Wyniki wyszukiwania - Biblioteka Nauki

1

Truth/utility, autonomy/heteronomy, theory/practice. On the unity of the difference of educational-scientific dualities

100%

Binder U.

The New Educational Review

|

2016

|

tom 44

273-282

EN

every scientific discipline, every university and college, every institute, every research project, every researcher is, due to the “double-faced conception of science” (dear, 2005, p. 404), confronted with the question of the relationship of scientific autonomy and scientific relevance (utility, applicability). T he fields of educational science in particular are rooted in this double horizon of expectation. The theoretical handling of the difference of autonomy and accountability is therefore also an ongoing theme and the theories offered take the following three directions: to choose one or the other, to unite both poles in harmony or to tolerate the conflict-causing dual membership. In this article another assumption will be made other than the separation, harmonisation or oscillation theory, namely that scientific and practice discourse complement each other: the question of utility serves the question of truth and vice versa.

2

Struggling with and through knowledge production: the campaign ‘expropriate Deutsche Wohnen & Co.’s’ attempt at housing definancialisation in Berlin

88%

Berfelde R. , Heeg S.

Critical Housing Analysis

|

2024

|

tom 11

|

nr 1

105-114

EN

The article looks at the role of knowledge production in conceptualising the impact of social movements, taking the campaign Deutsche Wohnen & Co. Enteignen (Expropriate Deutsche Wohnen & Co.) as an example. The campaign proposes to socialise the assets of all (financialised) landlords who own more than 3,000 apartments in Berlin. The article analyses how the campaign has developed and popularised strategic knowledge about housing financialisation and definancialisation. Empirically, the article analyses two phases of the political work. It discusses the beginnings of the campaign in the run-up to the 2021 referendum, where the campaign translated knowledge about the role of institutional financial investors in Berlin’s housing crisis into a demand for socialisation. The article also analyses the phase after the successful referendum in 2021, where the knowledge production shifted to the juridical field as the Berlin Senate set up an expert commission to discuss the constitutionality of housing socialisation.

3

Queer Indiscipline, Decolonial Revolt. The Production of Undisciplined Knowledges in the Neoliberal Age

88%

Fritschy T.

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nr 16

127-139

EN

"As an intervention into a domesticated academic knowledge production and an increasingly normative queer theorizing, Queer Indiscipline, Decolonial Revolt asks for the proliferation of other modalities of thinking and writing. The context of such interrogation is the neoliberal restructuring of the university which comfortably accommodates criticality. Where criticality has lost its sting, this paper calls for a daring indiscipline opposing political, public, and scientific disciplining. This brings practices of doing knowledge and not the knowledges as such into attention. An intimacy between the queer and the undisciplined is established by referencing the resistance to assimilationist politics and practices as queer theory’s principal asset. Yet, undisciplined knowledges are not only geared towards challenging the bounds of the discipline(s), but also, and more broadly, towards decolonial futures. Queer Indiscipline, Decolonial Revolt explores various moments of concomitant unlearning and improvisation on and beyond the academic stage. The piece conducts three non-linear explorations. The first part analyzes the making of a hierarchical knowledge machine as part of capitalist modernity and revisits moments of queer and black queer theorizing that challenge the dividing lines between high/low, sensible/nonsensical, intellectual/corporeal, theory/practice, speech/chatter, etc. The second part discusses the masterful subject as the agent of knowledge. While the persistence and the pervasiveness of such master fantasy gets acknowledged, the verve of this paper is oriented towards the modality of queer dispossession. The final section gives way to the sabotage inherent in the unruly rhythm of life. Such sabotage is tested to counteract the frameworks, formats and concepts which articulate intellectuality on a more fundamental level. This advances the deconstruction of intellectuality to the terrifying and beautiful point where intellectuality is co-extensive with the social."

4

THE CONCEPT OF ‘RURAL’ AS A PSYCHOSOCIAL PROCESS: FROM CONCEPT ATTAINMENT TO CONCEPT UNLEARNING

88%

Dymitrow M.

