Transmission Of Knowledge Research Articles

La relación con el saber en docentes de la Facultad de Psicología de la Universidad de Buenos Aires. Una aproximación desde la clínica

The general objective of this research, which is part of the Master’s thesis in University Teaching, was to investigate the relationship between the knowledge of teachers of Psychology at the University of Buenos Aires and its possible connection to teaching practices. The specific objectives were: to describe the teaching methods of teachers as they describe them and as they can be interpreted from the analysis of their proposals; to describe and characterize the teachers’ conceptions of knowledge; to describe and characterize their way of emotional connection with knowledge; and to establish possible meaningful connections between teaching modalities, and in particular the forms that knowledge takes within them, and the emotional connections of the teachers with knowledge. Through the analysis of interviews, projective techniques and classroom observations, a series of subjective features of the teachers’ relationship with knowledge were identified, which were related to certain forms related to knowledge transmission in the classroom. We understand this relationship as a recursive one, in which the way of relating to knowledge is transformed with each experience, just as each experience produces updates in the way in which each teacher relates to knowledge. This article will present one of the cases analyzed.

Some Memory Devices of Early Chinese Textile Technologies and Artisans’ Transmission of Knowledge

Abstract Patterned silks served as signifiers for rituals and status in early China. They were patterned using different techniques, for example, some sha-silks from Mawangdui dated to 168 CE were repeatedly stamped with motifs while other silks were woven with monochrome or polychrome motifs. The technical knowledge for producing such silks was embodied as internal memory in the artisans who predominantly worked in state- run workshops until the mid-first century BCE. Artisans also invented external memory devices to facilitate their work. Some devices – bronze stamps and pattern-shafts on looms – have been unearthed from Guangzhou and Laoguanshan dated to 122 and 118 BCE respectively. Most techniques did not circulate widely, and over time, some disappeared and were then replaced by others. Lacking artisans’ own accounts, this article examines these external memory devices in the workshop context to suggest the hypothesis that the transmission of the embodied knowledge depended on the mobility and freedom of the artisans.

Scholarly Circles and the Transmission of Knowledge: Bahāʾ al-Dīn al-ʿĀmilī (d. 1030/1621) and His Mobile Scholarly Circle in Safavid Iran

Scholarly Circles and the Transmission of Knowledge: Bahāʾ al-Dīn al-ʿĀmilī (d. 1030/1621) and His Mobile Scholarly Circle in Safavid Iran

Exploring the Importance of Traditional Schools in Maintaining the Heritage Language: A Study of Tshivenḓa from Tshimbupfhe, South Africa

This study aimed to explore the critical role of traditional schools—specifically murundu and vhusha—in preserving the Tshivenḓa language and cultural heritage in Tshimbupfhe, in the Limpopo Province, South Africa. Traditional schools play a significant role in preserving languages and cultural traditions that might otherwise be at risk of erosion due to globalisation, modernisation, or cultural assimilation. A deeper comprehension of their role allows individuals to appreciate more fully how these schools contribute to the preservation of cultural diversity and heritage. The study sampled 31 participants. This study adopted a qualitative approach and relied on face-to-face semi-structured interviews to collect and analyse data. The theoretical framework used to underpin the study was the Afrocentricity theory. The findings of the study illustrated that traditional schools serve as pivotal institutions for the transmission of linguistic and cultural knowledge, integrating indigenous values, practices, and language into their curricula. The study provides insights into how traditional schools facilitate the transmission of cultural values, practices, and languages to younger generations. By exploring the methods and content of traditional education, the research highlights how these institutions contribute to cultural continuity and identity. Secondly, the study contributes to the documentation and preservation of indigenous educational practices and pedagogies. It offers a comprehensive account of how traditional schools operate, including their teaching methods and cultural rituals, thereby preserving valuable knowledge for future generations. Furthermore, this study enhances the understanding of traditional schools’ significance and supports the preservation of language and cultural heritage.

Research on the Reform of Criminal Law Course in Undergraduate Legal Education

There are deficiencies in the construction of the Criminal Law course, such as excessive rationality but insufficient practicality, emphasis on knowledge transmission over ability cultivation, and a focus on traditional crimes while neglecting new types of crimes. To overcome the above shortcomings, it is necessary to adhere to the teaching philosophy of integrating theory and practice, with teaching content based on practical experience and higher than practical experience, steadily promote the reform of teaching methods with the flipped classroom as the main body, substantially promote the construction of a dual teacher team, and reconstruct the curriculum assessment method guided by the OBE concept.

