Epistemological Position Research Articles

Quantum physical insights of agential realism within new materialism in science education:

Barad’s agential realism has recently been evoked as a theoretical viewpoint for science education and science education research in approaches that emphasize the role of materiality and matter as a key aspect of learning science. Barad’s agential realism is underpinned by their specific ways of reading quantum physics, its interpretations and, in general, contemplations of the quantum nature of existence. Agential realism is an ontological as well as an epistemological (onto-epistemological) metaphysical position that strives to dissolve the boundaries between subjects and objects, and leaves little room for traditional subject-centered epistemological views (like constructivism) of learning. A closer look is warranted at how the quantum physics underpinnings of agential realism, which are clearly very important for it, appear in its current applications in new materialism within science education research. This critical commentary claims that, in such a context, the conceptualization of learning and educational phenomena derives little if any advantage or practical utility from the quantum physics-inspired metaphysics of agential realism; only metaphorical talk remains. Consequently, we need to be aware of the limited power and plausibility of the quantum-inspired contemplations contained in agential realism if it is adopted as a theoretical viewpoint for science education and science education research.

О «врожденности» имени

The article continues the discussion of the name as an “innate linguistic property” started by Alexei Koshelev in a previous issue of this journal, and is of a polemical nature. Subscribing to most of A. Koshelev’s important observations and inferences regarding the dynamics of infants’ development, I question his main and, seemingly, paradoxical conclusion about the innate character of names as linguistic properties of objects and argue that such a conclusion is inevitable in the framework of the dualist Cartesian philosophy with its rationalist epistemology still dominant in academia. As an alternative, and a way to avoid such paradoxes, I argue for a different kind of epistemology based on radical constructivist philosophy as its theoretical foundation, particularly H. Maturana’s biology of cognition and biology of language. A constructivist, systems approach to the issue of the relationship between cognition and language, or “objectivity with parentheses”, opens a new perspective on the nature of concepts and the role of language in their formation leaving no room for the idea of presumed innateness of names.

Interweaving Narratives of Lived Experience in Mental Health Social Work Curriculum

ABSTRACT This study explored the metacurriculum of an undergraduate mental health social work subject that was developed and delivered collaboratively by lived experience and social work academics in a regional Australian university. Metacurriculum refers to implicit messages about how students learn how to learn that is, the ontological and epistemological positioning of curriculum. In this subject, students were invited to reflect on multiple, diverse, lived-experience narratives of mental distress as they developed their understanding of mental health social work practice. Using cooperative inquiry, we collectively critically reflected on the experience of teaching and learning with this curriculum. Coresearchers included a student who had completed the subject; a mental health social work practitioner/tutor, a social work academic, and a lived-experience academic who coproduced the subject material; and mental health academics acting as critical friends. Findings revealed engaging with lived-experience narratives was experienced as generating compassion for all humanity; challenging stigma by sharing the responsibility of positioning; and enabling critically reflexive dialogue. We concluded that diverse, lived-experience narratives can be incorporated to enact metacurriculum that aligns social work teaching and learning with emerging transformative approaches to mental health. IMPLICATIONS Incorporating diverse narratives of mental distress into curriculum can highlight the operation of intersectionality and privilege. Engaging with multiple narratives of mental distress undermines the binary construction of “them” and “us”. Metacurriculum enacting inclusive, collaborative knowledge development aligns teaching and learning with transformative mental health.

Cinematic Affects in War: The Visual Anthropology of Mantas Kvedaravičius

This paper offers a reading of Mantas Kvedaravičius’ research findings from the perspective of visual anthropology. The paper describes the continuities between Kvedaravičius’ theoretical concerns on the anthropology of war and his filmmaking approach. These continuities imply an epistemological position that approaches research cinematically and proceeds to write from that position. Kvedaravičius’ work is illustrative of research that takes audio-visual ethnography seriously and works through the possibilities and limitations of different media to produce new stories on the human experience.

