Epistemology Of Practice Research Articles

Voicing the Border: On Some Spectral Essay Films

Giving prominence to the auditory nature of the border, this article argues for the importance of voice to the epistemological practices of border essay films. By engaging with three relevant case studies—Appunti del passaggio by Maria Iorio and Raphaël Cuomo (2014–2016), Spectres Are Haunting Europe by Maria Kourkouta and Niki Giannari (Fantasmata planiountai pano apo tin Evropi, 2016), and An Asian Ghost Story by Bo Wang (九龍東往事, 2022)—it carries out an acoustemology of spectral border essay films that, to cite Jacques Derrida, speak of the ghost to speak of justice. In so doing, it shows that, through an experimental use of voice, these films perform the border by making it audible. Their experimental approach to make the border “heard” subverts the standard relationship between sound and image in documentary cinema. Simultaneously, it de-forms and re-forms the essay film via postcolonial and feminist appropriations and spectral modifications of the essayist’s translocal, border-crossing voiceover.

Problem solving as selective blindness

This article examines the practices associated with technical solutions to energy transitions. In particular, it considers the role of ‘problem solving’ as a partial view on the world with extraordinary influence. As the core epistemological practice of engineers, problem solving starts with selective framings of problems in which social or political conditions are taken as given. Engineering, as a form of applied science, therefore offers ethical choices that may be eclipsed by technical framings. This article highlights the reflexive practices of engineers engaged in modelling practices for energy transitions, who are addressing socio-technical problems in formally constrained ways that both enable and limit the thinkability of different future horizons.

Practical epistemology of history teachers and its relationship to normative injunctions

Over the past few decades, significant work has been done regarding the epistemic beliefs of history teachers. However, nuanced epistemic beliefs do not appear to manifest as regularly as may be expected in teaching practices (Wilke et al., 2022). While exploring the normative injunctions imposed in part by the hidden curriculum (Giroux & Penna, 1979), the “school form” (Barthes & Alpe, 2018), and the challenges that history teachers face, this article argues that explicit and implicit demands made on history teachers generate a form of practical epistemology, which goes beyond epistemological beliefs. While at times this appears at odds with their understanding of history as a discipline, it enables them to meet the diverse mandates and directives they encounter. We believe that the concept of practical epistemology (Gholami, 2017) provides avenues for reflection that deserve to be pursued. Lastly, regarding criterialist epistemology (Maggioni, VanSledright, & Alexander, 2009) and historical thinking (Seixas & Morton, 2013), we emphasize that they themselves could be subjected to a critical review by both students and teachers in their practice.

Organa della ragione. Il pensiero visuale tra nuovi media e vecchi abiti

The paper is divided into three paragraphs, which explore the aesthetic and poietic nature of habits of thought, highlighting the concurrently sensitive and plural dimensions of their “clothes”. In § 1, the focus is mainly on visual argument studies and visual studies, questioning whether a “logic” of the image must necessarily resolve itself into other than logic. §§ 2-3 delve into the aesthetic-mediological conditions of knowledge production and dissemination, distinguishing between an alphabetic (§ 2) and a “post-alphabetic” (§ 3) phase. § 2 critically examines the issue of “scriptism” ingrained in Western epistemological practices, contending that the linguistic bias within logic reflects a textual bias, according to which the alphabetic-typographic word is deemed the exclusive conduit for rigorous and higher-order knowledge. In contrast, § 3 observes a transformative shift associated with digital media, underscoring the growing importance of the visual in knowledge, and outlining the question of epistemic injustice fuelled by traditional research practices, which tend to sideline visual ways of thinking. The conclusions suggest that as the organa of reason are increasingly “visivizing” or “aestheticizing”, it is at least limiting to remain firm in the belief that this will have no profound impact on the structure of the logos itself.

