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Journal articles on the topic 'Knowledge philosophies'

Author: Grafiati

Published: 10 January 2023

Last updated: 31 July 2025

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1

Vityaev, E., and K. Rennolls. "Philosophies and methodologies for knowledge discovery." Intelligent Data Analysis 12, no. 2 (2008): 145–46. http://dx.doi.org/10.3233/ida-2008-12201.

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Burnett, Craig M., and Lydia Tiede. "Voter Knowledge of Candidates’ Judicial Philosophies." Justice System Journal 36, no. 1 (2014): 49–62. http://dx.doi.org/10.1080/0098261x.2014.989787.

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Dr. Uday Pratap Singh. "Teaching methods described by Maharishi Dayanand." Knowledgeable Research: A Multidisciplinary Journal 2, no. 03 (2023): 53–57. http://dx.doi.org/10.57067/kr.v2i1.192.

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Indian philosophical ideology is based on moral, religious and spiritual beliefs. All Indian philosophies believe that there is some moral system in the universe which maintains order and control in nature and human society. Indian philosophy has a tendency to look at life from a holistic perspective. In the field of philosophy, epistemology explains the human intellect's knowledge and the means of attaining knowledge. These means are called methods. On this basis, philosophers formulate teaching methods. From the teaching methods created by educational philosophers, we get the knowledge of wh

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Dr. Uday Pratap Singh. "Teaching methods described by Maharishi Dayanand." Knowledgeable Research A Multidisciplinary Journal 2, no. 03 (2025): 53–57. https://doi.org/10.57067/kr.v2i03.192.

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Indian philosophical ideology is based on moral, religious and spiritual beliefs. All Indian philosophies believe that there is some moral system in the universe which maintains order and control in nature and human society. Indian philosophy has a tendency to look at life from a holistic perspective. In the field of philosophy, epistemology explains the human intellect's knowledge and the means of attaining knowledge. These means are called methods. On this basis, philosophers formulate teaching methods. From the teaching methods created by educational philosophers, we get the knowledge of wh

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5

Bochkarev, S. A. "“Philosophy of crime” or “philosophy of punishment”?" Lomonosov Law Journal 65, no. 5, 2024 (2024): 39–59. https://doi.org/10.55959/msu0130-0113-11-65-5-3.

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The question stated in the title of the article is posed against the background of the opinion taking root in criminal jurisprudence about the redundancy of substantiation of the philosophy of criminal law in connection with the presence and mass recognition in humanitarian knowledge of two independent and self — sufficient philosophies — “philosophy of crime” and “philosophy of punishment”. Verification of this judgment revealed the absence of the considered “philosophies” of their own genesis and rational grounds. Their appearance followed after in the XVIII–XIX centuries. criminologists con

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Hussein, Adan. "Philosophies of Education, Knowledge and Curriculum & Instruction." American Journal of Art and Design 6, no. 3 (2021): 60. http://dx.doi.org/10.11648/j.ajad.20210603.11.

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Maheshkumar, S., and M. Soundarapandian. "Harmonizing indigenous knowledge systems to the Indian educational philosophies for quality education: A review study." World Journal of Advanced Research and Reviews 21, no. 3 (2024): 2177–85. https://doi.org/10.5281/zenodo.14175406.

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Integration of Indigenous Knowledge Systems (IKS) and Indian educational philosophies into the National Education Policy of 2020 (NEP 2020) holds immense potential for advancing Sustainable Development Goal Four (SDG 4) - Quality Education. This review study explores the impact and challenges of harmonizing Indian educational philosophies with NEP 2020 and investigates its alignment with achieving quality education for all. By recognizing the value of IKS and incorporating it into educational practices, India has the opportunity to foster cultural identity, promote sustainable development, and

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Kasten, Joseph E. "Knowledge Strategy." International Journal of Strategic Information Technology and Applications 3, no. 1 (2012): 1–14. http://dx.doi.org/10.4018/jsita.2012010101.

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Knowledge strategy is defined as the set of guidelines and philosophies that guide an organization’s knowledge-based activities, such as knowledge gathering, development, storage, and utilization. Much of the early literature describing knowledge strategy suggests that its role in the organization is to drive, and be driven by, organizational structure and the human resources and technology strategies. This paper derives a model that places the firm’s knowledge strategy as a mitigating factor between the decisions made by management and the manner in which they are communicated to the rest of

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Qi, Jing, Catherine Manathunga, Michael Singh, and Tracey Bunda. "Micro histories of intercultural knowledge exchange: Tao Xingzhi’s educational poetry." History of Education Review 48, no. 1 (2019): 2–14. http://dx.doi.org/10.1108/her-05-2017-0010.

