Dialogue Of Knowledge Research Articles

Extended Action-Research Community: building knowledge and practices in daily and affective dialogue with the territory

RESUMO O artigo objetivou discutir os aprendizados com as Comunidades Ampliadas de Pesquisa-Ação (CAP) em favelas do Rio de Janeiro, como contribuição às discussões conceituais e metodológicas no campo da saúde coletiva, na perspectiva da Promoção Emancipatória da Saúde e da Educação Popular. Com as CAP, como foi sintetizada esta metodologia, buscou-se responder a um dos principais desafios de pesquisas qualitativas em favelas: uma construção metodológica que possibilite a compreensão da forma por meio da qual os moradores desses territórios experimentam e respondem às situações de saúde. O território, como categoria integrativa de análise para compreender os processos de determinação social da saúde, impõe à CAP se configurar como uma rede de diálogos interdisciplinares e entre diferentes agentes sociais. A análise da base material documental produzida no período 2003-2020, utilizando a sistematização de experiência como metodologia de pesquisa, resultou na identificação de três eixos que estruturam o método CAP, metodologia assim denominada: 1) o cotidiano como engrenagem da dinâmica da CAP; 2) o território e os agentes sociais do diálogo; e 3) as ferramentas artesanais de co-laboração com o território. A partir desses eixos, conclui-se ser o método CAP uma rede de produção de conhecimentos e interlocução entre pessoas-lugares-territórios.

Trajetória hospitalar mãe-bebê em situação de deslocamento internacional durante a pandemia de Covid-19: relato de experiência

During the hospitalization period of infants, feeding is a possibility of bonding between their mothers and the health care team, understanding the feasibility of breastfeeding and/or being fed orally as an indication of health improvement. For the foreign mother, there may be additional stressors arising from cultural differences. In this study, I characterize the hospital trajectory of a Colombian mother and describe representations and practices of her relationship with the health care team. Based on interviews and a field diary, communication difficulties between mothers and health professionals and the lack of knowledge regarding the mother’s cultural practices and traditions were identified. The sociocultural scenario must be considered in the experiences and decisions about how a foreign mother feeds her infant in a hospital environment, with the health care team legitimizing the dialogue of knowledge, inserting it into the health care systems.

Agroecology and communal innovation: LabCampesino, a pedagogical experience from the rural youth in Sumapaz Colombia

In Colombia, rural youth face multiple challenges and social gaps, so the main option is to leave rural areas and migrate to urban environments in search of better living conditions. Instigating collective processes that enhance prospects for rural permanence is crucial. The research gap that we face in this article is the limitation of research in knowledge co-creation dynamics based on the Citizen-Labs framework in rural environments located in the Global South. This article presents the systematisation of a LabCampesino, a space aimed at collaborative creating innovations for territorial management and alternatives to development from the rural youth in the Colombian countryside, as a new theoretical and methodological framework to examine knowledge generation. By applying a case study approach, this article explores the axes of agroecology, co-creation, and community organisation from a transdisciplinary and participatory action research lens. For this, sessions on exploration, experimentation, and prototyping were created in the province of Sumapaz, which led to learning around technologies and knowledge dialogue practices for the protection and reconstruction of peasant territories. The results demonstrate that the young participants can build, document and disseminate innovations at the community level related to situated technologies, processes and reflections on local socio-ecological processes. Thus, rural laboratories make possible practical, experimental, and situated rural education as a communal innovation experience in the territory, hand in hand with agroecological dynamics and political and social organisation, becoming places of articulation and advocacy for territorial actors and interests that seek a transformation of rurality.

