Discourse of Historical Cognition: an Epistemological Analysis

The purpose of this article is to consider the discourse of researchers actively working in the field of historical knowledge. In other words, the article examines the features of the verbalization of basic concepts and methodological attitudes of modern historical knowledge. Discourse analysis, in contrast to the traditional philosophical and methodological, allows you to penetrate into the microcosm of historical work, to observe the “historian at the workbench” outside the “spotlights” and other attributes of public demonstration. Discourse analysis is a specific section of historical epistemology. From the author's point of view, epistemology adheres to a descriptive attitude. It is intended to describe, not prescribe, as is the case with the methodology of science. The goal of the article is to trace and show the dynamics of the historical vocabulary in the hope of seeing emerging trends in the rethinking of the models of the historical process as a whole. Discourse analysis allows you to detail intellectual changes and see “point shifts” in patterns of thinking, which ultimately lead to “tectonic transformations” of the entire field of historical research. Science, according to the theory of P. Bourdieu, is a specific social game, and contains a competitive struggle within itself, in which the winner acquires the right to general recognition and authority, which consolidate the concepts he invented as legitimate. History is no exception here. The article focuses on such concepts that have gained legitimacy as “historical reconstruction”, “temporality”, “past”, “presentism”, “antiquarianism”, “narrative”, “contingent”. It is shown that words are the triggers of search thinking.

A narrativa compartilhada em jogos de rpg e sua influência na formação do leitor

Resumo O presente artigo é resultante de uma pesquisa documental que apresenta o RPG como ferramenta que desperta o interesse em literatura, especificamente a literatura dos cenários onde o jogo se passa, e cujo objetivo foi investigar a influência desse tipo de narrativa na formação do leitor. Discorre sobre o histórico do RPG e sua ascendência na construção literária de um gênero RPGístico, através de uma análise sobre o jogo de interpretação em sua conceituação, elementos e substratos mecânicos, de forma a compreender a importância do lore dentro dos cenários onde ocorre a narrativa. Verifica as dinâmicas entre os jogadores, narrador e autor através do jogo, considerando o compartilhamento da narrativa. Estabelece diferenciação entre a narrativa compartilhada e a coautoria da narrativa. Investiga o metagame e suas influências dentro da narrativa. Realiza levantamento de informações sobre as Night Witches. Desenvolve estudo de caso para verificar a influência da narrativa compartilhada na formação leitora bem como a capacidade do RPG em colaborar com a formação leitora através desse compartilhamento. Utilizamos a metodologia de pesquisa bibliográfica e estudo de caso para desenvolver uma análise epistemológica sobre o tema, investigando conceitos em sua aplicação prática. Constatamos o incentivo à formação leitora ao estimular o jogador a ler mais, sobre o jogo, o sistema, o cenário e outras informações. Destarte, ao inserir o leitor como protagonista, viabiliza aplicar o obtido na experimentação performática e lúdica das experiências literárias, o tornar contador da história e personagem daquilo que ele leu e pode estar lendo. Palavras-chave: Ludicidade; metagame; lore; night witches. Abstract This article is the result of a documental research which presents RPG as a tool to create interest in literature, specifically about the setting of the game and addresses the history of RPG and its influence on creating a literary genre, its objective is to seek the influence of these narratives in reader’s development. This research analyses the role-playing game's concepts, and mechanics to understand the importance of the lore for the game. It verifies the dynamics between players, game master, and author, considering the shared narrative and establishing differences between shared narrative and co-authorship. It also investigates the concept of metagame and its influence within the narrative by collecting information about the Night Witches and developing a case study to verify the influence of the shared narrative in the reader’s formation as well as how RPG assists the reader’s formation by sharing narratives. The results of this study show that RPG encourages the reader’s formation and qualifies the reading process while stimulating players to read more about the game, the system, the setting and other information. The study uses a case study and bibliographical research to develop an epistemological analysis, investigating concepts in their practical application. By inserting the reader as the protagonist, it possible to apply what has been obtained in the performative and playful experimentation of literary experiences, making the reader the story teller and character of what they have read and may be reading. Keywords: Playfullness; metagame; lore; night witches. Resumen Este artículo es el resultado de una investigación documental que presenta al RPG como una herramienta que despierta el interés por la literatura, específicamente la literatura sobre los escenarios donde se desarrolla el juego, y cuyo objetivo fue investigar la influencia de este tipo de narrativas en la formación del lector. Se discute la historia del RPG y su ascendencia en la construcción literaria de un género RPG, a través de un análisis del juego de rol en su conceptualización, elementos y sustratos mecánicos, con el fin de comprender la importancia del lore dentro de los escenarios donde se desarrolla la narrativa. . Comprueba la dinámica entre jugadores, narrador y autor a lo largo del juego, considerando el intercambio de la narrativa. Distingue entre narrativa compartida y coautoría narrativa. Investiga el metajuego y sus influencias dentro de la narrativa. Realiza una encuesta de información sobre las Brujas Nocturnas. Desarrolla un estudio de caso para verificar la influencia de la narrativa compartida en la formación del lector, así como la capacidad de los juegos de rol para colaborar con la formación del lector a través de este intercambio. Utilizamos la metodología de la investigación bibliográfica y el estudio de casos para desarrollar un análisis epistemológico sobre el tema, investigando conceptos en su aplicación práctica. Vemos el estímulo de la formación del lector al animar al jugador a leer más sobre el juego, el sistema, el escenario y otra información. Así, al insertar al lector como protagonista, permite aplicar lo obtenido en la experimentación performativa y lúdica de experiencias literarias, convirtiéndose en narrador y personaje de lo que ha leído y puede estar leyendo. Palabras clave: Alegría; metagame; ciencia; brujas de la noche.