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Purpose The purpose of this paper is to provide a micro historical account of the work of a key Chinese educational reformer, Tao Xingzhi (1891–1946), who transformed educational ideas from John Dewey to effect social and cultural change in 1920s–1940s China. Design/methodology/approach This paper examines English and Chinese language sources, including Tao’s poetry, to present a fresh analysis of Tao’s epistemological life history. It draws upon transnational historical approaches to chart the multidirectional circulation of progressive education philosophies around the globe. It also explore

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Chestnov, Ilya L'vovich. "Legal Reality as Itemof Postclassic Law Philosophies." Russian Journal of Legal Studies 6, no. 2 (2019): 28–34. http://dx.doi.org/10.17816/rjls18476.

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The writer show important of philosophical understanding of the law existence. The legal philosophy is searching the ground of juridical science. Philosophy of science is not like a separate area of knowledge, existed closer with this scientific discipline, but her high level- the level of her grounds. In this level occur “contact” between worldview, philosophy and this scientific discipline. Philosophical knowledge (with ideological and everyday knowledge subjected to philosophical ref lection) used for ontological and epistemological substantiation of science. Philosophy of science (like her

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Oni, Oluwasola, and Adaora Onaga. "The Ethics and Ethical Implications of Management Guru Philosophies and Practices." International Journal of Religion 5, no. 10 (2024): 3172–80. http://dx.doi.org/10.61707/4eew5557.

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The purpose of this paper is to explore the place of values and ethics in the development and introduction of management philosophies and gurus to businesses. These philosophies are usually embedded in management education and practice with varying results and have in some cases been referred to and indeed adopted and discarded as fads. This paper aims to critique the values and ethical underpinnings of some influential philosophies proposed by the gurus. Much of the literature covers the effectiveness of the philosophies without an emphasis on the values or ethics guiding them. Oftentimes, gu

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Maheshkumar S and Soundarapandian M. "Harmonizing indigenous knowledge systems to the Indian educational philosophies for quality education: A review study." World Journal of Advanced Research and Reviews 21, no. 3 (2023): 2177–85. http://dx.doi.org/10.30574/wjarr.2024.21.3.0940.

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Integration of Indigenous Knowledge Systems (IKS) and Indian educational philosophies into the National Education Policy of 2020 (NEP 2020) holds immense potential for advancing Sustainable Development Goal Four (SDG 4) - Quality Education. This review study explores the impact and challenges of harmonizing Indian educational philosophies with NEP 2020 and investigates its alignment with achieving quality education for all. By recognizing the value of IKS and incorporating it into educational practices, India has the opportunity to foster cultural identity, promote sustainable development, and

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13

Khan, Nawar. "Quranic TQM Philosophies and Principles: The Basis of an Islamic Welfare State." Journal of Islamic Thought and Civilization 14, no. 2 (2024): 386–402. https://doi.org/10.32350/jitc.142.23.

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The purpose of this research study is to establish the relationship, precedence order, and scope and application comparison between the Modern TQM knowledge as so-called by the modern societies of the world and the already existing Quranic TQM wisdom to bridge the gap among different religions and schools of thought.The terms modern, latest, and advanced philosophies, principles, and terminologies are continuously being coined in literature around the world across every field of business, socio-cultural, and economics, etc. CQI philosophy is the basic essence of the Modern TQM. Modern TQM is b

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Peng, Yue. "Philosophy—Love of wisdom: From the study of the nature of things, the insight of oneself, to the understanding of death." Journal of Education, Humanities and Social Sciences 45 (December 26, 2024): 300–304. https://doi.org/10.54097/yppjv509.

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This paper investigates the philosophical concept of wisdom, focusing on its distinction from knowledge and common sense. Drawing on Presocratic philosophers such as Anaxagoras and Empedocles, the paper argues that wisdom involves understanding the essence and regularity of things. It also explores whether wisdom originates from divine sources or within humans, contrasting views of Heraclitus and other philosophers who believed wisdom is divine and beyond human grasp, with the author's stance that wisdom is subjective and internal. Through Socrates' philosophy, the paper highlights wisdom's pr

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Bhatt, Bhavin S. "Epistemology of Indian Philosophies and Its Contemporary Context." Integrated Journal for Research in Arts and Humanities 5, no. 3 (2025): 350–53. https://doi.org/10.55544/ijrah.5.3.44.

