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Journal articles on the topic 'Enactive knowledge'
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Keane, Jondi, Rea Dennis, and Meghan Kelly. "Enacting Bodies of Knowledge." idea journal 17, no. 02 (2020): 13–31. http://dx.doi.org/10.37113/ij.v17i02.407.
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This article discusses a range of issues that arise when bringing together researcher-practitioners around the intersection of art and science, body and environment. Although prompted by the issues played out at the second international Body of Knowledge: Art and Embodied Cognition Conference, the article addresses over-arching concerns around transfer of knowledge that are played out at conferences, through exhibitions and performance, and in publications. The researchers of embodied cognition and arts practitioners/performers share a fascination with the way cognitive ecologies emerge to reveal the modes of thinking, feeling, moving and making that enact features of our shared environment. While theorists explore how enactive theories of cognition observe and track these dynamic changes, practitioners tend to reflect upon the changes their practice initiates. The intersections of diverse research approaches amongst such common ground highlight the need for space and air to allow tensions, blind spots, opportunities and potentials for knowledge production to become perceptible; to spark productive conversations. This article considers the conference as an instance of enactive research in which communities of practice gather in an attempt to change encounter into exchange. In this case, the organisational structure of the conference becomes a crucial design decision that enacts an event-space. Consequently, if the event-space is itself a research experiment, then conferral, diversity, inclusion and cultural practices become crucial qualities of movement to observe, track and reflect upon. The activities within and beyond the conference indicate the extent to which creative research platforms alongside embodied enactive research projects must collaborate to draw out the resonances between diverse modes of acquiring knowledge and co-constructing the environment.
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Amalia, Anisa Rizki, and Tri Nova Hasti Yunianta. "Deskripsi Proses Kognitif Siswa SMP dalam Menyelesaikan Masalah Matematika Berdasarkan Modes Of Representation Teori Bruner." Jurnal Review Pembelajaran Matematika 4, no. 1 (2019): 58–71. http://dx.doi.org/10.15642/jrpm.2019.4.1.58-71.
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There are three steps of cognitive processes, that is: 1) acquire new information, 2) transform information; and 3) test the relevance and accuracy of knowledge or evaluation. This study aims to describe the students the cognitive process of junior high school to solve mathematical problems based on Bruner's three modes of representation. The research is qualitative descriptive. The subjects were three students of junior high school; each of them is with high, medium, and low abilities. The results showed that the cognitive processes of high and medium abilities were able to acquire information and transform it to solve the problems in the enactive, iconic, and symbolic representation. For the testing relevance and accuracy, high-ability subject only works in the enactive representation. Middle-ability does in the enactive and symbolic representation. The low-ability subject was able to do all three cognitive processes on questions the enactive representation, but other questions in the iconic and symbolic representation cannot be solved.
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Jamaludin, Azilawati, Yam San Chee, and Caroline Mei Lin Ho. "Fostering argumentative knowledge construction through enactive role play in Second Life." Computers & Education 53, no. 2 (2009): 317–29. http://dx.doi.org/10.1016/j.compedu.2009.02.009.
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Wolff, Cecilia, and Mauricio Cárcamo. "Enactive or symbolic representation? When the order alters the product." VLC arquitectura. Research Journal 8, no. 1 (2021): 173. http://dx.doi.org/10.4995/vlc.2021.12534.
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<p>This paper reviews a pedagogic exercise related to the degree of Architecture being taught at the University of Chile. This exercise, which is based on the action of folding paper, integrates knowledge areas from the project learning in initial phases. To illustrate this, in the methodology section, the applied didactic strategy together with its theoretical sustenance are described and then followed by both a review of the activities of the project itself and the learning results. The exercise addresses the multidisciplinary features of our field in Architecture, since it encourages students to directly and intuitively solve physical, structural, geometric, aesthetic and functional issues in an integral manner, appealing and adding to their already acquired ability to do and think in an enactive manner. The outcome of this exercise gets deep into the relationship among a number of aspects which include the type of representation incidence in the projecting operation (iconic, symbolic and enactive representations) and its directions, i.e., from enactive to symbolic representation and vice versa. Furthermore, it also lays out the didactic strategies and teaching contributions of the study case. To conclude, the relevance of this practical approach concerning the relationship between form with these three types of representation is discussed, so students may apply their knowledge and experience acquired during their life in the first stages of their architectural training at university.</p>
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Williams, Roy, Simone Gumtau, and Jenny Mackness. "Synesthesia: From Cross-Modal to Modality-Free Learning and Knowledge." Leonardo 48, no. 1 (2015): 48–54. http://dx.doi.org/10.1162/leon_a_00937.
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In an integrated view of perception and action, learning involves all the senses, their interaction and cross-modality, rather than multi-modality alone. This can be referred to as synesthetic enactive perception, which forms the basis for more abstract, modality-free knowledge and a potential underpinning for innovative learning design. The authors explore this mode of learning in two case studies: The first focuses on children in Montessori preschools and the second on MEDIATE, an interactive space designed for children on the autistic spectrum that offers a “whole-body” engagement with the world.
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Parker, Sandra. "The dancer as documenter: An emergent dancer-led approach to choreographic documentation." Journal of Dance & Somatic Practices 11, no. 1 (2019): 67–80. http://dx.doi.org/10.1386/jdsp.11.1.67_1.
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Realigning the interrelationship between documentation, choreography and the lived moment of performance, this article asks how choreographic documentation practices can be reimagined to articulate deeper layers of embodied knowledge beyond a focus on movement patterns or gestures. Entrusting the dancer to drive the process, accentuating their expertise in perceiving and analysing bodily sensation, the article proposes a series of experimental documentation methods. These include the use of verbal language, the breaking down of choreographic continuity and linear phrasing, and ‘enactive’ filming, with repetition as an exploratory tool. Developed through practice, these methods consider the use of available technologies (laptops, smartphones, etc.), informed by theories of enactive perception. By relieving the tension between the immediacy of performance and choreography as a framework of previously defined choices and limits, the article focuses on the dancer as the primary asset in the documentation process, advocating their agency in articulating interior knowledge and lived bodily experience in documented forms.
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Rousi, Antti Mikael, Reijo Savolainen, and Pertti Vakkari. "A typology of music information for studies on information seeking." Journal of Documentation 72, no. 2 (2016): 265–76. http://dx.doi.org/10.1108/jd-01-2015-0018.
