Possession Of Knowledge Research Articles

Schizophrenia: all in the mind or locked in the brain?

This paper questions whether a natural science language can be transposed either into the care of individuals affected by mental illness or the educational curricula of those preparing to care for them. The importance of biological research into schizophrenia is not denied. However, it is suggested that paradigms which depend upon ownership (of knowledge) may be less worthwhile to schizophrenic people than an approach which rests upon a philosophy of being. In this sense, a consideration of the place of consciousness in investigations into brain function is stated to be relevant: issues of mind and brain are central to discussions about schizophrenia. It is not denied that the laboratory-bench may ultimately unravel genetic susceptibility to schizophrenia. However, a biology of persons - however persuasive its language - can lead, in the case of schizophrenia, to formulations of human defect. Forms of care which proceed from determinism can lead, as they did in the past, to the curtailment of individual aspirations for both carers and patients.

Schooling and the ownership of knowledge

This article considers the relationship between ‘school’ and ‘non-school knowledge’ and the classroom power imbalances they represent. The author critiques ways in which this distinction has been treated by earlier authors, arguing that ‘non-school’ or ‘owned’ knowledge has been defined simply as a negative of ‘school knowledge’, and that this does not aid our thinking in this area. She suggests that a key aspect of ‘owned knowledge’ is that students should have access to the power it represents, but that power-knowledge relationships within and outside of schools make this difficult to achieve.

Teaching public management: the case for (and against) cases

This article calls for an increased and more rigorous use of the case method in public administration education. Cases yield generalizations, cases help students take ownership of knowledge, and cases can further repetition of behavioral characteristics important to students such as empathy and self-confidence. The gradual expansion of public policy training into the area of public management has brought with it a marked increase in the use of cases and case teaching. Executive training programs, an ever more common feature of publicpolicy schools, rely even more heavily on case. Despite their prevalence and popularity, cases and case teaching have come in for considerable criticism. Social scientists in particular fault them for being atheoretical and, hence, lacking in intellectual rigor. Contemporary cases are also faulted for implicitly endorsing an “activist” or “heroic” view of public management. Whereas cases from the 1940s and 1950s portrayed a functional view of public managers, recent cases portray managers as people who actively shape their legal mandates and use administrative systems to promote political objectives--a questionable image to convey to students training for public service.(1) The first half of the paper describes in some detail a seminar, “Ethics and Public Management,” conducted at the Kennedy School by Mark Moore, Mark Lilla, and the author.

The Influence of Teacher Education on Teachers' Beliefs about Purposes of Education, Roles, and Practice

