Social Distribution Of Knowledge Research Articles

When Good News Falls Flat: Complications in the Delivery and Reception of Good News in Pediatric Neurology

This article considers interactional trouble that arises when the social distribution of knowledge and interpersonal relationships come together in the delivery and reception of good news in pediatric neurology visits for video-electroencephalography testing. Contrary to common perceptions of good news as easy to deliver and receive, I find that it is occasionally fraught with hesitancy in this context. Using conversation analysis, I explore what drives this trouble and argue that some of the difficulty associated with good news in this context arises from its structure: Physicians prioritize conveying “the facts” of the news over characterizing its valence. However, parents treat physicians’ assessments of the news as critical for the news delivery. When physicians fail to evaluate the information they present, parents tend to treat news deliveries as incomplete, which not only causes difficulties in their reception of the news but also leads to protracted news deliveries.

Городская повседневность в фокусе социальных теорий XX века

The article provides an attempt at a theoretical understanding of the pheno-menon of urban everyday life. A brief justification is given for the relevance of studying urban life through the analysis of everyday life. The development of ideas about every-day life is examined, first in the philosophical works of E. Husserl, and then by A. Schutz, J. Hoffmann, A. Lefebvre and P. Sztompka. The position of each author is considered and criticized within the framework of the purposes of this article. Husserl's view of everyday life as the order of interrelationship of things in time and space pro-vides a basis for defining everyday life, but turns out to be too broad. In A. Schutz we discover the fundamental principle of the formation and reproduction of everyday life — the social distribution of knowledge. From the works of A. Lefebvre we take the understanding of everyday life as a common denominator for all spheres of human life and the idea of its cyclical dynamics. I. Goffman describes in detail the sphere of every-day interpersonal contacts “face to face”. P. Sztompka gives a number of defining fea-tures of everyday life - it is associated with relationships between people, which are re-peated in space and time, are not always conscious and sometimes ritualized. The result of the work is a description and definition of the concept of urban everyday life.

L’idée D’Université à L’heure des Démocraties Modernes : Quel Projet ?

With this proposal, we wish to revisit the Idea of the University in the perspective of the democratic project of the American philosopher and pragmatist John Dewey. Our hypothesis consists in the thesis that the deweyen project confronts the problem of the social distribution of knowledge, in the aim of giving us the means to transform the latter. In this way, if we consider that the university is part of this distribution through its student learning function, then our purpose is to demonstrate that this learning is currently guided by an individual intelligence paradigm harms that the development of collective intelligence. For John Dewey, the latter is one of the central means of his democratic project which would reconcile the Idea of a University with real University institutions. Therefore, according to him, if universities want to contribute to the democratic project, we must adopt a new pedagogical orientation promoting individual and collective intelligence.

Investigating the educational value of social learning networks: a quantitative analysis

Purpose The emergence of Education 2.0 enabled technology-enhanced learning, necessitating new pedagogical approaches, while e-learning has evolved into an instrumental pedagogy of collaboration through affordances of social media. Social learning networks and ubiquitous learning enabled individual and group learning through social engagement and social distribution of knowledge. Nevertheless, these developments have not been supported with extensive studies focusing on quantifying the impact of technology-enhanced learning on students’ progress and achievement. The purpose of this paper is to investigate how a quantitative overview of Facebook’s influence on students’ progress can be incorporated in a proposed e-moderation model of teaching and learning. Design/methodology/approach The approach is based on extending Salmon’s (2003) e-moderation model, which provides an emphasis on the theoretical perspectives that support socially situated learning environments of social networks such as Facebook. The findings revealed that students’ grades were positively influenced by the complementary use of Facebook on their courses of study. Findings The use of a social learning network also triggered a significant increase in student participation in learning activities delivered over Facebook. Research limitations/implications The main research limitations were due to the fact that a single social network was chosen for conducting the experiments. Furthermore, the investigation was narrowed down to a selected range of sessions offered to college and university students as part of their course. Originality/value The paper’s contribution is twofold, as it offers an original set of guidelines for conducting social learning network experiments and provides valuable quantifiable findings on the educational value of such networks.

Schutz, Sheherazade e o homem da rua: revisitando aspectos do jornalismo como construtor da realidade.

This article combines a conceptual review of journalism as a builder of reality to the discussion of the concept of Alfred Schutz (1976) about the social distribution of knowledge. From the three ideal types outlined by Schutz - the expert, the informed citizen and the man on the street - this text took up for analysis the media the episode in which the journalist Rachel Sheherazade, SBT, commented popular action in Rio de Janeiro, when people arrested a suspicious boy of committing theft to a street pole. The journalist said that the action of “avengers” was understandable and that given the failure of public security in Brazil, citizens have to defend yourself. The fact generated great effect on online social networks and brought up once again the debate about the limits of ethics and journalism opinion.

