Praxeological Research Research Articles

Women's military service in Poland in the perspective of recruiting women to the Military University of Technology

Abstract: Since 1999, Poland has become a member of the North Atlantic Alliance. The aftermath of this event was that women were allowed to serve in all military positions. At the same time, military academies gave women the opportunity to study on terms previously available only to men. The forerunner in this area was the Military University of Technology (WAT), which not only was the first to open the Academy to female cadets, but also educated the largest number of female officers. The existing research gap regarding the process of transformation of the Armed Forces of the Republic of Poland in the context of educating a highly qualified officer corps, taking into account fundamental changes in ensuring women have access to all officer positions, required an analysis of the process of recruitment and education of women for military service by the largest military university in Poland. Now, after 20 years of training, it is possible to evaluate this process, which became the purpose of this article. The question of how the number of women at the WAT changed in the process of recruitment and enrollment was adopted as a research problem. The intention of the Authors is not only to identify existing trends, but also to highlight the distinguished role of the Military University of Technology in this area. It was assumed (research hypothesis) that not only the interest of women in military studies is increasing, but also the number of women choosing technical education is increasing, as well. The article uses research methods in relation to the cognitive and praxeological research problem: systematic literature review, quantitative methods and qualitative methods, comparative methods, concretization, and formalization methods. The research conducted clearly indicates an upward trend in women's interest not only in military studies, but also in studying at the Academy in general. Although some fluctuations over a period of more than 20 years are noticeable, they are due to economic, demographic, or political factors. Nevertheless, the article clearly shows the significant role of the Military Academy of Technology in educating female officers and thus meeting the requirements of a modern, professional army.

Sociocultural perspectives on neurodiversity—An analysis, interpretation and synthesis of the basic terms, discourses and theoretical positions

AbstractThe neurodiversity concept can now be found in many places. However, it is often misunderstood and many people are not aware of its complexity. The aim of this paper is to highlight the different facets of the term neurodiversity as well as the discourses around the neurodiversity movement in order to bring together the interconnections around identity politics, diversity and social disadvantage. This article is intended as a contribution to the advancement of neurodiversity studies, which could be understood as a branch of disability studies. Finally, it will be argued that neurodiversity can be understood (1) as a natural and equal diversity of neuronal structures, (2) as a concept of identity politics, (3) as social critique of hegemonic structures and practices, and (4) as a subject that can be examined systematically on the basis of a praxeological research methodology that integrates neurodiversity in the concept of performativity of embodied thought and action.

Was sind literarische Praktiken?

Against the background of a boom in praxeological research approaches in the social and textual sciences, the article attempts (a) to clarify relevant concepts such as ›social practice‹, ›social institution‹, ›rule‹ or ›convention‹, (b) to characterize a particular type of social practice, literary practices, in more detail, and (c) explain their basic mode of operation. According to the picture sketched out, literary practices are asymmetrical practices that consist of mutually interrelated production practices and reading practices and are characterized by a complex interplay of literary standards, hypothetical imperatives, conventions in the sense of David Lewis, as well as non-coordinating conventions.

Reception as a constitutional and legal phenomenon

The article raises the question of understanding the concept of „reception” as one of the factors in the development of constitutional and legal thought. Various opinions of scientists about the understanding of the concept of „reception” and its influence on the formation of modern legal society were studied. In the course of researching the topic, the author considered the issue of the concept of reception, the components and signs of the researched process, the influence on the formation of the constitutional and legal idea and the consequences of its influence for Ukraine. Doctrinal interpretations of reception as a general legal and constitutional phenomenon are of a debatable nature, which makes it possible to talk about the polysemanticity and heterogeneity of the understanding of this legal category. That is why the study of the reception and determination of the doctrinal definition of this constitutional and legal phenomenon is an urgent problem that has a range of both general theoretical and praxeological research.

