Reconsidering knowledge production and inclusion/exclusion in dance communities
Reconsidering knowledge production and inclusion/exclusion in dance communities

Author: Ann R. David

Publisher: Založba ZRC

Published:

Total Pages: 347

ISBN-13: 9610508766

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Zbornik ('Ponovni premislek o ustvarjanju znanja in vključevanje/izključevanje v plesnih skupnostih, Zbornik 32. Simpozija ICTM Študijske skupine za etnokoreologijo, 29. julij–5. avgust 2022, Brežice, Slovenija') vsebuje izbor prispevkov, predstavljenih na 32. simpoziju ICTM Študijske skupine za etnokoreologijo, osrednji mednarodni konferenci s področja etnokoreologije, plesne antropologije in sorodnih disciplin, ki je potekal v Brežicah od 25. julija do 5. avgusta 2022. Prispevki, predstavljeni na simpoziju in vključeni v zbornik, obravnavajo dve ključni temi: ponovni premislek o ustvarjanju znanja v raziskavah plesa in vključevanje/izključevanje v plesnih skupnostih. Poleg tega je poseben razdelek namenjen plakatom, predstavljenim na simpoziju, dodatek pa ponuja vpogled v utelešeno izkušnjo dogodka, čeprav so ga nekateri doživeli le prek spleta. Zbornik, ki obsega 49 prispevkov 53 avtorjev, sta izdala Mednarodni svet za glasbene in plesne tradicije (ICTMD) in Glasbenonarodopisni inštitut ZRC SAZU.

Too Big to Know
Too Big to Know

Author: David Weinberger

Publisher: Basic Books

Published: 2014-01-07

Total Pages: 258

ISBN-13: 0465038727

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"If anyone knows anything about the web, where it's been and where it's going, it's David Weinberger. . . . Too Big To Know is an optimistic, if not somewhat cautionary tale, of the information explosion." -- Steven Rosenbaum, Forbes With the advent of the Internet and the limitless information it contains, we're less sure about what we know, who knows what, or even what it means to know at all. And yet, human knowledge has recently grown in previously unimaginable ways and in inconceivable directions. In Too Big to Know, David Weinberger explains that, rather than a systemic collapse, the Internet era represents a fundamental change in the methods we have for understanding the world around us. With examples from history, politics, business, philosophy, and science, Too Big to Know describes how the very foundations of knowledge have been overturned, and what this revolution means for our future.

Reconsidering Knowledge
Reconsidering Knowledge

Author: Meg Luxton

Publisher: Fernwood Publishing

Published: 2012

Total Pages: 0

ISBN-13: 9781552664766

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How has feminist thinking shaped what we know? Emerging from the lecture series "Feminist Knowledge Reconsidered: Feminism and the Academy," held at York University in 2009, Reconsidering Knowledge examines current ideas about feminism in relation to knowledge, education and society, and the future potential for feminist research and teaching in the university context. Connecting early stories of women who defied their exclusion from knowledge creation to contemporary challenges for feminism in universities, this collection assesses how feminist knowledge has influenced domi- nant thinking and transformed teaching and learning. It also focuses on the challenges for feminism as corporatization redefines the role of universities in a global world. The essays reflect on both historical and contemporary themes from a diversity of disciplinary and interdisciplinary perspectives, but are united in their exploration of how feminism's continuing contribution to knowledge remains significant, even fundamental, to the transformation of knowledge in the academy and in our world.

Rethinking Knowledge
Rethinking Knowledge

Author: Carlo Cellucci

Publisher: Springer

Published: 2018-08-18

Total Pages: 427

ISBN-13: 9783319850993

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This monograph addresses the question of the increasing irrelevance of philosophy, which has seen scientists as well as philosophers concluding that philosophy is dead and has dissolved into the sciences. It seeks to answer the question of whether or not philosophy can still be fruitful and what kind of philosophy can be such. The author argues that from its very beginning philosophy has focused on knowledge and methods for acquiring knowledge. This view, however, has generally been abandoned in the last century with the belief that, unlike the sciences, philosophy makes no observations or experiments and requires only thought. Thus, in order for philosophy to once again be relevant, it needs to return to its roots and focus on knowledge as well as methods for acquiring knowledge. Accordingly, this book deals with several questions about knowledge that are essential to this view of philosophy, including mathematical knowledge. Coverage examines such issues as the nature of knowledge; plausibility and common sense; knowledge as problem solving; modeling scientific knowledge; mathematical objects, definitions, diagrams; mathematics and reality; and more. This monograph presents a new approach to philosophy, epistemology, and the philosophy of mathematics. It will appeal to graduate students and researchers with interests in the role of knowledge, the analytic method, models of science, and mathematics and reality.