Infusion of social constructivist theory into teacher education has prompted focus on change in teachers' cognition and thought processes with teachers creating their own socially constructed teaching (Buchmann, 1986; Buchman & Floden, 1990; Cochran, De Ruiter, & King, 1993; Condon, Clyde, Kyle, & Hovda, 1993; Schon, 1987; Zeichner & Gore, 1990). Teacher education has no unified conception of constructivism (Black & Ammon, 1992; Mosenthal & Ball, 1992; O'Loughlin, 1992). However, constructivist educators agree teacher change requires learning opportunities supporting in-depth examination of educational theories and practices in light of teachers' beliefs and experiences if they are to help pupils develop conceptual understandings of subject matters and a critical view of education. Several conditions are necessary for the development of learning opportunities allowing teachers freedom to develop new understandings of teaching and learning. A necessary point of departure is the development of a theoretical view of learning to guide teacher education in which knowledge, curriculum, and learning are socially constructed; the curriculum and instruction are discipline based; the focus is on teachers' and children's sense making; and authority is socially accorded (Cochran et al., 1993; Condon et al., 1993; Schon, 1987; Zeichner & Gore, 1990). Constructivist teacher education requires learning opportunities that encourage reflection, dialogue, critical thinking, knowledge ownership, and understanding in context and within learning communities (Black & Ammon, 1992; Cochran et al., 1993; Condon et al., 1993; Mosenthal & Ball, 1992; O'Loughlin, 1992; Zeichner & Gore, 1990). This reconceptualization of teacher education requires the creation of norms of discourse, which provide cohesiveness of purpose and facilitate constructive dialogue about teaching and learning within and across learning communities. Constructivist-oriented approaches often require teacher education students and teacher educators to engage in dialogue, reflection, and inquiry and are more likely to influence teacher change in desired directions. Why Is Changing Teachers' Beliefs Important to Teacher Education? Purposes of education may shape teachers' beliefs about what is appropriate in teaching and teachers' conceptions about their professional role. Conceptions of their role may, in turn, shape their teaching practice (Buchmann, 1986). Reflecting and attempting to understand how their beliefs influence their teaching are critical to teachers' development and change in role conceptions and teaching practices. Little empirical evidence exists in the teacher education literature on the influence of teacher education on teachers' values and beliefs. Consensus exists that teacher education has little effect on altering teachers' beliefs (Weinstein, 1989) and that changes in practices do not necessarily accompany changes in beliefs (Prawat, 1992) and that changes in practices and beliefs do not necessarily generalize across the teaching of different subject matters. Preservice teachers' previous experience as pupils, the apprenticeship of observation, and schools' organization and culture have more influence than formal teacher education in shaping their teaching (Lortie, 1975). Some researchers find that positive change depends on attention to teachers' previous beliefs, attitudes, and experiences (Florio-Ruane & Lensmire, 1990) and that meaningful change in instruction entails fundamental change in what teachers know and believe. The question of whether teacher education can alter teachers' beliefs is important for empirical research and relevant to teacher education policy. In this article, I explore beliefs of teacher educators and teacher education students regarding education's purposes, teachers' professional role, and teaching practice, and the degree to which teacher education shapes these beliefs. …

Using patients: exploring the ethical dimension of reflective practice in nurse education.

Within nurse education there is a growing interest in the use of reflective practice as a vehicle for professional development. Additionally, clinically reflective practice is seen as an ideal way of improving performance and patient care. In this paper it will be argued that whilst this development is potentially valuable to both professionals and clients, there are major ethical issues which need to be addressed. The "how to' literature appears to focus predominately on the practitioners subjective description and interpretation of events. It is usual for these events to include details of clients: but not usual for clients to be aware that information about them is being used in this way. Within a deontological ethical framework the use of people as means rather than ends is considered to be morally wrong. However, clients have probably always been used by professionals to some extent: Things such as case conferences and clinical trials are legitimated by the intention to improve training and practice, and are regulated by various professional codes and committees. It would appear, however, that reflective practice is quantitatively and qualitatively different from the above, and thus may cross a moral boundary. Reflective practice is not simply re-examining someone's case: it involves personal interpretation and judgement. The reflector may be recording incidents, verbally or in written form, which would not otherwise be recorded, and may be controversial. This raises questions about the nature and ownership of knowledge, and the responsibilities of people who have such knowledge. Systematic and continued reflection may be akin to action research and, as such, considerations of rigour, authenticity and informed consent need to be addressed. Thus whilst reflective practice may prove to be a good thing, it cannot be seen in isolation from wider ethical concerns.

Engaging the Process of Transformation

The contributions included in this issue demonstrate the variety of ways in which participatory and interpretive methods are transforming the field of psychology and clarify the integration of the personal and political commitments of the authors within their research. A number of issues remain to be negotiated, however, before these methods take their full place in the field. This conclusion considers a few of these issues, including an examination of how these approaches demand a fundamental reassessment of validity in psychological research. It also considers the critical issue of the ownership of knowledge, and proposes a reframing of the ethical guidelines for research in the field. Finally, it invites further discussion and debate around the issues raised in this issue.

Engaging the Process of Transformation

The contributions included in this issue demonstrate the variety of ways in which participatory and interpretive methods are transforming the field of psychology and clarify the integration of the personal and political commitments of the authors within their research. A number of issues remain to be negotiated, however, before these methods take their full place in the field. This conclusion considers a few of these issues, including an examination of how these approaches demand a fundamental reassessment of validity in psychological research. It also considers the critical issue of the ownership of knowledge, and proposes a reframing of the ethical guidelines for research in the field. Finally, it invites further discussion and debate around the issues raised in this issue.