Reception as a constitutional and legal phenomenon

It is indicated that modern trends in the civilizational development of society are determined by a large number of factors: global processes of transformation of social reality, the necessary development and modification of universal legal and constitutional values, rationalization and optimization in the direction of achieving a balance of international (international) and domestic interests of a modern democratic state. In this process, a completely logical conclusion is the urgent need for a qualitative change in the understanding of constitutionalism, which is currently being formed in the conditions of the convergence of modern legal systems, transnational processes of the development of constitutional law and the implementation of thestrategy of the life of society in the face of global challenges of humanity.
 The article raises the question of understanding the concept of “reception” as one of the factors in the development of constitutional and legal thought. Various opinions of scientists about the understanding of the concept of “reception” and its influence on the formation of modern legal society were studied. In the course of researching the topic, the author considered the issue of the concept of reception, the components and signs of the researched process, the influence on the formation of the constitutional and legal idea and the consequences of its influence for Ukraine.
 Doctrinal interpretations of reception as a general legal and constitutional phenomenon are of a debatable nature, which makes it possible to talk about the polysemanticity and heterogeneity of the understanding of this legal category. That is why the study of the reception and determination of the doctrinal definition of this constitutional-legal phenomenon is an actual problem that has a range of both general theoretical and praxeological research.
 Summarizing the analyzed doctrinal interpretations of the term “reception”, the authors concluded that the understanding of the term is the borrowing of the standards of legal systems of other countries of the world for the implementation of new processes of society to regulate new processes of the development of democracy. The correct interpretation and understanding of the relevant forms and the path of development will help in the transformation of constitutional-right forms to more progressive ones and the introduction of new trends of ideas and social standards, which is the main way to prevent world conflicts, class inequality and regimes of totalitarianism or dictatorship.

Doing Bahnhofsmission. Methodische Überlegungen zur empirischen Erforschung einer diakonischen Praxis

Abstract An empirical study of the current practice of ›Bahnhofsmission‹ requires a research strategy that succeeds in taking the diversity of individual places and activities seriously. The ethnographic approach seeks out people in the execution of their practices and accompanies them over a longer period of time. The praxeological research perspective understands practice as a sensual human activity that is characterised by materiality, corporeality and temporality. This approach succeeds in depicting ›doing Bahnhofsmission‹ as a concatenation of diverse social practices.

Mentality as Category of Social Philosophy in the Post-Pandemic Society

The concept of mentality in the context of today's post-pandemic society, its role in the development of historical and socio-postmodern scientific thought are analyzed. Its correlation with other categories has been determined, revealing phenomena that are close in meaning. Revealed the significance of the category of mentality for the study of the development of society.Mentality as a system is a categorical characteristic of a nation, and hence of a society, the core of which is a given nation. The study of mentality allows us to understand the internal relationships in society identify the internal reasons for the development of society and do praxeological research. The analysis of mentality within the framework of social philosophy cannot be limited to a certain time period (era), this category characterizes the nation and society at the present stage, accumulating in itself all the historical influences and changes projected at the present.The article examines the phenomenon of mentality as a system of internal deep-psychological socio-cultural attitudes of the individual. The article considers and substantiates a mental approach to understanding the phenomena of socially individual life. The philosophical and educational aspects of the formation of personality mentality and the main "problematic sides" of modern education through the prism of the mental approach are actualized.

Pedagogically mediated listening practices; the development of pedagogy through the development of trust

ABSTRACTThis paper reports on a segment of Ph.D. research which was undertaken to develop participatory pedagogy working specifically within a praxeological paradigm [Oliveira-Formosinho, J., and J. Formosinho. 2012a. “Praxeological Research in Early Childhood: a Contribution to a Social Science of the Social.” European Early Childhood Education Research Journal 20 (4): 471–476; Pascal, C., and T. Bertram. 2012. “Praxis, Ethics and Power: Developing Praxeology as a Participatory Paradigm for Early Childhood Research.” European Early Childhood Education Research Journal 20 (4): 477–492]. It focuses on the development of listening practices through a process of pedagogic mediation [Oliveira-Formosinho, J., and J. Formosinho. 2012b. Pedagogy-in Participation: Childhood Association Educational Perspective. Porto: Childhood association and Porto Editoria]. The research was carried over two academic years in a private day care setting in England and aimed to enhance pedagogic practice with three and four-year olds. This qualitative methodology encompassed ethnographic techniques to develop a case study [Stake, R. 1995. The Art of Case Study Research. London: Sage]. It researched the development of participatory practice through pedagogic mediation, as developed by the Childhood Association, Portugal (Oliveira-Formosinho and Formosinho 2012b). This paper reports on two listening methods which were developed between researcher, practitioner and the children in the setting. These methods demonstrate the co-constructed participatory pedagogy and the isomorphic nature of learning [Formosinho, J., and J. Formosinho. 2016. “The Search for a Holistic Approach.” In Assessment and Evaluation for Transformation in Early Childhood, edited by J. Formosinho, and C. Pascal, 93–106. London: Routledge].

