ways of thinking
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2022 ◽  
pp. 168-193
Author(s):  
Helen Lawton Smith ◽  
Muthu L. R. De Silva

This chapter presents the multi-dimensional approach to the teaching of entrepreneurship at Birkbeck, University of London in the UK. It is approached by presenting the curricular and extra-curricular programmes as a series of juxtaposed paradigms. The term “paradigm” is here used as conceptualising ways of thinking about the entrepreneurial learning experience, from the perspective of the content of the programmes and how the students learn. Birkbeck students' learning experience includes academic modules as well as hybrid modules which combine theory and hands-on practice.


2022 ◽  
pp. 26-48
Author(s):  
Tracy Rundstrom Williams ◽  
Mikaela G. Zimmerman

Helping students understand, empathize, and collaborate across differences is an essential part of education. Understanding new perspectives enriches people socially, by providing ways to connect with others; cognitively, by offering new ways of thinking; and emotionally, by building empathy. As communities become more diverse and needs for inclusion are at the forefront, understanding others' views and experiences is an increasingly valuable skillset. However, without exploring one's own thinking patterns, individuals may reflexively judge different ways of thinking. Therefore, teachers and students both need guidance to challenge unconscious assumptions and biases. This chapter will present a Socratic tool, Change Your LENS, to guide the process of examining assumptions, identifying influences on one's thinking, and actively exploring new perspectives. Both theoretical foundations and practical information for implementation will be discussed with a focus on how to use the tool to understand differences and challenge long-held assumptions.


Author(s):  
Oscar Berglund ◽  
Claire A. Dunlop ◽  
Christopher M. Weible

This Special Issue makes a statement about the study of policy and politics, where it has been, how it is done, what it is, and where it is going. When addressing the question ‘who gets to speak for our discipline?’ we respond emphatically – many people, from many places, working in many ways. It comprises scholarship that has rarely been combined to explore some cardinal challenges about our scholarship: (1) How do we conceive of policy and political studies? (2) To what extent should our science be ‘normative’ or ‘objective’ or ‘positive’? (3) Who are our audiences, and how do we engage them? (4) Whose knowledge matters, and how does it accumulate? (5) How should we advance the study of policy and politics? We conclude charging the field to consider different ways of thinking about what we can discover and construct in the world and how we can conduct our science.


2022 ◽  
pp. 1-19
Author(s):  
Ryohei Nakatsu

This chapter will clarify that the recent spread of populism is based on the fact that logical and emotional thinking/behaving are merging, especially in the West. In the West since the era of Greek philosopher Plato, people have tried to separate logic and emotion and have emphasized the superiority of logic to emotion. However, because of the invention and progress of media technologies, recently people's ways of thinking/behaving are becoming emotional. Therefore, the trend of populism could be understood that the people's ways of thinking/behaving in the West are approaching those in Asia. This phenomenon can be called “Asianization.” This means that populism is not a temporal trend but a long-time lasting trend. Also, this chapter will describe how to overcome populism.


2022 ◽  
pp. 51-79
Author(s):  
Zitong Wei

The world has changed tremendously. Associated with the change is the encounter of diverse ways of thinking, the pursuit for co-existence, and the desire to reduce conflicts. To understand curriculum in an increasingly connected world with both concordance and conflicts, this research starts with a review of globalization, localization, and glocalization. By proposing a change in the unit of analysis, the research follows with reconceptualizations of key terms in curriculum analysis: power, time and place, and distance and speed. The research also discusses the use of technology and language. Given changes in understandings, the research follows with discussions on post-methods and moral considerations and puts forward the term post-glocalization and models on post-glocalization and post-glocalized curriculum analysis. This research concludes with a review on different curriculum practices in accordance with the key terms in curriculum analysis and proposes the importance of incorporating the post-glocalized analytical model into curriculum methodological discussions.


2021 ◽  
Vol 1 (3) ◽  
pp. 20-23
Author(s):  
Anna Yu. Moiseeva

David Chalmers and John Perry both construe phenomenal concepts as irreducible to descriptive concepts of physical properties or properties, which logically supervene on them. But they draw different conclusions from this point. D. Chalmers in The Conscious Mind argues that the epistemic gap between phenomenal and physical properties shows that the former cannot be ontologically identified with the latter. J. Perry in Knowledge, Possibility and Consciousness claims that we can identify phenomenal properties with physical ones without being committed to reductionism. In this paper I am going to examine Chalmers and Perrys views on meaning and necessity, especially with respect to identity statements, in order to find where exactly their ways of thinking about the content of phenomenal concepts.