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Purpose – A need to renew music-related information notions arises from both information-seeking models and literature of musical semiotics. The purpose of this paper is to create a music information typology, which aims at facilitating the examination of music information types at varying levels of abstraction in the context of information seeking. Design/methodology/approach – Literature of musical semiotics and information seeking are juxtaposed to develop a novel approach to music-related information. The grounding concepts are Bruner’s enactive, iconic and symbolic modes of representation. The modes of representation offer a universal scheme of knowledge that is applied to the domain of music by defining their content through Tarasti’s Theory of Musical Semiotics. Findings – This conceptual paper results in a music information typology ranging from the enactive music information representations to the abstract ones as follows. Music making as the first mode of enactive representations; music listening as the second mode of enactive representations; iconic representations of music; technological models of music as the first mode of symbolic representations; and ideological models of music as the second mode of symbolic representations. Originality/value – The present paper develops a music information typology that encompasses broadly different music information facets by categorizing music information sources according to their level of abstraction. When applied into empirical research, the typology opens a new window into the perceived roles of music information types in the context of information seeking.
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Dierckxsens, Geoffrey. "Enactive Cognition and the Other: Enactivism and Levinas Meet Halfway." Journal of French and Francophone Philosophy 28, no. 1 (2020): 100–120. http://dx.doi.org/10.5195/jffp.2020.930.
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This paper makes a comparison between enactivism and Levinas’ philosophy. Enactivism is a recent development in philosophy of mind and cognitive science that generally defines cognition in terms of a subject’s natural interactions with the physical environment. In recent years, enactivists have been focusing on social and ethical relations by introducing the concept of participatory sensemaking, according to which ethical know-how spontaneously emerges out of natural relations of participation and communication, that is, through the exchange of knowledge. This paper will argue first that, although participatory sensemaking is a valuable concept in that it offers a practical and realistic way of understanding ethics, it nevertheless downplays the significance of otherness for understanding ethics. I will argue that Levinas’ work demonstrates in turn that otherness is significant for ethics in that we cannot completely anticipate others through participation or know-how. We cannot live the other’s experiences or suffering, which makes ethical relation so difficult and serious (e.g. care for a terminally ill person always falls short to a certain extent). I will argue next that enactivism and Levinas’ philosophy nevertheless do not exclude each other insofar they share a similar concept of subjectivity as a quality of naturally interacting with the external world to gain knowledge (Levinas speaks of dwelling). Finally, I will argue that enactivism’s notion of participatory sensemaking also offers something which Levinas’ insufficiently defines, namely a concept of social justice, based on equality and participation, that emerges out of natural relations.
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ESSL, GEORG, and SILE O'MODHRAIN. "An enactive approach to the design of new tangible musical instruments." Organised Sound 11, no. 3 (2006): 285–96. http://dx.doi.org/10.1017/s135577180600152x.
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In this paper, we propose a theoretical framework for the design of tangible interfaces for musical expression. The main insight for the proposed approach is the importance and utility of familiar sensorimotor experiences for the creation of engaging and playable new musical instruments. In particular, we suggest exploiting the commonalities between different natural interactions by varying the auditory response or tactile details of the instrument within certain limits. Using this principle, devices for classes of sounds such as coarse grain collision interactions or friction interactions can be designed. The designs we propose retain the familiar tactile aspect of the interaction so that the performer can take advantage of tacit knowledge gained through experiences with such phenomena in the real world.
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Gibellini, Laura F., and Ricardo Horcajada González. "Mayautics." Drawing: Research, Theory, Practice 7, no. 1 (2022): 125–37. http://dx.doi.org/10.1386/drtp_00083_1.
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Through analysis and codification of some images created by a 2-year-old child, the authors discuss the performative aspect of drawing as an embodied form of thinking that creates cognitive objects rather than images. We consider an enactive form of knowledge, based on the idea that the practitioner learns and understands while doing, while executing a movement. The ‘objects’ that are obtained in such process, which are constitutive of any graphic practice, would also need the totality of the body for its understanding.
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Segovia-Cuéllar, Andrés. "Revisiting the Social Origins of Human Morality: A Constructivist Perspective on the Nature of Moral Sense-Making." Topoi 41, no. 2 (2021): 313–25. http://dx.doi.org/10.1007/s11245-021-09765-y.
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AbstractA recent turn in the cognitive sciences has deepened the attention on embodied and situated dynamics for explaining different cognitive processes such as perception, emotion, and social cognition. This has fostered an extensive interest in the social and ‘intersubjective’ nature of moral behavior, especially from the perspective of enactivism. In this paper, I argue that embodied and situated perspectives, enactivism in particular, nonetheless require further improvements with regards to their analysis of the social nature of human morality. In brief, enactivist proposals still do not define what features of the social-relational context, or which kind of processes within social interactions, make an evaluation or action morally relevant or distinctive from other types of social normativity. As an alternative to this proclivity, and seeking to complement the enactive perspective, I present a definition of the process of moral sense-making and offer an empirically-based ethical distinction between different domains of social knowledge in moral development. For doing so, I take insights from the constructivist tradition in moral psychology. My objective is not to radically oppose embodied and enactive alternatives but to expand the horizon of their conceptual and empirical contributions to morality research.
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Preston, Julieanna. "Unknowingly, A threshold-crossing movement." idea journal 17, no. 02 (2020): 08–12. http://dx.doi.org/10.37113/ij.v17i02.412.
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It is in this special issue that the editorial board holds true to our promise to expand the horizons and readership of idea journal while reaching out to associated and adjacent art, design and performance practices and drawing connections to seemingly distant disciplines. The articles in this issue have provenance in a 2019 conference event, Bodies of Knowledge (BOK), which was guided by a similar interdisciplinary ethos. With an emphasis on cultures of practice and communities of practitioners that offer perspectives on inclusion, diversity/neurodiversity and disability, this conference, and this subsequent journal issue, aim to increase knowledge transfer between diverse forms of embodied expertise, in particular, between neuroscience and enactive theories of cognition.
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Bergstrom, Ilias, and R. Beau Lotto. "Harnessing the Enactive Knowledge of Musicians to Allow the Real-Time Performance of Correlated Music and Computer Graphics." Leonardo 42, no. 1 (2009): 92–93. http://dx.doi.org/10.1162/leon.2009.42.1.92.
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Hollingsworth, Andrea. "The Second-Person Perspective in the Preface of Nicholas of Cusa's De Visione Dei." European Journal for Philosophy of Religion 5, no. 4 (2013): 145–66. http://dx.doi.org/10.24204/ejpr.v5i4.210.
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In De visione Dei’s preface, a multidimensional, embodied experience of the second-person perspective becomes the medium by which Nicholas of Cusa’s audience, the benedictine brothers of Tegernsee, receive answers to questions regarding whether and in what sense mystical theology’s divine term is an object of contemplation, and whether union with God is a matter of knowledge or love. The experience of joint attention that is described in this text is enigmatic (paradoxical, resisting objectification), dynamic (enactive, participatory), integrative (cognitive and affective), and transformative (self- creative). As such, it instantiates the coincidentia oppositorum and docta ignorantia which, for Cusa, alone can give rise to a vision of the infinite.
