Reception Of Knowledge Research Articles

Strategic Learning in Philosophy through Managing Unorganized Information using CTU552-EAC

Globalisation is experiencing the development of a modern educational system, which poses significant challenges to today's generation. With the spread of technology, digital information storage was introduced, especially in the COVID-19 period, as opposed to the early environment of face-to-face education. In addition, the Covid-19 epidemic, which struck at the end of 2019, has hampered the country's education system. This situation allows the dissemination and reception of knowledge to be carried out virtually. Without proper planning, it will be difficult to present information because of the constraints allowing students to learn face-to-face. The purpose of the study is (1) to investigate the relationship between content and learning (LC), from the management of unorganised information to websites CTU552-EAC (WC), course information (CI), slides and videos (SV), and online games (OG); and (2) To examine students' perceptions of managing unorganised information on the CTU552-EAC website for philosophy courses. This quantitative study was conducted using questionnaire-based surveys. Google Forms is used to conduct online surveys with research participants. Quantitative research investigated students' perceptions of asynchronous learning. A survey of CTU552 students at the Universiti Teknologi MARA Cawangan Johor Kampus Segamat received 287 responses. The researchers themselves created a questionnaire. There are 27 items with five dimensions: a student's view of the EAC-CTU552 website, course information, learning engagement, course information, slides and videos. The study tested the correlations of course information (CI), slides and videos (SV), online games (OG), CTU552-EAC (WC), and learners to content (LC) using Spearman correlations. There is a positive correlation between each variable. Students will react positively to the course information, slides and videos, online games and the CTU552-EAC website provided by the lecturer on the central platform CTU552.

ARAH PEMBELAJARAN BAHASA ARAB PADA PONDOK PESANTREN DDI MANGKOSO BARRU DAN RAHMATUL ASRI MAROANGIN ENREKANG

<p style="text-align: justify;"><em>Traditional Islamic boarding schools are considered to teach Arabic as a tool to study classical Islamic texts (turats) for understanding their religion deeply. Whereas modern Islamic boarding schools perceive Arabic as a medium for communication, </em><em>tasked with</em><em> the reception and conveyance of ideas, knowledge, and information. This research took the form of field research, focusing on </em><em>two</em><em> research locations divided into two categories: traditional and modern. Data collection involved interviews, observations, and document analysis. Triangulation was applied in the data analysis stage.</em> <em>The research findings indicate that both typologies of Islamic boarding schools innovate and adapt without forsaking their distinctive characteristics, even though this might reduce the gap between them. In traditional Islamic boarding</em><em> school</em><em> DDI Mangkoso, the direction of Arabic language education emphasizes mastering grammar and morphology while also adopting language-oriented education. However, these schools face limitations that prevent them from achieving maximal results.</em> <em>On the other hand, the direction of Arabic language education in modern Islamic boarding school</em> <em>Rahmatul Asri focuses on mastering Arabic as a communication tool, following behaviorist theories, despite integrating </em><em>nahwu-sharaf</em><em> into </em><em>its</em><em> internal curricul</em><em>um</em><em>.</em></p>

Transmitting Awareness (saṅkrānti)

Abstract On the basis of a parallel passage in Abhinavagupta’s commentaries on the Nāṭyaśāstra and the Īśvarapratyabhijñākārikā, this article considers the ways in which Abhinavagupta theorized “transmission” (saṅkrānti) in his descriptions of aesthetic experience and the reception of knowledge in non-dual Śaiva philosophy. We argue that this notion of transmission, in which the lines between author and qualified audience are blurred, is indebted to a number of earlier sources that explain the way in which knowledge and liberation are transmitted, most significantly the Kaula Śākta traditions in the immediate background of Abhinavagupta’s tantric exegesis. Here the terms saṅkrānti and saṅkramaṇa are employed in descriptions of initiation, the transferal of lineage, and a Guru’s awakened awareness passing into the body of a disciple. In Abhinavagupta’s parallel passages, he expands upon this notion of “transmission” by showing how it can emerge even when a teacher/poet and a student/audience are separated by time and space. In both accounts, what allows an ideal audience to internalize or identify with a teaching or text is an act of participation that effectively dissolves the limitations of time, space, and individuality. Interestingly, in both the aesthetic and non-dual Śaiva context, this process of transmission unfolds through an indirect mode of expression that cannot be reduced to reasoning. The article concludes with an exploration of the purpose of Abhinavagupta’s vision of transmission, particularly related to the notion that texts can encode, preserve, and, in the presence of a sensitive audience, reenact the awareness of their authors, even after lineages break or traditions fragment.