On Social Emergence: A Non-Dichotomous Approach to Qualitative Data Analysis

As part of our research project titled The Shaping of Subjectivity and Biographies of Individuals in the Face of the Transformations of a Neo-modern Society, data was collected with a tool of narrative interviewing focusing on the present experience. In this article, we propose a nondichotomous way of analyzing this qualitative material. The inspiration for creating the presented analytics is the epistemological position of the Gestalt psychotherapy as well as phenomenology (Merleau-Ponty and Waldenfels). The narrative interviews were aimed at theorizing (about) subjectivity in the biographies of contemporary Poles, but the analysis focuses not so much on depicting subjectivity as ‘basic agency’ – i.e. that which provides the possibility of action, interaction, self-narrating – but, rather, on seeing subjectivity as a component that emerges only in the long process of narration and interaction.

TOWARDS THE ISSO CERTIFICATION OF A VALUES MANAGEMENT SYSTEM: CASE OF CORPORATES IN NORTHERN MOROCCO

Purpose: The objective of this paper is to discuss the dialectic of a professionalization beyond certification versus a certification-based professionalization, as well as the challenges facing the standard implementation of a VMS as part of a High Level Structure (HLS) certification. Design/methodology/data analysis: We conducted this research using a qualitative method as part of a constructivist epistemological position, resorting intensely to the case method to process relevant data extracted from a sample of twelve companies, while using face-to-face semi-structured interviews to analyse data on a case-by-case basis, then cross-sectionally before announcing the research results. Findings: Based on the twelve companies we have processed, there is a collective need for adopting an implementable VMS as part of HLS certification, whose responsibility must be in charge of the HR process in collaboration with quality. Originality/value: This paper sheds light on the prospective possibility of building and implementing a VMS standard as part of ISO certification. Noticeably, there are timid efforts made in the process of switching towards the ISO certification of ethical standards under the framework of HLS. Practical implications: We suggest that, in the upcoming years, ISO committees could re-bring to the table ethical discussions upon issuing a certifying standard focusedly axed on a system of management by values.

The Case for Spirit Realism: A Reply to Fales

Abstract In this article, I respond to some criticisms raised in Evan Fales’ review of my book The Epistemology of Spirit Beliefs that was published in this journal. The points I will address are the following: (i) Fales’ complaint about unclarity in my epistemological position, (ii) his complaint about my insufficient presentation of alternative explanations, and (iii) his complaint about my use of the terms ‘naturalism’ and ‘naturalistic explanation’.

Feminist Paradigm in the Social Researches

The lack of scientific literature in Kurdish language on research paradigms in the social sciences creates complications for new researchers. This paper attempts to discuss some of the basic issues of social science research in order to provide a clear presentation for researchers in this field. The purpose of this paper is to provide a brief overview of the different research paradigms. especially the feminist paradigm. The paper reviews the literature on the feminist paradigm and explains its ontological, epistemological and methodological positions. It also defines and explores different research methods in detail. It emphasizes that we need to be mindful of issues related to women in our choice of research paradigm and to design our research with a clear connection between the nature of the paradigm and the theoretical framework of research. The decision to choose a philosophical perspective for the study of a phenomenon or topic related to women's issues is important to be guided by the demands and needs of a study. It is important that researchers adopt an appropriate approach to the choice of research methods or combination of methods, but the choice of any research method should not be interpreted as indicative of an ontological or epistemological position, in the sense that the choice of research paradigm takes precedence.

A relational approach to knowledge exchange in higher education

ABSTRACT Reference to Knowledge Exchange (KE) in UK Higher Education Institutions (HEIs) has become common place, reflecting the continued changing role of universities within society. Arguably, KE draws together notions of HEIs as purveyors of knowledge, with students helping to create a tripartite relationship with HEIs and the wider community as well as a civic responsibility to contribute to the wider public good. Realising the potential benefits of this inter-relationship required a problematising of the meanings of both knowledge and the notion of an exchange, drawing on the work of Dewey and Bernstein. Our paper offers an analysis of the different epistemological positions governing understandings of knowledge and how these are influenced by the performativity and neoliberal responsibilisation of modern universities. More specifically, the epistemological position encouraged by the modern university leads to a tension between measurement and evaluation of KE on the one hand and pedagogical practice on the other. Taking into account these tensions, the paper offers an alternative approach to knowledge exchange with suggested principles to underpin a future relational pedagogy for KE.

Majority jury verdicts in England and Wales: a vestige of white supremacy?