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Beer, Randall D. "The Cognitive Domain of a Glider in the Game of Life." Artificial Life 20, no. 2 (2014): 183–206. http://dx.doi.org/10.1162/artl_a_00125.
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This article examines in some technical detail the application of Maturana and Varela's biology of cognition to a simple concrete model: a glider in the game of Life cellular automaton. By adopting an autopoietic perspective on a glider, the set of possible perturbations to it can be divided into destructive and nondestructive subsets. From a glider's reaction to each nondestructive perturbation, its cognitive domain is then mapped. In addition, the structure of a glider's possible knowledge of its immediate environment, and the way in which that knowledge is grounded in its constitution, are fully described. The notion of structural coupling is then explored by characterizing the paths of mutual perturbation that a glider and its environment can undergo. Finally, a simple example of a communicative interaction between two gliders is given. The article concludes with a discussion of the potential implications of this analysis for the enactive approach to cognition.
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Morganti, Francesca, and Elena Minelli. "Grocery Shopping Has Become Complicated. Managing Dual-tasks in a Supermarket for Patients with Alzheimer’s Disease." PROOF 1 (September 16, 2021): 66–70. http://dx.doi.org/10.37394/232020.2021.1.10.
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The executive functions neuropsychological assessment with paper and pencil tests is particularly sensitive to the lack of ecological validity. If the purpose of the clinician is not to get a merely theoretical measure, but to assess the deficit impact on patient’s life, the classical tests for executive functions are not very informative. A more ecological measure could be provided by the direct observation of the patient in his daily life, but this practice is largely cost-demanding and difficult to implement. Moreover by assuming an enactive cognition approach, the role of interaction between the embodied behaviors and the affordances provided in the coupling with the environment in which the agent’s activity is placed remains unrevealed from classical neuropsychological tests. Recently, the introduction of virtual reality simulations in clinical neuropsychology seems to provide peculiar opportunities for the evaluation of the ecological impact of disease in neurological patients, while introducing new inputs for the research on embodied cognition and enactive knowledge acquisition. This contribution aims in analyzing how a virtual reality dual-task test, set in the scene of a supermarket, can be used to assess executive functions in adult/elderly population and in patients with Alzheimer disease. The results show that the test has convergent validity, compared to the Mini Mental State Evaluation and Tower of London tests and discriminant validity in identifying the degenerative disease, compared to healthy subjects matched for age, sex and education.
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Mandanici, Marcella, Antonio Rodà, and Sergio Canazza. "TheHarmonic Walk: An Interactive Physical Environment to Learn Tonal Melody Accompaniment." Advances in Multimedia 2016 (2016): 1–16. http://dx.doi.org/10.1155/2016/4027164.
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TheHarmonic Walkis an interactive physical environment designed for learning and practicing the accompaniment of a tonal melody. Employing a highly innovative multimedia system, the application offers to the user the possibility of getting in touch with some fundamental tonal music features in a very simple and readily available way. Notwithstanding tonal music is very common in our lives, unskilled people as well as music students and even professionals are scarcely conscious of what these features actually are. TheHarmonic Walk, through the body movement in space, can provide all these users a live experience of tonal melody structure, chords progressions, melody accompaniment, and improvisation. Enactive knowledge and embodied cognition allow the user to build an inner map of these musical features, which can be acted by moving on the active surface with a simple step. Thorough assessment tests with musicians and nonmusicians high school students could prove the high communicative power and efficiency of theHarmonic Walkapplication both in improving musical knowledge and in accomplishing complex musical tasks.
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Cain, Patricia. "‘How do I know how I think, until I see what I say?’:." idea journal 17, no. 02 (2020): 32–57. http://dx.doi.org/10.37113/ij.v17i02.400.
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I discuss what it’s like to engage in an embodied/enactive creative practice, its qualities and values, and how neurodiversity might benefit research culture. As an Asperger’s thinker with a creative, metacognitive thinking style, I have reached a point of asking through my art practice, How do I make my cognitive difference visible? Referring to my keynote presentation at the 2019 Body of Knowledge Conference, which was both an installation and a conversation about growing into the need for practice, this article takes the reader through the evolution of my thinking about practice as personal growth, to the point of commencing a new project, Making Autistic Thinking Visible. These findings suggest that there is need for research methodologies to be led and developed by different thinking styles, based in self-awareness, including the ‘internal participatory’ research model I suggest. My example contributes to a bigger picture of diversity in human cognitive variation, that can contribute to a more inclusive (consequently expansive) research culture, displacing standard norms which kill possibilities for different forms of knowledge.
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Monterroza-Rios, Alvaro David, and Carlos Mario Gutiérrez-Aguilar. "Enactivism and Material Culture: How Enactivism Could Redefine Enculturation Processes." Philosophies 7, no. 4 (2022): 75. http://dx.doi.org/10.3390/philosophies7040075.
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Culture has traditionally been considered as a set of knowledge, beliefs, arts, laws, norms, and morals, acquired by a human being as a member of a group. Some anthropologists interpret this as a set of abstract representations, such as information or knowledge, while others interpret it as behavioral control mechanisms. These views assume that the contents of a particular culture must be processed by the minds of individuals, either in a direct way or by resorting to learned mental structures in processes of symbolic socialization. Some critics suggest a problem with these perspectives since they do not provide a convincing explanation of the enculturation process beyond metaphorical images of transfer or internalization of symbolic cultural contents through linguistic transmission. The new embodied theories of cognition, especially enactivism, could give new ideas about what enculturation processes are like, through the concept of participatory sense-making in material culture environments. In this essay, we discuss how an enactive vision of culture could be, and what advantages it would have, as well as the challenges and weaknesses in explaining the culture and its learning processes.
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Lu, Xi, Yunan Chen, and Daniel A. Epstein. "A Model of Socially Sustained Self-Tracking for Food and Diet." Proceedings of the ACM on Human-Computer Interaction 5, CSCW2 (2021): 1–32. http://dx.doi.org/10.1145/3479595.
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Studies of personal informatics systems primarily examine people's use or non-use, but people often leverage other technology towards their long-term behavior change processes such as social platforms. We explore how tracking technologies and social platforms together help people build healthy eating behaviors by interviewing 18 people who use Chinese food journaling apps. We contribute a Model of Socially Sustained Self-Tracking in personal informatics, building on the past model of Personal Informatics and the learning components of Social Cognitive Theory. The model illustrates how people get advice from social platforms on when and how to track, transfer data to and apply knowledge from social platforms, evolve to use social platforms after tracking, and occasionally resume using tracking tools. Observational learning and enactive learning are central to these processes, with social technologies helping people to gain deeper and more reliable domain knowledge. We discuss how lapsing and abandoning of tracking can be viewed as evolving to social platforms, offering recommendations for how technology can better facilitate this evolution.