Quaestiones Geographicae

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2019

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tom 38

|

nr 4

EN

Realising that human geography has been defined less by its canonical works but rather by its canonical concepts, the current status of the concept ‘rural’ puts a question mark over progress in human geography in terms of how well we have been able to adapt knowledge to reciprocate with societal change at large. As one of the oldest geographical concepts still in widespread use, ‘rural’ stands in stark contrast to the immense changes encountered by the society during the last century, let alone decades. And while this problem has been approached both empirically and philosophically, not enough stress has been put on the cognitive and sociological processes that have governed the attainment and retention of ‘rural’ in science, and beyond. In this vein, the aim of this paper is to provide a structured argument for facilitating a view of ‘rural’ less as a geographical space and more as a concept purportedly thought to define such space by way of inculcation.

5

Ethnologies, Ideologies, and Powers: The Estonian Case

88%

Jääts I. , Metslaid M.

Národopisná revue (Journal of Ethnology)

|

2017

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tom 27

|

nr 3

236 - 246

EN

This article examines the inception and history of Estonian ethnography as it progressed various political regimes. The central axis is the connection between the discipline and the Estonian nationalism. The autors examine two periods at greater length, the interwar era and the Soviet period. The main research issue for Estonian ethnography up to the 1990s was the material part of peasant culture, while folkloristics dealt with the intangible side. In the interwar Republic of Estonia, ethnography was one branch of Estonian studies and helped strengthen the national identity and unity. During the Soviet period, Estonian ethnography was formally a part of Soviet ethnography and subject to Marxist-Leninist theory. However, in practice it did remain connected to Estonian nationalism and supported Estonian identity, especially since late 1950s. Estonian ethnography remained quite conservative in terms of research material and methods. A major change took place early in the 1990s as Estonia regained independence. Estonian ethnography became a part of European ethnology and name of the discipline changed accordingly.

6

УНИВЕРСИТЕТ: ПРОБЛЕМА КОНГРУЭНТНОСТИ СИСТЕМЫ ПРОИЗВОДСТВА ЗНАНИЯ И СИСТЕМЫ ОБУЧЕНИЯ

88%

Смирнов В.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

nr 3(47)

436-444

EN

In this article a problem of congruence of university structure, modes of knowledge production and the G. Beytson’s theory of learning are considered as the research goal. This prob¬lem is considered for the first time. The methodological basis of work is the theoretical-empirical methods of scientific knowledge, including the methods of idealization, modeling and comparison. In the center of consideration there is a university, a unique institution which accumulates in it education, researches (science), and innovation’s production. The structure of university constantly changed according to the requirements of society. The author of this article considers that the university has to represent a modern scientific, educational and industrial complex with the academic kernel and the interdisciplinary project-oriented periphery. This periphery has to include two interuniversity components: profession-oriented modules (POM) and project-innovative fields (PIF). Through these components the university interacts with business. This interaction is promoted by the small innovative enterprises, the scientific-educational centers and other innovative structures which are already created in some countries. Successful innovative activity demands modern modes of knowledge production. Evolution of these forms from the Conception of traditional disciplinary-organized knowledge production (Mode 1) to the Conception of knowledge production «Penta Helix» (Mode 5) is investigated in this article. A widely known model «Triple Helix» of Henry Etzkowitz (Mode 5) is also considered. These modes of knowledge production are correspond to well-known learning levels of Gregory Beytson. Prof. Beytson has predicted the existence of 5 learning levels (from 0 to ΙV), but only three of them (Ι, ΙΙ, ΙΙΙ) are actual for the modern person. Learning Ι is the development and improvement of new receptions and abilities. Learning ΙΙ is a fruitful in the time of fast, sharp changes. It supposes instant reorganization of absolutely other category or a class of actions. Such learning is effective in the time of fast transition to new policy, to new values or priorities. Such learning is rather innovative. Only the solution of the problem of congruence of knowledge production and learning levels will allow university to execute successfully its new mission – innovative.

7

Praktyka kuratorska jako produkcja wiedzy. „Biopolis” Pracowni Kuratorskiej

75%

Ślęzak I.