The elegance of lacquer: Unveiling traditional lacquer techniques in East Asia

This research delves into the intricate world of lacquer art in East Asia, aiming to unravel the relationships among artisan perspectives, aesthetic values, and the contemporary relevance of this ancient craft. The purpose is to provide a comprehensive understanding of how historical development, apprenticeship traditions, and evolving aesthetic values shape the intricate landscape of lacquer artistry. Employing a qualitative approach, this study conducts in-depth interviews with artisans and experts in the field of lacquer art. The research involves a comparative analysis of past literature, drawing upon historical and contemporary works to contextualize the findings within the broader trajectory of lacquer art. Thematic analysis is also applied to unravel the nuances of artisan perspectives, the transmission of knowledge through apprenticeship traditions, and the cultural and aesthetic dimensions embedded in lacquer paintings. This mixed-methods approach enriches the study by providing a holistic and nuanced exploration of the identified variables. The findings illuminate the enduring significance of apprenticeship traditions in preserving traditional lacquer techniques, with artisans actively navigating challenges posed by globalization and digital platforms. Aesthetic values, including symbolism and visual harmony, are revealed as integral components contributing to the narrative richness of lacquer paintings. The study uncovers the dynamic relationships among these variables, emphasizing the adaptive nature of lacquer art in a contemporary context. The implications extend to cultural preservation, heritage management, and educational initiatives, offering valuable insights for practitioners, policymakers, and educators involved in the realm of traditional crafts. The study contributes to theoretical frameworks on cultural continuity, knowledge transmission, and the socio-cultural dynamics of artistic practices.

Integrating Project-Based Learning in a Quality Management Course: Implementation Process and Students’ Perception

Contemporary students are no longer interested in traditional courses based on the transmission and memorization of theoretical knowledge. Instead, they are looking to apply this knowledge and become more operational in order to facilitate their professional integration. In response to these evolving dynamics, teachers are compelled to develop new teaching practices and introduce effective approaches that encourage students to take an active role in their learning process. One notable approach to addressing these needs is Project-Based Learning (PBL). This research presents a case study of using PBL as a pedagogical method in higher education. It aims to integrate the PBL approach into a Quality Management course and then evaluate its effectiveness and effects as perceived by students. The methods employed were document analysis and a questionnaire survey. The results showed that the PBL approach was implemented in five main steps: identification, design and planning, group constitution, realization, and evaluation. This approach was perceived as effective regarding the activities provided and the teacher’s role, and had positive effects on helping students improve some life skills such as creativity, autonomy, communication and decision-making. However, weaknesses were reported, including a lack of time and insufficient collaboration within groups.

A Study on the Implementation Effect of Curriculum-based Ideological and Political Education in College English Courses from the Perspective of Students

This study conducted a comparative quasi-experiment, mainly using qualitative research methods to conduct text analysis on students’ feedback in college English ideological and political education, supplemented by a questionnaire and interviews, to evaluate its implementation effect from the perspective of students. Research shows that the integration of ideological and political education has a good educational effect on knowledge transmission, skill development, and value shaping. Blending ideological and political awareness into college English courses can resonate with students’ emotions and play a certain role in shaping their values. This study can provide reference for the implementation effect of curriculum-based ideological and political education in tertiary curriculum.

Enhancing the Competences of Female Village Officials in Zhanjiang from the Perspective of the Sociology of Knowledge

This study investigates the socio-cultural and institutional challenges faced by female village officials in Zhanjiang, using the sociology of knowledge framework to explore how tailored training programs can enhance their competences. Qualitative data, collected from participatory observation, semi-structured interviews, and training documents, were analyzed, revealing that context-specific and gender-sensitive approaches to knowledge selection, application, and transmission can empower the female officials to bridge the gap between theoretical concepts and everyday governance. Additionally, participatory methods like role-playing and case studies, adopted by the training can help the female officials apply new skills to real-world governance challenges. The findings also suggest training content needs to align with the socio-cultural realities of female village officials, particularly in aspects related to leadership, dispute mediation, and rural development. By focusing on the interplay between formal, codified knowledge and local, tacit knowledge, the study contributes to the literature on in-service training, rural governance, and gender studies.