In England and Wales, the requirement for a unanimous jury verdict in criminal cases was abolished in 1967, marking a significant departure from a centuries-old legal tradition. Majority verdicts are now common practice, yet no research to date explores the origins of this sudden change to the jury system. In contrast, recent research in the US uncovered a connection between the conception of majority verdicts in Louisiana and Jim Crow era law-making, finding that majority verdicts were strategically introduced to suppress the black juror vote and facilitate quicker convictions to fuel free prison labour. The US Supreme Court later outlawed majority verdicts in a case known as Ramos v. Louisiana, amid recognition of their racist origins . Adopting the critical epistemological position guiding the US research, we consider how race and class underpinned the decision to introduce majority verdicts in England and Wales. Drawing on Home Office files and other archival materials, we find that an increase in eligible jurors from different racial and class backgrounds led to a perceived decline in the ‘calibre’ of jurors – reflective of wider public anxieties about Commonwealth immigration, Black Power and white disenfranchisement. We conclude that a desire to dilute the influence of ‘coloured’ migrants on juries contributed to the introduction of majority verdicts in England and Wales.

Academics’ Epistemological Attitudes towards Academic Social Networks and Social Media

Academic social networks and social media have revolutionised the way individuals gather information and express themselves, particularly in academia, science, and research. Through the lens of academics, this study aims to investigate the epistemological and psychosocial aspects of these knowledge sources. The epistemological attitude model presented a framework to delve into and reflect upon the existence of knowledge sources, comprising subjective, interactional, and knowledge dimensions. One hundred and twenty-six university academics participated in this study, including lecturers and researchers from different higher education institutions in Latvia. The study employed two methods: the Epistemological Attitudes towards Sources of Knowledge Questionnaire and the Epistemological Attitudes towards Sources of Knowledge Semantic Questionnaire. The data analysis involved several procedures, including exploratory and confirmatory factor analysis, correlation analysis, and test statistics. By implementing these methods, the study gained valuable insights into the sources of knowledge, examining them from two perspectives. The first perspective brought attention to the differences in academics’ appraisals by discussing their understanding, approach, use, and valuations of these sources. By scrutinising the constructs of meanings, the second perspective sheds light on the anticipated knowledge which is deemed ideal, the concrete knowledge that is both social and objective, and the subjectively valuable nature of academic social networks and social media. The findings underscore the specialised knowledge and qualities that academics rely on for producing knowledge. In terms of epistemology, methodology, social science, and education, the study holds theoretical and practical implications, especially in comprehending knowledge and its sources.

Factors affecting brand preference in passenger car buying in Nepal

In today’s complex and highly competitive marketplace, marketers, realizing a need to develop sustainable strategies, have turned to branding as a solution. Understanding the brand preferences of consumers is always under discussion. In such context, this study measured the effects of price, attributes, brand personality, appearance, and self-congruity on brand preference in buying a passenger car. A deductive reasoning approach, quantitative method, and positivist epistemology with predetermined hypotheses were used. A six-point Likert scale structured survey was utilized to gather the primary information. The sample included 411 passenger car users in Nepal. A judgmental sampling technique and a causal research design were used. Through path analysis, the effect of price, attributes, brand personality, appearance, and self-congruity on dependent variables was identified using structural equation modeling. The study’s outcome showed that attribute (β = 0.062, p > 0.05), price (β = –0.041, p > 0.05), and appearance (β = 0.022, p > 0.05) have no significant positive impact on consumer brand preference. Moreover, the study discovered that brand preference is influenced by self-congruity (β = 0.297, p < 0.05) and brand personality (β = 0.232, p < 0.05) in buying passenger cars in Nepal. It is concluded that brand image and prestige are more critical for high-involvement products. These outcomes provide a road map for future scholars and business people with a view of the emerging context of market development.