УПРОВАДЖЕННЯ ПРИНЦИПІВ ІНТЕГРАЦІЙНОГО ПІДХОДУ НАВЧАННЯ В ПОЧАТКОВІЙ ОСВІТІ

Purpose. The article defines and theoretically substantiates a set of didactic principles that ensure the success of the ideas of implementing an integrated approach to teaching junior high school students in the educational space of the New Ukrainian School. Methodology. Theoretical research methods such as analysis of psychological and pedagogical, educational and methodological literature, instructional and normative documents are used to clarify, compare and con-trast the views of Ukrainian and foreign scientists on this research problem. Findings. Integration in education is con-sidered as a multilevel phenomenon, which is represented by interdisciplinary, intradisciplinary, interpersonal and in-trapersonal types. Based on this, the ways that modify the organization of the educational process within the integration approach are outlined. Particular attention is paid to the principles of scientific and life orientation, personal direction of study, the principles of formation of generalized knowledge and methods of action, problems, system, reflection and dialogue. Originality. The means of building integrated learning and features of its implementation in the context of content, procedural and organizational aspects are considered. Practical value. The peculiarities of the ideas of thematic and activity approaches are revealed, the implementation of which is an integral part of the conceptual framework that allows the successful implementation of integrated learning in primary education. Conclusions. The peculiarities of taking into account the didactic principle of activity, which involves the awareness of students during the independent search in research activities, where there is a need to face real difficulties of life situations, the solution of which allows to form not only a new scientific worldview, but also readiness to apply it. The author envisages the prospect of further research in testing the presented ideas of the organization of integrated learning of primary school students in primary school.

Towards a Bilingual Binational Translation Method: The Amputated Tongue Collection of Short Stories as a Sample

Translators and writers are divided into two main groups regarding the method of translation that should be adopted in translating texts. One group believes that the translator should be true to the translated text, while the other group believes that the translator has the right to recreate the text into a more beautiful one. This study deals with this issue from these two points of view and tries to answer the following questions: Why do we translate? What should we translate? How do we translate? The study relies on an innovative translation method developed by the Board of Maktoub Project for Translation that belongs to Van Leer Institute in Jerusalem to answer these questions. A group of about one hundred Arab and Jewish translators translated Arabic literature texts into Hebrew in an internationally new method, which is neither individual nor collective. It is a bilingual binational method. The translators consist of pairs of a Jewish or/and Arab translator, an Arab/or Jewish literary editor, and a linguistic editor, believing that translation is a text and culture, heritage, and traditions of a people or nation. This dual method gave the translated text its right of accuracy after it had been translated by one translator who can make mistakes due to his ignorance of the writer's culture. The study's conclusion confirms that bilingual binational translation is more fruitful and more accurate because it is based on dialogue, bilingual, and binational cultural knowledge.

Diálogo de saberes como complejidad en la práctica investigativa : Experiencias desde la academia con actores de la Montaña de Guerrero

This paper is written from the viewpoint of the academic-researcher and provides insight into the investigative practice that arose from interventions in the Emerging Response Program for Food Sovereignty from Common-Food Tissues in the Mountain of Guerrero (PERSA-TECUANI for its acronym in Spanish). PERSA-TECUANI seeks to bring awareness to the importance of food sovereignty through the collaborative efforts of researchers, local members, nonprofit organizations, and the public sector. Reflections are sought on the epistemic openness that can achieve a dialogue of knowledge regarding the contributions of Edgar Moran.

Transdisciplinarity and epistemic communities: Knowledge decolonisation through university extension programmes

AbstractIn Latin America, a legacy of colonisation is the pervasiveness of a Eurocentric approach to knowledge. This geopolitics of knowledge entails the prioritisation of “rational” scientific knowledge over the mosaic epistemology that characterises a population born from high mestizaje (cultural and ethnic heterogeneity). Alternatively, universities could advance global cognitive justice by means of knowledge decolonisation. This article explores one way to advance that project. Based on contributions from Luso‐Hispanic scholars, I propose university extension programmes be reformulated to include epistemic communities as ecologies of knowledges. Theoretical insights are contrasted with an Ecuadorian experience, where a centre originally created to disseminate georeferenced socioeconomic and ecological indicators has evolved into a knowledge community with potential to promote plural dialogue of knowledges and influence decision making.

Improving Dialog System Grounded with Unstructured Knowledge by Domain Adaptive Pre-Training and Post-Ranking

Linguistic intelligence and the ability to converse with human are important and indispensable parts of humanoid robots. One of the most challenging tasks in knowledge-grounded task-oriented dialog systems (KTDS) is the knowledge selection task, which aims to find the proper knowledge snippets to respond to user dialog requests. In this paper, we first propose domain adapted-BERT (DA-BERT) which employs pre-trained bidirectional encoder representations from transformers (BERT) with domain adaptive training and dynamic masking probability for knowledge selection in KTDS. Domain adaptive training can minimize the domain gap between the general text data that BERT is pre-trained on and the dialog–knowledge joint data while dynamic masking probability enhances the training in an easy-to-hard manner. After knowledge selection, the next task in KTDS is knowledge-grounded generation. To improve the performance in knowledge-grounded generation, we propose GPT-PR to employ post-ranking on the generator’s outputs. Post-ranking eliminates the possibility of generating hallucination response by a large portion during the sampling-based decoding process and thus can improve the quality of the generated response. Experimental results on the benchmark dataset show that our proposed pre-training and post-ranking methods, DA-BERT and GPT-PR, respectively, outperform the state-of-the-art models with large margins across all the evaluation metrics. Moreover, in the experiments, we also analyze the bad cases of DA-BERT and GPT-PR and do visualizations to facilitate further research in this direction.

