional manufacturing lines where some enabling technologies have been included. The manufacturing supply chain is envisaged as enhancing the enabling technologies of Industry 4.0 through their integration. A systematic literature review is undertaken to evaluate each enabling technology and the manufacturing supply chain and to provide some theoretical synthesis. Similarly, obstacles are listed that must be overcome before a complete shift to smart manufacturing is possible. A brief discussion maps out how the fourth industrial revolution has led to novel manufacturing technologies. Likewise, a review of the fifth industrial revolution is given, and the justification for this development is presented.

The rate of environmental change as an important driver across scales in ecology

Global change has been predominantly studied from the prism of ‘how much’ rather than ‘how fast’ change occurs. The paradigm underlying the former assumes that a smooth change in an environmental driver can force a regime shift between alternative states (Bifurcation-tipping). This presupposes that environmental conditions change at a rate which allows the ecological entity to track them and thus reach equilibrium. However, current rates of environmental change are often too fast for this paradigm to apply, necessitating a shift in approach to improve predictions on the impacts of rapid environmental change. The theory of rate-induced tipping (Rate-tipping) demonstrates how rates of environmental change can cause tipping phenomena even in the absence of alternative states. We illustrate how Rate-tipping can apply to a range of ecological scenarios and explore the literature for properties which increase the sensitivity to rates of change. Further, we discuss how targeted empirical studies can investigate the ecological and evolutionary mechanisms through which rate-induced phenomena can propagate across levels of organisation. Finally, we argue for the inclusion of Rate-tipping in the study of global change as the first step towards the theoretical synthesis necessary to account for multiple stressors impacting ecological entities simultaneously.

The System Paradigm and the Prospects for “Institutional Synthesis” in Economic Theory

The constant adaptation of economic theory to changing practice at certain stages requires a theoretical synthesis, during which various (sometimes competing) research programs are combined in order to develop a more adequate methodology. In orthodox economic theory the two most important syntheses were: the neoclassical synthesis of the 1940–1960s and the new neoclassical synthesis of the 1990s. Both were intradisciplinary in nature. However, the developed toolkit of neoclassical orthodoxy still does not allow the study of the “risks of the system as a whole” and making confident long-term forecasts of economic development. This current situation determines the relevance of research within the framework of the system paradigm, with the help of which such problems can be solved. This paper discusses the characteristics of the system paradigm and analyzes why this paradigm is poorly represented in neoclassical orthodoxy. The paper considers barriers to the spread of the system paradigm, associated with the worldview of modern economists-theoreticians The paper also analyses the methodological prerequisites of neoclassical orthodoxy, the specifics of which also act as a barrier to the development of the system paradigm in economic research. This paper outlines, for the first time, the general shape of the interdisciplinary institutional synthesis, the formation of which has been observed in Russia since the beginning of the 2010s. Its distinctive features are as follows. First, it develops outside economic orthodoxy, in the course of research cooperation between heterodox economists and representatives of social, humanitarian and natural disciplines – that is, it is an interdisciplinary (polydisciplinary) synthesis. Second, the main subject of research within its framework are institutions or, more broadly, meso-level structures that ensure the integrity, reproduction, and development of socio-economic systems. Third, the methodological basis of interdisciplinary cooperation within the framework of the institutional synthesis is provided by a system paradigm and holistic approach which are different from the neoclassical orthodoxy. Some examples of the institutional synthesis presented in Russian economic literature and its practical results are shown. The prospects for the further development of the theoretical interdisciplinary institutional synthesis are outlined.

Prefrontal-hippocampal interactions supporting the extinction of emotional memories: the retrieval stopping model

Neuroimaging has revealed robust interactions between the prefrontal cortex and the hippocampus when people stop memory retrieval. Efforts to stop retrieval can arise when people encounter reminders to unpleasant thoughts they prefer not to think about. Retrieval stopping suppresses hippocampal and amygdala activity, especially when cues elicit aversive memory intrusions, via a broad inhibitory control capacity enabling prepotent response suppression. Repeated retrieval stopping reduces intrusions of unpleasant memories and diminishes their affective tone, outcomes resembling those achieved by the extinction of conditioned emotional responses. Despite this resemblance, the role of inhibitory fronto-hippocampal interactions and retrieval stopping broadly in extinction has received little attention. Here we integrate human and animal research on extinction and retrieval stopping. We argue that reconceptualising extinction to integrate mnemonic inhibitory control with learning would yield a greater understanding of extinction’s relevance to mental health. We hypothesize that fear extinction spontaneously engages retrieval stopping across species, and that controlled suppression of hippocampal and amygdala activity by the prefrontal cortex reduces fearful thoughts. Moreover, we argue that retrieval stopping recruits extinction circuitry to achieve affect regulation, linking extinction to how humans cope with intrusive thoughts. We discuss novel hypotheses derived from this theoretical synthesis.

Dual Nature of Students’ Knowledge Formation in the Pandemic Period: Pedagogical and Psychological Aspects

The paper focuses on pedagogical and psychological facets of students’ knowledge formation impacted by the coronavirus pandemic situation worldwide. It was found out that the emergent transition to online education was mostly fruitfull for the development of new learning technologies, but at same time many students experienced frustration and uncertainty, studying independently; some lecturers were not ready to refuse from traditional frontal teaching methods. Theoretical analysis was applied to study classic and modern scientific works on the nature of the phenomenon of knowledge and its formation. Comparative analysis of the latest publications on this topic revealed that actual pedagogical approaches stated the importance of learners’ active participation in the interactions and interrelations within the system of the learning process and the relevance of the socio-cultural context of new knowledge presentation. Pedagogical observation and expert evaluation enabled authors’ exploring Generation Z students’ cognitive modes and psychological background, featured by practically oriented motivation, clip thinking, ability for multitasking, prevailing unvoluntary attention and weak memorization, preference for visual presentation of information. Theoretical synthesis and compilation implementation enabled working out practical recommendations for intensifying the process of knowledge formation of Generation Z students. The outcomes of the study were used to modernize an e-course “Methods of Teaching in Higher Education Institutions”, so that it met contemporary demands.