Didaskalia. Gazeta Teatralna

|

2021

|

nr 165

88-122

EN

This article discusses a series of three artistic and research residencies, Biopolis, by Pracownia Kuratorska (the Curatorial Studio). It describes the assumptions of the residencies, working methods developed during the residencies, and how the results are made public. I particularly stress the importance of curatorial practices proposed by the collective, which, following Irit Rogoff, I propose to refer to as “curatorship”, and the related modes of knowledge production.

8

When professionals listen: parents as co-producers of knowledge

75%

Borg C.

International Journal of Pedagogy, Innovation and New Technologies

|

2020

|

tom 7(1)

100-105

EN

Many professionals I have taught in the past twenty years complained that classes are too theoretical and far removed from reality. They were generally correct in their assessment. Frustrated by my active participation in the pedagogical status quo, a few years ago I decided to rapture the cycle of pedagogical passivity by engaging parents as active participants in conversations with students. These intermittent attempts have now developed into an eight ECTS study-unit that will create a community of learning and practice committed to welding critical reflection with action.

9

Decolonising Knowledge Production about Ukraine: A Security Aspect

75%

Kushnir O.

Polish Political Science Yearbook

|

2024

|

nr 3(53)

139-153

EN

The article aims to identify some of the misrepresentations of Ukraine that originated in Russia and led to distorted perceptions of Ukraine in the English-speaking academia. Apart from that, the article aims to expose the reasons behind the emergence of such misrepresentations, the way to counter them, and the pitfalls of using them in security analysis. The article hypothesizes that the traditional colonial perception of Ukraine prevents Western scholars and policy-makers, whom these scholars consult, from adequately interpreting and securitizing the acuteness of the contemporary Russian threat. To complete the research, the article draws from decolonial and securitization theories. The article argues that the centuries-long othering and denial of agency of Ukraine, combined with the lack of specific expertise on the country and the colonial tradition of knowledge production, led to a comparatively inconsistent response of Western academia to the post-2014 Russian aggression against a sovereign nation. To address the existing inadequacy, Western scholars should become more open to the opinions of their Ukrainian colleagues, accept the merit of unconventional perspectives, and revise Russo-centrism in research frameworks and teaching curricula.

10

The Internet as the Present-Day Agora of Information and Knowledge

63%

Babik W.

Geomatics and Environmental Engineering

|

2016

|

tom Vol. 10, no. 3

17--25

PL

Internet został potraktowany jako współczesna agora informacji i wiedzy. Celem artykułu jest charakterystyka Internetu jako globalnego rynku informacji i wiedzy. Zostały przedstawione jego elementy, specyficzne cechy, miejsce internauty na tym rynku, a także istniejące zagrożenia informacji i wiedzy. Zwrócono szczególną uwagę na komercjalizację, globalizację, dywersyfikację oraz wewnętrzne sprzeczności tego rynku, a także wycenę informacji i wiedzy w kategoriach rynkowych. Na tym tle omówiono polskie doświadczenia we współtworzeniu tej agory w ramach realizacji koncepcji społeczeństwa informacji i wiedzy, gdyż rynkowa potęga informacji i wiedzy czasami wywołuje w Polsce kontrowersje, co determinuje specyfikę polskiego wkładu w dzieło tworzenia tego globalnego rynku informacji i wiedzy.

EN

The internet is treated as the present-day agora of information and knowledge. The purpose of this article is to characterise the internet as a global information and knowledge market. The paper presents components and specific features of the internet, the internaut's place on that market, and the existing threats to information and knowledge. Special attention is devoted to commercialisation, globalisation, diversification and internal contradictions occurring on that market, as well the evaluation of information and knowledge in market terms. On that background, the Polish experiences of building that agora are presented, as part of fulfilling the conception of an information and knowledge society, because the market power of information and knowledge sometimes raises controversy in Poland, which fact determines the uniqueness of the Polish contribution to the task of developing our global information and knowledge market.

