Knowledge Thinking Research Articles

From Professional Geography to Public Geography, from Representational Certainty to Not Knowing the Answer

Most practices of professional geography employ a realist ontology of knowledge, seeking accurate representations of an external world that exists in itself, prior to our attempts to know it. Certainty in the accuracy of our interior representations of an external world, however, breeds dogmatic claims to truth in the attempt to bridge the unbridgeable gap separating matter from mind. A reading of Rorty’s (2021) posthumously published Pragmatism as Anti-Authoritarianism offers an escape from authoritarian certainty by charting a shift from professional geography to a public geography (although he never used that term). Making this move entails a shift from analysis to conversation; from abstract theorization to the extension of loyalty to the widest possible plurality of publics; and from representing an antecedent truth to the pragmatist’s goal of reaching collective agreement on what to do. Rorty’s antiauthoritarian pragmatism makes a compelling case to stop thinking of knowledge as correctly answering a multiple-choice question in which the answer is known in advance and instead to nurture a public geography aimed toward the larger challenge of negotiating collective agreement on how we should live together in an interdependent world.

Knowledge Entrepreneurship versus Opportunity Entrepreneurship Driver of Economic Performance in Saudi Arabia

This paper understands the role of Knowledge-Based-Entrepreneurship (KBE) in changing the economy of Saudi Arabia into a knowledge-based economy. The ambition of this paper is to align entrepreneurship theorizing with the Saudi market needs by redirecting our entrepreneurship thinking away from the opportunistic metaphors to more creative and knowledge thinking. This paper reconceptualizes the entrepreneurship view. It is empirically compared between two dominant streams of theorizing on entrepreneurship: the opportunity view versus the knowledge view. A Mediation Model Path Test has been applied to examine the relationships. The analysis indicates that the opportunistic view is not adequate as a platform for entrepreneurial responding to Saudi economic changes. Instead, an alternative perspective is developed as Knowledge-Based -Entrepreneurship. The findings reveal that (KBE) has a positive and significant impact on economic performance. It is also found that (KBE) has a mediating effect on entrepreneurship more than the opportunistic effect. This perspective emphasizes the importance of building entrepreneurial knowledge infrastructure, that creates multiple forms of value. This paper contributes to the knowledge in the field of entrepreneurship by offering an alternative view of entrepreneurship grounded. It goes beyond investigating the economic support of adopting the Knowledge-Based-Entrepreneurship compared to the Opportunity-Based-Entrepreneurship.

Knowledge and mentality

AbstractThis paper reexamines the case for mentality — the thesis that knowledge is a mental state in its own right, and not only derivatively, simply by virtue of being composed out of mental states or by virtue of being a property of mental states — and explores a novel argument for it. I argue that a certain property singled out by psychologists and philosophers of cognitive science as distinctive of skillful behavior (agentive control) is best understood in terms of knowledge. While psychological theories of agentive control that appeal to monitoring mechanisms, such as attention, have been proposed, these theories cannot account for the full scope of controlled action. By contrast, I argue that an epistemic theory of agentive control that invokes knowledge is extensionally adequate. It is when it comes to understanding the hallmarks of skillful performance that the theoretical benefits of thinking of knowledge as mental can be fully appreciated.

THE IMPORTANCE OF DIVERGENCY THINKING IN THE ACTIVITIES OF THE PRIMARY SCHOOL TEACHER

In the article, the theoretical analysis of the research tests of primary school teachers can achieve high efficiency in modern education and the concept of knowledge thinking and the concept of divergent thinking is given.

