Epistemological Model Research Articles

Practical philosophy of education: the ecological-discursive paradigm as the complex problem

In the 21st century, more attention is drawn to the development of ecological thinking. Instead of explicating treatment of nature, a human being should take care of it. Such a caring attitude should become an educational universal, so it is to be transmitted as value. However, the ecological-discursive paradigm is still problematic in education. Therefore, the objective of the paper is to analyze it as a complex approach in philosophy of education. The paper considers environmental anthropology as the methodological basis of the ecological-discursive paradigm. Ecological culture is analyzed as ethnics of conservation. The paper emphasizes that ecological thinking cannot be developed without changing an epistemological model. Thus, instead of facts and competences, the person’s cognition should be based on values. The paper highlights the idea of diagnostic cognition, which is based on values. Its development in the process of education is the first step to the ecological-discursive paradigm.

THE SHIFTING PARADIGM OF ASWAJA AN-NAHDLIYYAH EPISTEMOLOGY IN POSTMODERN ERA

The Nahdlatul Ulama (NU) are important parts that greatly value the inheritance of the classical Islamic treasures contained in the work of the Imam Mazhab . Its wealth of sources of understanding, NU has its own uniqueway of responding to reform, while maintaining harmony in tradition and cultural heritage, moderate, tolerant, not extreme, as well as promoting goodness and preventing badness. This paper examines the positioning of NU and its relation to Ahlussunnah wa al-Jama‘ah ( Aswaja ) based on the social context that accompanies it and the actors involved in it. There are three locus, places, or cultural fields that have important significance because they are a source of discourse, ideas and practices of mazhab in contemporary NU communities: Pesantren , Islamic College (PTKI) and Non-Governmental Organization (NGO). This paper uses three approaches: Thomas Kuhn’s Shifting Paradigm, Karl Manheim’s Sociology of Knowledge and Abed al-Jabiri’s Epistemology are used to study knowledge that is not only the result of theory, but also part of the process of sociology and epistemology. The results show that the majority of Pesantren when understanding and interpreting Aswaja An-Nahdliyyah are heavier and dominant based on Bayani and Irfani . Whereas the scholar of NU and NGOs that had been Bayani and Irfani shifted to Burhani’s epistemological model. In other words, methodologically they want a change in understanding Aswaja from qauli to manhaji , Bayani-Irfani to Burhani ,monolithic-dichotomic to integrative-progressive.

A PARADIGM SHIFT OF “ASWAJA AN-NAHDLIYYAH”

Nahdlatul Ulama (NU) constitutes an important link to the genealogy of Islamic thoughts since inheriting intellectual tradition of classical Muslim scholars. This position delivers a unique approach as to which the NU responds to the changes and reformation of Islamic thoughts. This paper discusses the epistemological position of NU in its relation to the Sunni-theology of Ahlussunnah wa al-Jama‘ah (Aswaja) through examining social relevance and actors-oriented approaches. The article further argues the significant of three cultural fields relevant to better comprehend contemporary dynamics of the NU: namely Pesantrens, Islamic Colleges (PTKI) and Non-Governmental Organizations (NGO). Combining three approaches of Thomas Kuhn’s Shifting Paradigm, Karl Manheim’s Sociology of Knowledge and Abed al-Jabiri’s Epistemology, the article unveils the dynamics of a shifting paradigm of Islamic thought practiced within these three cultural fields of the NU. Pesantren’s interpretation of Aswaja An-Nahdliyyah is thick, based on Bayani and Irfani. However, the scholars of NU and NGO activists are shifting in progress into Burhani’s epistemological model. In other words, methodologically they aspire to change in understanding Aswaja from qauli to manhaji, from Bayani-Irfani to Burhani, and from monolithic-dichotomic to integrative-progressive.

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.

Asymptotes and Asymptotic Behaviour in Graphing Functions and Curves: an Analysis of the Croatian Upper Secondary Education Within the Anthropological Theory of the Didactic

In this paper, we will examine the mathematical knowledge that prospective mathematics teachers draw upon when graphing function graphs and curves, with a special focus on the occurrence of asymptotes. Three tasks which involved a graph of a rational and exponential function and a hyperbola as a conic section were designed and administered to students. We performed this study within the framework of Anthropological Theory of the Didactic to examine the relationship of prospective mathematics teachers’ available knowledge with the knowledge to be taught in upper secondary schools and scholarly knowledge relevant for teaching. By studying prospective mathematics teachers’ knowledge, we aim to understand the feasibility of our proposed reference epistemological model for graphing functions and curves in the upper secondary school. Our findings reveal students’ shortcomings with respect to the choice of the appropriate graphing praxeology for given tasks. Students’ graphing strategies relied mostly on plotting points obtained by evaluating a formula, which is a dominant approach in the textbooks we analysed. Plotting points did not lead students to examine asymptotic behaviour, along with the observed monotonicity of a function. Their graphing strategies were found to be predominantly dependent on the particular setting in which the task was presented. Additionally, in our study, the idea of an asymptote as a tangent line at infinity in the geometric setting was questioned.