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Goriunova, Olga. "The Digital Subject: People as Data as Persons." Theory, Culture & Society 36, no. 6 (2019): 125–45. http://dx.doi.org/10.1177/0263276419840409.
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This essay explores the return of the subject in the computational context, which I address as a digital subject. This digital subject encompasses a digital identifier, correlations in data or a data profile, moving between biological characteristics and symbolic expression. I focus on the processes through which digital subjects are constructed by matching, correlating, modelling, as well as how they become enactive. The ways of pulling data together into a digital subject is often presented as a logic of fact, where data is equated with documentary evidence. Instead, I propose the notion of the distance in which digital subjects are produced. Indexicality comes from outside of data, whereas the regard for the thick distance becomes a mark of the form of knowledge. I conclude by arguing for a posthumanities approach that establishes the distance while allowing for different subjects to be called upon.
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Volkova, Vera, Nataliya Malakhova, and Ilia Volkov. "Imagination as a phenomenon of cognition." Философская мысль, no. 6 (June 2021): 54–66. http://dx.doi.org/10.25136/2409-8728.2021.6.35761.
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This article discusses the problem of imagination as a holistic phenomenon of cognition based on the concept of corporeality of mind. Imagination becomes an instrument for enactive subject &ndash; object interaction. They complement and revive each other in the activity of cognition and self-cognition. Imagination is a generative model of cyclical interaction between the subject and object in junction of the image and action. Imagination is a moment of visual culture, a means of shaping thoughts and feelings in the optical coherence of mental actions in the reproduction of the picture, scenic manifestations of the material in mental life of a person, interpretation of the imagery-symbolic language and action. Imagination creates the space of the game of feelings, mind, and body in the context of cognitive engagement of a person. The most vivid manifestation as a phenomenon of cognition imagination acquires in the practice of psychoanalysis. The scientific novelty of this work consists in the following statement: psychoanalytic description interprets imagination in realization of the image through body and mind. The article employs the method of enactive construction of knowledge, visualization and psychoanalytic description, which demonstrates imagination as an integrative dimension of a human, optically harmonizes body, thought, and external environment of a person. The article underlines the role of metaphors, transformation, and paradoxicality, which indicate the degree of depiction of the image through integration of the corporeal, social and imaginable in a circular, cyclical dependence. Imagination creates the syntheses of these dimensions in a &ldquo;paradoxical system&rdquo;, translation of the fiction into symbolic language, and symbolic substantiations of the living experience of a cognizing being. Imagination is the organic development of human nature. The interactant appears to be an external environment and part of the human organization that creates him through the living experience of cognition and self-cognition.
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Dodig-Crnkovic, Gordana. "Morphological Computing in Cognitive Systems, Connecting Data to Intelligent Agency." Proceedings 47, no. 1 (2020): 41. http://dx.doi.org/10.3390/proceedings2020047041.
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This paper addresses some of the major controversies underlying the theme of the IS4SI 2019 Berkeley summit: “Where is the I in AI and the meaning of Information?”. It analyzes the relationship between cognition and intelligence in the light of the difference between old, abstract and the new embodied, embedded, enactive computationalism. It is questioning presuppositions of old computationalism which described the abstract ability of humans to construct knowledge as a symbol system, comparing it to the modern view of cognition found in various degrees in all living beings, with morphological/physical computational processes emerging at a variety of levels of organization. Cognitive computing based on natural/ physical/ morphological computation is used to explain the goal-directed behavior of an agent acting on its own behalf (the “I” as self-referential awareness) applicable to both living beings and machines with varying degrees of intelligence.
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Dodig-Crnkovic, Gordana. "Morphological Computing in Cognitive Systems, Connecting Data to Intelligent Agency." Proceedings 47, no. 1 (2020): 41. http://dx.doi.org/10.3390/proceedings47010041.
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This paper addresses some of the major controversies underlying the theme of the IS4SI 2019 Berkeley summit: “Where is the I in AI and the meaning of Information?”. It analyzes the relationship between cognition and intelligence in the light of the difference between old, abstract and the new embodied, embedded, enactive computationalism. It is questioning presuppositions of old computationalism which described the abstract ability of humans to construct knowledge as a symbol system, comparing it to the modern view of cognition found in various degrees in all living beings, with morphological/physical computational processes emerging at a variety of levels of organization. Cognitive computing based on natural/ physical/ morphological computation is used to explain the goal-directed behavior of an agent acting on its own behalf (the “I” as self-referential awareness) applicable to both living beings and machines with varying degrees of intelligence.
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Khan, Arshad Ali, Hussain Ahmad, and Sayyed Rashid Ali Shah. "A Self-efficacious TESOL Professional in the Arabian Gulf: Evidence from the Literature." Global Regional Review IV, no. III (2019): 283–92. http://dx.doi.org/10.31703/grr.2019(iv-iii).32.
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This article reflects on the notion of self-effectiveness as a substantial aspect of language teachers in ESL/EFL contexts. It introduces and defines the construct of teacher self-effectiveness, which can be derived from four different sources; a) enactive experience, b) vicarious experiences, c) social persuasion, and d) physiological states. The present study takes into consideration various skills, knowledge, and exposure that ESL/EFL teachers need in order to apply communicative language teaching (CLT) techniques and improve learners linguistic competence. The review of literature brings into light a broad range of factors that might influence self-effectiveness beliefs of the teachers in a school context, and consequently their teaching outcomes. These factors include supportive organizational culture, collegial interactions, participation in continuous professional learning activities, high-level of English language proficiency, years of teaching experiences, and reflective pedagogical practices. It is also shown how self-efficacious teachers can impact EFL/ESL learners motivation and their academic achievement.
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Burke, Michael, Anezka Kuzmicova, Anne Mangen, and Theresa Schilhab. "Empathy at the confluence of neuroscience and empirical literary studies." Transdisciplinary Approaches to Literature and Empathy 6, no. 1 (2016): 6–41. http://dx.doi.org/10.1075/ssol.6.1.03bur.
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The objective of this article is to review extant empirical studies of empathy in narrative reading in light of (a) contemporary literary theory, and (b) neuroscientific studies of empathy, and to discuss how a closer interplay between neuroscience and literary studies may enhance our understanding of empathy in narrative reading. An introduction to some of the philosophical roots of empathy is followed by tracing its application in contemporary literary theory, in which scholars have pursued empathy with varying degrees of conceptual precision, often within the context of embodied/enactive cognition. The presentation of empirical literary studies of empathy is subsequently contextualized by an overview of psychological and neuroscientific aspects of empathy. Highlighting points of convergence and divergence, the discussion illustrates how findings of empirical literary studies align with recent neuroscientific research. The article concludes with some prospects for future empirical research, suggesting that digitization may contribute to advancing the scientific knowledge of empathy in narrative reading.