Important intergenerational transmission of knowledge in promotion of well-being and cultural identity in Greenland

ABSTRACT The “Kinguaariit Inuunerissut” (KI) camps, meaning “generations in well-being” in Greenlandic, was a pilot initiative designed to enhance cultural identity and intergenerational connections through culturally relevant activities. The outcomes of the KI-camps have informed the development of a broader KI-concept aiming at tailoring and implementing elements from KI-camps into early childhood education services, after-school programmes, and schools. In this paper we present the results from three workshop held in January 2024 in Sisimiut, Greenland where 28 older participants and 28 professionals were asked about essential knowledge and skills to be passed down to younger generations. The focus was on songs, storytelling/myths, the spiritual world, animals, plants, skills in nature/home, and handicrafts. Results shows that older people and professionals agree on the importance of passing down cultural knowledge through all the different categories and support the need to integrate these elements into educational programmes to preserve cultural heritage and strengthen community cohesion. The findings will guide the integration of intergenerational activities into municipal institutions and contribute to culturally relevant health promotion strategies in Greenland.

Exploration and Practice of Classification Talent Training Model in Local Agricultural Institutes

With the rapid development of modern society, the demand for professional talents in the veterinary industry is increasing and showing a trend of diversification. In order to better adapt to this change and meet the industry's demand for high-quality and versatile veterinary talents, the reform of traditional veterinary professional education is particularly urgent. Taking Shanxi Agricultural University as an example, the veterinary specialty of a local agricultural university actively explored and implemented the "2-2-4" classified talent training model of "three stages, three modules and seven links". This innovative model divides veterinary education into three learning stages, each with targeted teaching modules, and ensures the systematic transmission of knowledge and comprehensive cultivation of skills through seven specific teaching links. In this way, the model effectively solves many problems in traditional teaching, such as weak professional awareness among students, insufficient teacher-student interaction, single ability cultivation among students, and disconnection between teaching and research. It emphasizes the close integration of theory and practice, emphasizes students' active participation and innovation ability cultivation, thereby significantly improving the quality of talent cultivation. In addition, this reform practice of Shanxi Agricultural University not only provides a broader development space and employment opportunities for veterinary students in our university, but also provides useful reference and inspiration for the educational reform of veterinary majors in peer universities. Its successful implementation proves that emphasizing innovative teaching models and diversified talent cultivation in veterinary education is an important way to improve education quality and meet social needs. Therefore, this model has important promotion value and is expected to cultivate more high-quality talents with innovative spirit and practical ability for the veterinary industry.

Children at play: The role of novices in the production of Europe's earliest Upper Paleolithic ceramics.

Although archaeologists are learning more about the lives of Upper Paleolithic children, the significant contributions they made to the welfare of their communities, including their role in craft production, remain understudied. In the present study, we use high resolution photographs of 489 ceramic artifacts from Dolní Věstonice I and II, Pavlov I and VI, and Předmostí, five archaeological sites in Czechia (ca. 30,000 BP) to address two questions: 1. Can the ceramic products of novices be distinguished from those made by experts? 2. If so, can we tell if these novices were children? To address these questions, we documented variables known ethnographically and archaeologically to be associated with learners in a sample from these five sites. The sample is composed of fired ("ceramic") and unfired ("sedimentary") anthropomorphic and zoomorphic figurines, non-diagnostic figurine fragments and a sample of the so-called "pellets" from one site, Pavlov I. Our results support the hypothesis that ceramic objects are the products of novices, and in many cases, these novices are children. Our findings have implications for inter-generational knowledge transmission, the role of children in craft production and the importance of learning through play.