The moderating role of Shariah compliance on the relationship between firm profitability and CSR activities

PurposeThere is a debate between sound Shariah-compliant firms engaging in social good as a moral obligation and behaving ethically in terms of increasing corporate social responsibility (CSR) activities and those firms that are not Shariah-compliant. The purpose of the present study is to contribute to this debate by empirically investigating the effect of the profitability of firms on CSR activities and shareholders’ dividends and the interaction effect of a firm’s Shariah compliance with religious and ethical principles.Design/methodology/approachThe data used in this study were collected from the annual financial reports of 74 Pakistani listed companies over 2012-2016 (N = 370). An epistemological model of the unity of knowledge was applied to determine the contribution of Shariah-compliant enterprises to community well-being. Furthermore, the Tawhidi string relation methodology was used to establish the circular causal model. To check the robustness of our findings, we also analysed the data using fixed and random effects regression models to test the effect of firm profitability on CSR activities and dividends, whereas moderation regression analysis was applied to test the moderating effect of Shariah-compliant firms.FindingsThe results show that the profitability of firms has a significant impact on shareholders’ dividends in both Shariah and non-Shariah firms. Furthermore, the relationship between firm profitability and CSR is stronger for non-Shariah-compliant firms than Shariah-compliant firms. This indicates that Shariah firms are less involved in doing CSR activities than non-Shariah firms. This implies that Shariah status does not play an important role in ensuring managers’ ethical behaviour.Practical implicationsThe results suggest that the Security and Exchange Commission of Pakistan should attach more importance to Shariah compliance by firms in developing their CSR policies to improve social development and human well-being. These findings have important implications for many Islamic countries irrespective of whether they are developed or developing.Originality/valueThe present study provides a new addition to the prior literature by investigating the relationship between profits and CSR activities and the interaction effect of Shariah-compliant firms. From an Islamic ethical perspective, this study can also contribute to the growing discussion on Shariah compliance and CSR activities.

Resolución De Tareas Que Implican Demostración En Geometría Del Espacio

In this article, we study processes related to solving tasks that involve proof and demonstration. The objective is to identify the Peruvian Dominant Epistemological Model (MED), the types of processes (techniques) and mathematical tools (technologies) that are used to solve a task that requires demonstration in space geometry. For the analysis, the notion of praxeology of the Anthropological Theory of the Didactic (TAD) was used. The results obtained were to detect the techniques and technologies to solve a task and show the articulations of the technologies, the type of mathematical organization that will allow to build a didactic organization keeping in mind the dominant Peruvian model.

An Economic Philosophy towards the Axiological Good via Taxation

Using synthetic epistemological model with axiological framework, it is revealed that tax reduction is good policy when tax rate is lower than normal, and that tax increase is good policy when tax rate is higher than normal, during economic overheat. Meanwhile, it is found that tax reduction is good policy when tax rate is higher than normal and that tax increase is good policy when tax rate is lower than normal, during economic depression. Around two economic issues: 1) how to distribute social wealth between rich agents and poor ones, as well as nations and enterprises? 2) how to maintain social justice via making balance between equality and efficiency? It is suggested to apply elastic tax system towards the axiological good in social economy.