Context based participatory professional development of educational teams: educators and assistants learning in companionship

ABSTRACTThis study presents a Context Based Participatory Professional Development path of early childhood educators and assistants in an early years centre located in Lisbon, Portugal, aiming at the contextualization of Pedagogy-in-Participation. Processes of contextual professional learning and praxis transformation are conducted and open up horizons to new children’s learning and teaching practices and thus support the reconstructions of pedagogical praxis and professional identities. It asserts that a deep understanding of participatory pedagogies is reached when professionals experience participation in their professional development processes. The aim is to develop participatory professional experiential learning that inspires practitioners to develop participatory pedagogies with children. This study sits in praxeological research and documents processes and achievements on praxis transformation, highlighting the importance of assistants’ participation in reconstructing educational environment and creating collaborative educational teams.

The development of a rights-based approach to participation: from peripheral involvement to central participation of children, parents and professionals

ABSTRACTFamily involvement is an important feature of any quality practice in early years. In multicultural democratic societies may work as a first step for civic participation. The research presented in this article focuses on the involvement of families in educational everyday life in an urban context. This investigation uses praxeological research to narrate the progressive transformation of practices of family involvement and participation. It analyses, interprets and narrates the learning journey of children and their families for three years within the journey of an early years’ educational community. So, the study has a praxeological longitudinal nature, meaning it researches the evolution of pedagogic praxis over time. This study is part of a project that intends to understand the importance of participatory pedagogies (Pedagogy-in-Participation approach in this case) for the building up of a rights-based approach aiming to promote children’ early experience of participation in a democratic society.

ABDUCTIVE REASONING: A CONTRIBUTION TO KNOWLEDGE CREATION IN EDUCATION

Abstract Based on an epistemological discussion, this paper aims to show the contribution of abduction as a scientific procedure in the educational field. To that end, I explain how scientific research approaches and processes are founded on the three types of logical inference: deduction, induction and abduction, all of which underpin knowledge building and the role of both science and researchers. Firstly, I describe the specific features of abduction according to Peirce’s philosophical system. Then, I illustrate its implementation in a study on teaching. Finally, I underscore how abduction could contribute to build a broader scientific project in the intercept between basic and praxeological research.

Forestry in interaction. Shedding light on dynamics of public opinion with a praxeological methodology

Forestry institutions integrate divergent interests in forest uses into their management concepts, like recreation, timber production and nature protection. In this context, knowledge on public expectations of forestry is valuable to forest owners as well as administrations, especially in the face of the growing critical citizenship they encounter during their work. This paper examines findings from opinion surveys as well as studies of conflict and participation in order to describe the current dynamics in the relationship between forestry and the general public. It then explains in detail how a praxeological research design, grounded in American pragmatism, helps to conceptualize forest conflicts as interactional phenomena. The value of such an approach is exemplified through one case analysis from a broader “Sociocultural Forest Monitoring” carried out by institution anonymized. The article concludes with an assessment of the knowledge to be gained by the conceptualization of citizens' relationship to forestry as dynamic opinion formation with the help of a praxeological epistemology and methodology.

Why the evidence-based paradigm in early childhood education and care is anything but evident

Praxeological research is a necessary contribution to the research field in early childhood education and care, which is currently dominated by an evidence-based paradigm that tends to consider the measurement of predefined outcomes as the most valid form of research. We analyse the history of the evidence-based paradigm in the field of medicine and psychology and address the emerging insights learnt, indicating that ‘what works’ is not always valid evidence. We ask critical questions about the alleged superiority of quasi-experimental designs, and suggest that the evidence-based paradigm may be fundamentally undemocratic. The analysis provides a rationale for the unique contribution of praxeological research to the early childhood field. An experiment with participative research on early childhood with five groups of parents in Flanders illustrates that praxeological research is both very complex and rather unpredictable. Yet, it also sheds some light on what democratic research may be about.

Towards a social science of the social: the contribution of praxeological research

Educational research developed initially using the natural science model based on the positivist tradition. Education was then seen as an application of the positivist science thus produced. This research could predict some effects but not explain the processes through which these effects came about. This exclusively numerical representation of educational social reality led to oversimplifications. The natural sciences paradigm is not adequate to conduct research in social sciences since the object of the research is not an inert raw material. Pedagogical praxis as educational action ‘infused with’ theory, supported by a belief system and an ethical code needs an inquiry method that can take into account this complexity. Praxeological research in education has emerged recently as a powerful alternative for the change of pedagogical praxis, the transformation of educational contexts and the construction of empirical knowledge about complex educational realities. Praxeological research is inscribed in the movement of searching for a social science of the social.