Ochre communities of practice in Stone Age Eswatini

Our species and other hominins have used earth mineral pigments since at least ~500,000 years ago, if not earlier. Its preservation and ubiquity within archaeological records across sub-Saharan Africa are well documented, but regional-scale networks of mineral selection, mining, transport, and use is an underdeveloped field. Here, we present a framework for interpreting regional variations within an overarching ochre-behavioral community of practice. Deep-time records of ochre provisioning span the final Middle Stone Age and Late Stone Age in modern day Eswatini, revealing longstanding cultural continuities in the intergenerational transmission of shared knowledge on landscapes, geology, and the desired physicochemical properties of mineral pigments. These communities of practice did not develop in isolation, and were part of a wider system of relations that were influenced and mediated by social interactions, such as technological learning, seasonal traveling, material culture exchange, and symbolic expression. We use compositional analyses to determine localized ochre procurement strategies and long-distance transport across a network of fifteen archaeological sites and mineral resources. Newly refined chronologies from Lion Cavern at Ngwenya using optically stimulated luminescence dating also reaffirm its antiquity as the oldest known evidence for intensive ochre mining worldwide (~48,000 years ago).

Successful entrepreneurship, higher education and society: from business practice to academia

This research explores the coverage of success factors for entrepreneurship in higher education through the lens of the actual practice in prosperous company launchings. Accordingly, the paper analyzes how universities prioritize the importance of the success factors in entrepreneurship identified by business practitioners. Through the text analysis of a set of syllabi of courses on entrepreneurship we find that the success factors underlined in the teaching-learning process are the idea, business model, CEO, finance, and marketing. The exploration of a collection of recent papers on entrepreneurship education suggests that the factors emphasized by researchers are CEO, social impact, team, and formation. We find differences in the teaching-learning and research spheres regarding the ranking of success factors. Teaching-learning focuses on more traditional aspects of entrepreneurship and firm management, associated with key functional areas in companies. Research, in contrast, emphasizes social and psychological aspects and pays more attention to recent trends in management, like gender, diversity, and social impact. This suggests that research enjoys more flexibility and capacity for quick adaptation to new trends and ideas in society than teaching. Our findings imply that the process of teaching-learning in entrepreneurship must strive to remain closer to the reality of firms to prioritize the transmission and development of knowledge and skills more in accord with business practice.

Memory and Enculturation

It may be safely stated at present that the triad of past, tradition and memory has accelerated at an incredible pace. Memory seems to keep the events of the past alive for ever shorter periods of time. Rites, memories and remembrance are now handed down as written sources in the form of textbooks. How does the narrative of the teaching aids that have emerged in the 21st century then evolve and what are/have been their achievements in the construction of national identity? How do hon- és népismeret [Our homeland and its people] textbooks function as tools for building a national community? The subject hon- és népismeret taught in grade schools examines and discusses national culture and the processes of cultural reconstruction in a rather specific cross-section. Beyond exploring the interdependence and interlocking of the context and practice of ‘knowledge creation’/‘knowledge transmission’ in primary educational institutions, this paper aims to explore some salient observations on its generational relationship to memory. The importance of this subject and textbook is/has been undeniable, both as a tool for national and social community-building on the one hand and as a tangible archive of the process of heritage transmission/patrimonization on the other hand.

The Translating Subject: Self-Assertion and Edges of Mediation in Ali Ufkî’s Bilingual Dialogues

Abstract Why did translation matter for early modern translators themselves? Approaching Ottoman court translator and religious convert to Islam, Ali Ufkî’s (né Wojciech Bobowski, ca. 1610–1677) intellectual endeavors, this article explores the multilayered relationship among translation, commensurability, and transmission of cultural knowledge by focusing on the translating subject. It argues that translation was an epistemic posture taken on by translators operating in complex cultural landscapes to navigate their self-assertion within the contours of cultural mediation in late seventeenth-century Istanbul. In so doing, it suggests reading translations beyond imperial logics and their concomitant historiographical terms.

Green Reading: Books and the Outdoors in the Early Modern Ottoman World

Abstract Before silent and private reading in enclosed spaces became paramount with an overwhelming preference for libraries or private rooms, oral and social reading was far more common, and it took place out-of-doors to a considerable degree. Visual depictions of poets and scholars, and of the reading public in general in the early modern Ottoman world include many representations of people engaged in “green reading,” namely, reading outdoors in open air or in semi-outdoors in close touch with nature. Several developments before and after the turn of the eighteenth century indicate the emergence of new preferences with regard to practices of reading and learning, and a new attitude toward the relationship between orality and literacy. Certain innovations that would only gain strength in later centuries—such as building freestanding libraries; experimenting with musical notation; expanding the means and role of printed books; and, most importantly for this essay, prioritizing mutālaʿa, or private and analytical reading—are among the noteworthy developments that signaled the gradual demise of a regime of reading practices that once recognized a larger role for oral, public, and green reading and that did not consider the book and its silent reader in an enclosed space as the best vehicle for the production and transmission of authoritative knowledge.