Hand Loom Weaving: The Threading of Kairos and Phronesis

This article draws on a 2017 paper in TEXTILE which reports on a project on live coding and ancient weaving, entitled Weaving Codes/Coding Weaves (WC/CW). The 2017 paper introduces the concept of Kairos, which has widespread cultural and social applications. Kairos as articulated in WC/CW can illuminate practitioner knowledge and understanding in any creative practice. The article first discusses the research project and draws implications for other practices. The next section moves into the relevance of WC/CW to education, in its fundamental cultural role, and to teaching in particular. This leads to a discussion of the nature of practice. The last section draws out themes and implications, particularly on how Kairos might yield insights into the discussion of practice-based knowledge and understanding made by such thinkers as Dewey, Schön and Eraut. Kairos is a concept which together with Phronesis is particularly pertinent in the analysis of the epistemology of practice.

Rethinking organization studies methods through a posthumanist epistemology of practice

Rethinking organization studies methods through a posthumanist epistemology of practice

Inertia and resistance to change in multi-actor innovation processes – Evidence from two cases in the Netherlands

Existing transitions literature often highlights successful experiments for changing practices through multi-actor processes but overlooks the challenges of adjusting incumbent practices and engaging actors in reflexive learning. The current article addresses this gap through two qualitative case studies of water-related co-creation processes in the Netherlands. Each case met inertia and resistance from various actors in different forms. We examine the difficulties encountered using data from semi-structured interviews and observations of micro-level interactions from embedded action research. We find that using transactional learning perspective combined with Practical Epistemology Analysis is useful for obtaining a worm-eye view of dynamics of incumbency on the actor-level, in contrast to the eagle-eye view commonly adopted in transitions studies. Our main contribution is the identification of specific barriers to change and demonstrating how a worm-eye perspective offers detailed insights into micro-level interactions that hinder sustainability transitions.

Keep it Clean! A New Approach to Imagery in Singing Pedagogy

ABSTRACT As the debate over the place of imagery in scientifically informed singing teaching continues, proponents of imagery-based methods continue to seek strategies for its validation. This article argues that the continued dominance of patriarchal systems and quantitative methods bias in voice pedagogy significantly reduces efforts as they perpetuate a hierarchy of knowledge that neglects the importance of personalized, embodied learning. To address these concerns and improve imagery-use, this article proposes an updated, person-centered approach to imagery based on “Clean Language Coaching.” Aligned with current understandings of personalized, embodied, and experiential learning, a “Clean” approach to imagery necessitates a shift in attitudes surrounding the teacher-student relationship. Such a shift can be achieved by embracing a feminist paradigm for learning that values student knowledge as highly as “expert” knowledge. It is argued that a Clean Language approach to imagery can provide a practical epistemology, leading to a revitalization of traditional imagery strategies through meaningful, personalized experiential learning.

Measuring Things That Measure You: Complex Epistemological Practices in Science Applied to the Martial Arts

We argue that an epistemology of martial arts is at least as complex as advanced epistemological positions available to the philosophy of science. Part of the complexity is a product of the epistemic relation between the knower and known, or the scientist and the object of inquiry. In science, we measure things without changing them and, sometimes, complex systems can change as we measure them; but, in the epistemology of sport that we are interested in, each measurer is also an object of inquiry. As such, each martial arts practitioner has to use various epistemic tools to measure a responsive system. We proceed in three steps. First, we discuss three epistemological frameworks in the philosophy of science—perspectivism, productivism, and distributed cognition. Second, we develop an epistemology of martial arts that features components from each of those epistemic frameworks. Third, we close the paper with a brief discussion about the unique complexity available to the martial artist, focusing on the responsive measurements that occur between two systems.

Making in‐the‐moment learning visible: A framework to identify and compare various ways of learning through continuity and discourse change

AbstractSmall group interactions and interactions with near‐peer instructors such as learning assistants serve as fertile opportunities for student learning in undergraduate active learning classrooms. To understand what students take away from these interactions, we need to understand how and what they learn during the moment of their interaction. This study builds on practical epistemology analysis to develop a framework to study this in‐the‐moment learning during interactions by operationalizing it through the lens of discourse change and continuity toward three ends. Using video recordings of students and learning assistants interacting in a variety of contexts including remote, in‐person, and hybrid classrooms in introductory chemistry and physics at two universities, we developed an analytical framework that can characterize learning in the moment of interaction, is sensitive to different kinds of learning, and can be used to compare interactions. The framework and its theoretical underpinnings are described in detail. In‐depth examples demonstrate how the framework can be applied to classroom data to identify and differentiate different ways in which in‐the‐moment learning occurs.