Gregory Skovoroda’s Philosophy of Education: the Difference of a Modern Vision

The article is devoted to the analysis of the modern character of the Gregory Skovoroda’s philosophy of education. Unlike his contemporaries, he focuses on connections of philosophy and moral virtue. This position contradicts the tendency of a modern institutionalization of philosophy in the way of one more discipline of the modern research university. However, Skovoroda’s critical position does not put into question the modern content of his philosophy. On the contrary, Skovoroda’s understanding of philosophy reveals the salvific ways of its cognitive and practical rehabilitation. It is because his philosophy teaches people to be wise not only the university campus but in all spheres of their own lives. That is why he speaks not just of philosophy, but of the “philosophy of the heart”. Contrary to Christian thought, he believes that human’s transformation is possible not through faith and suffering, but through the discovery a “new body” on the ground of self-knowledge and love for oneself. Unlike the modern classical philosophy, Skovoroda considers self-knowledge, not as a function of mind alone, and the heart as a dichotomy to the mind. In accordance with contemporary educational theories based on the idea of anthropotechnical turn in philosophy, Skovoroda deems the heart an instrument for enhancing the mind. Involving the heart into the sphere of rational increases the thinking of knowledge about the specific situation of its embodiment and the cognitive capabilities of its carrier. According to Skovoroda, an important consequence of such human transformations should be the overcoming of fear and hatred of the “other”.

Indigenous clients intersecting with mainstream nursing: a reflection.

Mental health care for Australian Aboriginal and Torres Strait Islander people living in rural and remote locations is delivered primarily by nurses. Culturally safe therapeutic interventions can promote understanding and improve care. Reflective knowledge thinking, writing and practice can support nurses to practice cultural safety. Two instances of mental health care for Australian Aboriginal and Torres Strait Islander clients are described in this reflective piece of writing. The care provided in both instances was culturally inappropriate and/or inadequate. I was an agent or observer in both cases, which happened during my employment as a mental health nurse in Australia. The first story, 'the traumatisation of Client A' describes an instance where I, from a place of ignorance, acted without cultural sensitivity and knowledge. I restrained and observed a client in a way that accorded with workplace policy but, at the same time, failed to take into account the circumstances and cultural safety of my client. The second story, 'the misunderstandings about Client B', occurred much later in my career. This time, I engaged with the client, acted with cultural safety, listened to his story and was able to clear up misunderstandings surrounding his presentation to hospital. The two events described in this article led me to discover the nurse I was then and the nurse I have become now. In comparing the two events and my level of awareness and understanding of Aboriginal peoples, along with my own actions, I reflect on my own journey of discovery, which has informed and shaped my awareness as a culturally safe and more sensitive nurse.

Shifting the Focus from Mediating the Problem to Mediating the Moment - Using Intuition as a Guide

KNOWLEDGE THINKING AND BEING IN A STATE OF REVERIEIt is our ability to think that makes us a mediator, lawyer or social scientist not our acquired knowledge of the subject or field. Although knowledge acquisition is an important first step for the novice professional it does not make a practitioner. Professional practice involves engaging in a real encounter with other human beings in the here and now of the professional setting. How you think moment to moment is the driver of that engagement. The application of abstract knowledge is just a by-product. The professional encounter has to be real and fresh and unique to each moment. In essence mediation, the law and the social sciences have to be continually created afresh by the practitioner and remain fresh during each moment of the professional encounter.MEDIATING THE MOMENTOne of the most powerful tools that a mediator can use is to work with the parties in the here and now of the joint session. While this can create uncertainty and unpredictability it does offer rich rewards for the experienced mediator. It requires the mediator to be comfortable with the uncertainty of the moment. The ability to be surprised and to be able to act as a role model for the parties in moving the focus away from ‘the problem’ in order to give space for new ideas and fresh options. To do this effectively it is suggested that mediators seek to work intuitively. This is developed by mediators acquiring the art of letting go of any attachment to their memories, desires and the need to understand what is happening at any particular time in the mediation. It requires an evenly suspended attention to all that is going on. Professional intuition is found in a wide range of disciplines, and is one of the hallmarks of expert practice, especially in fields where professionals need to engage with fast-moving, uncertain and often messy situations. Rather than representing unreliable, vague feelings, intuition underpins and informs expertise, enabling experts to notice and respond to both patterns and anomalies occurring in their work. Topics include:• Differentiating between knowledge and thinking • Zero thinking • Mediating the problem or the relationship• The mediator as an irritant• Intuition -the difference between conscious and unconscious thinking• Intuition and its challenge to the rational mind • The third - Becoming at one with the unfolding moment• Deferring persuasion and problem-solving • The obligation to repay gifts• Time is the mediator's friend • The Nash Trap and the Nash Equilibrium • The Field - The Bhagavad Gita

Thinking through Bodies: Bodied Encounters and the Process of Meaning Making in an E-Mail Generated Art Project

In the West we are accustomed to thinking of knowledge largely on the basis of vision, which is distant and objective, a perspective that posits the separation of mind and body. In contrast, theories of touch pose a proximinal understanding of knowledge production. It informs how we experience body knowledge as encounters between beings. Body knowledge through touch includes sensory knowing and bodied encounters. In this article, I examine the ways in which students encounter emotional knowledge through an e-mail exchange. The article will attend to theoretical considerations of touch, posing the question: How is touch encountered through digital environments? The focus is on discerning the nature of student understandings of body knowledge that un/ravel in an e-mail generated art project.

