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Author: Matthias Ballestrem
Publisher: AADR – Art Architecture Design Research
ISBN: 3887788397
Category : Architecture
Languages : en
Pages : 196
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Book Description
Epistemic Artefacts A Dialogical Reflection on Design Research in Architecture Edited by Matthias Ballestrem and Lidia Gasperoni Architectural artefacts are negotiated as epistemic objects, an autonomous and innovative form of knowledge capable of inaugurating and institutionalising architectural research. The backbone of this publication is a dialogue between the architect Matthias Ballestrem and the philosopher and architectural theorist Lidia Gasperoni. In a vibrant discussion, they consider the epistemic value of the architectural artefact, the role of research practices in making this knowledge explicit and accessible, and the criteria for qualifying as design-based research. Alex Arteaga, Fabrizia Berlingieri, Peter Bertram, Helga Blocksdorf, Anđelka Bnin-Bninski, Marta Fernández Guardado, Joerg Fingerhut, Anke Haarmann, Rolf Hughes, Rachel Hurst, Daniel Norell, Tomas Ooms, Claus Peder Pedersen, Tim Simon-Meyer, and Philip Ursprung have added short comments and images to enrich the arguments with criticism, extensions, associations, and references. An afterword by Marcelo Stamm provides a theoretical reflection on a possible taxonomy of epistemic artefacts.
Author: Matthias Ballestrem
Publisher: AADR – Art Architecture Design Research
ISBN: 3887788397
Category : Architecture
Languages : en
Pages : 196
Get Book Here
Book Description
Epistemic Artefacts A Dialogical Reflection on Design Research in Architecture Edited by Matthias Ballestrem and Lidia Gasperoni Architectural artefacts are negotiated as epistemic objects, an autonomous and innovative form of knowledge capable of inaugurating and institutionalising architectural research. The backbone of this publication is a dialogue between the architect Matthias Ballestrem and the philosopher and architectural theorist Lidia Gasperoni. In a vibrant discussion, they consider the epistemic value of the architectural artefact, the role of research practices in making this knowledge explicit and accessible, and the criteria for qualifying as design-based research. Alex Arteaga, Fabrizia Berlingieri, Peter Bertram, Helga Blocksdorf, Anđelka Bnin-Bninski, Marta Fernández Guardado, Joerg Fingerhut, Anke Haarmann, Rolf Hughes, Rachel Hurst, Daniel Norell, Tomas Ooms, Claus Peder Pedersen, Tim Simon-Meyer, and Philip Ursprung have added short comments and images to enrich the arguments with criticism, extensions, associations, and references. An afterword by Marcelo Stamm provides a theoretical reflection on a possible taxonomy of epistemic artefacts.
Author: Matthias Ballestrem
Publisher:
ISBN: 9783887786298
Category :
Languages : en
Pages : 0
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Book Description
Author: Lina Markauskaite
Publisher: Springer
ISBN: 9400743696
Category : Education
Languages : en
Pages : 651
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Book Description
This book, by combining sociocultural, material, cognitive and embodied perspectives on human knowing, offers a new and powerful conceptualisation of epistemic fluency – a capacity that underpins knowledgeable professional action and innovation. Using results from empirical studies of professional education programs, the book sheds light on practical ways in which the development of epistemic fluency can be recognised and supported - in higher education and in the transition to work. The book provides a broader and deeper conception of epistemic fluency than previously available in the literature. Epistemic fluency involves a set of capabilities that allow people to recognize and participate in different ways of knowing. Such people are adept at combining different kinds of specialised and context-dependent knowledge and at reconfiguring their work environment to see problems and solutions anew. In practical terms, the book addresses the following kinds of questions. What does it take to be a productive member of a multidisciplinary team working on a complex problem? What enables a person to integrate different types and fields of knowledge, indeed different ways of knowing, in order to make some well-founded decisions and take actions in the world? What personal knowledge resources are entailed in analysing a problem and describing an innovative solution, such that the innovation can be shared in an organization or professional community? How do people get better at these things; and how can teachers in higher education help students develop these valued capacities? The answers to these questions are central to a thorough understanding of what it means to become an effective knowledge worker and resourceful professional.
Author: Richard Schantz
Publisher: Walter de Gruyter
ISBN: 3110915278
Category : Philosophy
Languages : en
Pages : 533
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Book Description
The debate between internalism and externalism has become a focal point of attention both in epistemology and in the philosophy of mind and language. Externalism challenges basic traditional internalist conceptions of the nature of knowledge, justification, thought and language. What is at stake, is the very form that theories in epistemology and the philosophy of mind ought to take. This volume is a collection of original contributions of leading international authors reflecting on the present state of the art concerning the exciting controversies between internalism and externalism.