Cyborgs and knowledge workers? gendered constructions of workers in vocational education and training

This paper challenges current assumptions about the ‘knowledge workers’ for whom vocational education and training is to be provided to meet the demands of a globalised and restructured economy. Constructions of skilled ‘knowledge workers’ are gender‐blind in several important respects and ignore or devalue women's work in feminised sectors of the workforce. A more useful construction of the worker, which draws upon the conditions of women's workforce participation, may be the cyborg in whom human subjectivity and technology are blurred. Cyborgs offer multiply‐situated hybrid forms of subjectivity, and cyborg politics are about questions of ownership of skills and knowledge in the shifting boundaries between humans and the technologies they inhabit or are inhabited by.

The development, trial and evaluation of a constructivist teaching and learning approach in a preservice science teacher education program

This paper reports on the use of a constructivist teaching/learning approach to improve first year pre-service primary teachers' confidence in, and attitude to, teaching science. The two-semester program was based on allowing the students to explore science concepts in detail during the first semester and then developing constructivist pedagogy in the second semester. There were many benefits reported by students including ownership of knowledge, the development of pedagogic skills and the use of group work to develop ideas. However, a number of concems were raised such as uncertainty of knowing what to do when exploring knowledge for themselves and the lack of note taking which occurred. A number of issues that need to be considered when re-implementing the program are discussed.

Apprenticeship — The perilous journey from Germany to Togo

This paper explores the economic and cultural reasons why apprenticeship programmes imported by developing countries typically fail. The authors pursue this inquiry in a comparative manner by addressing experiences in Western Africa and by drawing on the outcomes of apprentice programmes in some industrialised countries. The authors identify major issues that explain why programmes borrowed from the West are so ineffective in Africa. Essentially, the imported apprenticeship programmes are decidedly Western and white concepts that link education to employment through certification and individual ownership of knowledge, and that clash with African cultural traditions. Individual success is central to Western-based programmes, which is opposed to more community-based conceptions of traditional African culture. Because of this inherent mismatch, the authors conclude with several options for developing apprenticeship training in Africa that are more relevant and adaptable to the prevailing cultural, educational and economic climate. They encourage programmes that improve the educational system incrementally and caution against programmes that run counter to the predominant culture.

Knowledge, values, and the social order in Hayek's oeuvre

The epistemological basis of Hayek's moral and political philosophy is outlined. The Vienna of Austrian Economics, of Logical Empiricism, and its main critic Popper, form the background. Popper's methodology of research has been generalized to Evolutionary Epistemology. The concept of spontaneous order is central to Hayek's theory of cultural evolution. Attention is drawn to parallels with synergetics—how order emerges out of chaos. Property breeds order, but not the other way round. The market is logically and, hence, historically prior to any proto-state authority. Hayek's key questions are: How to use knowledge?, and How to elicit it? Existing dispersed (local) knowledge constitutes an epistemic resource, a sort of wealth. Knowledge is elicited in the market process, be it a commercial market or the “market of ideas.” The competitive market functions as a discovery and selection mechanism. The only viable way of co-locating relevant knowledge and decision rights is vesting decision responsibility in the owners of knowledge through the free, private market. The so-called “socialist calculation debate” is a spin-off of this insight. In the evolution of humankind, two rule systems have evolved: the moral system that stabilizes the face-to-face group and the system of abstract rules that makes possible social life in the large, anonymous society. Hayek's philosophy of the free society is based upon these theories, including his descriptive ethics. Apparently, in the long run, a free society cannot survive without a deontic moral system. This article argues that Hayek's philosophy is completed and enriched by Jasay's seminal work.

The concept of intellectual property and its implications for oncology

Oncologists and scientists in oncology centres work in an environment that seeks and promotes innovation and are under an ethical obligation to disseminate new knowledge for the benefit of society. That knowledge (which may give rise to intellectual property rights) may have substantial commercial value, and with it comes the need to protect employers' and employees' legitimate interests through patents and copyright. Employers and employees may not fully appreciate the legal and ethical obligations surrounding ownership of such knowledge, so both should co-operate in formulating policies which balance the need for disseminating new knowledge and the need to protect institutional interests. This is particularly appropriate for the new NHS trusts which may undertake research jointly with commercial organizations. This article outlines the important issues for consideration.