Social metabolism and bioeconomy Dialogue of knowledge

The general objective of the article is to characterize two analytical categories such as social metabolism and bioeconomy from the perspective of ecological economics as bridges for discussion, critique, and solution of the problems of the 21st century. The methodology is qualitative, the method is a documentary review, and its type is exploratory. The main conclusion is that to solve the problems of the present it is necessary to generate theoretical frameworks such as qualitative and quantitative methods that seek a dialogue of knowledge, since the difficulties that exist are due among other things to the way in which capitalism has mutated for the benefit of large multinationals and not necessarily for human societies with harmful effects on the environment. Therefore, Ecological Economics and Metabolisms are approaches that, being anchored in interdisciplinary discourses, can contribute to generating solutions to problems.

Improving knowledge transfer through enterprise social media: the mediating role of transactive memory

PurposeEnterprise social media can be the organizational transactive memory in which the knowledge dialogue provides users with the metaknowledge to support knowledge transfer. The purpose of this study is to examine a mediation model to show how perceived critical mass, openness and affiliation climate affect organizational knowledge transfer through the mediation of improving the metaknowledge of who knows what and whom.Design/methodology/approachTo test the mediation model and corresponding hypotheses, this study employs structural equation modeling analysis using 264 valid questionnaires.FindingsThe study found the two mediators fully explained the effects of the three preconditions on knowledge transfer.Originality/valueThese results help us to better understand the benefits of enterprise social media and the functions of transactive memory in organizations.

Talen en spiralen: kennis en besluitvorming in anticonceptieconsultaties met een taalbarrière

Abstract Misconception and contraception: knowledge and decision-making in contraceptive consultations with a language barrier Just like in general medical consultations, different domains of knowledge come together and are negotiated in contraceptive consultations, followed by decision-making on the contraceptive method. Research shows that a language barrier can hamper knowledge negotiation and decision-making in medical consultations. Our paper contributes to those findings by focussing on contraceptive counselling as a specific and underexplored consultation type. We gathered our data in a Belgian abortion clinic, where contraception is discussed during the consultations, and where an important part of the consultations are characterised by a language barrier. We adopt a Bourdieusian view on language as capital, and use a linguistic ethnographic and interactional sociolinguistic approach, complemented with analytical tools from conversation analysis on epistemics and deontics. The analysis of data fragments, ranging from a limited to a double language barrier, shows that this barrier is connected in various ways with how, and how much, knowledge is negotiated. Incomplete renditions, interruptions, epistemic and deontic claims from non-professional interpreters, along with a lack of shared contextualisation, impede clients to gather information and therefore influence decision-making. We conclude that a language barrier involves a potential risk for knowledge negotiation and decision-making in contraceptive consultations. More attention from healthcare professionals to language barriers could empower women in their sexual and reproductive health choices.

Knowledge dialogue generation with multi-head attention mechanism

An increasing number of research efforts are focusing on knowledge dialogue generation. Less attention is focused on increasing knowledge diversity in generated responses. A model of knowledge selection guided by a multi-head attention mechanism is proposed. First, the current input discourse and knowledge content are input into the Bi-GRU module to obtain the coding vector, and then obtain multiple aspects of semantics from the user input discourse coding vector based on the multi-head attention mechanism, so as to select different knowledge. A punishment item method is proposed to force different attention to focus on different aspects, and finally, use the user input and selected knowledge for the decoding stage. Experiments with manual and automated evaluations have proven that the model is superior to the baseline model compared to previous work.