Does archaeology deliver evidence about the past or co-create contemporary values?

The paper focuses on heritage value systems, particularly investigating the archaeological understanding of heritage values and evaluation. The literature review shows that the postmodern archaeological paradigm predominantly covers the topic, while the perspective of the intrinsic value is less explored. The starting point of our research is the thesis that archaeological paradigms obstruct better public support if they refrain from using axiological considerations. By archaeological paradigm, we refer to the processual and post-processual ones (the latter focusing on understanding past social phenomena). Axiology, as the theory of values, developed in the second half of the 20th century. Its approach is now used in many areas of social sciences (for example, education and medical care). Public archaeology is more open to societal needs than processual and post-processual archaeology but has yet to apply a values-based approach consistently. To clarify our thesis, we analyse the theoretical and practical considerations on the values of (archaeological) heritage, including the issues of the categorization of values, reflection on who assigns values to heritage and how this affects the reception of archaeological knowledge in society. The paper addresses some critical aspects of the evaluation in archaeological heritage conservation, management and building alliances with locals and communities who identify with heritage. I outline a comprehensive archaeological evaluation system considering systemic, extrinsic and intrinsic archaeological values in the conclusions.

Laura Dierksmeier / Fabian Fechner / Kazuhisa Takeda (Eds.), Indigenous Knowledge as a Resource. Transmission, Reception, and Interaction of Knowledge between the Americas and Europe, 1492–1800. (Ressourcenkulturen, Vol. 14.) Tübingen, Tübingen University Press 2021

Laura Dierksmeier / Fabian Fechner / Kazuhisa Takeda (Eds.), Indigenous Knowledge as a Resource. Transmission, Reception, and Interaction of Knowledge between the Americas and Europe, 1492–1800. (Ressourcenkulturen, Vol. 14.) Tübingen, Tübingen University Press 2021

The Philosophical Context of Curriculum Innovations with a Focus on Competence Development

Aim. The article describes the philosophical background of competency education and analyses the weaknesses that are present in curriculum changes, focusing on the absence of dynamic acceptance of otherness. Concept. The starting point is a reflection on the philosophical background of education as a repetition and production of the same. The basic principles of the post-metaphysical approach of education to otherness and the interpretation of the innovation curriculum in relation to these principles are presented. Results. Curricular changes and innovations appear to be cosmetic adjustments in which the traditional philosophical and pedagogical principles of passive reception of knowledge and acquisition of large amounts of knowledge are preserved. Conclusion. Changing the curriculum requires a change in teachers' attitudes as well as a change in the school education system. It is necessary to define who the teacher is, who the pupil is. Parents must identify with curricular reform and see it as a positive change for their children. Cognitive value. Curricular reform cannot be done without systemic changes in education. All participants in the change must be familiar with and identify with the new paradigm and its philosophical background, otherwise it will not be possible to realise the transition to competency pedagogy.

Animation of Experiment: The Science Education Film and Useful Animation in China

From the early 1950s to the mid-1990s, the People’s Republic of China (PRC) produced numerous science education films. Many utilized animated effects, such as illustrations, maps and cartoons, to promote the reception of scientific knowledge and ideological messages by audiences. Current scholarship on Chinese animation history stresses films made by the Shanghai Animation Film Studio, neglecting animation created by filmmakers in science education film studios. In this article, the author argues that the history of useful animation in science education films provides a different approach to understanding Chinese animation as the animation of experiment. Animation functioned as scenes of experiment that enabled science education films to deliver messages of knowledge; they also inspired amateur experiment with animated filmmaking and experimental animation practices in the post-socialist era. This article analyses animation for science education films, amateur animation practices and experimental works inspired by, or that benefited from, science education filmmaking. It will enrich the scholarship on Chinese animation and shed new light on the history of Chinese animation and film culture in the PRC.

Vocabulary Learning Through Audio-Visual Input of Thai Primary School EFL Students

This research aims to improve the vocabulary knowledge of Thai EFL students by using audio-visual aids as instructional tools. Hopefully, this study serves as an initial foundation to develop students’ vocabulary knowledge and benefit the pedagogical development in Thailand. Consequently, this research aimed to explore the effectiveness of audio-visual instruction in acquiring vocabulary knowledge, with a specific focus on the form-meaning links in Thai EFL primary school students. Additionally, this study investigated the students’ perceptions of audio-visual input in enhancing vocabulary knowledge. The study included one experimental group consisting of 51 sixth-grade students. Two tests were used to measure the reception and production of form-meaning links (L2-to-L1 Translation Test and L1-to-L2 Translation Test). A questionnaire was used to examine the students’ perceptions of the form-meaning links of vocabulary knowledge through audio-visual input.
 
