Deep learning opportunities in the geography classroom

From a cognitivist theory stance, domain-specific subject knowledge is necessary for deep learning and cognitive advance. What opportunities for deep learning and cognitive advance are provided in geography classrooms? This analysis of teaching in geography classrooms is framed by the concepts of deep learning, pedagogic discourse, and a curriculum of engagement. This article draws on Grade 10 and 11 lessons observed, recorded, transcribed, analysed and qualitatively interpreted. Analysis of pedagogic discourse shows diminished opportunities for deep learning and cognitive advance. Geography is being taught in less elaborated ways and more for compliance, thereby hindering deep learning of the epistemic structure of geography. Furthermore, surface features of the curriculum including knowledge as “given” have displaced attention to underlying principles and conceptual meanings. These practices deny learners access to deep learning of powerful knowledge. Implications for social equality and teacher education are raised.

El carácter científico de la Cirugía. Historia y Filosofía

Can we talk about science when we speak about surgery? Not, accordingly to classical epistemology. To consider a discipline as scientific, it must meet certain requirements that surgery would not seem to satisfy: being part of a paradigm and creating scientific knowledge. Therefore, if we want to affirm the scientific nature of surgery, we must investigate the existence of exemplars that could be paradigmatic, since they are the ones that support its epistemic structure. Along with this, we must demonstrate that their practice creates scientific knowledge. We’ve postulated five objectives that surgery had to satisfy. We’ve seen in classic history, that the main characters which are considered founders of modern surgery –Ambrosio Pare and John Hunter– were only able to reach the first three, and as we’ll see, were not enough to consider surgery as part of science. Moving forward in history, we are able to find the first paradigmatic exemplars. The first corresponds to the research work in the animal phase, prior to the first successful human gastrectomy performed by the German surgeon Theodor Billroth, in 1882. The second corresponds to the research in thyroid’s physiology carried out by Emil T. Kocher; thanks to this, he won the Nobel Prize in medicine and phy- siology in 1909. An analysis of the epistemic development of surgery is made from them, and the consequences are analyzed using the concept of the epistemic cycle. Those key hypotheses are important to understand the creation of scientific knowledge in technical disciplines as surgery

Epistemic Injustice and Scientific Knowledge Distribution

This paper describes two kinds of epistemic injustice – discriminatory and distributive. The former is provided by Miranda Fricker; the latter is based on David Coady’s work which means unequal access to epistemic goods, especially knowledge. I will firstly identify distributive epistemic justice within an epistemic structure of society and discuss its basic principles for distributing knowledge. Then I will argue that there is Fricker’s discriminatory epistemic injustice in scientific knowledge distribution. And this kind of epistemic injustice will finally lead to distributive epistemic injustice. The possible way to diminish these epistemic injustices is expanding the diversity in science.

Deep conceptual learning opportunities in business studies classrooms

Initial tests of the curriculum design coherence model (McPhail, 2020) indicate that teachers face challenges in relation to engaging deeply with the epistemic structure of their subject. In this study, we discuss the additional difficulty that teachers have in identifying appropriate content and examples that will provide opportunities for students' concept formation. The key question guiding this study was: "What opportunities for deep conceptual learning and cognitive advance are provided in business studies classrooms?" This analysis of the pedagogic practices of teachers is framed by the curriculum design coherence model (CDC) that is informed by deep learning from the cognitivist theory perspective. This article gives an account of observations of grade 11 business studies lessons in two schools. The lessons were observed, recorded, transcribed, and deductively analysed according to an analytical framework based on the CDC model. While there was evidence of concepts that were taught, appropriate subject content necessary for understanding the concept was not evident in most of the lessons. The dominant pedagogy of direct instruction, reading definitions, and copying notes amounted to giving students the definition of concepts and their basic components in a skeletal way. Content that requires students to analyse and infer meanings and make generalisations was lacking. The absence of appropriate content and examples, such as case studies in the textbook, curtailed opportunities for deep conceptual learning and cognitive advance. These practices deny learners access to the formal academic knowledge of the discipline.

‘Data’ in the Royal Society's Philosophical Transactions , 1665–1886

Was there a concept of data before the so-called ‘data revolution’? This paper contributes to the history of the concept of data by investigating uses of the term ‘data’ in texts of the Royal Society's Philosophical Transactions for the period 1665–1886. It surveys how the notion enters the journal as a technical term in mathematics, and charts how over time it expands into various other scientific fields, including Earth sciences, physics and chemistry. The paper argues that in these texts the notion of data is not used merely as a rhetorical category, and also cannot strictly be identified with the category of evidence. Instead, the notion comes with an associated epistemic structure, one that is in line with its development from an early mathematical use.

Some Things are Easier for the Dumb and the Bright Ones (Beware the Average!)

Model checking strategic abilities in multi-agent systems is hard, especially for agents with partial observability of the state of the system. In that case, it ranges from NP-complete to undecidable, depending on the precise syntax and the semantic variant. That, however, is the worst case complexity, and the problem might as well be easier when restricted to particular subclasses of inputs. In this paper, we look at the verification of models with "extreme" epistemic structure, and identify several special cases for which model checking is easier than in general. We also prove that, in the other cases, no gain is possible even if the agents have almost full (or almost nil) observability. To prove the latter kind of results, we develop generic techniques that may be useful also outside of this study.

Filsafat Manusia Dalam Teks Tutur Raré Angon

<p><em>This research was conducted based on the author's interest towards the science of human philosophy. In this research the author appoint human philosophy inside one of the Balinese text named Tutur Raré Angon, because of the teachings contained are very important and interesting to do research, preserved and passed on to the next generation of Hindus. The nature of being human is very important, after knowing that, the readers will be more undertand about what to do to be a qualified person. This research can improve Hinduism's understanding of human concepts in Hindu literature through Tutur Raré Angon's texts. There are three issues discussed in this study, namely : 1) Human Existence In the text of Tutur Raré Angon's (2) Epistemic Structure In the text of Tutur Raré Angon's (3) Moral Aspects in Tutur Raré Angon's text.</em><em> </em><em>This study is a descriptive qualitative text or manuscript research. The primary data source in this study is the text of Tutur Raré Angon's. Data collection is done using the reading and writing techniques and literature study. The collected data is then analyzed using descriptive techniques, structural analysis, and text interpretation. The results of data analysis are presented in the form of descriptions.</em></p><p><em>The results of this study are human existence in the text of Tutur Raré Angon's including (1) individuals and (2) religious. The epistemic structure in the Tutur Raré Angon text includes (1) Belief, (2) Truth and (3) Humans gain knowledge. Human morality in Tutur Raré Angon's texts includes (1) Goodness,</em><em> </em><em>Relationship with fellow humans and (3) Moral with nature.</em></p>