Making Automation Explicable: A Challenge for Philosophy of Technology

This article argues for an expanded conception of automation's 'explicability'. When it comes to topics as topical and shot through with multifarious anxieties as automation, it is, I argue, insufficient to rely on a conception of explicability as 'explanation' or 'simplification'. Instead, automation is the kind of topic that is challenging us to develop a more dynamic conception of explicability as explication. By this, I mean that automation is challenging us to develop epistemic strategies that are better capable of implicating people and their anxieties about automation in the topic, and, counterintuitively, of complicating how the topic is interfaced with. The article comprises an introduction followed by four main parts. While the introduction provides general context, each of the four subsequent parts seeks to demonstrate how diverse epistemic strategies might have a role to play in developing the process just described. Together, the parts are intended to build a cumulative case. This does not mean that the strategies they discuss are intended to be definitive, however – other strategies for making automation explicable may be possible and more desirable. Part one historicises automation as a concept. It does this through a focus on a famous passage from Descartes' Second Meditation, where he asks the reader to imagine automata glimpsed through a window. The aim here is to rehearse the presuppositions of a familiar 'modernist' epistemological model, and to outline how a contemporary understanding of automation as a wicked socio-economic problem challenges it. Parts two and three are then framed through concepts emerging from recent psychology: 'automation bias' and 'automation complacency'. The aim here is to consider recent developments in philosophy of technology in terms of these concepts, and to dramatically explicate key presuppositions at stake in the form of reasoning by analogy implied. While part two explicates an analogy between automation bias in philosophical engagements with technologies that involve a 'transcendental' tendency to reify automation, part three explicates an analogy between automation complacency and an opposed 'empirical turn' tendency in philosophy of technology to privilege nuanced description of case studies. Part four then conclude by arguing that anxieties concerning automation might usefully be redirected towards a different sense of the scope and purpose of philosophy of technology today: not as a movement to be 'turned' in one direction at the expense of others ('empirical' vs 'transcendental', for instance) but as a multidimensional 'problem space' to be explicated in many different directions at once. Through reference to Kierkegaard and Simondon, I show how different approaches to exemplification, indirection and indeterminacy can be consistent with this, and with the approach to explicability recommended above.

Exploring secondary students’ conceptualization of functions in three curriculum contexts

An important goal in school mathematics is for students to develop a comprehensive and multi-faceted conceptualization of function. Yet studies have found that undergraduate students often hold limited concept images for function. This study investigated 240 middle and upper secondary (15- to 18-year-old) students’ conceptualizations of function at different year levels (Years 9 to 12) to consider their conceptualizations relative to certain prior learning, as theorized by an epistemological model for concept development in mathematics. In this article we draw on data from students and their teachers in three Western national curriculum contexts (Israeli, English, and Australian) to explore possible relationships among students’ exposure to the word ‘function’, familiarity with different examples of functions, and their conceptualizations of function. Eighty high-achieving students from each context, 20 per year level, were prompted to respond to several fictitious students’ views on what a function is, and then to provide their own definition. The students’ responses were analyzed for evidence of a dominant meaning and any contributing ideas, as well as the use of any specific examples or non-examples of function to illustrate or clarify their views. Twenty teachers also participated in the study. Analysis of curriculum content and the teachers’ perspectives on their students led to our search for possible reasons for similarities and differences found among the responses.

Frequentist probability in Japanese school curricula

Many Japanese school mathematics teachers, policy-makers and researchers believe that probabilistic contents are difficult for most students to understand. In this study, I identify several reasons for the difficulty through an ecological analysis that is a part of a didactic analysis. This task is achieved through three research techniques: (a) constructing a reference epistemological model of probabilistic activities in terms of praxeology, (b) analysing probabilistic contents of Japanese school mathematics textbooks from the reference model and (c) identifying institutional conditions and constraints on the contents using the scale of levels of didactic codetermination. In current Japanese school mathematics, frequentist probability is hardly mentioned, whereas Laplacian probability comprises a large part of the curriculum of probability, although some generic conditions make the frequentist probability viable. This fact is related to the following three constraints: determinationism, theoricism and demathematisation of randomiser.

Tracing the Historical Roots and the Development of Islamic Epistemology from the Early to Modern Periods (A Study of Bayani, Burhani, 'Irfani)

This article is aimed at revealing the emergence and development of islamic epistemology. Epistemology which means the theory of knowledge is not wholly owned by Modern Western scientists with the advance of civilization of them. Before the West advanced, Islam as a religion that upheld science, has its own history of the theory of knowledge or epistemology. In fact, epistemology in Islam recognizes not only tools or sources of knowledge which are in the form of senses or intelligence but also the heart (intuition). These senses, intelligence, and intuition are well known as three epistemological models of Islam (Bayani, Burhani dan ‘Irfani).

El papel de los modelos epistemológicos y didácticos en la formación del profesorado a través del dispositivo del estudio de clase

En este trabajo analizamos cómo los modelos epistemológicos y didácticos asumidos por una comunidad de estudio de clase determinan la forma en que este proceso se lleva a cabo, así como los resultados de este. Para ello, proponemos una reinterpretación del estudio de clase como una praxeología de la profesión docente, apoyándonos en las herramientas de la teoría antropológica de lo didáctico. El análisis de tres casos de estudio de clase permitirá evidenciar el papel que diferentes modelos epistemológicos y didácticos desempeñan en su estructuración, desarrollo y en el posible aprendizaje profesional de los participantes, contribuyendo, de esta forma, a visibilizar parte de la teoría que subyace al estudio de clase.