 The results showed that the participants achieved higher scores on the reception and production tests of form-meaning links in the post-test than in the pre-test, revealing statistically significant differences. Furthermore, the students performed better on the reception test of the form-meaning link than on the production test in both time points, and the reception test was also higher in advancement than the production test. Finally, the reports demonstrated that the instructional intervention of form-meaning links of vocabulary knowledge (audio-visual input) positively benefits the development of students’ vocabulary. The findings suggest that students’ reception of vocabulary knowledge through audio-visual input is more advanced than their production of vocabulary knowledge. Moreover, the input of students’ vocabulary knowledge contributes to acquiring and developing their knowledge.

The Schooling of Young Indigenous Girls in the School District of Ngo

Education is the basis of all societies. Its aim is to transform undifferentiated beings at birth into beings who are members of societies capable of contributing to their substance and their development. It constitutes a catalyst for the reception of knowledge and seems to be the best shared thing in the world. School has become the preferred environment for Bantu and indigenous children. But indigenous children in particular, girls always drop out of schools temporarily and permanently. This study was carried out in the school district of Ngo in the department of Bateke plateau located 250 km from Brazzaville. Data collection was facilitated by the questionnaire, semi-structured interview, observation and documentary analysis. The results obtained confirm the main hypothesis, according to which there are socio-cultural and economic factors that hinder the schooling of young indigenous girls the main causes: unfavorable living conditions parental illiteracy, solicitation of labor work of indigenous girls, the language of teaching and learning.

Statistiek van de koude grond

The professional use of numbers, tables, and statistics has been well studied for the (early) modern period. However, research on the application of Hindu-Arabic numerals and statistical practices by the middling ranks of society in the period between 1500 and 1850 is hitherto understudied. This article aims to provide a remedy for this historiographical gap by demonstrating when and how early modern chroniclers started to use Arabic numerals and tables in their writings and which developments we can discern in the period between 1500 and 1850. To do so, it turns to a corpus of 310 handwritten chronicles, produced by a heterogenous group of authors from the Low Countries. From the analyses, it appears that in the second half of the eighteenth-century local authorities stimulated statistical practices in their record-keeping and that these were consequently picked up by society at large. Studying these chronicles not only provides us with new perspectives on the broader reception of (new) knowledge and novel practices in this period, but also illustrates what early modern people regarded as useful knowledge.

Developing vocabulary of the hoteliers through web-based learning and mobile based learning

The ability to receive and transmit information through words, is the most important mode of communication. It is a significant factor in both the transmission and reception of academic knowledge because teachers deliver subject matter content through general vocabulary and their courses' specialized vocabulary. In this modern technological trend there are numerous mobile applications related to learning and teaching to enhance ones speaking skill. The study involves in developing the basic vocabulary proficiency though a mobile application called Word Up and a website named Vocabulary.com, among the students of hotel management to develop the speaking skill. In this advanced education there are various portable websites identified with learning and educating to upgrade ones talking ability. The samples were 36 under graduates from SRM University, Kattangulathur campus. They will work on both vocabularysize.com and Word up mobile application. Gathered information were involved with SPSS measurable apparatus and the outcomes show that the Vocabulary.com versatile website rouses and engages the understudy to learn, recall and edge sentences with further developed vocabularies.

Two Millenia of Sinology: The Korean Reception, Curation, and Reinvention of Cultural Knowledge from China

AbstractThe tale of Korean Sinology is as dramatic as that of Korea itself, which has moved from being a faithful periphery of the Chinese civilization to a newly rising economic power in the modern world. This article begins with a survey of some distinctive features of premodern Korean scholarly works by the end of the Chosŏn dynasty from the perspective of Sinology. Then it moves on to modern scholarship, focusing mostly on the field of Chinese history, which I think is the most active and innovative among the several different fields in today's Korean Sinology. The history of Korean Sinology is a telling case study that illustrates how humanistic learning is deeply connected to fundamental aspects of a society's politics, economics, and culture at a given moment in time.