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Bennett-Levy, James, Freda McManus, Bengt E. Westling, and Melanie Fennell. "Acquiring and Refining CBT Skills and Competencies: Which Training Methods are Perceived to be Most Effective?" Behavioural and Cognitive Psychotherapy 37, no. 5 (2009): 571–83. http://dx.doi.org/10.1017/s1352465809990270.
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Background: A theoretical and empirical base for CBT training and supervision has started to emerge. Increasingly sophisticated maps of CBT therapist competencies have recently been developed, and there is evidence that CBT training and supervision can produce enhancement of CBT skills. However, the evidence base suggesting which specific training techniques are most effective for the development of CBT competencies is lacking. Aims: This paper addresses the question: What training or supervision methods are perceived by experienced therapists to be most effective for training CBT competencies? Method: 120 experienced CBT therapists rated which training or supervision methods in their experience had been most effective in enhancing different types of therapy-relevant knowledge or skills. Results: In line with the main prediction, it was found that different training methods were perceived to be differentially effective. For instance, reading, lectures/talks and modelling were perceived to be most useful for the acquisition of declarative knowledge, while enactive learning strategies (role-play, self-experiential work), together with modelling and reflective practice, were perceived to be most effective in enhancing procedural skills. Self-experiential work and reflective practice were seen as particularly helpful in improving reflective capability and interpersonal skills. Conclusions: The study provides a framework for thinking about the acquisition and refinement of therapist skills that may help trainers, supervisors and clinicians target their learning objectives with the most effective training strategies.
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Guénin—Carlut, Avel. "Thinking like a State : Embodied intelligence in the deep history of our collective mind." IOP Conference Series: Materials Science and Engineering 1261, no. 1 (2022): 012026. http://dx.doi.org/10.1088/1757-899x/1261/1/012026.
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Abstract This article aims to show how the deep history of early State societies entails the development of a collective form of cognitive agency. It relates classical works in the anthropology of States (in particular Scott’s Seeing like a State) with the enactive account of biological and cognitive organisation, thanks to the unified ontology for self-organisation dynamics across scales offered by the Active Inference framework. Active Inference conceives of cognition as synchronisation across individuated sensorimotor states. It entails that biological or sociocultural constraints display a minimal form of cognition by shaping the behaviour of faster dynamics in a certain way. When such constraints collectively define a basic life form (an integrated, operationally closed system), they can therefore be said to embody adaptive knowledge properly speaking. The (en)Active Inference account I articulate here strongly motivates and methodologically grounds a holist approach in the social sciences. Indeed, it grounds the study of human societies in the role of structural constraints, whose “meaning” depends both on the broader system’s activity and in the historical context of their emergence. The present account of the dynamics of early urbanisation and State genesis aims to illustrate this approach.
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Wagstaff, Oona. "Drawing learning: Letting art teach." Drawing: Research, Theory, Practice 4, no. 2 (2019): 245–56. http://dx.doi.org/10.1386/drtp_00005_1.
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Abstract Contextualized through the writing of Gert Biesta, this research proposes that as both artists and educators we should 'let art teach'. It proposes a position for student and teacher that focuses upon developing a curiosity-driven desire for meaningful dialogue with the world through broader educational and existential experience. In this context, and seen through the lens of drawing artist, musician, educator and postgraduate researcher, the article invites a first-person reflective discussion of two experiments from the author's ongoing practice-led research, which bring together an embodied knowledge of music and drawing practice, to uncover how drawing may be valued as an enactive physical, cognitive and perceptual process of poesis. By moving beyond the self-conscious desire to make an artwork, the experiments using blind drawing, bilateral mark-making and sound engage with ideas of 'unknowing' and Biesta's notion of 'interruption' to explore how drawing may offer access to different types of learning. Standing inside my practice, I understand that in the act of drawing, I can neither fail to generate ideas, escape my own existence, nor leave a mark upon the world.
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Khakhai, Kanokpoj, and Pimsiri Taylor. "An Exploration of Thai ESP Teachers’ Self-Efficacy and Sources Concerning Course Development and Instruction." English Language Teaching 15, no. 9 (2022): 54. http://dx.doi.org/10.5539/elt.v15n9p54.
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Challenges of English for specific purposes (ESP) course development and instruction have still been reported in a number of studies. They could affect ESP teachers&rsquo; belief and confidence in their ability to do such tasks. This qualitative case study explores the development of self-efficacy, along with source information concerning challenges in course development and instruction. The study case took place in a Thai university&rsquo;s institution where eight ESP teachers participated in this exploration. Through multiple interview sessions, they revealed source information and different ways to develop self-efficacy. Findings included that cognitive and enactive mastery experience were the most influential sources derived from their educational background and success in implementing pedagogical elements in their actual practices. Vicarious experience and verbal persuasion appeared to be scant due to the underlying contextual factors related to the institutional policies explored in the case. Physiological and emotional states proved to be less influential and acted as supplementary sources of influence. The current study also highlights the influence of contextual factors&rsquo; shaping sources of self-efficacy and the development. Indeed, the lack of collaborative practices diminished vicarious experience and verbal persuasion so that individual teachers relied on their knowledge and experience as mastery experience to be efficacious. Research implications focus on policies where collaborative culture development is included. A suggested plan is to employ professional learning communities (PLC) to develop internal collaboration (e.g., sharing knowledge and practices to improve self-efficacy sources and development).
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Winder, Gordon M., and Richard Le Heron. "Assembling a Blue Economy moment? Geographic engagement with globalizing biological-economic relations in multi-use marine environments." Dialogues in Human Geography 7, no. 1 (2017): 3–26. http://dx.doi.org/10.1177/2043820617691643.
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In the 2010s, the ‘Blue Economy’ has been widely advocated by a spectrum of interests as a strategy to save the world’s oceans and water. This article explores what the Blue Economy moment is and how geographers can engage with it. It acknowledges recent efforts by geographers to understand Blue Economy but goes further by outlining the European Union’s Blue Economy programmes and by discussing these in relation to recent agenda setting in marine science. We argue that in spite of apparent convergence on this goal, the Blue Economy imaginary disciplines disparate knowledge for economic projects, when the planetary reality is that every economic project is axiomatically a biological project, with some economic aspects. In this context, the article outlines how assemblage thinking could be relevant to a human geography engagement with Blue Economy and what this could like, and how a relational conception of Blue Economy helps advance understanding. Finally, we discuss the difficulties and potential for human geographers to be genuinely enactive given the disciplinary framings that have already been assumed or imposed through Blue Economy. This last is highlighted by discussing engagement in a particular New Zealand Blue Economy initiative. Rather than either promoting or critiquing Blue Economy, we encourage informed and critical engagement with Blue Economy by geographers.