Empatiens mange ansikter: fenomenologisk og positivistisk empati

Understanding of the concept of empathy is often subject to change. The manifold conceptualisations, as well as the terminological ambiguities regarding the concept, are observed by studying interdisciplinary, overlapping and even contrasting perspectives of the phenomena across public discourse and academic literature. In this article we do not attempt to reduce the concept of empathy to a single entity, but rather strive to illuminate the many approaches to it. We identify a categorisation of the literature on empathy into two overarching approaches and propose two prototypical epistemological positions that might describe the definitional variations in understanding and applying it, namely a phenomenological or a positivist model underlying understandings of the concept. These two categories encompass wide subsets of traditions and perspectives which we summarise in a nomological network. Such a framing enables us to document the basis for the concept of empathy within a diversity of disciplinary traditions. Keywords: empathy, phenomenology, positivism, nomological network

Deploying Kronfeldner’s concept of human nature in archaeology

This essay represents a reflection on the role and relevance of the concept of human nature in archaeology, inspired by the ideas about human nature presented and elaborated by Maria Kronfeldner in the book What?s Left of Human Nature?. It is a comment from an archaeologist?s perspective. Kronfeldner formulated three ways in which human nature can be conceptualized: classificatory, descriptive and explanatory human nature. In the text, I review the archaeological and anthropological topics for which the three aspects of human nature are relevant. In the first part, I address the problems related to the concepts of classificatory and descriptive human nature in the late Pleistocene, when Homo sapiens was not the only species of the genus Homo on the planet. In the second part, I discuss the role of human nature from the epistemological position when it comes to the theoretical basis of reconstructing human behavior in the past and the more general anthropological issue of establishing cross-cultural regularities and laws. This is by no means a comprehensive and detailed survey of the potentially relevant topics, but it should illustrate the usefulness and relevance of Kronfeldner?s concepts for the fields of archaeology and anthropology.

On the Epistemological Foundations and Issues of the Modern Legal Understanding Doctrine

This article is devoted to a comprehensive analysis and understanding of existing epistemological approaches to the study of legal understanding. The paper reveals modern doctrinal concepts in relation to the definition of the category “legal understanding”, its ontological, axiological and problematic aspects, provides and critically analyzes some methodological approaches to the organization of the content of the legal understanding doctrine. In particular, the author focuses on the theoretical characteristics of such ontological categories of legal understanding as the essence and definition of the concept of law, considered as its internal content and complete (idealized) form, their axiological problem and epistemological positioning in the structure of modern legal knowledge. From the standpoint of general scientific methods and requirements, the idea of the inadmissibility of ignoring the objective system- and structure-forming properties of these ontological categories, their universal (global) significance and the need to exclude their multivariance (multiplicity) is substantiated.It is concluded that the theory of legal understanding represents the fundamental direction of legal science for developing reliable, objective, and substantiated knowledge about the essence and understanding of law. The theory of legal understanding should be determined by specific (strict) requirements of scientific rationality, such as finding objective laws of change and development of law, establishing its essence, creating an idealized theoretical construct (concept definition) of law, and development of scientific foresight and forecasting of the future of law, etc.

“O mundo aos nossos olhos e pelas nossas vozes”: o que crianças dizem sobre direitos, discriminações e diferenças, género e pobreza

ABSTRACT In the context of the project SMOOTH - Educational Common Spaces, Passing through enclosures and reversing Inequalities (Horizon 2020, European Commission) and the subproject RED - Rights, Equality, Difference - as well as an epistemological, theoretical, methodological and ethical position, that puts in dialogue the Sociology of Childhood and Education Sciences, a qualitative research was carried out with children attending the 2nd Cycle of Basic Education, in a public school in Lisbon, within the subject of Citizenship and Development. A central aim of the Project, which is presented in this paper, is to analyse, from an active listening of the children, their conceptions about rights, discriminations and differences, gender, and poverty, and their lived/attributed subjective meanings. Methodologically, through observation, semi-structured interviews and focus groups, their voices, and by their proposal, materialised in the publication of a podcast episode. Qualitative content analysis enables us to exercise an understanding of what children say about these themes, what they have prioritised, reflected upon, and ignored. Their views about the world must be understood from their biographies and contexts.