Author: Sven Ove Hansson
Publisher: Springer
ISBN: 9401797625
Category : Philosophy
Languages : en
Pages : 261
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Book Description
This edited volume explores the interplay between philosophies in a wide-ranging analysis of how technological applications in science inform our systems of thought. Beginning with a historical background, the volume moves on to explore a host of topics, such as the uses of technology in scientific observations and experiments, the salient relationship between technology and mechanistic notions in science and the ways in which today’s vast and increasing computing power helps scientists achieve results that were previously unattainable. Technology allows today’s researchers to gather, in a matter of hours, data that would previously have taken weeks or months to assemble. It also acts as a kind of metaphor bank, providing biologists in particular with analogies (the heart as a ‘pump’, the nervous system as a ‘computer network’) that have become common linguistic currency. This book also examines the fundamental epistemological distinctions between technology and science and assesses their continued relevance. Given the increasing amalgamation of the philosophies of science and technology, this fresh addition to the literature features pioneering work in a promising new field that will appeal both to philosophers and scientific historiographers.
Author: Petronilla Whitfield
Publisher: Routledge
ISBN: 0429858191
Category : Education
Languages : en
Pages : 400
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Book Description
Teaching Strategies for Neurodiversity and Dyslexia in Actor Training addresses some of the challenges met by acting students with dyslexia and highlights the abilities demonstrated by individuals with specific learning differences in actor training. The book offers six tested teaching strategies, created from practical and theoretical research investigations with dyslexic acting students, using the methodologies of case study and action research. Utilizing Shakespeare’s text as a laboratory of practice and drawing directly from the voices and practical work of the dyslexic students themselves, the book explores: the stress caused by dyslexia and how the teacher might ameliorate it through changes in their practice the theories and discourse surrounding the label of dyslexia the visual, kinaesthetic, and multisensory processing preferences demonstrated by some acting students assessed as dyslexic acting approaches for engaging with Shakespeare’s language, enabling those with dyslexia to develop their authentic voice and abilities a grounding of the words and the meaning of the text through embodied cognition, spatial awareness, and epistemic tools Stanislavski’s method of units and actions and how it can benefit and obstruct the student with dyslexia when working on Shakespeare Interpretive Mnemonics as a memory support and hermeneutic process, and the use of color and drawing towards an autonomy in live performance This book is a valuable resource for voice and actor training, professional performance, and for those who are curious about emancipatory methods that support difference through humanistic teaching philosophies.
Author: Olívia Maria Gomes da Cunha
Publisher: BRILL
ISBN: 9004429301
Category : History
Languages : en
Pages : 772
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Book Description
The Things of Others: Ethnographies, Histories, and Other Artefacts deals with the things mainly, but not only, mobilized by anthropologists in order to produce knowledge about the African American, the Afro-Brazilian and the Afro-Cuban during the 1930s.
Author: John K. Gilbert
Publisher: Springer
ISBN: 3319290398
Category : Science
Languages : en
Pages : 279
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Book Description
This book argues that modelling should be a component of all school curricula that aspire to provide ‘authentic science education for all’. The literature on modelling is reviewed and a ‘model of modelling’ is proposed. The conditions for the successful implementation of the ‘model of modelling’ in classrooms are explored and illustrated from practical experience. The roles of argumentation, visualisation, and analogical reasoning, in successful modelling-based teaching are reviewed. The contribution of such teaching to both the learning of key scientific concepts and an understanding of the nature of science are established. Approaches to the design of curricula that facilitate the progressive grasp of the knowledge and skills entailed in modelling are outlined. Recognising that the approach will both represent a substantial change from the ‘content-transmission’ approach to science teaching and be in accordance with current best-practice in science education, the design of suitable approaches to teacher education are discussed. Finally, the challenges that modelling-based education pose to science education researchers, advanced students of science education and curriculum design, teacher educators, public examiners, and textbook designers, are all outlined.
Author: J. Adam Carter
Publisher: Oxford University Press
ISBN: 0192555766
Category : Philosophy
Languages : en
Pages : 537
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Book Description
One of the most important research programmes in contemporary cognitive science is that of extended cognition, whereby features of a subject's cognitive environment can in certain conditions become constituent parts of the cognitive process itself. The aim of this volume is to explore the epistemological ramifications of this idea. The volume brings together a range of distinguished and emerging academics, from a variety of different perspectives, to investigate the very idea of an extended epistemology. The first part of the volume explores foundational issues with regard to an extended epistemology, including from a critical perspective. The second part of the volume examines the applications of extended epistemology and the new theoretical directions that it might take us. These include its ethical ramifications, its import to the epistemology of education and emerging digital technologies, and how this idea might dovetail with certain themes in Chinese philosophy.
Author: Meni Tsitouridou
Publisher: Springer
ISBN: 3030209547
Category : Education
Languages : en
Pages : 634
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Book Description
This book constitutes the thoroughly refereed post-conference proceedings of the First International Conference on Technology and Innovation in Learning, Teaching and Education, TECH-EDU 2018, held in Thessaloniki, Greece, on June 20-22, 2018. The 30 revised full papers along with 18 short papers presented were carefully reviewed and selected from 80 submissions.The papers are organized in topical sections on new technologies and teaching approaches to promote the strategies of self and co-regulation learning (new-TECH to SCRL); eLearning 2.0: trends, challenges and innovative perspectives; building critical thinking in higher education: meeting the challenge; digital tools in S and T learning; exploratory potentialities of emerging technologies in education; learning technologies; digital technologies and instructional design; big data in education and learning analytics.