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Taheri, Ali, and Claudio Aguayo. "XR technologies and experience-based learning." Pacific Journal of Technology Enhanced Learning 4, no. 1 (2022): 44–45. http://dx.doi.org/10.24135/pjtel.v4i1.146.
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Since the first industrial revolution, a specific mechanical paradigm of teaching and learning has dominated western education tradition, known as concept-based teaching and learning. This paradigm has reverberated and affected research, curriculum design, and teaching practices since the early 1960s, as well as nourishing important ideas for current discussions on the importance of factual information in curricula (Medwell et al., 2019). One of the issues with this type of knowledge transfer is that it has a reductionist and linear mindset which leads to disconnected knowledge generation, and additionally, misses on transferring tacit knowledge and any knowledge with ‘qualia’ (i.e. ‘subjective’) quality on it (Crane, 2012; Jackson, 1982, 1986). The conventional roles of the student, the instructor, the learning environment, and the learning tools and technologies must be rethought in the twenty-first century. On the other hand, cognitive philosophers such as Andy Clark and David Chalmers describe technology as a kind of scaffolding of the mind, with technology operating as instruments that we use to extend our mind (Clark & Chalmers, 1998). They are a part of us, in the same way, a spider's web is a part of the spider. We are tool-making animals that have been in a symbiotic/reciprocal feedback loop with technology since the beginning of stone tools. If technology is the real skin of our species and the extension of our nervous system and human cognition, then it should work for us and help us grow and have a better understanding of the world around us. Yet the tendency in education today under the concept-based teaching paradigm is rather the opposite, where technology can easily make learners more distracted and less aware of the surrounding subjective and experiential world (Kurniawan et al., 2021).
 
 If we want to react to today's calls for a better future, we not only need to focus on integrated and transversal knowledge development and transfer, but also on the real role, potential and opportunities that new immersive technologies, such as mixed reality (XR), can and should have in education. In this context, education ought to once again become interdisciplinary, founded on strong critical ethics and philosophical study of new alternative educational paradigms, with new epistemologies and technologies reflecting humanity's process of change and transition while reconnecting with old and ancient knowledge and methods of doing (Taheri & Aguayo, 2021). In the past, knowledge was seen to be a 'whole' obtained via journeys throughout people's lives, where individuals learned by doing and experiencing every facet of knowledge (Yazdi, 1992). Not all knowledge was thought to be transferable by teaching concepts; profound understanding of the world was only conceivable if one embarked on a long journey in life while learning (Netton, 2013).
 
 In this presentation, we suggest that education ought to embrace experience-based learning as a reacting paradigm to the dominant reductionist concept-based teaching paradigm. We see XR technologies in education having the potential to facilitate experience-based learning, where learners and XR technologies can become ‘one entity’ together, to explore, understand, and experience the learning process in self-determined ways. Such an approach requires new educational design epistemologies centred on the body and the embodiment of the experience within real-to-virtual learning environments. Here, the epistemology from the Santiago school of cognition (Aguayo, 2021; Maturana & Varela, 1980), which includes concepts like embodiment, embodied cognition, and enaction, may inform and drive the development of an experience-based type of immersive learning design based on an enactive, self-led user experience. As the philosopher, Marshall McLuhan famously said: "We shape our tools and thereafter they shape us" (Culkin, 1967, p. 53).
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MacDonald, Raymond, and Suvi Saarikallio. "Musical identities in action: Embodied, situated, and dynamic." Musicae Scientiae 26, no. 4 (2022): 729–45. http://dx.doi.org/10.1177/10298649221108305.
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This article provides a critical overview of musical identities as a research topic. A broad distinction between identities in music (IIM) and music in identities (MII) highlights how musical engagement is central to identity construction. These concepts are integrated with recent advances in psychological theory derived from enactive cognition (4E cognition) to propose a new framework for understanding musical identities, Musical Identities in Action (MIIA). This framework foregrounds musical identities as dynamic (constantly evolving, dialogical, and actively performed), embodied (shaped by how music is physically expressed and experienced), and situated (emergent from interaction with social contexts, technologies, and culture). Musical identities are presented as fluid and constructed through embodied and situated action. Interdisciplinary research on music and adolescence is utilized to show how the MIIA framework can be applied to specific contexts and how musical identities interact with other aspects of life. Examples of the embodied nature of musical identities are provided from early interactions to professional performance and everyday informal engagement. Technology is highlighted as one topical and situated context, using digital playlists and a recent online improvisation project as examples. Implications of the MIIA framework for education and health are also presented, proposing that a key goal of music education is the development of positive musical identities. Recent advances in humanities research such as post-qualitative inquiry (PQI) and metamodern philosophical theory are proposed as useful multidisciplinary approaches for developing new knowledge related to musical identities.
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Van Grunsven, Janna. "Enactivism and the Paradox of Moral Perception." Topoi 41, no. 2 (2021): 287–98. http://dx.doi.org/10.1007/s11245-021-09767-w.
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AbstractIn this paper I home in on an ethical phenomenon that is powerfully elucidated by means of enactive resources but that has, to my knowledge, not yet been explicitly addressed in the literature. The phenomenon in question concerns what I will term the paradox of moral perception, which, to be clear, does not refer to a logical but to a phenomenological-practical paradoxicality. Specifically, I have in mind the seemingly contradictory phenomenon that perceiving persons as moral subjects is at once incredibly easy and incredibly difficult; it is something we do nearly effortlessly and successfully all the time without giving it much thought and it is something that often requires effort and that we fail at all the time (also often without giving it much thought). As I will argue, enactivism offers distinctive resources for explaining the paradoxical nature of moral perception. These resources, moreover, bring out two important dimensions of ethical life that are frequently overlooked in contemporary ethical theory: namely the embodied and socio-technical environment-embedded dimensions of moral perception and moral visibility. As I make my argument, I will be connecting enactivism with insights from David Hume’s and Iris Murdoch’s moral philosophy as well as insights from the field of Epistemic Injustice. As such, I aim to situate enactivism within the larger theoretical ethical landscape; showing connections with existing ethical theories and identifying some of the ways in which enactivism offers unique contributions to our understanding of ethical life. While doing so, I will furthermore introduce two forms of moral misperception: particular moral misperception and categorial moral misperception.
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Costa, Ericka, Caterina Pesci, Michele Andreaus, and Emanuele Taufer. "Empathy, closeness, and distance in non-profit accountability." Accounting, Auditing & Accountability Journal 32, no. 1 (2018): 224–54. http://dx.doi.org/10.1108/aaaj-03-2014-1635.
