139,819 research outputs found
Theorising and practitioners in HRD: the role of abductive reasoning
Purpose â The purpose of this paper is to argue that abductive reasoning is a typical but usually unrecognised process used by HRD scholars and practitioners alike. Design/methodology/approach â This is a conceptual paper that explores recent criticism of traditional views of theory-building, based on the privileging of scientific theorising, which has led to a relevance gap between scholars and practitioners. The work of Charles Sanders Peirce and the varieties of an abductive reasoning process are considered. Findings â Abductive reasoning, which precedes induction and deduction, provide a potential connection with HRD practitioners who face difficult problems. Two types of abductive reasoning are explored â existential and analogic. Both offer possibilities for theorising with HRD practitioners. A range of methods for allowing abduction to become more evident with practitioners are presented. The authors consider how abduction can be used in engaged and participative research strategies. Research limitations/implications â While this is a conceptual paper, it does suggest implications for engagement and participation in theorising with HRD practitioners. Practical implications â Abductive reasoning adds to the repertoire of HRD scholars and practitioners. Originality/value â The paper elucidates the value of abductive reasoning and points to how it can become an integral element of theory building in HRD
Environmental Education and Metaethics
ContrÄ Dale Jamieson, the study of the metaethical foundations of environmental ethics may well lead students to a more environmentally responsible way of life. For although metaethics is rarely decisive in decision making and action, there are two kinds of circumstances in which it can play a crucial role in our practical decisions. First, decisions that have unusual features do not summon habitual ethical reactions, and hence invite the application of ethical precepts that the study of metaethics and ethical theory isolate and clarify. Second, there are times in which the good of others (including organisms and systems in the natural world) may well be given greater weight in oneâs ethical deliberations if theory has made clear that the good to be promoted is ontologically independent of oneâs own good
The Politics of Moral Authority
What is at stake, politically, in abandoning claims that one's actions are legitimized by some form of transcendent authority? Analysing this question moves us beyond human rights debates about foundationalism, and asks whether the efficacy of claims made by human rights advocates is undermined by their inability, conceptually and politically, to make the case that human rights are moral truths rather than a more temporal and secular doctrine. Through an analysis of Amnesty International and its ambivalent grounding in Kantian notions of morality, and by considering competing religious and national claims to authority, I assess whether or not human rights activism suffers from an inescapable political ineptitude that must eventually see it decline in the face of more ardent and politically effective authority claims
Alfredo Deaño and the non-accidental transition of thought
If the cultural variations concerning knowledge and research on ordinary
reasoning are part of cultural history, what kind of historiographical method is needed
in order to present the history of its evolution? This paper proposes to introduce the
study of theories of reasoning into a historiographic perspective because we assume
that the answer to the previous question does not only depend of internal controversies
about how reasoning performance is explained by current theories of reasoning. [...
Between Sense and Sensibility: Declarative narrativisation of mental models as a basis and benchmark for visuo-spatial cognition and computation focussed collaborative cognitive systems
What lies between `\emph{sensing}' and `\emph{sensibility}'? In other words,
what kind of cognitive processes mediate sensing capability, and the formation
of sensible impressions ---e.g., abstractions, analogies, hypotheses and theory
formation, beliefs and their revision, argument formation--- in domain-specific
problem solving, or in regular activities of everyday living, working and
simply going around in the environment? How can knowledge and reasoning about
such capabilities, as exhibited by humans in particular problem contexts, be
used as a model and benchmark for the development of collaborative cognitive
(interaction) systems concerned with human assistance, assurance, and
empowerment?