11

Knowledge management at Ukrainian industrial enterprises in the context of innovative development

63%

Illiashenko S. , Shypulina Y. , Illiashenko N. , Gryshchenko O. , Derykolenko A.

Engineering Management in Production and Services

|

2020

|

tom Vol. 12, no. 3

43--56

EN

The research aimed to identify promising areas and outline problems associated with the transition of Ukrainian industrial enterprises towards advanced innovative development based on information and knowledge and to formulate recommendations for improving the knowledge management and commercialisation at these enterprises. The study used several methods for analysis, including a literature review; system, structural and statistical analyses; SWOT analysis; the inference method; and interpretation. The research efforts resulted in systemised major sources of knowledge in an enterprise and types of their utilisation. The performed analysis found the key ways to obtain and commercialise knowledge used by Ukrainian industrial enterprises. The results were compared with data of the EU countries. The analysis produced strengths and weaknesses of the existing knowledge management system used in Ukrainian enterprises. Strengths: growth in the number of enterprises producing new knowledge and implementing marketing and organisational innovations; intensified patent activity; and a rational structure of innovation-active enterprises by their size. Weaknesses: the new knowledge structure does not meet the needs of enterprises; an insignificant and unstable share of innovation-active enterprises in the total number of firms; and insignificant sales volumes of patents. The research revealed that Ukrainian enterprises had the potential ability to produce and commercialise new knowledge effectively and to use it as the basis to form, strengthen and implement relative competitive advantages, which would contribute to the innovative growth of the Ukrainian economy as a whole. Recommendations were designed for the formation of prerequisites necessary to improve the efficiency of knowledge management in the context of conditions required for the innovative development of domestic enterprises. The obtained results can be used as an information base for evaluating the system of knowledge production and commercialisation at Ukrainian enterprises to enhance the management and identify promising areas for innovative development.

12

Budowa systemu zarządzania wiedzą w przedsiębiorstwie produkcyjnym. Część II: Przykład

63%

Paszek A.

Zarządzanie Przedsiębiorstwem

|

2011

|

tom Vol. 14, nr 1

35-43

EN

The second part of the article presents examples of knowledge management system construction on the basis of research methodology described in the first part. The presentation of examples starts from the knowledge resources analysis of a given company, representing a group of specialized manufacturers of railroad points of railway and tram lines, railroads intersections and their constituent elements. Products knowledge resources have been divided into two basic information groups: general and detailed information about railroad turnouts subassemblies. Each of the groups represent significant products features and include their examples. Production systems knowledge resources are based on the characteristics of treatment technology applied in the company. Examples of input and output information sets and diagrams of knowledge flow within a company have been presented under the analysis of production processes knowledge. The paper includes examples of determined knowledge management processes support methods. The process or knowledge resources location is based on elaborated knowledge maps. The maps facilitate fast determining of distinct competencies of the individual employees and such locations within a company, which provide information necessary for starting new production. A method based on a structure of knowledge forms has been applied in the process of knowledge obtaining. It facilitates ordering of information sets which refer to the problem to be solved and a record of knowledge in form of decision rules. The forms facilitate additionally an introduction of decision explanation mechanisms in the knowledge management system. Examples of production knowledge processing stages have presented at the technological production preparation range of a given assortment. Methods applied in them are based on expert methods. A staged production preparation process was elaborated for the purpose of knowledge identification, with distinguished significant decision problems. This facilitates identification of knowledge which is necessary for solving a problem and their subsequent ordering according to a method of knowledge management system construction. Knowledge formalization is based on construction of designing principles, with detailed information on the technological process. Examples of graphic formalization and a record of rules for the design of railroad turnouts elements treatment have been included. The implementation stage was linked with the processes of use and maintenance of production knowledge. Example of PC-Shell system application was presented, applied in the construction of knowledge base for initial treatment technological operations of chosen elements. The system elements in form of blocks have been described in detail: facets, rules and control as well as the programme instructions applied. The final part includes part of the programme source code and examples of forms, generated during the system work.

13

Nierówności w produkcji wiedzy naukowej – rola najbardziej produktywnych naukowców w 11 krajach europejskich

62%

Kwiek M.