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Purpose Drawing on the phenomenological concepts of “empathy” and “communal emotions” developed by Edith Stein (1917, 1922), the purpose of this paper is to discuss the co-existence both of the legitimacy and accountability perspectives in voluntarily delivered social and environmental reporting (SER), based on different “levels of empathy” towards different stakeholders. Design/methodology/approach The paper adopts an interpretive research design, drawn from Stein’s concept of empathy by using a mixed-method approach. A manual content analysis was performed on 393 cooperative banks’ (CB) social and environmental reports from 2005 to 2013 in Italy, and 14 semi-structured interviews. Findings The results show that CBs voluntarily disclose information in different ways to different stakeholders. According to Stein, the phenomenological concept of empathy, and its understanding within institutions, allows us to interpret these multiple perspectives within a single social and environmental report. Therefore, when the process of acquiring knowledge in the CB–stakeholder relationship is complete and mentalised (level 3, re-enactive empathy), the SER holds high informative power, consistent with the accountability perspective; on the contrary, when this process is peripheral and perceptional (level 1, basic empathy), the SER tends to provide more self-assessment information, attempting to portray the bank in a positive light, which is consistent with the legitimacy perspective. Originality/value The concept of empathy introduced in this paper can assist in interpreting the interactions between an organisation and different stakeholders within the same social and environmental report. Moreover, the approach adopted in this paper considers different stakeholders simultaneously, thus responding to previous concerns regarding the lack of focus on multiple stakeholders.
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Piquero Alvarez, Lucia. "Sound, silence, resonance, and embodiment: choreographic synaesthesia." idea journal 17, no. 02 (2020): 215–29. http://dx.doi.org/10.37113/ij.v17i02.381.
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This article explores the potential of a new conceptualisation of dance spectatorship informed by theories of embodied and enactive cognition. The approach adopted here incorporates the bodily experience and the intellectual processing of information that the dance spectator goes through. This perspective enables a discussion on the intersection of referential elements, spectator’s knowledge and background, and formal properties of the work into the experience that provide a holistic view of the work of dance and its effects through the concept of synaesthesia. Meaning moves, sounds feel, images taste and smell. In order to build this understanding, this particular study makes use of an enquiry into experience and body-environment relationships to approach the multi-modal experience of watching dance. I explore the idea of cross-sensory embodied experience as the base for dance spectatorship. I propose that synaesthesia will be useful in modelling spectatorial experience of dance. Further to this, I contend that although maybe not fully consciously, it is possible that the creative agents—the choreographer-director in this case—already have an understanding of this potential. Through this they manipulate elements within their works until they experience something akin to cross-sensory engagement in themselves. This perspective hence also allows new forms of analysis and understandings of creative work in performance. Through this approach, the article discusses a combination of apparently separate elements and senses in performance, with focus on sound, silence, and resonance through the notion of synaesthesia. Discussion is illustrated and exemplified though analysis of choreographer Wayne McGregor’s Woolf Works (2015), which not only expresses ideas, emotions, and sensations through the medium of dance, but demonstrates an understanding of dance as cross-sensory potentiality, able not only to deal with deep thematic elements, but also remain viscerally engaging. Embodied cognition, then, is proposed as the best framework to discuss the spectatorial experience of such work.
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Elbæk, Lars, Søren Lekbo, René Engelhardt Hansen, Maximus Kaos, and Rasmus Vestergaard Andersen. "Mind the gap: The 4M Bridge Between 4E-Cognition and Movement-Based Design." European Conference on Games Based Learning 16, no. 1 (2022): 208–15. http://dx.doi.org/10.34190/ecgbl.16.1.667.
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Along with technology trends like extended reality, wearables, IoT, and exergames, new design approaches have emerged, focusing on full-body interactions by actively working with the lived body’s capacity to sense, feel, and create. Thus, designers are recommended to use movement as part of the design activity when designing for and of movement, regardless of the targeted application domain. However, designing for bodily experiences is challenging. We have identified a gap of no movement-based design framework available, including the moving body as the centre part and core material of the design processes. We recognise the human body is more than a physical object in the world, but a feeling, perceptualising body, that creates meaning in interaction with the environment. It thus frustrates and challenges us to reach a bodily grounded design process embracing the lived body. A common framework informed by the theoretical aspect of embodied cognition and the practical element of movement design can be a starting point for embodied design research. Recognising these challenges, we see a need for creating a bridge between practice and theory. Based on the bridging concept from Dalsgaard and Dindler, this paper presents a movement-based design framework to bridge the abstract idea of embodied cognition theory with the 4E perspectives of embodied, embedded, enactive and extended and concrete movement-based design practices. We created a movement-based design framework structuring the movement-based methods of different perspectives. The 4M model we propose contains three types of facilitator-mediated methods: 1) Mood-setters stimulating a creative body being, 2) Movement-based design methods for creating immersion in creative bodily activities, and 3) Movement concepts as knowledge and evidence for developing and validating movement artefacts. Besides the facilitator cards, the participants have access to Modifiers that can be used in conjunction with the other methods as creative inspiration for exploring, trying, or performing new movement possibilities.
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Neeley, Tsedal, and Paul Leonardi. "Enacting Knowledge Strategy Through Social Media." Academy of Management Proceedings 2016, no. 1 (2016): 14013. http://dx.doi.org/10.5465/ambpp.2016.14013abstract.
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Goisauf, Melanie, and Anna P. Durnová. "From engaging publics to engaging knowledges: Enacting “appropriateness” in the Austrian biobank infrastructure." Public Understanding of Science 28, no. 3 (2018): 275–89. http://dx.doi.org/10.1177/0963662518806451.
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While there is consensus on the essential importance of public engagement in further developments of biobanking, the related investigation of public views predominantly focused on the concerns expressed by the publics, and the concrete formats of public engagement, without delving into the ways these concerns are constituted. In this article, we summarize recent research on public engagement in order to describe the constitution of respective concerns as “engagement of knowledges.” By shifting the focus of analysis from “publics” to “knowledges,” we draw attention to the interaction dynamic through which citizens embed the new knowledge they receive during expert interactions into the stock of knowledge they already possess. Analyzing our recent investigation of public views on biobanking in the form of citizen-expert panels in the Austrian infrastructure of biobanks (BBMRI.at), we trace this dynamic through citizens’ recurrent concerns that the research and consent practices related to biobanking should be “appropriate.”
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Rutkowska, Julie C. "Embodiment, enaction, and developing spatial knowledge: Beyond deficit egocentrism?" Behavioral and Brain Sciences 20, no. 4 (1997): 754–55. http://dx.doi.org/10.1017/s0140525x97381618.
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Traditional cognitivism treats a situated agent's point of view in terms of deficit egocentrism. Can Ballard et al.'s framework remedy this characterization? And will its fusion of computational and enactivist explanations change assumptions about what cognition is? “Yes” is suggested by considering human infants' developing spatial knowledge, but further questions are raised by analysis of their robot counterparts.