Rethinking Knowledge within Higher Education
Rethinking Knowledge within Higher Education

Author: Jan McArthur

Publisher: A&C Black

Published: 2013-01-10

Total Pages: 195

ISBN-13: 1441196331

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Rethinking Knowledge within Higher Education argues for a higher education that is neither a romantic idyll of learning for its own sake nor an instrumental institution designed to train a willing workforce for the prevailing economic system. Instead, using analysis informed by critical theorist Theodor Adorno, this book argues that higher education should have social and economic roles at its heart, and that these should encompass the needs of all society. The key to achieving this purpose without privilege lies in the ways in which knowledge is understood and engaged with in higher education. Higher education has a special role in society as a place in which complex, contested and dynamic knowledge is engaged with, challenged and created. The realization of this purpose challenges traditional dichotomies between economic and social purposes, liberal and vocational education, and theory and practice. Jan McArthur shows that by interpreting and adapting some of Adorno's most complex ideas, the nature of knowledge and the pursuit of social justice within higher education is feasible and aspirational.

Reading Reconsidered
Reading Reconsidered

Author: Doug Lemov

Publisher: John Wiley & Sons

Published: 2016-02-29

Total Pages: 453

ISBN-13: 1119104246

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TEACH YOUR STUDENTS TO READ WITH PRECISION AND INSIGHT The world we are preparing our students to succeed in is one bound together by words and phrases. Our students learn their literature, history, math, science, or art via a firm foundation of strong reading skills. When we teach students to read with precision, rigor, and insight, we are truly handing over the key to the kingdom. Of all the subjects we teach reading is first among equals. Grounded in advice from effective classrooms nationwide, enhanced with more than 40 video clips, Reading Reconsidered takes you into the trenches with actionable guidance from real-life educators and instructional champions. The authors address the anxiety-inducing world of Common Core State Standards, distilling from those standards four key ideas that help hone teaching practices both generally and in preparation for assessments. This 'Core of the Core' comprises the first half of the book and instructs educators on how to teach students to: read harder texts, 'closely read' texts rigorously and intentionally, read nonfiction more effectively, and write more effectively in direct response to texts. The second half of Reading Reconsidered reinforces these principles, coupling them with the 'fundamentals' of reading instruction—a host of techniques and subject specific tools to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. Reading Reconsidered breaks an overly broad issue into clear, easy-to-implement approaches. Filled with practical tools, including: 44 video clips of exemplar teachers demonstrating the techniques and principles in their classrooms (note: for online access of this content, please visit my.teachlikeachampion.com) Recommended book lists Downloadable tips and templates on key topics like reading nonfiction, vocabulary instruction, and literary terms and definitions. Reading Reconsidered provides the framework necessary for teachers to ensure that students forge futures as lifelong readers.

Rethinking Expertise
Rethinking Expertise

Author: Harry Collins

Publisher: University of Chicago Press

Published: 2008-09-15

Total Pages: 173

ISBN-13: 0226113620

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What does it mean to be an expert? In Rethinking Expertise, Harry Collins and Robert Evans offer a radical new perspective on the role of expertise in the practice of science and the public evaluation of technology. Collins and Evans present a Periodic Table of Expertises based on the idea of tacit knowledge—knowledge that we have but cannot explain. They then look at how some expertises are used to judge others, how laypeople judge between experts, and how credentials are used to evaluate them. Throughout, Collins and Evans ask an important question: how can the public make use of science and technology before there is consensus in the scientific community? This book has wide implications for public policy and for those who seek to understand science and benefit from it. “Starts to lay the groundwork for solving a critical problem—how to restore the force of technical scientific information in public controversies, without importing disguised political agendas.”—Nature “A rich and detailed ‘periodic table’ of expertise . . . full of case studies, anecdotes and intriguing experiments.”—Times Higher Education Supplement (UK)

Reconsidering Conceptual Change: Issues in Theory and Practice
Reconsidering Conceptual Change: Issues in Theory and Practice

Author: Margarita Limón

Publisher: Springer Science & Business Media

Published: 2007-05-08

Total Pages: 419

ISBN-13: 0306476371

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This book is an important account of the state of the art of both theoretical and practical issues in the present-day research on conceptual change. Unique in its complete treatment of the questions that should be considered to further current understanding of knowledge construction and change, this book is useful for psychologists, cognitive scientists, educational researchers, curriculum developers, teachers and educators at all levels and in all disciplines.

Rethinking Knowledge
Rethinking Knowledge

Author: Robert F. Goodman

Publisher: SUNY Press

Published: 1995-01-01

Total Pages: 288

ISBN-13: 9780791423370

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This book explores issues of modernism and postmodernism in relation to knowledge: methods of inquiry, operations of the mind, the role of values, conceptions of self, and the problematic of reason. Among the distinguished contributors are Michael Arbib, Aaron Ben-Zeev, Helen Couclelis, Mihaly Csikszentmihalyi, Jane Flax, George E. Marcus, Donald McCloskey, Donald Schon, Barbara Herrnstein Smith, and Charles Taylor.

Thinking with Data
Thinking with Data

Author: Marsha Lovett

Publisher: Psychology Press

Published: 2007

Total Pages: 474

ISBN-13: 0805854215

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First Published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.