The Practical Epistemologies of Design and Artificial Intelligence

AbstractThis article explores the epistemological trade-offs that practical and technology design fields make by exploring past philosophical discussions of design, practitioner research, and pragmatism. It argues that as technologists apply Artificial Intelligence (AI) and machine learning (ML) to more domains, the technology brings this same set of epistemological trade-offs with it. The basis of the technology becomes the basis of what it finds. There are correlations between questions that designers face in sampling and gathering data that is rich with context, and those that large-scale machine learning faces in how it approaches the rich context and subjectivity within its training data. AI, however, processes enormous amounts of data and produces models that can be explored. This makes its form of pragmatic inquiry that is amenable to optimisation. Finally, the paper explores implications for education that stem from how we apply AI to pedagogy and explanation, suggesting that the availability of AI-generated explanations and materials may also push pedagogy in directions of pragmatism: the evidence that explanations are effective may precede explorations of why they should be.

The Pedagogical Projetct of Mathematics course at Unimontes: what is the evidence for teacher training?

This study aims to discuss the process of implementing the references for teacher training in the Mathematics course at Unimontes, identifying the convergences and divergences between the Pedagogical Project of the Course (PPC) and Resolution CNE/CP nº 2/2015. This is a documentary study with a qualitative approach, using the method and techniques of content analysis. The problematization of the processe of construction and implementation of the references took place in the light of authors of Historical-Critical Pedagogy. In the project analyzed, there is evidence of a proposal for initial teacher training based on the pedagogy of the reflective teacher, related to the epistemology of professional practice. On the other hand, Resolution CNE/CP nº 2/2015 was characterized from a broader perspective of teacher training, seeking to ensure guiding principles to be taken into account in the degree projects at each institution.

Analysis of joint action between trainer and teachers in an in-service training system through the prism of a comparative approach in didactics

Our study focuses on the effective implementation of constellations, an institutional scheme for the in-service training of primary school teachers of mathematics and French, established in France since 2020. Based on a bottom-up training model, this scheme aims to encourage reflexive analysis of practices among peers, based on professional needs. In this article, we adopt a comparative approach in didactics in the French tradition to studying the processes of co-development of the work object, entitled ‘problematic’, by trainer and teachers during training situations in two constellations in different disciplinary and geographical contexts. The methodology combines different levels of analysis in order to document the work of trainers in association with management by leaders, and to ascertain their practical epistemology.

Aesthetic experience in technology education – the role of aesthetics for learning in lower secondary school robotic programming

IntroductionWithin the technology education research field, aesthetics has primarily been treated as either related to artifacts, design processes and innovation, or as related to students’ enjoyment, appreciation, and participation in technology and technology education. This study focuses on the role of aesthetics in technology learning more specifically the learning of programming. Previous research has pointed to aesthetics as important for the learning of programming, e.g., that programming activities in higher education typically involve experiences of frustration. While previous research is primarily based on student reports, there is a need for further exploration of processes of learning to program. The aim of this study is to explore the role of aesthetics for student learning to program in and what these processes may mean in relation to a disciplinary aesthetics of the technology subject.MethodsThe study was part of a design-based study with the overall purpose to develop the teaching of programming in lower secondary school. Data was collected from a programming task designed and implemented in school-year 9 (the students were aged 15–16) in Technology in two lower secondary classes. In total, three teachers participated in the implementation. The students pair-programmed Lego robots that should perform specific movements, such as following a curved line. Each group recorded their coding process along with audio, resulting in videos that documented the gradual evolution of their programs. These videos, capturing the real-time programming and associated student and teacher conversations, serve as the data for this study. In order to analyze the role of aesthetics in classroom conversations a Practical Epistemology Analysis was applied.ResultsThe results show that aesthetic judgments were important for orienting learning toward (1) the movement of the robot and (2) the ways to be in the programming activity. During the programming activity, the students expressed feelings of frustration but also joy and humor.DiscussionThe findings concur with previous research and contribute to further understanding the role of negative and positive aesthetic experiences in the teaching and learning of programming. The importance of the objects of aesthetic experience found in this study are discussed as part of a disciplinary aesthetic of programming.