Enactivism and Heidegger: a Complicated Theoretical Union

This article shows what difficulties are connected with the enactivist interpretation of Heidegger and what options can be found to overcome them. First of all, the epistemological attitude of enactivism is outlined. This attitued forced the enactivist theoreticians (i.e. Francisco Varela and Evan Thompson) to turn to the “cognitive” understanding of Heidegger. The rejection of cognitivism and connectionism as equally “disembodied” ways of understanding consciousness in favor of an “embodied” approach led enactivist theorists to turn to the phenomenological tradition and, in particular, to the cognitive interpretations of Heidegger. Secondly, the reasons for disappointment in the Heideggerian heritage, expressed by the theorists of enactivism, are considered. It is shown that the main reason for this disappointment was the basic incompatibility of the enactivist approach to consciousness, based on the Husserlian concept of intentionality, with Heidegger's approach. Natalie Depraz' non-intentional approach based on her interpretation of the concept of Gelassenheit is named as an example of overcoming the contradictions that arise in enactivism.

Función administrativa académica del docente universitario, Perú

In order to fully understand what is meant by an academic administrative function, since this term has generated national interest in public universities. The purpose of this study was to know the academic administrative function of the university teacher, for this the research was based on a bibliographic review and the current regulatory framework, a qualitative and exploratory approach, and the epistemological position that started from the conception of knowledge as a social construction. . A theoretical approach was established based on the bibliographic review and the voices of the social actors in a university entity, concluding that public universities in Peru must adapt their internal management documents in accordance with what is established in the current regulatory framework. for the proper fulfillment of academic administrative functions by the university professor.

Revenue Strategies that Encourage Graduates’ Funding Initiatives in South African Public Universities

As a result of the increasing unemployment rate amongst youth in South Africa, this study sought to investigate revenue generating strategies aimed at sustaining universities financially in the long run whilst focusing primarily on placing graduates in employment opportunities emanating from business start-ups or business partnerships led by universities.Under the theme of developing university revenue strategies that create graduates’ work opportunities, two research questions aimed to address the role of universities in supporting graduates’ business start-ups. The study examined how university-led graduates’ initiatives could serve as a significant contributor to the university’s third income strategy, whilst simultaneously reducing youth unemployment, which is currently one of the biggest challenges in the South African economy. The focus was on all twenty-six South African public universities using secondary data that was already publicly available. A positivist epistemology, using a quantitative research method, was used when statistically testing the first key research question which was conducted by demonstrating the strength of statistical association between two variables through applying the Pearson’s correlation test. Thereafter, in the second research question forecasting technique determined how universities can realize benefits aimed at generating extra revenue from investment contributions made towards graduates’ investment initiatives through forecasting anticipated targeted Returns on Investments. Key findings demonstrated that there was a significant association between each university’s net profit and the graduates produced, and the funding subsidy from the South African government in higher education also confirms this practice. The forecasting approach using the Excel Solver equation was possible to apply in addressing the target return on investment. This implied providing positive guidance in solidifying executive decisions to strategize allocating a university profit proportion as the basis of financing capital resources supporting university-led graduates’ initiatives for creating work opportunities. Keywords: Revenue, Funding, South Africa, Publica Universities.

Data Validation and Scientific Assumption of Impartiality in Accounting by Horkheimer’s Verstand

In this paper we discuss by Horkheimer’s perspective of instrumental reason (verstand), aspects related to data validation and impartiality in accounting research. In proposing the denial of absolute truth, Adorno & Horkheimer (1985) distinguishes two reasons: Verstand (instrumental reason) and Vernunft (substantial reason). The Verstand, as an expression of modernity and it science, is the character of reason purely formal, operational, ordering data. In other words, Verstand is the idea that the truth is known, or which must first seek a formula to put into practice only after. On the other hand, Vernunft is dialectical reason, a temporary fact, due to historical factors. Through Vernunft is possible to question the unquestionable, overcome the conclusive truth and objective authority. Thus, we show briefly an evolutionary view of accounting in order to highlight the development of accounting thought until a traditional theoretical perspective adopted. Then we make a counterpoint to this traditional perspective by verstand. In our discussion, we claim from researchers a choice between vernunft or verstand and make clear the data limitations into interpretations inside instrumental idea. We do not intend to propose in this article any ways to change the current paradigm in accounting. On the contrary, supported in Adorno (2009) displays as negative dialectics, this article aims solely to foster and mature debate, supported the substantial reason (Vernunft). As a result, by adding the verstand perspective in accounting research some interesting insights and interpretation will be provided by future research. In so doing, we expect a special attention to epistemological position which improve the data validation.