MENTALITY AS AN UNDERLYING ANTHROPOLOGICAL REALITY AND WAYS OF ITS COMPREHENSION IN THE HUMANITIES (EXPERIENCE OF EPISTEMOLOGICAL CONSIDERATION)

The work is devoted to the epistemological analysis of the formation of the idea of mentality in modern humanitarian knowledge. The sources, approaches and main directions in the understanding of mentality in the science of the 20-21st centuries are considered. The idea is being developed that the dynamic path of teaching about mentality in modern culture can be presented as an ascent from polydisciplinarity in the study of mentality to the creation of mentology as an integrative discipline. The idea is that in order to understand the processes of the formation of the idea of mentality in humanitarian knowledge, it is necessary to take into account, in addition to the immanent perspective of the presentation of this topic as part of individual disciplines, also the general context of the formation of humanitarian knowledge. The question of the heuristic value of ideas and principles of doctrines about integrity for the development of integrative concepts of mentality is discussed. It is suggested that the “anthropology of wholeness” can be chosen as an ontological basis for the development of mentology, and “philosophy of wholeness” in its various versions, based on the principles of holism, and particularly - on the principle of all-encompassing unity, can be chosen as a methodological tool for constructing this discipline.

MATHEMATICAL PRACTICE AND MATHEMATICAL LOGIC: TO THE HISTORY OF RELATIONSHIP

The article annuls the role of practice in the development of mathematics in the 19th century in the formation of mathematical logic. It is shown that the revolutionary transformations of mathematics of the 19th century, which led to an increase in the abstractness of mathematical theories and concepts, was accompanied by an increase in uncertainty regarding the standards of proof, which led to the universal spread of anxiety (J. Gray) as an element of mathematical practice. It is argued that this element of practice was one of the sources of the emergence of mathematical logic, which claims to give rigor and accuracy to mathematics. The article argues that the socio- epistemological analysis of the practice of mathematics and the formation of mathematical logic will clarify the specifics of the development of relations between mathematics and mathematical logic.