Convergence of Evangelism and Interfaith Dialogue: A Missional Reflection

The promotion of religious freedom and the general pervasion of pluralism across the globe necessitate the need for Christians to review how they evangelize among people of other faiths and those of no faith. One of the mechanisms that has gained prominence in this regard is the promotion of the concept of interfaith dialogue. This article examines areas of convergence between this concept and evangelism through literature study. Following an interpretive approach, the study determined that both concepts have a distinctive but complementary relationship, both promote mutual respect and consider intercultural communication and contextualization. Written from the Christian faith perspective, the article argues that both evangelism and interfaith dialogue could be used by Christians to further God’s mission in contemporary society. As interfaith dialogue promotes neighborliness, the article recommends that it should be embraced by adherents of all faiths. As it has been written from the perspective of the Christian faith, it further recommends that while evangelical witness should be done with respect for other faiths, evangelizers should not neglect the worth of the commission received from Jesus Christ. These recommendations and those from empirical studies conducted on this topic should be tested through further studies in various contexts. This paper seeks to contribute to existing knowledge in interfaith dialogue and evangelism in the sub-discipline of missiology. Keywords: Evangelism, Interfaith Dialogue, Ecumenical Movement, Mission

La Matriz de Pertenencia y Pertinencia como instrumento transdisciplinar para la detección de necesidades, una perspectiva desde la lógica del tercero incluido

El presente trabajo contiene como elemento medular de estructura y análisis epistémico, la propuesta emergente de la investigación que respalda la tesis doctoral “El sentido de pertenencia como resultado de la detección de necesidades y como detonante de motivación para la mejora en el desarrollo individual: Un aporte desde el pensamiento complejo”, defendida en 2019 y que sirve como punto de partida al sugerir un paradigma inicial de investigación, basado en la concepción de marcos epistémicos comunes con respecto a la determinación de la conducta humana. Tal propuesta, denominada La Matriz de Pertenencia y Pertinencia, busca establecer la diferencia transcompleja que existe entre uno de los principios de la Lógica Aristotélica conocida como la ley del tercero excluido, la cual establece que: Ley de la lógica, según la cual de dos enunciados, cuando uno niega lo que se afirma en el otro, uno de ellos es imprescindiblemente verídico. La formuló Aristóteles. Así, de los dos enunciados: “el Sol es astro” (A es B) y “el Sol no es astro” (A no es B), uno es imprescindiblemente verídico. Teniendo en cuenta los enunciados de este género, la lógica formal tradicional a menudo formulaba la ley del tercero excluido del siguiente modo: “A es B, o no es B” (lo tercero no está dado: tertium non datur). Esta ley a menudo se utiliza en el proceso de demostración, en particular, en las demostraciones por reducción al absurdo. Y la iniciativa compleja del pensamiento del sur que establece al tercero incluido como la alternativa capaz de integrar los supuestos de una realidad parcelaria, mediante un diálogo de saberes donde el resultado emerja directamente desde el seno de sus componentes y no como resultado de una disertación lógica, sesgada y determinista.
 Palabras clave: Sentido de pertenencia, pertinencia, conducta, tercero incluido, pensamiento complejo.

Negotiation of knowledge for coastal management? Reflections from a transdisciplinary experiment in South Africa

Hybrid science-society approaches for knowledge production are often framed by a transdisciplinary approach. Most forms of “linear” progression of science informing policy or the “production” of knowledge as a one-way process are increasingly being challenged. This is also true for coastal and marine sciences informing decision-making to support sustainable development of coastal areas. From the early 2010s, South Africa had one of the most progressive and well-structured frameworks for the establishment of integrated coastal management (ICM) in order to achieve societal objectives for its valuable coastal area. Even so, the implementation of the legislation, policies and guidelines remain a challenge, especially at the local level in municipalities. This paper reports on a social experiment that was intended to examine the possibility for a new knowledge negotiation process to unsettle the highly structured, nested and regular policy process, which forms the basis of ICM in South Africa. This paper reflects on an experimental application of a participatory methodology known as a “competency group” to co-produce knowledge for coastal and marine management. The group members, a combination of codified, tacit and embedded knowledge holders, agreed to serve on a competency group and met on six occasions over a 12-month period in 2013. This group “negotiated” amongst themselves to achieve a common understanding of knowledge useful for the management of beach water quality on the Golden Mile, the prime beachfront of Durban, a South African city. The paper provides a novel lens into a potentially distinctive, challenging and imminently useful approach of co-producing knowledge for coastal governance, especially in a middle-income country where the social and political context is complex.