Embodied Knowing in Online Environments

In higher education, the conventional design of educational programs emphasises imparting knowledge and skills, in line with traditional Western epistemology. This emphasis is particularly evident in the design and implementation of many undergraduate programs in which bodies of knowledge and skills are decontextualised from the practices to which they belong. In contrast, the notion of knowledge as foundational and absolute has been extensively challenged. A transformation and pluralisation has occurred: knowledge has come to be seen as situated and localized into various ‘knowledges’, and the status of the body has taken on renewed significance in epistemological debates. Rather than thinking of knowledge as transcending the body, the embodiment of knowledge has become a key factor in understanding the nature of knowledge and what it means to know. In this paper, we adopt a phenomenological perspective in exploring the notion of embodied knowing as it relates to higher education programs and, more specifically, the ways in which information and communication technologies (ICTs) are used in these programs.

Knowing What Others Know: Common Knowledge, Accounting, and Capital Markets

The concept of common knowledge concerning higher orders of knowledge has seen exciting new developments in the fields of philosophy, game theory, statistics, economics, and cognitive science in the recent decades. Even though information lies at the heart of accounting and capital markets research, these new developments have remained at the periphery of these fields. Common knowledge thinking may significantly advance our understanding of financial reporting, analysis, securities valuation, managerial control, auditing, and information systems. Such accounting and business applications will also make important contributions in the form of concrete, real-life examples and applications to the basic fields where the idea of common knowledge originated. This paper is an overview of common knowledge and its actual and potential applications to accounting and capital markets research.

Knowing What Others Know: Common Knowledge, Accounting, and Capital Markets

The concept of common knowledge concerning higher orders of knowledge has seen exciting new developments in the fields of philosophy, game theory, statistics, economics and cognitive science in the recent decades. Even though information lies at the heart of accounting and capital markets research, these new developments have had only a faint echo in these fields. Common knowledge thinking may significantly advance our understanding of financial reporting, analysis, securities valuation, managerial control, auditing and information systems. Such accounting and business applications will also make important contributions in the form of concrete real life examples and applications to the basic fields where the idea of common knowledge originated. This paper is an overview of common knowledge and its actual and potential applications to accounting and capital markets research.

Applied Sociology (Or Social Technology)

Previous articleNext article FreeApplied Sociology (Or Social Technology)Charles Richmond HendersonCharles Richmond Henderson Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by American Journal of Sociology Volume 18, Number 2Sep., 1912 Article DOIhttps://doi.org/10.1086/212073 Views: 97Total views on this site Citations: 4Citations are reported from Crossref PDF download Crossref reports the following articles citing this article:Alexandra A. Argamakova History of Social Engineering Theories, Russian Journal of Philosophical Sciences 64, no.77 (Jul 2021): 85–108.https://doi.org/10.30727/0235-1188-2021-64-7-85-108Irina A. Aseeva Are the Russian people prepared to enter the new techno-anthropological reality?, VESTNIK INSTITUTA SOTZIOLOGII 11, no.22 (Jan 2020): 141–156.https://doi.org/10.19181/vis.2020.11.2.650Dawn R. Bazely, Patricia E. Perkins, Miriam Duailibi, Nicole Klenk Strengthening Resilience by Thinking of Knowledge as a Nutrient Conecting the Local Person to Global Thinking, (Jan 2015): 119–132.https://doi.org/10.1007/978-94-6300-214-1_7Maarten Derksen, Tjardie Wierenga The history of ‘Social Technology’, 1898–1930, History and Technology 29, no.44 (Dec 2013): 311–330.https://doi.org/10.1080/07341512.2013.876247