Personally Oriented Model of the Educational Process: Subjectively Essense Focus

The article proves that globalization, informatization, openness and standardization of the education quality have radically changed not only the scheme of knowledge transfer, teaching methods, but also have actualized the problem of understanding the deep essence of knowledge itself, its levels. The emphasis is placed on the priorities of cultural and personal knowledge, which are an integral part of the personality and provide with the expansion of his/ her social experience. It is substantiated a significance of the educational knowledge formation as a synthesized set of philosophical principles, humanitarian knowledge, pedagogical experience, which are designed to overcome the inconsistency and diversity of two types of «products»: «production of a cultural person» in education and «production of knowledge» about the structure and basic processes of education. It is stated that the positions of a synergetic approach allow to analyze the development and functioning of the educational system both in the short and long perspective, to create favorable conditions in the educational environment for choosing and giving each subject a chance to move individually, to stimulate independence of choice and making a responsible decision, to provide personal development and educational knowledge, the formation of skills of knowledge self-management of as the basis of professional competence.

Digital Materiality, Heritage Objects, the Emergence of Evidence, and the Design of Knowledge Enabling Systems

<p>Beneath the problem of achieving digital convergence in the heritage sector is a problem of deeply entrenched discourses generated in a physical paradigm where objects kept in heritage sector institutions were treated as goods to be divided, and where notions about the nature of those goods, their use, and practices facilitating their use, were imagined in terms of the norms for each institution type. The digital paradigm provides new opportunities, amongst them the possibility of creating intersecting digital knowledge spaces designed to aid processes of enquiry and meaning-making and to maximise possibilities for rational and justifiable knowledge formation about predictable and still to be imagined topics of enquiry. Achieving that vision calls for research that seeks to understand the process of knowledge formation, that hunts out the strengths and weaknesses in existing bodies of thought, and that works, through its modes of transmission, to instil the understanding necessary for a shared knowledge-oriented body of theory and practice to emerge. The research reported in this thesis responds to these needs. It was conducted by a former archives practitioner taking a fresh look at her own discipline’s body of thought, and reflecting on its utility across the whole heritage sector. An open and exploratory research question was posed: What can be learnt about archives domain thinking, heritage objects and their evidentiality, and the design of knowledge enabling systems by exploring how evidence emerges during a historical research process? The research design combined close examination of the archives domain’s explicit and implicit thinking with a case study in the form of a deeply reflective historical enquiry that was committed to tracking down and tracing seemingly relevant objects (both physical and digital), and their meaningful ways of being related, across institutional and conceptual boundaries. The researcher did not plan to go into ‘the wild’, but word got out, and ‘the wild’ came to her. The research, in other words, was conducted in the space archival science’s continuum thinkers refer to as the fourth dimension - the societal plurality, where assumptions embedded in institutionalized thought can be deeply disturbed. The historical enquiry was centred on Frederick Burdett Butler (1903-1982), an eclectic ‘collector’ and local historian who built his own museum/archive/library/gallery/ information resource in New Plymouth, New Zealand. A misfit in New Zealand’s historically-oriented professional community, he nevertheless amassed a massive collection which, during his life-time and since his death, has been widely dispersed. Parts are in collecting institutions and parts are in ‘the wild’. Much is in hiding. Three major problems in archives domain discourse were identified as potential stumbling blocks in the search for sector-wide theory. These are addressed in three theory-building chapters, each of which is framed around a line of enquiry followed in the researcher’s attempt to form knowledge of Fred. One of these problems is the prevalence in the domain of a fuzzy and ‘othering’ object-privileging concept of record, but little awareness of continuum theory’s concept-privileging notion of records as logical entities, which means there is also little awareness of the relevance of the continuum notion for richer, more flexible, and potentially convergent descriptive practice. The second is the existence of unresolved debates about the nature of evidence and its importance in relation to the concept of record. The third is dichotomous thinking about the nature of objectivity and subjectivity, a problem that has caused debates about the nature of records, the value of an evidence-oriented domain discourse, and the epistemic character of descriptive practice; also, it has played a part in the ‘othering’ of libraries. A final chapter reflects on the implications of the research for the design of knowledge enabling systems and on possibilities for archival science’s continuum theory to connect with similar bodies of thought emerging in other disciplines. The research paradigm is grounded in humanities, social science, and philosophical scholarship which draws attention to inter-dependence and co-evolution in time and over time, and which challenges habituated perceptions of dichotomies. Critical realism, a third way philosophy of knowledge, was the primary philosophical and methodological under-labourer.</p>

Digital Materiality, Heritage Objects, the Emergence of Evidence, and the Design of Knowledge Enabling Systems