Power and knowledge negotiations in a collectivity of practice: From peripheralization to epistemological suspicion

Knowledge co-creation at the boundaries of communities of practice (CoPs) can lead to heightened tensions and power struggles. This study examines how power struggles among CoPs can begin to structure knowledge creation processes. Drawing on a qualitative case study of a new medical research project, the study shows how power and knowledge negotiations became manifested through conflicting discursive positioning and coercive power affecting knowledge co-creation efforts. One CoP adopted an authoritative leader role, prioritized their own problem definition and knowledge creation process, and engaged in the peripheralization of other CoPs. The power and discursive moves prevented the development of shared problems and interconnected practices contributing to epistemological suspicion among the participating CoPs. The study offers new insights to research on power dynamics in situated learning and knowing by problematizing the relationship between localized practices and emerging interconnected practices, by shedding light on how discursive positioning and coercive power operate together, and by developing peripheralization and epistemological suspicion as potential explanations for how and why knowledge workers struggle to act on opportunities for knowledge co-creation.

‘It is Krajina all over again’: geopolitics of spite and geographical analogy in a Serbian newspaper audience

ABSTRACT This paper addresses the negotiation of geopolitical knowledge by internet audiences in the comment section of the website of the Serbian newspaper Politika. It maps changes in the commenters’ attitudes towards Russia’s declarative role as the international protector of Serbia’s territorial sovereignty through an examination of online comments on the Russo-Georgian war in 2008 and Russian annexation of Crimea in 2014. Starting with Serbia’s international humiliation during the Yugoslav wars, exemplified by the exodus from the Republic of Serbian Krajina in 1995 and the Kosovo crisis of 1999, it analyses the strategies that users deploy to draw geographical analogies between distant and local places and across time. The example of this Serbian newspaper comment board is used to discuss the benefits of deeper engagement with online comments in geopolitical narrative and argue for the value of treating geographical analogies as expressions of emotion. The sociology of knowledge approach to discourse (SKAD) is shown to be useful in popular geopolitical analysis, especially of the knowledge/emotion nexus. SKAD is used to propose a context-specific way of accessing emotions in geopolitical narratives, taking the case of what is traditionally regarded as a national character trait in Serbia – inat, or ‘spite, defiance’.

Theatre as a space for negotiation and co-creation of knowledge

In an increasingly rich and abundant context of publications on science and theatre, Simon Parry's “Science in performance: theatre and the politics of engagement” stands out for its multidisciplinary perspective on the topic, focusing on central issues in the field of science communication. Based on a detailed and dense analysis of a selection of theatre performances about science, Parry supports theatre as a space for negotiation and co-creation of knowledge.

¿Del monólogo al diálogo de saberes? Una reflexión epistemológica y pedagógica sobre la incorporación de los saberes tradicionales indígenas en la educación intercultural básica en México

Con el presente artículo propongo un análisis del concepto de diálogo de saberes en la educación intercultural. Para ello, la reflexión gira en torno a tres puntos: la dificultad teórica de hacer conciliar inclusión y diálogo; el cuestionamiento de la pertinencia de los métodos e instrumentos de la epistemología occidental para sistematizar los saberes indígenas; la crítica a la propuesta de incorporación de los saberes indígenas reflejada en los Marcos Curriculares de Educación Indígena y de la Población Migrante. Se sostiene que el sistema educativo mexicano, al encontrarse aún inmerso en una ideología sustancialmente inclusivista y homogeneizadora, está muy lejos de pasar del monólogo cultural, pedagógico y epistemológico al diálogo. Se concluye que el desafío consiste en hacer efectivo el ideal de una educación intercultural para todos y en fomentar la reflexión epistemológica para la comprensión de los saberes indígenas, con el fin de evitar aplicar procesos de sistematización erróneos para su incorporación en la escuela.

Oksidentalisme Hasan Hanafi

Hasan Hanafi's Occidentalism hinted at an epistemological framework for the development of Islamic studies. The birth of identityism is based on his ideals to establish a shared position between Islam and the West in a constructive-proportional dialogue of knowledge. The three agendas offered in the form of our attitude towards old traditions, our attitude towards Western traditions, and our attitude towards reality, are an epistemological construct of the development of systemically intertwined Islamic studies. Our attitude towards the old tradition with its steps tries to provide innovation in Islamic studies which basically has a strong historical footprint, our attitude towards Western traditions tries to arouse Muslims' awareness that addressing the West must be more proportional in its historical framework, while our attitude towards reality directs Islamic studies as a study that is not separated from the reality that surrounds it.