We pose these questions in the context of a range of assistive technologies
concerned with \emph{visuo-spatial perception and cognition} tasks encompassing
aspects such as commonsense, creativity, and the application of specialist
domain knowledge and problem-solving thought processes. Assistive technologies
being considered include: (a) human activity interpretation; (b) high-level
cognitive rovotics; (c) people-centred creative design in domains such as
architecture & digital media creation, and (d) qualitative analyses geographic
information systems. Computational narratives not only provide a rich cognitive
basis, but they also serve as a benchmark of functional performance in our
development of computational cognitive assistance systems. We posit that
computational narrativisation pertaining to space, actions, and change provides
a useful model of \emph{visual} and \emph{spatio-temporal thinking} within a
wide-range of problem-solving tasks and application areas where collaborative
cognitive systems could serve an assistive and empowering function.Comment: 5 pages, research statement summarising recent publication
What Do Paraconsistent, Undecidable, Random, Computable and Incomplete mean? A Review of Godel's Way: Exploits into an undecidable world by Gregory Chaitin, Francisco A Doria, Newton C.A. da Costa 160p (2012) (review revised 2019)
In âGodelâs Wayâ three eminent scientists discuss issues such as undecidability, incompleteness, randomness, computability and paraconsistency. I approach these issues from the Wittgensteinian viewpoint that there are two basic issues which have completely different solutions. There are the scientific or empirical issues, which are facts about the world that need to be investigated observationally and philosophical issues as to how language can be used intelligibly (which include certain questions in mathematics and logic), which need to be decided by looking at how we actually use words in particular contexts. When we get clear about which language game we are playing, these topics are seen to be ordinary scientific and mathematical questions like any others. Wittgensteinâs insights have seldom been equaled and never surpassed and are as pertinent today as they were 80 years ago when he dictated the Blue and Brown Books. In spite of its failingsâreally a series of notes rather than a finished bookâthis is a unique source of the work of these three famous scholars who have been working at the bleeding edges of physics, math and philosophy for over half a century. Da Costa and Doria are cited by Wolpert (see below or my articles on Wolpert and my review of Yanofskyâs âThe Outer Limits of Reasonâ) since they wrote on universal computation, and among his many accomplishments, Da Costa is a pioneer in paraconsistency.
Those wishing a comprehensive up to date framework for human behavior from the modern two systems view may consult my book âThe Logical Structure of Philosophy, Psychology, Mind and Language in Ludwig Wittgenstein and John Searleâ 2nd ed (2019). Those interested in more of my writings may see âTalking Monkeys--Philosophy, Psychology, Science, Religion and Politics on a Doomed Planet--Articles and Reviews 2006-2019 3rd ed (2019), The Logical Structure of Human Behavior (2019), and Suicidal Utopian Delusions in the 21st Century 4th ed (2019
Young children's research: children aged 4-8 years finding solutions at home and at school
Children's research capacities have become increasingly recognised by adults, yet children remain excluded from the academy, with reports of their research participation generally located in adults' agenda. Such practice restricts children's freedom to make choices in matters affecting them, underestimates childrenâs capabilities and denies children particular rights. The present paper reports on one aspect of a small-scale critical ethnographic study adopting a constructivist grounded approach to conceptualise ways in which children's naturalistic behaviours may be perceived as research. The study builds on multi-disciplinary theoretical perspectives, embracing 'new' sociology, psychology, economics, philosophy and early childhood education and care (ECEC). Research questions include: 'What is the nature of ECEC research?' and 'Do childrenâs enquiries count as research?' Initially, data were collected from the academy: professional researchers (n=14) confirmed 'finding solutions' as a research behaviour and indicated children aged 4-8 years, their practitioners and primary carers as 'theoretical sampling'. Consequently, multi-modal case studies were constructed with children (n=138) and their practitioners (n=17) in three âgoodâ schools, with selected children and their primary carers also participating at home. This paper reports on data emerging from children aged 4-8 years at school (n=17) and at home (n=5). Outcomes indicate that participating children found diverse solutions to diverse problems, some of which they set themselves. Some solutions engaged children in high order thinking, whilst others did not; selecting resources and trialing activities engaged children in 'finding solutions'. Conversely, when children's time, provocations and activities were directed by adults, the quality of their solutions was limited, they focused on pleasing adults and their motivation to propose solutions decreased. In this study, professional researchers recognised 'finding solutions' as research behaviour and children aged 4-8 years naturalistically presented with capacities for finding solutions; however, the children's encounters with adults affected the solutions they found
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