The perils of cybersecurity regulation

AbstractCybersecurity is a major U.S. policy issue with a sizable coalition advocating for greater government intervention due to perceived information challenges. Most proposals, however, do not assess whether the prescription actually improves the transmission of relevant knowledge and appropriately channels motivations towards producing socially optimal cybersecurity. In fact, knowledge and incentive problems associated with regulatory regimes may imperil the market’s ability to innovate, which is critical due to the dynamics of cyberspace. I employ Israel Kirzner’s (University of Chicago Press, 1985) market process framework to investigate these regulatory perils, highlighting analogous policies that have resulted in worse information security outcomes. Incorrect policy prescriptions, regime uncertainty, procedural rigidity, increased barriers to entry, and perverse incentives are among the leading threats to cybersecurity market entrepreneurialism from state intervention.

‘My English seems not enough’: moving from language deficit views to Kazakhstani CLIL (content and language integrated learning) teachers’ funds of knowledge

ABSTRACT Our paper critiques the native speaker fallacy underpinning state-mandated policies requiring teachers who speak languages other than English to use it as the medium of instruction. Using a centre-based Funds of Knowledge (FoK) lens, we examine how Kazakhstani biology teachers navigate Content and Language Integrated Learning (CLIL) through English Medium Instruction (EMI). A qualitative analysis of teacher reflections, observations, narratives, and focus groups revealed their hybrid epistemic stance discernible in their shift between knowledge transmission and knowledge construction and their flexible linguistic stance when leveraging their students’ Russian and Kazakh linguistic repertoires to contribute to science understanding and learning in EMI. In highlighting CLIL as a travelling policy, our results revealed the complexities of integrating Western educational models into a post-Soviet system, challenging the theory-practice divide, because a centre-based FoK lens redirected our focus from Western standards to the recognition of teachers’ professional identities and EMI pedagogies as both contextually relevant and locally grounded. Hence, our results call for more inclusive and social justice theoretical lenses to bridge and engage with the pedagogical nexus when different linguistic, cultural and epistemological ways of being merge.

Fostering fisheries futures: the promise of localized stewardship education in Nunatsiavut

Nunatsiavut is a self-governing Inuit territory in northern coastal Labrador, where cultural knowledge and social values are incorporated into co-managed subsistence and commercial fisheries. Snow crab (Chionoecetes opilio), known as Putjotik in Inuttitut (the Nunatsiavut dialect of Inuktitut), is a co-managed fishery through the Torngat Joint Fisheries Board (TJFB) and plays a crucial role in sustaining the community of Makkovik. Arctic Char (IKaluk) is also harvested in co-managed subsistence and commercial fisheries, and is a staple in local economies and culture. In 2022, the TJFB partnered with Inuit educators to foster youth stewardship in a project called Paigitsiaguk. The Paigitsiaguk project bridges Inuit and scientific knowledge to nurture cultural values and environmental stewardship through providing place and land-based resources to educators. The project team created a comprehensive database of curriculum outcomes required by the Newfoundland and Labrador school system, and then designed culturally relevant learning activities that presented Inuit knowledge with science and social studies for students in Nunatsiavut. These resources include learning activities that are organized into education kits: one of which is centered on Putjotik and another on IKaluk. The Putjotik kit has 23 activities tailored to meet grade-specific learning outcomes, while the IKaluk kit provides 12 place-based learning activities appropriate for multiple grade levels. By providing localized and culturally relevant education resources to teachers that revolve around stewarding local fish species and their ecosystems, youth are connecting to their communities and to the coastal environment. Educational resources and learning activities reflect Inuit and scientific knowledge systems, and position teachers as facilitators to encourage students to learn from the land and Elders, knowledge holders, fishers, scientists, and managers. This paper reflects the promising futures that this work can contribute to; from facilitating intergenerational knowledge transmission from knowledge holders to youth, to encouraging self-determined stewardship activities that encourage care for the ocean and its fisheries.