Nauka i Szkolnictwo Wyższe

|

2015

|

nr 1(45)

269-306

EN

In this paper, we focus on a rare scholarly theme of highly productive academics, statistically confirming their pivotal role in knowledge production across all 11 systems studies. The upper 10 percent of highly productive academics in 11 European countries studied (N = 17,211), provide on average almost half of all academic knowledge production. In contrast to dominating bibliometric studies of research productivity, we focus on academic attitudes, behaviors, and perceptions as predictors of becoming research top performers across European systems. Our paper provides a (large-scale and cross-country) corroboration of the systematic inequality in knowledge production, for the first time argued for by Alfred Lotka (1926) and Derek de Solla Price (1963). We corroborate of the deep academic inequality in science and explore this segment of the academic profession. The European research elite is a highly homogeneous group of academics whose high research performance is driven by structurally similar factors, mostly individual rather than institutional. Highly productive academics are similar from a cross-national perspective and they substantially differ intra-nationally from their lower-performing colleagues.

PL

W niniejszym tekście skupiamy się na nierównościach w produkcji wiedzy naukowej i pokazujemy, że rozkład indywidualnych wzorców produktywności badawczej w systemach europejskich jest uderzająco podobny mimo odmiennych krajowych tradycji akademickich. Naukowcy znajdujący się na szczycie skali produktywności (górne 10% badaczy, którzy zajmują najwyższe miejsca pod względem produktywności publikacyjnej w 11 krajach europejskich) dostarczają średnio niemal połowę całej produkcji naukowej w swoich krajach. Nie inaczej jest w Polsce. Wychodząc od podobieństwa wzorców rozkładu produktywności w systemach europejskich, stawiamy ogólne pytania badawcze: kim są najbardziej produktywni naukowcy oraz jakiego rodzaju instytucjonalne i indywidualne czynniki zwiększają szanse na znalezienie się w ich gronie? Najbardziej produktywni badacze jako osobny sektor profesji akademickiej niezwykle rzadko dotąd stawali się przedmiotem badań naukowych. Ze względu na to, że 1/10 europejskich naukowców produkuje niemal połowę wszystkich wytworów badawczych (a 1/20 wytwarza niemal 1/3), ta grupa zasługuje na większą uwagę. Za cel stawiam sobie zbadanie wąsko rozumianej „europejskiej elity badawczej” z międzynarodowej perspektywy porównawczej. Podczas gdy większość wcześniejszych badań opiera się na modelach wykorzystujących regresję liniową, stosowanych do badania produktywności badawczej, w tym tekście wykorzystujemy model regresji logistycznej, poszukując właściwych dla danych krajów predyktorów stawania się produktywnym badaczem. Podstawowe dane analizowane w tym tekście pochodzą z dwóch dużych globalnych i europejskich projektów badawczych dotyczących profesji akademickiej (Changing Academic Profession – CAP oraz Academic Profession in Europe – EUROAC), obejmujących próbę liczącą 17 211 obserwacji. Dane odnoszą się do zachowań i postaw naukowców oraz produktywności badawczej subpopulacji najbardziej produktywnych naukowców (górne 10%, n = 1583), w odróżnieniu do subpopulacji pozostałych 90% naukowców (n = 12 325); w obu przypadkach zbiorowością są wyłącznie naukowcy, którzy zadeklarowali zaangażowanie w prowadzenie badań naukowych.

14

Podzielony uniwersytet. Od deinstytucjonalizacji do reinstytucjonalizacji misji badawczej polskich uczelni

62%

Kwiek M.

Nauka i Szkolnictwo Wyższe

|

2015

|

nr 2(46)

41-74

EN

This paper analyzes changing higher education policies in Poland in the last two decades. It argues that top Polish public universities became divided institutions, with different individual academic and institutional trajectories in the academic fields in which educational expansion occurred (social sciences) and in fields in which it was much less pronounced (natural sciences). Using the concepts drawn from new institutionalism in organizational studies, this paper views the 1990s as the period of the deinstitutionalization of traditional academic rules and norms in public universities, with growing uncertainty about the core of the academic identity. In the expansion era (1990-2005), prestigious public research universities became excessively teaching-oriented. In the period of educational contraction, their currently teaching-oriented segments are expected to become research-intensive. New legislation grounded in an instrumental view of higher education is interpreted as a return to a traditional academic normative consensus, with increased emphasis on, and funding for, the research mission of the university.