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Ellingsen, G., and E. Monteiro. "Mechanisms for producing a working knowledge: Enacting, orchestrating and organizing." Information and Organization 13, no. 3 (2003): 203–29. http://dx.doi.org/10.1016/s1471-7727(03)00011-3.
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Audette-Longo, Patricia H., and William J. Buxton. "Compiling Knowledge, Enacting Space, Binding Time: Innis’s Canadian North (1928–1944)." TOPIA: Canadian Journal of Cultural Studies 32 (February 2015): 229–52. http://dx.doi.org/10.3138/topia.32.229.
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Nielsen, Birgitte Lund, and Jens Hansen Lund. "Different dimensions of knowledge in teacher education - a general typification." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 3-4 (2020): 9–25. http://dx.doi.org/10.7577/njcie.3722.
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The paper presents a typology of dimensions of ‘knowledge’ related to teacher education and professional practice. It departs from the observation that this theme is determined in many different ways and as a whole seems very difficult to capture. The purpose is to contribute to further clarification. Three dimensions of teacher knowledge are presented: 1) Ways of handling knowledge, 2) Modes of knowledge, and 3) Knowledge in a content perspective. Referring to the first dimension, it is emphasized that student teachers need to develop both a critical consciousness of knowledge, as well as abilities for enacting knowledge and for constructing knowledge. ‘Enacting knowledge’ includes taking different perspectives and using various types of knowledge to understand and handle a professional situation. ‘Constructing knowledge’ refers, for example, to student teachers researching professional challenges. Dimension 2 focuses on different modes in which teacher knowledge can appear with the subcategories global evidence, local ‘evidence’, and theory and philosophy. Dimension 3 refers to knowledge in a content perspective, with an open list of typical content in teacher education. The potentials and perspectives of this typology are discussed, including examples of how it can be used and also reference to professional knowledge and professionalism.
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Ferretti, Tommaso. "Drawing the ostensive globally, creatively enacting locally: Dispersed knowledge & routines creation." Academy of Management Proceedings 2021, no. 1 (2021): 15709. http://dx.doi.org/10.5465/ambpp.2021.15709abstract.
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Sedmak, Clemens, and Mathias Nebel. "From Where Do We Speak? Enacting Justice with a Wound of Knowledge." Journal of Catholic Social Thought 18, no. 2 (2021): 209–26. http://dx.doi.org/10.5840/jcathsoc202118214.
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In this article, the authors articulate the question “From where do we speak?” They explain the status of this question and then discuss the question “From where do the authors of the document Justice in the World speak?” They identify four reference points: a pneumatologic commitment, a perception of injustice, a belief in the Gospel basis of action on behalf of justice, and a recognition of self-involvement. This part of the text has been written by Clemens Sedmak. In the second part, they ask the question: “From where do we speak now?” After a few remarks on the climate crisis and the sexual abuse crisis, they focus on “the wounded sociality” of the present day. They explore the relationship between justice and this wounded sociality, taking the categories of social friendship and fraternity as points of reference (from Pope Francis’s encyclicals Laudato si’ and Fratelli tutti), and enter a conversation with three authors: Michael Sandel, Teresa Godwin Phelps, and Paul Ricoeur. This section has been authored by Mathias Nebel.
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Shires, James. "Enacting Expertise: Ritual and Risk in Cybersecurity." Politics and Governance 6, no. 2 (2018): 31–40. http://dx.doi.org/10.17645/pag.v6i2.1329.
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This article applies the concept of ritual to cybersecurity expertise, beginning with the cybersecurity “skills gap”: the perceived lack of suitably qualified professionals necessary to tackle contemporary cybersecurity challenges. It proposes that cybersecurity expertise is best understood as a skilled performance which satisfies decision-makers’ demands for risk management. This alternative understanding of cybersecurity expertise enables investigation of the types of performance involved in key events which congregate experts together: cybersecurity conferences. The article makes two key claims, which are empirically based on participant observation of cybersecurity conferences in the Middle East. First, that cybersecurity conferences are ritualized activities which create an expert community across international boundaries despite significant political and social differences. Second, that the ritualized physical separation between disinterested knowledge-sharing and commercial advertisement at these conferences enacts an ideal of “pure” cybersecurity expertise rarely encountered elsewhere, without which the claims to knowledge made by cybersecurity experts would be greatly undermined. The approach taken in this article is thus a new direction for cybersecurity research, with significant implications for other areas of international politics.
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Tadaki, Marc, Kiely McFarlane, Jennifer Salmond, and Gary Brierley. "Theorizing ‘crisis’ as performative politics." Dialogues in Human Geography 1, no. 3 (2011): 355–60. http://dx.doi.org/10.1177/2043820611421557.
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As physical/environmental geographers, we respond to Larner (2011) in two ways. First, we argue that the crisis frame – which she caveats, but implicitly accepts – is problematic because it performs and legitimates a certain kind of politics, and pulls analytical foci away from other approaches. The ontological and epistemological moments of Larner’s crises require clarification, and the ‘value added’ from declaring yet more geographical crises needs to be assessed. Second, we develop epochal themes from physical geography to converse with Larner’s call for more situated approaches to the production and circulation of knowledge. Place-based and historically contingent science and knowledge networks are increasingly important for understanding and enacting progressive and sustainable environmental governance regimes. Physical and human geographers can find productive common ground in developing situated knowledges of ‘change response’ across a spectrum of social-environmental concerns.
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Riveros, Augusto, and Melody Viczko. "Professional Knowledge “From the Field”: Enacting professional learning in the contexts of practice." Articles 47, no. 1 (2012): 37–52. http://dx.doi.org/10.7202/1011665ar.
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Based on a qualitative case study that examined elementary teachers’ understandings of a professional development policy, we question the conceptual disconnection between professional learning and professional practices in some conceptualizations of professional learning communities. We analyse the research data using Actor-Network Theory and report that the teachers in the case study perceived a disconnection between the scenarios of professional knowledge creation and the scenarios of professional practice. Such disconnection is exacerbated due to an ambiguous treatment of the concept of professional practice in the policy documents that endorse the idea of professional learning communities. We conclude that a key element in the transformation of professional practices is the teacher’s awareness that his / her professional knowledge is enacted through his / her actions and practices, thereby concluding that professional learning is situated in the context of professional practices.
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Frey, Corinna, and Michael Barrett. "A Pragmatic View on Multi-Sectoral Knowledge. Enacting Information Systems in Emergency Response." Academy of Management Proceedings 2017, no. 1 (2017): 12634. http://dx.doi.org/10.5465/ambpp.2017.12634abstract.
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Laperrière, Anika, and Martine Spence. "Enacting international opportunities: The role of organizational learning in knowledge-intensive business services." Journal of International Entrepreneurship 13, no. 3 (2015): 212–41. http://dx.doi.org/10.1007/s10843-015-0151-y.
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