Researching change: a praxeological case study on toddlers' educational contexts

The present study intends to deepen the understanding of processes of praxeological transformation in education and care contexts for children under three. This prime purpose is associated with evidence concerning these contexts in Portugal, namely the strong social need around them, some results from research that show their low level of quality and the almost total lack of studies focusing on the analysis of processes of praxeological reconstruction, aiming at enhancing the quality of these contexts. A case study on action research was developed in two activity rooms located in the city of Porto, considering the pedagogical and methodological perspective of Pedagogy-in-Participation. The study integrated an initial phase of multimethod evaluation of the quality of the activity rooms, followed by a second phase that encompassed a context-based teacher education process centred on the transformation of quality through processes of experimentation and reflection. The third phase involved a multimethod evaluation of effects of the context-based teacher education process which showed its positive impact on the professional learning of early childhood teachers. This impact was associated with a positive evolution of the quality of activity rooms, from low to medium levels, in different pedagogical dimensions. Results also pointed out the positive effects at the level of children's well-being, involvement, quantity and equilibrium of learning experiences. The study stresses the need to focus on praxeological research as a privileged way for the construction of knowledge, reconstruction of practices and the improvement of the quality of contexts for children under three.

Praxis, ethics and power: developing praxeology as a participatory paradigm for early childhood research

The discipline and practice of participatory, practice-led research has grown rapidly in recent years and it is now widely accepted as making an important and serious contribution to the knowledge base of early childhood. Despite this progress recently we have come to understand that our worldview has needed to shift again in response to the troubling paradoxes we face in attempting to live out our participatory vision in our research practice. We are conscious too of the need to respond to a continued and sometimes reasonable professional critique of the robustness of our participatory methods. It is this shift in perspective that is set out in this article, and has led us to accept that praxis in itself is not enough, and that to realise authentically a participatory paradigm in our research requires us to develop a worldview in which reflection (phronesis) and action (praxis) done in conjunction with others, needs to be immersed within a more astute awareness about power (politics) and a sharpened focus on values (ethics) in all of our thinking and actions. We see this mix of phronesis, praxis, ethics and power at the heart of a ‘praxeological’ worldview in modern early childhood research. This paradigm is helping us to shift our research work into what we hope will be a more profound and intensely participatory, and thus more authentically democratic, phase. In this article we aim to share our developing vision of ‘praxeological research.’ We look at its key elements; trace its roots, theoretically and conceptually; and explore the particular contribution it can make in research. We exemplify how an early childhood praxeologist with a participatory worldview might ethically operate in their inquiries, and consider what methodologies they might use and what challenges they might face in attempting to make praxeology a part of their ‘life of inquiry.’ Finally, we shall explore issues of power, status, visibility and progress within the research world of early childhood.

Menger’s causal-realist analysis in modern economics

Carl Menger pioneered a unique theoretical research method which served as the foundation of the early Austrian school of economics. Menger’s causal-realist analysis was revived and formalized just before and after World War 2 by Ludwig von Mises as the “praxeological method.” Murray Rothbard, a student of von Mises’, utilized the method in formulating a comprehensive system of economic theory in his treatise, Man Economy, and State published in the early 1960s. Rothbard’s treatise became the foundational work for the “Austrian revival” in the 1970s. In this paper, we address several issues related to the role of Menger’s method in modern economics. First, ample evidence is adduced that von Mises and Rothbard each expressed a surprising ambivalence with respect to his own work in relation to the early Austrian school. Second, von Mises viewed Rothbard’s treatise as beginning a new epoch in economic theory. Third, contrary to the conventional view, a careful analysis of his treatise shows that Rothbard drew heavily on the contemporary neoclassical literature in developing his theoretical system and that his intent was never to set up a heterodox movement to challenge mainstream economics. Rather, his main aim was to consistently apply the praxeological method to rescue economics from what he considered the alien methodology of positivism, which was imported into economics after World War 2. Lastly, I will tentatively suggest that the term “Austrian economics” as the designation for the intellectual movement that coalesced in the early 1970s may now have outlived its usefulness. This term, which initially served an important strategic purpose in promoting the revival of the broad Mengerian tradition, may have come to obscure the meaning and importance of the praxeological research paradigm that Menger originated.