Las prescripciones y la epistemología práctica de los profesores de música: el caso de la orquesta escolar

This study focuses on research into the work of music teachers and visiting musicians in a primary school in France. Their teaching activities are part of the "Orchestre à l'école" scheme. This scheme enables children from working-class and sometimes disadvantaged backgrounds to access and develop instrumental and orchestral practice at different times of the week. The observations were made at the request of the music teachers, who wanted to take stock of their work after several years. The pedagogical quality of these music and music teaching professionals, the institutional framework and the friendly atmosphere of the project enabled this participatory research to take place under the best possible conditions. The study focuses on the effects of the prescriptions set out by the instrument teachers on their practical epistemology. The hypothesis is that the polymorphous nature of the prescription, of the instruction, has as much effect on the pupils as on the teacher's practical epistemology. To verify this hypothesis, the analysis of the documents collected during this participatory research concerns the transcripts of the instrument lessons and the simple self-confrontation interviews conducted with the teachers. How does the practical epistemology of a music teacher evolve through feedback from his or her pupils?
 After reviewing the literature on the notions of prescription and practical epistemology, the article describes the main methodological aspects and develops an analysis of snippets of lessons and interviews selected by the teachers, before proposing a discussion. If the top-down prescription reveals the teacher's practical epistemology, then the students' bottom-up prescriptions should reveal what makes it evolve.

Contested Truths Over COVID-19 in East Africa: Examining Opposition to Public Health Measures in Tanzania and Uganda

AbstractThe comparative analysis of three “contested truths” around COVID-19 in East Africa demonstrates that knowledge is a product of knotted, uneven, and disputed epistemological practices tied to structures of power. Lee, Meek, and Katumusiime examine: (1) the construction of a pan-African skepticism of COVID-19 that drew on anti-imperialist discourses; (2) social media posts through which Tanzanian digital publics critically evaluated steam inhalation as an alternative therapeutic for COVID-19; and (3) the resistance by many Ugandans to complying with public health measures such as lockdowns. “Contested truths” is used as an analytical framework to center the specificity and situatedness of truth-making in East Africa during the COVID-19 pandemic.

Linguistic modality acts in existential semiotics: the epistemological turn from “being-in-the-world” awareness to “lived-through-world” experience

Abstract Against the background of deliberations about the conception of worldhood as developed in existential semiotics on the basis of linguistic modality acts, this paper proposes merging mundane and transcendentalist phenomenology with epistemology as a theory of knowledge, in general, that alludes to pragmatic sources of human knowledge about the world, in particular. From the epistemological perspective, the reality of the human “life-world” is considered not only as a static position of the individual subject’s being-in-the-world, but also as his/her/its experience of living-the-world or things-of-the-world. Against the background of epistemology, defined in terms of ontological and gnoseological assessments pertaining to the knowledge of how things exist and how they are cognitively accessible, and epistemology as an activity of acquiring knowledge about an object of cognition, the author puts forward a hypothetical deductive scaffold of the linguistically and phenomenologically rooted documentary epistemology of practice, which refers to the practicing researchers’ knowledge as a set of texts created for the purposes of communicating in the first person about the awareness of lived word-ness and lived sign-ness of the transmedial and multimodal means and ways of how the world is perceived.