Understanding China’s curriculum reform for the 21st century

This article uses curriculum-making frameworks to analyse and reconstruct the Chinese curriculum-making model and unpack the dynamics, complexity and constraints of China’s curriculum reform since the early 1990s. It argues that curriculum reform is China’s main human capital development strategy for coping with the challenges of the 21st century, and that the state plays an important role in the reform of curriculum-making mechanisms and in the social distribution of knowledge, skills and dispositions through curriculum making. Data are drawn from a discourse analysis of public texts, such as official documents and curriculum standards. This study has four major findings. First, China uses curriculum reform as a key strategy to counter manpower-related global challenges and to empower the country in the 21st century. Second, to this end, China has re-oriented its curriculum making from a state-dominated model to one that is state-led, expert-assisted and evidence-based. Third, China’s new curriculum reflects the increasing tension between globalization and nationalism; while preparing its students to compete globally, China also urges them to identify with and take pride in the nation’s achievements and culture. Fourth, Chinese curriculum reform for the 21st century may not unfold as the state expects, as it is constrained by curricular and extra-curricular factors.

Making Women Visible: Gender Spaces and ICT Work in the Philippines

Studies of technology in developing countries have addressed the conundrum of 'invisible women' by focusing either on women-dominated assembly work or on women as users. This article looks at the social shaping of technology and tries to render the women in certain arenas of information technology (IT) visible. Underlying the emergence of this group of women IT workers are 'user-friendly technologies,' horizontal learning structures, and the hybridity of some arenas of IT. After an examination of some of these issues, the article goes on to examine the creation of 'female spaces' in IT through an analysis of the gendered social distribution of knowledge, and the compensation structures and social constructs that accompany and affect the changes in the gender division of labor. The article shows that within the international division of labor and the gender-based division of labor, IT in the Philippines still offers scope for and supports the creation of 'female spaces'.

Possession, Dispossession and the Social Distribution of Knowledge Among Sri Lankan Ritual Specialists

Cet article examine les changements dans la transmission du savoir rituel des specialistes rituels de la caste Beravā au sud du Sri Lanka. S'inspirant des travaux de Barth et Hannerz sur la distribution sociale du savoir dans les societes complexes, l'article explore comment un savoir et des talents qui etaient autrefois hereditaires et principalement lies au systeme de castes sont assignes differemment au cours d'une periode de rapides changements sociaux. L'article prete une attention particuliere aux cadres culturels et sociaux qui soutenaient le systeme d'apprentissage et de representations rituelles des Beravā auparavant. Les transformations de la transmission du savoir rituel sont examinees en faisant recours a la notion de «communautes practiciennes» developpee par Lave. La perte de ces communautes est liee aux changements de statut des acteurs et aux deplacements du contexte de la signification des representations rituelles dans la societe cinghalaise contemporaine

“Hot” and “Cold”: Classification and Sorting Among the Yupno of Papua New Guinea

The authors advocate a combination of ethnographic and psychological methods: Cognitive processes and the social distribution of knowledge are to be studied not only through the collective representations derived from interviews with key informants, but through behaviour observations in everyday settings, as well as specifically designed tasks, in order to observe problem solving more directly.The collaboration between an anthropologist and a psychologist is illustrated in a study of classification among the Yupno of Papua New Guinea. Their world‐view classifies everything into three states: “hot”, “cold”, and “cool”. Only experts (sorcerers) can manipulate these states. After an ethnographic description of this classification system, a sorting task was given to six samples of Yupno subjects. Only the sorcerers used the abstract category of “hot/cold” explicitly; the other older adults used it implicitly through function, whereas schooling induced sorting by colour. These findings call into question the anthropological and developmental status of classifying by taxonomy.

Gender and the Information Society: A Socially Structured Silence

The price paid for the absence of a critical consciousness about gender in discussions of communications and technology is the reproduction of old patterns of power and privilege in the social distribution of knowledge.

Die Besteigung des Informationsberges als neue Aufgabe der Philosophie im Verbund aller Wissenswissenschaften

Due to the exponential growth of science and, recently, the explosive expansion of the extrascientific information of computerized ‚Data‘ of all sorts, a New Cognitive Order of Society (‚Neue Wissensordnung‘) comes into existence. The invalidation of the ‚Old Order‘ with its classical conditions for the production, processing, application and fairly equal social distribution of knowledge is a result of technological developments, especially of the rise of Information Technology.

The social distribution of knowledge in formal organizations: A critical theoretical perspective

The social distribution of knowledge in formal organizations: A critical theoretical perspective