God’s Invisible Particles as an Explanation for the Rinderpest Outbreak (1713–1714): The Reception of Medical Knowledge in the Dutch Republic

Abstract In recent decades, historians have made significant contributions to the understanding of the production and circulation of knowledge in the early modern period. This article aims to go further, by demonstrating how a non-medical expert acquired and applied new medical knowledge, and how chronicles can be used as a source to study the reception of (medical) knowledge in the early modern period. To do this, I have used the corpus of the research project Chronicling Novelty which contains 311 early modern chronicles from the Low Countries, written by a heterogenous group of authors from the ‘middling’ ranks of society. The farmer and alderman Lambert Rijckxz Lustigh (1656–1727) tried to make sense of the rinderpest outbreak that spread across the Low Countries in 1713. In contrast to most of his contemporaries, he combined a corpuscular theory of medicine with other forms of knowledge to demonstrate how God’s ‘invisible particles’ caused an epidemic. This paper presents how expert knowledge became part of a complex chain of cultural translation and retranslation in society. Moreover, by examining Lustigh’s explanations in relation to his contemporaries and other chroniclers, this paper offers an additional perspective on the preconditions for the acceptance of new knowledge and change among the middling ranks of society.

Obliterating Collective Memories and Learning About the Nation: A Reflection on the Educational Experiences of Adivasi Communities

In a diverse society like India, the nation-state has imperative to select certain collective memories to be its unified official narrative and be taught to its students. However, in a quest to hand over a unitary vision of the nation, the states often overlook the multiple sources of knowledge, assuming only the school as a mode of transmission about the past. There are documented debates around the Indian state selecting one version of history over the others. But, not much is known about the reception of such knowledge by the marginalised communities in India. Although the relationship between memory, history, identity and social relationships has its grounding in psychology, the discipline has been governed by different reductionism, which does not facilitate understanding and explanation of such complex social issues ( Marty, 1994 , Wertsch, 2002 ). Nevertheless, learnings from social psychology can be extended to understand the complexities around collective memories, social identity and marginalisation. This article will discuss the dynamics involved in dealing with marginalised collective memories and foreground students’ experiences of learning mainstream collective memories. It argues that dealing with exclusions and denials of one’s collective memories has implications for one’s identity and sense of self. It may lead to individuals and communities devaluing their collective memories, thereby undermining their social position and identity.

Artificial intelligence-based creative thinking skill analysis model using human–computer interaction in art design teaching

Due to the rapid growth of network technology, its openness and sharing capabilities and interaction have helped change the art education model for the better. Increased science has been presented to students who spend a lot of time utilizing technology. They similarly did greater mathematical abilities. IT has a good effect on student learning must be included in classroom education. Art education must shift from a teacher-centred to a student-centred approach, and students' passive reception of knowledge must be altered. Students' academic enthusiasm and awareness must be fostered, and their ability to locate knowledge resources must be enhanced. Using pedagogical content knowledge (PCK) in visual art education as a benchmark and this study examines art teachers' PCK proficiency in this area. Social learning theory is applied in the art education curriculum through observational learning based on the Artificial Intelligence-based Creative Thinking Skills Analysis Model (AI-CTSAM). An analytical hierarchy process (AHP) and a grey clustering-based performance analysis model are established to enhance AI's effectiveness in art instruction. Most of the methods to assess clustering performance exist in two types in which one is irrelevant actions requiring labels of foundation truth. Examples are Adjusted Rand, Fowlkes-Mallows, Mutual information scores, Homogeneity, Completeness, and V measurements. Model-based cluster analysis is a new classification approach for investigating population heterogeneity utilizing a limited multivariate mixture. Students can describe, analyze, interpret, and evaluate artwork through the visual art education curriculum.

Open Access publishing around the globe. A two-tier study on the perspectives of international medical informatics researchers on a barrier-free communication of science