Att utveckla elevers förmåga att formulera undersökningsbara frågor i naturvetenskap: Mangling av en didaktisk modell

En viktig målsättning för naturvetenskaplig undervisning är att utveckla förmågan att formulera undersökningsbara frågor. Syftet med den här studien är att undersöka hur undervisning som utformats med hjälp av metoden Question Formulation Technique (QFT) kan stödja utveckling av elevers förmåga att formulera naturvetenskapligt undersökningsbara frågor. QFT är en modell för att utveckla elevers förmåga att formulera och värdera sina egna frågor i allmänhet. I studien prövas QFT i en svensk skolkontext och inom ramen för naturvetenskaplig undervisning. Studien genomfördes som en interventionsstudie i gymnasieskolan och inom ramen för kursen Gymnasiearbete. I kursen ska eleverna genomföra en egen naturvetenskaplig undersökning. QFT användes för att utforma undervisning som del av introduktionen till kursen. Data består av videoinspelningar av elevsamtal från undervisning som har analyserats utifrån ett pragmatiskt ramverk med organiserande syften och praktisk epistemologisk analys. Resultaten visar vilka närliggande syften som etableras i elevernas samtal om undersökningsbara frågor i undervisningen: (A) att producera så många frågor som möjligt, (B) att bedöma vilka frågor som är mest relevanta, (C) att kategorisera frågor, (D) att hitta och specificera ett undersökningsobjekt och (E) att planera för att genomföra en undersökning. Slutsatsen är att QFT kan fungera som stöd för lärares planering av undervisning om naturvetenskapligt undersökningsbara frågor under förutsättning att läraren aktivt stödjer eleverna i att uppmärksamma centrala kvaliteter avseende undersökningsbarhet och genom att binda samman närliggande syften med det övergripande syftet. In English An important goal for science education is to develop students’ ability to formulate questions of inquiry. The aim of this study is to investigate if science teaching designed from the method “Question Formulation Technique” (QFT) can support the development of this ability. QFT is a model for developing students' ability to phrase and evaluate questions in general which has been developed in a US context. In this study QFT is used in a Swedish context and within upper secondary school science education. The study is an intervention study where QFT was used as part of the introduction to Diploma work in the final year of upper secondary school. During the diploma work students are expected to conduct their own scientific investigations. The data consists of video recordings of student conversations while working with the formulation of questions for inquiry as part of a research lesson designed using QFT. Data was analyzed using a pragmatic approach of combining practical epistemological analysis (PEA) and organising purposes. The results show that five proximate purposes were established in the student conversations while the students engaged in formulating and refining questions of inquiry based on the QFT model. The five proximate purposes were: (A) to produce as many questions as possible, (B) to assess which questions are most relevant, (C) to categorize questions, (D) to find and specify the object of inquiry and (E) plan to conduct an inquiry. In conclusion, QFT can support the planning of teaching in relation to the ultimate purpose regarding how to formulate and refine questions of inquiry provided that the teacher actively participates to support students in connecting the established proximate purposes with the ultimate purpose. Fulltext in Swedish.

On Epistemology in Archaeology: Critique of the Text “Archaeological excavation from Epistemological Perspective” by Marko Porčić

The paper is the reaction to the contribution by Marko Porčić in this volume of Issues in Ethnology and Anthropology, presenting his views on the epistemological character and status of excavation in the archaeological process of knowledge acquisition. Here it is argued that the analysis of Porčić is simplified, non-consequential and founded upon the outdated concepts of epistemological analysis of science, which takes into account only the internal disciplinary epistemology and sharply divides theory from practice, thus considerably lowering the potential for research of archaeological epistemology. Discussing a research field, especially a humanistic one such as archaeology, exclusively in the light of its own categories and concepts and ways of thinking inevitably leads to massive reduction in understanding of knowledge production. If the ideal of so-called hard sciences, followed by Porčić, was a severe detachment of objects from subjects, supposedly leading to guaranteed neutrality (objectivity) of knowledge – the first half of the 20th century ideal, today abandoned in many respects even in hard sciences themselves – the constitutive element in humanistic disciplines is (auto)reflexivity and interactivity of researchers in respect to “other people and their work”, and therefore a completely different role of “subject” and their surroundings. Following his internalist approach, Porčić attempts to approach the epistemic structure of archaeology and its modes of knowledge building from the point of view of the so-called (by the author himself) general epistemological model, according to which a research starts by shaping a previous statement (hypothesis), followed by testing and final verification of a new knowledge. Attempting to preserve the “neutrality” of epistemological analysis, Porčić does not take into account the fact that every knowledge, including the scientific one, is historically and culturally conditioned; this fact, which is the foundation of every consideration of knowledge and ways of its production, particularly apparent in humanistic disciplines, is also present in the epistemology of hard sciences, to which Porčić refers. His perseverance to remain strictly in the domain of “theory” and complete neglect of the role of practice in the process of knowledge acquisition is expressed in a string of completely false statements, such as e.g. (theoretical) redundancy of archaeological excavations, or finitude (limitedness) of archaeological inquiry, reached upon by simple syllogistic exercises, often starting by erroneous or tautological premises. Perhaps the most eloquent illustration of the inadequacy of the so-called general epistemological model for archaeology is the neglect of preventive archaeology – today amounting to more than 90% of all archaeological fieldwork in Europe. However, Porčić practically denies all epistemological value to this work, persevering in the extremely reductive view of archaeology, and at the same time neglecting important epistemological perspectives of the discipline.