Informal Learning In Family Caregiving: A Worm's Eye View

The purpose of this study was to examine the process of informal learning in the context of family caregiving for the frail elderly in the community. Sixty ethnographic interviews were conducted with fifteen family caregivers. A model of informal learning as reflection-in-action emerged from the data. Five themes of Meaning and six types of Informal Learning were derived from the interview data. An implicit cultural theme of "ownership of knowledge" in caregiving is hypothesized and implications for teaching and learning in everyday situations is discussed.

Microcomputer graphics (Panel)

Ranging from home computers for entertainment and education to personal work-stations for design and presentation, microprocessor hardware spans the entire spectrum of graphic applications. Through live demonstrations of the latest and most popular hardware and software offerings, we hope to give you a feeling for the rapidly growing field of personal, “human scale” computing. The session will include a visual tour of the MacPaint package and the Quickdraw firmware on Apple's Macintosh personal computer, as well as brief demos of software for educational videogrames, low resolution typography and interactive, real-time animation. Depending on audience questions, we might also take a look at issues and trends involved in mass marketing of software, personalization of technology and ownership of knowledge...and what the ramifications might be for the future of computer graphics and the human (-) computer dialogue.

Sartre Listening to the Savages

Abstract For us, ex-colonized of the Empire, neo-colonized or new-socialized of today, Indochinese and Africans, and for us the West-Indians at the tail end of the colonial cluster, the large place which Sartre deserves in our hearts comes less from what he told us than from how he listened to us. Indeed, from Rousseau to Marx, from the good savage to the underdeveloped, we have always been the victims of a triangular commerce of thought and knowledge. Non-Western societies — the world of the Other — furnish the land and the labor: the exotic slave object of the theoretical western gaze. And it is the European owners of knowledge who administer the productions.

From Suspicion and Accommodation to Structural Transformation: Enhanced Scholarship through Enhanced Community-University Relations

While substantial efforts are being made in some universities to democratize the production, ownership, and use of knowledge through partnership with the community, significant barriers to community-university partnership persist, maintained through inequitable research relations, reductionist definitions of knowledge, and disincentives for faculty who are interested in community-based scholarship. The perseverance of this disconnect, we argue, is indicative of an existential aversion to community that lies deep within the psyche of the university. We liken the aversion to that of a disgust response, a social response that creates distance from that which is perceived to be dangerous, which in this case serves to preserve the university’s privileged status as knowledge producer. In this paper we bring forward arguments for the importance of community-engaged scholarship to the university’s civic role, to the pursuit of knowledge, and to the principles of democracy. We highlight promising advances in how some universities are accommodating community partnership within their definitions of scholarship and academic production, and, drawing upon Gordon’s theory of structural transformation and Bourdieu’s conceptualization of agency and habitus, we consider how such changes might be brought about at a deeper, structural level within the university.

The Welfare Economics of Invention

This essay is not an attempt to analyse or assess the whole complex of forces that cause the market for inventions to function in a suboptimal manner. In spite of the obvious practical relevance of risk, a model of the market for inventions is constructed here on the assumption of perfect foresight. Furthermore, no allowance is made for conventional investment or technical change other than a single invention, nor for the subtle relations among the branches of research that cause investigation in one area to cast light in unexpected ways on problems elsewhere, so that most research yields at least some useful by-products that cannot be appropriated by any . Invention is examined here as the most complete and perfect form of the deviation from a Pareto optimum classified under the heading of indivisibility. An invention is the production of a production-possibility curve. In so far as invention adds to society's stock of knowledge, invention has something in common with ordinary investment that augments the stock of standard factors of production. Investment in knowledge differs from investment in things in that knowledge once acquired can never be used up. It is like a road broad enough to accommodate any amount of traffic without congestion and durable enough never to be in need of repair. As the use of existing knowledge has no alternative cost, its optimum price is zero and the owner of knowledge is uncompensated. A patent system is required to create an artificial and uneconomic scarcity of newly-created knowledge so that profit-seeking people or firms have an incentive to invent. At this level of abstraction the patent system is surely the lesser evil. All the same, it causes the behaviour of the competitive system to deviate from a Pareto optimum in a number of ways. Subject to a battery of simplifying assumptions it will be shown that (1) any commercially profitable invention confers a net benefit on the community as a whole; (2) the patent system causes under-production of the newlyinvented product; (3) some inventions are worth undertaking to the community as a whole even though they are unprofitable under the patent system; and (4) the patent system results in under-investment in productivity. These four propositions are derived directly from a simple model of the market for inventions. A fifth proposition is suggested by the model without actually being an implication of it. This final proposition is that (5) commercially profitable inventions tend to provoke wasteful competition.