2021 ◽  
pp. 0308518X2110680
Author(s):  
Priti Narayan ◽  
Emily Rosenman

This commentary explores the politics of writing about the economy in a culture, society, and discipline that tends to prioritize masculinist (and white) theories and definitions of economy over embodied experiences of people living their everyday lives. Inspired by Timothy Mitchell's problematization of the economy as an object of analysis, we press further on the seemingly singular unit of “the” economy and who is allowed to define it as such. We are animated by questions of who is considered an expert on the economy and how, or by whom, crises in the economy are recognized. Drawing from our own writing experiences during the pandemic and from social movements we research, we argue for alternate ways of thinking about experiences of and expertise on the economy. In reckoning with how social movements speak to power in a bid to transform economies, we consider the role of economic geography in the economy of writing and knowledge production surrounding “the economy” itself. We make the case for a more public economic geography grounded in the social and economic embeddedness of knowledge production, the material consequences of who gets to define what is economically “important,” and the potential for this expertise to be located anywhere.


Author(s):  
Tanya Elias

As part of my Doctor of Education program, I was asked to study Dr. Marie Battiste’s (2017) book Decolonizing Education: Nourishing the Learning Spirit. In response to that assignment, I built a WordPress site as a way to experiment with crossing boundaries of physical and digital places, between different Indigenous knowledges and notions of teaching and learning. While building the site, I looked for localized examples of Battiste’s concepts and ideas among the Inuvialuit, the Indigenous group with which I am the most familiar, in what became an exploration of the wonderful work being done in the Inuvialuit Settlement Region to preserve the culture and decolonize ways of thinking. I knew some of these resources existed, but was surprised by the depth and variety of materials available. In this paper, I present that website as an experimental example of digital curation that stitches together the book, a series of digital artefacts found via Internet searches and my own reflections on those artefacts. While building it, I did not seek out answers but instead explored the possibilities of curation as a path to decolonization education. The resulting site design is both personal and incomplete. Through this process, I hope to open generative cracks that provoke new ways of thinking about digital curation as a means of supporting active engagement in the complicated and necessary conversations regarding decolonization.


Barnboken ◽  
2021 ◽  
Author(s):  
Karin Nykvist

”The stones where they sat / are still there”: Ecocritical Readings of Barbro Lindgren’s Poetry Taking its cue from questions raised in ecocritical theory, this article studies some of the central themes in the poetry of Swedish ALMA laureate Barbro Lindgren: the non-hierarchical attitude towards all that lives and exists; the cycle of life and death that is a fundamental condition of existence for human and non-human animals as well as for trees and plants; and the exploration of scales that often aims to turn away from or overturn the traditional anthropocentric ways of thinking. The article argues that while Lindgren’s poetry can be read and interpreted from many perspectives, ecocriticism offers fruitful insights into her poetic work, with its stress of the anthropocentric versus the ecocentric, and the potential of scale critique. It also argues that Lindgren’s poetical oeuvre as a whole sheds light on her foundational orientation towards life, death and time, and that Lindgren does not differentiate in theme or message when writing for different audiences. The individual’s experience of life as a finite experience is always contrasted by the larger perspective, where life and death are ever-present and perpetual.


2021 ◽  
Vol 25 (1) ◽  
pp. 7-23
Author(s):  
Cliff Goddard ◽  
Anna Wierzbicka

This study proposes Natural Semantic Metalanguage semantic explications for the English words virus (in two senses), bacteria, germs, and for the related words sick, ill, and disease. We concentrate on their nave or folk meanings (Apresjan 1992) in everyday English, as opposed to scientific or semi-scientific meanings. In this way, the paper makes a start on uncovering the folk epidemiology embedded in the English lexicon. The semantics of words like virus, bacteria and germs is not, however, a purely academic matter. It is also a matter of effective health education and health communication. To reach people at a time of an epidemic, explanations need to connect with ordinary peoples ways of thinking and speaking. This paper argues that the simple and cross-translatable words of NSM, and minimal languages based on it, can be effective tools not only for linguistic semantics but also for education and communication everywhere - at the local school and in the world at large.


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