Chthonic Legal Traditions: A Standpoint Legal Research Paradigm for Comparative Analysis on Australian Indigenous Legal Orders

In contemporary comparative legal scholarship, it is no longer controversial to assert the relevance of investigations into chthonic legal orders; however, there is a significant divergence on how they should be undertaken. The paper takes in consideration the Australian chthonic legal orders and argues that their investigations by non-Indigenous researchers need to be undertaken acknowledging an Indigenous epistemological approach to research, with methodological frameworks that, consistent with the principles of an Indigenous standpoint theory, aim to develop a legal standpoint research paradigm informed by Indigenous legal ontologies, epistemic theories and research practices. The research paradigm so elaborated is justified by the necessity of devising new epistemological models to guide understandings—and theoretical elaboration—of Australian Indigenous orders which are consistent and coherent with their ontological, epistemological and axiological universe.

The Epistemological Model of Pedagogy, Promoted by Stefan Barsanescu

Pedagogical epistemology is an area of philosophy of As science (or science of education), epistemology is methodologically built on interdisciplinary relationship between and philosophy. This education science builded interdisciplinary, has a general aim analysis of historical and theoretical fundamenting process of as a socio-human science specialized in study of education and training in open framework of system and educational process. Fulfilling this general purpose requires construction of an epistemological model. Such an epistemological model is one promoted by Stefan Bârsanescu, during historical stages. At stage of modern inter-war (1936) and - through deepening and updating - in stage of contemporary (1976) - see Unity of Contemporary Pedagogy as a Science, 1st Edition, 1936, 2nd Edition, 1976. The epistemological model proposed by Stefan Bârsanescu highlights necessary premises for unitary construction of pedagogical science, assured at level of fundamental concepts, of scientific style and system. Its realization involves historical research of evolution of field and reference to a necessary specific theory because pedagogy suffers from dictatorship of its word or more just from an anarchy of formulations that hold place for ideas. The epistemological issue is referred to two main questions: a) how was specific research object of designed ?; b) what is methodology of research specific to ? In this sense, the use of historical method in demonstrating of an epistemological problem is welcome. With help of it, progress of can be seen in its path towards a true science of education.

訂正：不等式の性格についての一考察―基本認識論モデルの探求―

訂正：不等式の性格についての一考察―基本認識論モデルの探求―

Принцип дополнительности в исследовании связи языка, мировоззрения и картины мира

The article deals with the problem of the epistemological status of the complementarity principle in socio-humanitarian studies. It clarifies the content of the principle of complementarity and the possibility of its application from the point of view of its methodological significance for studying the interdependence of language, world view and the picture of the world. It is shown that the authentic application of the principle is possible within the framework of a constructionist epistemological model, subject to a number of methodological requirements for the organization of the research process. To correlate the complementary description languages in the designated problem area, the interdisciplinary conceptual apparatus of cultural studies seems productive.

Do as I say, Not as I Do, or, Conformity in Scientific Networks

Scientists are generally subject to social pressures, including pressures to conform with others in their communities, that affect achievement of their epistemic goals. Here we analyze a network epistemology model in which agents, all else being equal, prefer to take actions that conform with those of their neighbors. This preference for conformity interacts with the agents' beliefs about which of two (or more) possible actions yields the better outcome. We find a range of possible outcomes, including stable polarization in belief and action. The model results are sensitive to network structure. In general, though, conformity has a negative effect on a community's ability to reach accurate consensus about the world.

Das Problem der „großen Gegenwart“

The article analyzes the commentaryof the Belgian phenomenologist MarcRichir on the Beilage III of the Crisis of Edmund Husserl. In this famous historico-philosophical treatise Husserl examines the eidetic dependencies of ideality, language and history from a genetic perspective. The model of ‘Ur-’, ‘Nach-’, and ‘Endstiftung’ is intended to bring to light a transcendental insight into the ‘inner historicity’ of the objects of knowledge which corresponds with an epistemological model of history. Marc Richir’s thesis is that in this field of complex relations there are several confusions of phenomenological and actually symbolic aspects. To be able to name and criticize these implicit changes of register, it is necessary to elaborate on Richir’s own transcendental-phenomenological approach: the phenomenological architectonics of the phenomenological and symbolic field. This architectonics inserts into the Husserlian difference of intentional and formal-syntactic thinking, a symbolic field in the sense of ‘languagephenomenon’