PL

W niniejszym artykule pokazujemy, że czołowe polskie uniwersytety publiczne po 1989 r. stały się organizacjami wewnętrznie podzielonymi: pojawiły się różne trajektorie instytucjonalne i indywidualne w obszarach, w których nastąpiła ekspansja edukacyjna (nauki społeczne), oraz tych, w których miała ona ograniczony wymiar (nauki ścisłe). Wykorzystując pojęcia zaczerpnięte z nowego instytucjonalizmu w badaniach organizacji, postrzegamy lata 90. XX wieku jako okres deinstytucjonalizacji tradycyjnych zasad i norm akademickich na uczelniach publicznych, cechujący się rosnącą niepewnością co do istoty tożsamości akademickiej. W epoce ekspansji (1990-2005) prestiżowe publiczne uniwersytety badawcze stały się nadmiernie ukierunkowane na kształcenie. W okresie implozji edukacyjnej oczekuje się z kolei, że staną się silnie zorientowane na badania. Reformy z lat 2009-2011, zakorzenione w instrumentalnym postrzeganiu szkolnictwa wyższego, odczytywane są tu jako powrót do tradycyjnego akademickiego konsensusu normatywnego, cechującego się zwiększonym naciskiem na misję badawczą. Reformy dokonują rewaloryzacji misji badawczej na najbardziej prestiżowych uczelniach publicznych i otwierają możliwość zakończenia procesów deinstytucjonalizacji zaangażowania badawczego polskich uczelni. Zmiany związane z reformami interpretowane są jako przechodzenie z jednego porządku normatywno-instytucjonalnego do porządku nowego. Analiza danych empirycznych pokazuje, że w dyscyplinarnie podzielonej akademii przejście do nowego porządku może okazać się dużo trudniejsze dla wspólnoty akademickiej w „miękkich” dziedzinach niż w dziedzinach „twardych”.

15

Między autonomią a podporządkowaniem. Problemy metodologiczne analizy (pół)peryferyjnych systemów nauki

62%

Krzeski J. , Szadkowski K.

Nauka i Szkolnictwo Wyższe

|

2018

|

nr 1(51)

163-173

EN

This article is one of the voices in the discussion on the semi-peripheral nature of knowledge production systems, inspired by the publication of Gra peryferyjna by Tomasz Warczok and Tomasz Zarycki. The authors focus on the methodological challenges facing the analysis of the nature of science systems from the perspective of the global division of labour. As a possible solution to the current difficulties, they indicate the need for a symmetrical synthesis of the theoretical perspectives of Pierre Bourdieu and Immanuel Wallerstein. On the one hand, such perspective avoids viewing phenomena in the field of science only through the economic lense, and on the other, it makes possible to rethink the dependence in which science and the economy remain. Only such theoretical framework enables to capture the mechanisms of creating hierarchical divisions in global science, such as the centre and periphery.

PL

Niniejszy artykuł stanowi jeden z głosów w dyskusji nad półperyferyjnym charakterem systemów produkcji naukowej, dla której pretekstem była publikacja książki Gra peryferyjna Tomasza Warczoka i Tomasza Zaryckiego. Autorzy skupiają się w nim na metodologicznych wyzwaniach stojących przed analizą charakteru systemów nauki z perspektywy globalnego podziału pracy. Jako możliwe rozwiązanie dotychczasowych trudności wskazują na konieczność symetrycznej syntezy propozycji teoretycznych Pierre’a Bourdieu i Immanuela Wallersteina. Z jednej strony pozwoli to uniknąć sprowadzenia zjawisk w polu nauki wyłącznie do poziomu ekonomicznego, z drugiej zaś da szansę przemyśleć zależność, w jakiej pozostają do siebie nauka i gospodarka. Dopiero tak skonstruowana rama teoretyczna daje możliwość uchwycenia mechanizmów wytwarzania hierarchizujących podziałów w globalnej nauce takich jak ten na centrum i peryferia.