It is considered important or even necessary for a continuous exchange of scientific information that all relevant stakeholders can access the inner-scientific communication. The traditional publication model, however, does not provide an inclusive flow of communication but rather favours researchers affiliated with resource-strong institutions, oftentimes located in the Global North. Hence, there are increased efforts to establish an alternative, open access (OA) publication model. Since such a model can only be successful if scientists themselves support and use it, this paper presents a two-tier study examining the factors that might shape scientists’ decision (not) to choose an OA option for disseminating their own work. Based on (semi-)standardized surveys of scientific organizations and individual researchers in the field of biomedical and health informatics, it provides an overview of individual and institutional frame conditions that influence the dissemination and reception of scientific knowledge. In order to account for regional differences, it draws on a global sample, comprising respondents from Africa, Asia and the Pacific, Europe, Latin America, Middle East and North America. Overall, the findings provide a heterogeneous picture of how OA is perceived and practiced. Respondents appreciate the convenient way to access OA articles as readers and the opportunity to reach broader (non-academic) audiences as authors. However, due to high publication fees and concerns regarding quality and reputation, a positive attitude towards OA does not necessarily translate into willingness to choose this publication model. Especially researchers from low-income countries benefit from a barrier-free communication mainly in their role as readers and much less in their role as authors of scientific information. This is also evident at the institutional level, as OA policies or financial support through funding bodies are most prevalent in Europe and North America. These findings call for more attention to inner-scientific communication as part of (science) communication research.

The Production and Transmission of Islamic Knowledge in Europe

This article deals with the training of imams to work for Muslim communities in Europe with a migrant background. Imams are considered the prime actors in conveying Islamic knowledge and the training of these figureheads is a crucial issue with many implications. Imam training is a particular aspect of a broader multifaceted process that includes the production, transmission, reception, and interpretation of Islamic knowledge. Imam training is thus part of the much broader issue of the positioning of Islam and Muslims in Europe, particularly given European governments’ intention to take a more active role. It should be analyzed within this broader political and historical context. The “politics of imam training”, as I call the ongoing debates, negotiations, and initiatives involving the various stakeholders, entail more than just educational logistics. At heart, these are issues of authority and legitimacy and ultimately the questions of who is entitled to produce, transmit, and, of course, teach Islamic knowledge, and who is accepted by Muslim communities. This aspect has not been widely addressed by researchers.

The idea of “mechanology” through the 20th century. The production, reception, and circulation of anatopic knowledge

Cet article retrace la production, réception et circulation de l’ouvrage Réflexions sur la science des machines, de Jacques Lafitte, paru en 1932. En complément des nombreux travaux qui ont abordé la valeur théorique des idées véhiculées dans cet ouvrage, cet article propose de suivre le parcours géographique du livre. Dans la première partie, l’article introduit la notion de connaissance en transit, proposée par James Secord, et celle des lieux de savoir de Christian Jacob. Ensuite, en suivant le cas de Réflexions sur la science des machines, l’article s’engage à analyser les conditions matérielles qui ont permis à l’idée de mécanologie de circuler pendant près d’un siècle. Enfin, l’article introduit le concept de « savoir anatopique » pour expliquer la trajectoire parfois ambiguë de l’ouvrage. Cet article contribue, dans un premier temps, à approfondir l’histoire du champ de la philosophie des techniques en proposant une relecture des lieux et des artefacts via lesquels l’idée de mécanologie a émergé et circulé. Dans un deuxième temps, l’article contribue aussi aux débats en histoire des sciences en mettant au travail, méthodologiquement et épistémologiquement, les cadres analytiques de la connaissance en transit et des lieux de savoir.

It Takes a Village to Trust Science: Towards a (Thoroughly) Social Approach to Public Trust in Science.

In this paper, I distinguish three general approaches to public trust in science, which I call the individual approach, the semi-social approach, and the social approach, and critically examine their proposed solutions to what I call the problem of harmful distrust. I argue that, despite their differences, the individual and the semi-social approaches see the solution to the problem of harmful distrust as consisting primarily in trying to persuade individual citizens to trust science and that both approaches face two general problems, which I call the problem of overidealizing science and the problem of overburdening citizens. I then argue that in order to avoid these problems we need to embrace a (thoroughly) social approach to public trust in science, which emphasizes the social dimensions of the reception, transmission, and uptake of scientific knowledge in society and the ways in which social forces influence both positively and negatively the trustworthiness of science.

Bridging the Gap Between Science and Practice: Research Collaboration and the Perception of Research Findings.

Research collaboration promises a useful approach to bridging the gap between research and practice and thus promoting evidence-informed education. This study examines whether information on research collaboration can influence the reception of research knowledge. We assume that the composition of experts from the field and scientists in a research team sends out signals that influence trust in as well as the relevance and applicability of the finding. In a survey experiment with practitioners from the field of adult education the influence of different research team compositions around an identical finding is tested. The results show overall high trust, relevance and applicability ratings with regard to the finding, regardless of the composition of the research team. We discuss the potential importance of additional information about research collaborations for effective knowledge translation and point out the need for more empirical research.