Posthumanism in Young Adult Fiction: Finding Humanity in a Posthuman World ed. by Anita Tarr and Donna R. White

Reviewed by: Posthumanism in Young Adult Fiction: Finding Humanity in a Posthuman World ed. by Anita Tarr and Donna R. White Britni Marie Williams (bio) Posthumanism in Young Adult Fiction: Finding Humanity in a Posthuman World. Edited by Anita Tarr and Donna R. White. Jackson: University Press of Mississippi, 2018. This collection begins by posing the deceptively simple question, "What does it mean to be human?" (ix). In their introduction, Anita Tarr and Donna R. White make it clear that in their view, to be human means to be posthuman. They define the posthumanist position as one that rejects human exceptionalism and boundaried individualism in favor of interconnectedness with other species and the environment (xi). Because of this openness, the liminal space of adolescence, already a complicated developmental stage of exploring identity boundaries, is particularly ripe for posthumanist study. In addition to the introduction, the collection consists of four parts, each of which takes on a different concern of post-humanism to "reveal how writers for young adults have their typing fingers on the pulse of new thinking" (xxi). Part 1, "Networked Subjectivities," presents oppositional views to posthuman subjectivity in young adult fiction. Mathieu Donner, in "'Open to Me. Maybe I Can Help': Networked Consciousness and Ethical Subjectivity in Octavia E. Butler's Mind of My Mind," rejects conceptions of posthumanist subjectivity that rely [End Page 231] on traditional epistemological models of labeling self and other. Rather, he argues that Butler's work "exposes the inherent process of exclusion that dominates any attempt at classification and labeling, including those intrinsic to posthumanist thought" (23). In the second essay of this section, "Information Disembodiment Takeover: Anxieties of Technological Determinism in Contemporary Coming-of-Age Narratives," Shannon Hervey argues that books such as #16thingsithoughtweretrue, The Future of Us, Feed, and The Unwritten present negative views of posthuman subjectivity through their depictions of social media dependency. Part 2, "The Monstrous Other: Posthuman Bodies," is the largest section, containing five contributions that focus on cyborg, hybrid, and clone embodiments. First, Angela S. Insenga's "Once upon a Cyborg: Cinder as Posthuman Fairytale" provides a close reading of Cinder that shows that the original fairy tale of "Cinderella" was already consumed with issues of embodiment and that Meyer's revision uses posthuman embodiment of the cyborg Cinder to articulate the body itself as "a text in the process of revision" (66). Ferne Merrylees also discusses Cinder in "The Adolescent Posthuman: Reimagining Body Image and Identity in Marissa Meyer's Cinder and Julianna Baggott's Pure." Merrylees finds that the posthuman body is a battleground in both of these novels, providing readers with ways of exploring body image and identity creation within the complex systems of which they are a part (93). In "'Those Maps Would Have to Change': Remapping the Borderlines of the Posthuman Body in Leigh Bardugo's Grisha Trilogy," Maryna Matlock examines the illusion of borders of the body that demarcate "the human(e) from the monstrous" (97) and argues that the posthumanist approach allows for the transcendence of a binarism that positions the Other as monstrous alongside the human. "'Superpowers Don't Always Make You a Superhero': Posthuman Possibilities in Michael Grant's Gone Series," by Patricia Kennon, also explores the boundaries of the monstrous, although for Kennon, the Gone series "ultimately asserts a conservative humanist view regarding what constitutes being human and privileges conservative concepts of normality, adult authority, and hegemonic power regimes" (118). Finally, White's "Posthumanism in The House of the Scorpion and The Lord of Opium" discusses clone embodiment to illustrate how the clone, Matt, is posthuman in both the biotechnological sense and the philosophical sense (145). White argues that Nancy Farmer's texts suggest that in posthumanism's move away from the binaries of humanism, the humanist self must also be part of the posthumanist assemblage (153). Part 3, "Posthumanism in Climate Fiction," focuses on the posthuman's relation to the environment. "Coming of Age and the Other: Critical Posthumanism in Paolo Bacigalupi's Ship Breaker and The Drowned Cities," by Lars Schmeink, takes a critical posthumanist approach that explores "zoe-centric subjectivity," which is "concerned with the interconnectedness [End Page 232] of all life," including ecosystems...