129 research outputs found
Integrating Know-How into the Linked Data Cloud
This paper presents the first framework for integrating procedural knowledge,
or "know-how", into the Linked Data Cloud. Know-how available on the Web, such
as step-by-step instructions, is largely unstructured and isolated from other
sources of online knowledge. To overcome these limitations, we propose
extending to procedural knowledge the benefits that Linked Data has already
brought to representing, retrieving and reusing declarative knowledge. We
describe a framework for representing generic know-how as Linked Data and for
automatically acquiring this representation from existing resources on the Web.
This system also allows the automatic generation of links between different
know-how resources, and between those resources and other online knowledge
bases, such as DBpedia. We discuss the results of applying this framework to a
real-world scenario and we show how it outperforms existing manual
community-driven integration efforts.Comment: The 19th International Conference on Knowledge Engineering and
Knowledge Management (EKAW 2014), 24-28 November 2014, Link\"oping, Swede
The Paradox of Being a Teacher: Institutionalized Relevance and Organized Mistrust
In the article "The Paradox of Being a Teacher: Institutionalized Relevance and
Organized MistrustW Daniel Tröhler describes the paradoxical nature of the teaching
profession which arises out of the mismatch between the excessive expectations
imposed on teachers and, at the same time, the constant mistrust shown to them
for fulfilling these expectations. The paradox is related to the cultural shift of the
educationalization of the Western world â that not only are a wide variety of social,
economic and moral problems defined as educational problems but, in addition,
education itself is placed at the core of the historical process and expected to fulfil
future ideals. According to Tröhler, educationalization was reinforced by the tradition
of modern educational thinking and especially by certain inherent fundamental
religious motives. The author defends this thesis with the help of two, at first sight
very divergent, figures in the history of education: Johan Heinrich Pestalozzi and
Burrhus F. Skinner. Common to these thinkers is, according to Tröhler, their argument
which is constitutive of the cultural shift of educationalization but, also, their shared
view that in order to save the younger generation from the corrupting forces of
external society, certain ideal conditions for making the natural development of the
children possible are needed. Tröhler underlines the religious motives behind this
idea. The task of education is to take care of the salvation of the younger generation,
to protect the âGodâs creationâ against the world of artificial moral corruption.
The educatorâs task is, then, to be Godâs deputy, substitute and imitator, to secure
the existence of this moral order. This religious background helps us, according to
Tröhler, to understand those enormous expectations that schools and teachers meet
even in secular contemporary societies. This raises the question: should one reject
expectations, which no one can fulfill
Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership
This chapter presents non-affirmative theory of education as the foundation for a new research program in education, allowing us to bridge educational leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing literature from educational leadership and curriculum theory/didaktik. In contrast to both socialization-oriented explanations locating curriculum and leadership within existing society, and transformation-oriented models viewing education as revolutionary or super-ordinate to society, non-affirmative theory explains the relation between education and politics, economy and culture, respectively, as non-hierarchical. Here critical deliberation and discursive practices mediate between politics, culture, economy and education, driven by individual agency in historically developed cultural and societal institutions. While transformative and socialization models typically result in instrumental notions of leadership and teaching, non-affirmative education theory, previously developed within German and Nordic education, instead views leadership and teaching as relational and hermeneutic, drawing on ontological core concepts of modern education: recognition; summoning to self-activity and Bildsamkeit. Understanding educational leadership, school development and teaching then requires a comparative multi-level approach informed by discursive institutionalism and organization theory, in addition to theorizing leadership and teaching as cultural-historical and critical-hermeneutic activity. Globalisation and contemporary challenges to deliberative democracy also call for rethinking modern nation-state based theorizing of education in a cosmopolitan light. Non-affirmative education theory allows us to understand and promote recognition based democratic citizenship (political, economical and cultural) that respects cultural, ethical and epistemological variations in a globopolitan era. We hope an American-European-Asian comparative dialogue is enhanced by theorizing education with a non-affirmative approach
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