16

Tworzenie refleksyjnej wiedzy w badaniach pedagogicznych. Dylematy – konteksty – punkty odniesienia

51%

Mizerek H.

Forum Pedagogiczne

|

2018

|

tom 8

|

nr 1

213-227

EN

The author has attempted to analyse the process of creating knowledge in education, which meets the methodological rigor of scientific knowledge and at the same time is socially useful. The starting point of the reflections presented in the paper is the concept of science called mode - 2 science. This model was presented in the context of the principles of knowledge creation postulated by the classical, neo-positivistic paradigm. The main part of the article is an analysis of the concept of reflexive educational knowledge. The author presents epistemological and methodological dilemmas related to the creation of this type of knowledge in educational research and the role of general pedagogy.

PL

Autor podjął próbę analizy procesu tworzenia wiedzy pedagogicznej, która spełnia metodologiczne rygory wiedzy naukowej, a jednocześnie jest społecznie użyteczna. Punktem wyjścia zaprezentowanych tu rozważań jest koncepcja nauki określana w literaturze jako mode – 2 science. Model ten został zaprezentowany na tle zasad tworzenia wiedzy postulowanych przez klasyczny, neopozytywistyczny paradygmat naukowy. Zasadniczą część artykułu stanowią analizy koncepcji refleksyjnej wiedzy pedagogicznej. Autor przedstawia epistemologiczne oraz metodologiczne dylematy związane z tworzeniem tego typu wiedzy w badaniach edukacyjnych oraz zadania pedagogiki ogólnej w tym procesie.

17

Posthumánní poznání v díle Rosi Braidotti

51%

Sellner V.

Filosofický časopis (Philosophical Journal)

|

2024

|

tom 72

|

nr Mimoradne_cislo_2

136-144

EN

Rosi Braidotti is one of the most distinctive thinkers of contemporary posthumanism. She approaches this term in an informed manner, at the same time endeavoring to redefine it and make it applicable to contemporary society, primarily through a critique of global capitalism. In the text, I will present this Italian philosopher’s concept of posthumanism, specifically focusing on an analysis of the construction of “posthuman knowledge” and the new methods of knowledge proposed by her.

CS

Rosi Braidottiová je jednou z nejvýraznějších myslitelek současného posthumanismu. K tomuto termínu přistupuje poučeně, zároveň se snaží o jeho redefinici a aplikovatelnost pro současnou společnost, především skrze kritiku globálního kapitalismu. V textu představíme pojetí posthumanismu této italské filosofky, konkrétně se zaměříme na analýzu konstrukce „posthumánního poznání“ a jí navrhovaných nových metod poznání.

18

Ethics of Knowledge Sharing: A Perspective of Social Ontology

51%

Panda R. K.

Ethics in Progress

|

2012

|

tom 3

|

nr 1

53-70

EN

In the contemporary socio-economical scenario, knowledge sharing has become a crucial topic for discussion. As the economy of the societies becoming knowledge centric, knowledge production and dissemination by the educational and other social institutions must play an important role. In this paper, we discuss the notion of knowledge sharing as normative action involving two modes of function: voluntary and obligatory. Knowledge sharing as voluntary action presupposes personal ontology of knowledge. The knower as owner of knowledge has the right to disseminate knowledge. The reason of this dissemination could be sometimes to fulfill certain psychological desire or material needs, rather than purely value centric. Such a mode of sharing could be the reason for the degeneration of knowledge. It is because voluntary dissemination of knowledge does not go beyond the whims and fancies of the knower. On the other hand, knowledge sharing as an obligatory action emphasizes care and commitment. These normative elements could not only transform the attitude of the knower, but also help him to transcend the mere economic and psychological reasons of knowledge sharing. This transcendental logic of sharing would show how knowledge obtains its social ontology.