American Culture History in the Light of South America

Previous articleNext article No AccessAmerican Culture History in the Light of South AmericaJulian H. StewardJulian H. Steward Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 3, Number 2Summer, 1947 Article DOIhttps://doi.org/10.1086/soutjanth.3.2.3628725 Views: 10Total views on this site Citations: 11Citations are reported from Crossref Journal History This article was published in the Southwestern Journal of Anthropology (1945-1972), which is continued by the Journal of Anthropological Research (1973-present). PDF download Crossref reports the following articles citing this article:James R. Welch Heritable prerogatives and non‐lineages: proprietary knowledge ownership among the A'uwẽ (Xavante) in central Brazil, Journal of the Royal Anthropological Institute 28, no.33 (Jun 2022): 807–827.https://doi.org/10.1111/1467-9655.13775Jonathan A. Hanna, Christina M. Giovas An Islandscape IFD: Using the Ideal Free Distribution to Predict Pre-Columbian Settlements from Grenada to St. Vincent, Eastern Caribbean, Environmental Archaeology 27, no.44 (Nov 2019): 402–419.https://doi.org/10.1080/14614103.2019.1689895Christina M. Giovas, Scott M. Fitzpatrick Prehistoric migration in the Caribbean: past perspectives, new models and the ideal free distribution of West Indian colonization, World Archaeology 46, no.44 (Jul 2014): 569–589.https://doi.org/10.1080/00438243.2014.933123Stanford Zent, Egleé Zent, Jodï horticultural belief, knowledge and practice: incipient or integral cultivation?, Boletim do Museu Paraense Emílio Goeldi. Ciências Humanas 7, no.22 (Aug 2012): 293–338.https://doi.org/10.1590/S1981-81222012000200003Kent Mathewson Greater Louisiana connections and conjunctures: Placing New Orleans in an Atlantic time-geographic perspective, Atlantic Studies 5, no.22 (Aug 2008): 223–236.https://doi.org/10.1080/14788810802149741Shannon Lee Dawdy La Nouvelle-Orléans au xviiie siècle, Annales. Histoire, Sciences Sociales 62, no.33 (May 2017): 663–685.https://doi.org/10.1017/S0395264900029620 References, (Jan 1980): 273–314.https://doi.org/10.1016/B978-0-12-595350-4.50013-XIrving Rouse Prehistory of the West Indies, Science 144, no.36183618 (May 1964): 499–513.https://doi.org/10.1126/science.144.3618.499Irving Rouse The Circum-Caribbean Theory, An Archeological Test, American Anthropologist 55, no.22 (Oct 2009): 188–200.https://doi.org/10.1525/aa.1953.55.2.02a00040 Albert C. Spaulding The Origin of the Adena Culture of the Ohio Valley, Southwestern Journal of Anthropology 8, no.33 (Sep 2015): 260–268.https://doi.org/10.1086/soutjanth.8.3.3628657Frederick Johnson Archaeological News: American Archaeology, 1947, American Journal of Archaeology 52, no.33 (Dec 2021): 344–372.https://doi.org/10.2307/500417

Theory of knowledge from the point of view of energy psychology

The majestic halls of the temple of human knowledge, called science, were built by long efforts and mental work of countless generations of our ancestors. The owner of modern knowledge, a civilized person, comprehended the laws of the world and, having studied the connection between phenomena, by the intervention of his personal will, as a physical force, cleverly applied to a system of levers, subjugated nature and became its actual ruler.