<p>Beneath the problem of achieving digital convergence in the heritage sector is a problem of deeply entrenched discourses generated in a physical paradigm where objects kept in heritage sector institutions were treated as goods to be divided, and where notions about the nature of those goods, their use, and practices facilitating their use, were imagined in terms of the norms for each institution type. The digital paradigm provides new opportunities, amongst them the possibility of creating intersecting digital knowledge spaces designed to aid processes of enquiry and meaning-making and to maximise possibilities for rational and justifiable knowledge formation about predictable and still to be imagined topics of enquiry. Achieving that vision calls for research that seeks to understand the process of knowledge formation, that hunts out the strengths and weaknesses in existing bodies of thought, and that works, through its modes of transmission, to instil the understanding necessary for a shared knowledge-oriented body of theory and practice to emerge. The research reported in this thesis responds to these needs. It was conducted by a former archives practitioner taking a fresh look at her own discipline’s body of thought, and reflecting on its utility across the whole heritage sector. An open and exploratory research question was posed: What can be learnt about archives domain thinking, heritage objects and their evidentiality, and the design of knowledge enabling systems by exploring how evidence emerges during a historical research process? The research design combined close examination of the archives domain’s explicit and implicit thinking with a case study in the form of a deeply reflective historical enquiry that was committed to tracking down and tracing seemingly relevant objects (both physical and digital), and their meaningful ways of being related, across institutional and conceptual boundaries. The researcher did not plan to go into ‘the wild’, but word got out, and ‘the wild’ came to her. The research, in other words, was conducted in the space archival science’s continuum thinkers refer to as the fourth dimension - the societal plurality, where assumptions embedded in institutionalized thought can be deeply disturbed. The historical enquiry was centred on Frederick Burdett Butler (1903-1982), an eclectic ‘collector’ and local historian who built his own museum/archive/library/gallery/ information resource in New Plymouth, New Zealand. A misfit in New Zealand’s historically-oriented professional community, he nevertheless amassed a massive collection which, during his life-time and since his death, has been widely dispersed. Parts are in collecting institutions and parts are in ‘the wild’. Much is in hiding. Three major problems in archives domain discourse were identified as potential stumbling blocks in the search for sector-wide theory. These are addressed in three theory-building chapters, each of which is framed around a line of enquiry followed in the researcher’s attempt to form knowledge of Fred. One of these problems is the prevalence in the domain of a fuzzy and ‘othering’ object-privileging concept of record, but little awareness of continuum theory’s concept-privileging notion of records as logical entities, which means there is also little awareness of the relevance of the continuum notion for richer, more flexible, and potentially convergent descriptive practice. The second is the existence of unresolved debates about the nature of evidence and its importance in relation to the concept of record. The third is dichotomous thinking about the nature of objectivity and subjectivity, a problem that has caused debates about the nature of records, the value of an evidence-oriented domain discourse, and the epistemic character of descriptive practice; also, it has played a part in the ‘othering’ of libraries. A final chapter reflects on the implications of the research for the design of knowledge enabling systems and on possibilities for archival science’s continuum theory to connect with similar bodies of thought emerging in other disciplines. The research paradigm is grounded in humanities, social science, and philosophical scholarship which draws attention to inter-dependence and co-evolution in time and over time, and which challenges habituated perceptions of dichotomies. Critical realism, a third way philosophy of knowledge, was the primary philosophical and methodological under-labourer.</p>

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.

Fracking and epistemic injustice: A feminist critique of knowledge formation

The expansion of fracking, an intensive form of hydrocarbon extraction, has been met with increasing public hostility, spanning a diverse range of interests and political allegiances. However, to date, few authors have engaged with the role of gender and women activists. In this paper, I consider how gender and gendered ideas have been used as a resource to underpin fracking protests in the USA and UK. I find that a problematic gendered binary has emerged that undermined the veracity of anti-fracking protestors’ opposition and aligns with modes of planning governance that valorize universal and objective forms of knowledge. Drawing upon a feminist epistemological stance, I turn to a planning dispute over noise levels in Lancashire, England, to explore the limits to current forms of knowledge production. I argue that specific actors, behaviours, and forms of knowledge become framed as gendered and unreliable in the sphere of technical decision making, diminishing our understanding of the complexities of human experience and subjectivity within spatial planning.

Knowledge Formation in Systemic Counselling Trainees from Germany: A Pilot Study from a Competence-Based Perspective

This pilot study has two areas of focus. It examines how the knowledge and competences of twelve Master’s-level systemic counselling trainees are connected, and how well their own assessment of their competence corresponds to external assessment. Methodologically, three instruments were used: first, an instrument to measure their explicit knowledge; second, videos of consultations with simulated clients to measure their competence in practice; third, a self-assessment measure to explore how externally assessed competence corresponds to self-assessment. The results show no indication that knowledge is related to externally assessed competence. Furthermore, their self-assessment did not show any systematic connection to the external assessment. The study concludes that the development of systemic counselling skills is a long-term process of theory acquisition, practise, and reflection. Important reflection processes can be stimulated by self-assessment. However, such assessments are not sufficient to capture the quality and scope of competence.