CONTEXTUAL COMMUNICATION AS A TOOLKIT FOR INCREASING PROFESSIONAL EFFECTIVENESS AND INTERPERSONAL COMMUNICATION

Introduction. The use of various types and forms of communication in communication activities is of certain research interest and can be learned through appropriate procedures. Unlocking the potential of contextual communication for professional and personal communication is the subject of this article.
 Materials and methods. To carry out this research as an effective epistemological practice, a systemic and axiological approach was applied, as well as a set of modern methods for processing scientific information from various fields of social and humanitarian knowledge. These are various variations of the use of the analytical-synthetic method, making analogies and comparisons, mental movement in deductive and inductive ways, generalization of scientific data and theoretical abstraction.
 Research results. The work consistently reveals the goals, objectives, structure, essence and concept of contextual communication based on the need for its implementation in professional activities and other forms of human interaction. It is noted that the main characteristic of contextual communication is its indirectness from direct communication, when the role of “subject-object of an example” is a real-life person, his actions (deeds) or examples of erroneous decisions. Through the mediation of contextual communication, it is possible to effectively transmit goal settings, value formations or epistemological constructs.
 Discussions and conclusions. The construction of work communication processes and the increasing shortage of time resources for personal communication in modern reality actualizes the problems of using increasingly effective and quickly applied communication tools. Such a tool today also includes contextual communication, which is used purposefully or spontaneously both in business interaction between people and in personal subject-subject communication. Knowledge of contextual communication has great cognitive prospects, the achievement of which was carried out in this work.

Statement authenticity and “sign functioning” in communication between “deaf-blind and regular persons” (based on O. Skorokhodova’s works)

The article is devoted to the problem of communication between subjects, one of which is deaf-blind person, and «the Other» (others) is (are) sighted-hearing person(s). The aim is to identify discursive practices and semiotic mechanisms behind them that provide the possibility of communication and determine the possibility of being understood by «the Other»» on the example of the work of O. Skorokhodova. It is shown that the subject faces the following issue: a) to contemplate something and to translate it into a categories and forms understandable to the subject himself and matching with the categories of «the Other»»; b) discursively formalize your experience; c) make it representable to «the Other». It has been proven that the only acceptable form of communication is an appeal to the language of «the Other». It is proved that poetry becomes an epistemological practice - the experience of perceiving something that is inaccessible to the senses of a deaf-blind subject (if the object itself cannot be perceived directly, the experience of its perception is constructed). The construction of the experience of perception occurs not through interaction with the object itself, but through interaction with the description of the subject. It is proved that communication includes the delegation of the zone of perception to «the Other». A substance of relationship between a sign and a "reality" replaced by the sign was revealed; the following types of signs are distinguished: signs that distort "a reality"; signs that "confuse a reality"; signs that do not refer to a reality and / or block a reality; signs that are in complex “accidental-associative” relations with a reality. A new model of semiosis for communication of subjects, one of which is deaf-blind-mute, and «the Other» (others) is (are) sighted-hearing(s), is proposed. As a result of the work, the stages of search ways of authentic communication are revealed.

The Experience of the Unconscious from Freud to Jung: on Telepathy and Synchronicity

Our object of study in this article, succinctly, shows the evolution of the concept of telepathy in the psychoanalytic field, as well as the concept of synchronicity in the Jungian field; For this we will verify concepts that are close to the latter, such as projective identification, transitional object, within the Kleinian and Winnicottian universe. Bion’s considerations on “Finite space and infinite space, such as Jung’s use of the concept of “participation mystique”. To accomplish this goal we intend to make a survey of the historical evolution of the concept of synchronicity. We will begin with the primary sources, and in a second moment we will make a bibliographic survey of the developments that occurred after the death of Jung until the present day, on these proposed themes, and the possible enrichment through interdisciplinarity with other sciences. We will try to identify at the end of our reflection, some epistemological consequences that may benefit the evolution of Freudian and Jungian metapsychology and its consequences for the epistemology of analytical practice. We intend to illuminate some objective and intersubjective aspects of therapeutics. What types of communication are possible? What kind of looks? What types of listening? What kinds of relationships can we establish between the forms we compare the forms of communication in transference, compared to telepathy and synchronicity?