Knowledge, attitude and practices pertaining to healthy lifestyle in prevention and control of chronic diseases: a rapid review

With the emergence of non-communicable diseases (NCDs), healthy lifestyle has become critical to not only reduce the burden of NCDs, but also to prevent complications and severity of these diseases. Knowledge, attitude and practices (KAP) pertaining to healthy lifestyle play an important role in determining the occurrence and progress of NCDs. KAP elements are interrelated and dependent on each other. While awareness campaigns provide necessary information to people on healthy lifestyle, how well this information is utilised is a grey area. The objective of this rapid review is to understand the relationship between KAP elements pertaining to healthy lifestyle among individuals who are at risk of developing NCDs and those who are living with NCDs. For this purpose, a rapid review of articles available on Google scholar and Pubmed was conducted. Articles focusing on KAP elements pertaining to healthy lifestyle from the year 2015-2021 were reviewed. Findings from the reviewed studies suggested that people have knowledge about the harmful effects of unhealthy diet, physical inactivity, tobacco and alcohol. People have a positive attitude towards healthy lifestyle, however, being knowledgeable and having a positive attitude did not translate into practicing healthy lifestyle due to multiple barriers to translate existing knowledge into practice. Since practice scores are poor among people, existing behaviour change strategies must be re-examined. An epistemological analysis of existing human behaviour with identified barriers and facilitators to adopt healthy lifestyle can help in formulating sustainable and effective social and behaviour change interventions.

Kuhn’s Theory of Incommensurability: A Special Reference to Theory of Meaning

The Structure of Scientific Revolution (1962) is the famous work by Thomas Kuhn which challenged traditional understanding of science and philosophy of science. His research activities are wide-ranging; central to his notion of incommensurability are the ideas of meaning variance and lexicon, and the impossibility of translation of terms across different theories. It is closely related to the linguistic analysis of scientific language. The schematic nature of Kuhn’s work and his ongoing clarification of its key concepts fostered additional problems of understanding, interpretation, and attribution. This paper analyses the notion of scientific language in the context of incommensurability with special reference to the theory of meaning. Linguistic experts have not attempted to incorporate Kuhn’s incommensurability to address the issues related to epistemology. This Paper shows how Kuhn’s theory of incommensurability can be applied to linguistics to overcome the problems that arise due to similar lexical terms. It argues that Kuhn’s epistemological analysis of incommensurability, particularly the challenge of understanding the process of symbolization in scientific theories, when applied to linguistics can revolutionize the discipline itself which fills the existing knowledge gap.

Emprendimiento para la carrera de educación inicial

Since the COVID-19 pandemic declared by the World Health Organization, the work environment in the education sector has been affected, especially at the early education level, due to the suspension of face-to-face classes, the introduction of virtual education and, in some cases, the closure of educational institutions. From this perspective, the purpose of this study is to describe university teacher training in the field of entrepreneurship in the Early Childhood Education program at public and private universities in Ecuador. The information was collected through a broad epistemological analysis, as well as the curricula, the graduate profile and the projected labor field of the career that are related to entrepreneurship as part of academic training. The results reveal that of the 30 universities that offer this career, 13 include entrepreneurship as a subject in their curricula, 6 relate it to their projected field of work and 4 include it in their graduate profile. This shows the limited consideration of entrepreneurship in the training of initial education professionals, which distances them from the real needs of today's rapidly changing labor field. In the future, it is necessary to review the syllabus of this subject to verify the development of entrepreneurial competencies.