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This research paper explores the epistemological foundations of Indian philosophies, examining key concepts, schools of thought, and their relevance in contemporary contexts. It highlights the unique aspects of knowledge acquisition, validation, and application within Indian philosophical traditions, emphasizing their holistic and experiential nature. The paper also discusses the implications of these epistemological frameworks in today's globalized world, particularly in addressing modern challenges. Indian epistemology, marked by its array of philosophical schools, highlights different prama

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Priyanka, Rani, and Upadhyay Nidhi. "The Relevance of Indian Knowledge System in Present Knowledge System with Insight from Emily Dickinson." RECENT RESEARCHES IN SOCIAL SCIENCES & HUMANITIES 11, no. 2 (2024): 111–17. https://doi.org/10.5281/zenodo.13337249.

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Indian knowledge systems, rooted in ancient philosophies like Vedanta and Yoga, offer uniqueperspectives on the human experience. These teachings emphasize interconnectedness, mindfulness,and holistic well-being, which align with contemporary ideas in fields like psychology and holistichealth. Emily Dickinson's introspective poetry, though from a different cultural context, shares acommon thread of exploring inner landscapes and the human condition. Integrating Indian knowledgewith Dickinson's work can provide a nuanced understanding of the human psyche, bridging culturaldivides and enriching

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McLarty, Michael H. "An Examination of Modern Psychology Through Two Philosophies of Knowledge." Psychological Record 40, no. 2 (1990): 273–88. http://dx.doi.org/10.1007/bf03399564.

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Yuan, Xin, and Mohd Syahmir Alias. "The Role of Intuition in Ethics: A Comparative Study of Wáng Yángmíng and William David Ross." International Journal of Research and Innovation in Social Science IX, no. VI (2025): 2120–35. https://doi.org/10.47772/ijriss.2025.906000163.

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This study compares the ethical philosophies of Wáng Yángmíng and William David Ross to understand how moral intuition works in different traditions. Wáng Yángmíng’s xīnxué (the learning of heart-mind) focuses on liángzhī (conscience) and zhī xíng hé yī (the unity of knowledge and action), while Ross’s deontological ethics is based on “prima facie” duties and intuitive moral judgment. Although they lived in different times and cultures, both thinkers believed that true moral knowledge comes from within and must guide real-life actions. The problem addressed in this article is the lack of direc

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van Koningsveld, P. S. "Toegepaste vergelijkende godsdienstwetenschap in het voortgezet onderwijs: Contouren van een cursus ter versterking van sociale cohesie en burgerschap." NTT Journal for Theology and the Study of Religion 61, no. 4 (2007): 281–90. http://dx.doi.org/10.5117/ntt2007.61.281.koni.

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The author argues that there are at present three good reasons to introduce education about religions and philosophies of life as a compulsory subject in all European secondary schools: (1) the growing complexity of religions and life philosophies in European societies; (2) the weakening role of traditional religious institutions in the transmission of religious knowledge to the next generations; (3) the growing number of social conflicts thought to be related to religious issues. In the view of the author, the educational programme should consist of three parts, with specific application of e

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Paul, Nyuykongi. "Globalization and the Marginalization of Indigenous Knowledge Systems of Education and Governance." International Journal of Philosophy 13, no. 2 (2025): 65–74. https://doi.org/10.11648/j.ijp.20251302.13.

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Globalization which seems to be the imposition of western cultural ideologies on the rest of the world, often generates cultural mutations which militate against the latter’s educational and socio-political philosophies. Liberalism and capitalism, carry in themselves built-in systems of thought that are, for instance, destructive to the very essence of African cultural life. Educational and governance principles which determine the global space drum the merits of euro-centric values, while provincializing the rest, Africa inclusive. This paper is a call for collective responsibility towards th

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21

Marpa, Eliseo Perante. "Preservice Teachers’ Perceived Philosophies of Education in the Context of Outcome-Based Teacher Education Curriculum (OBTEC)." International Journal on Studies in Education 5, no. 1 (2022): 27–41. http://dx.doi.org/10.46328/ijonse.78.

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Educational philosophy is one of the most critical arms of the teacher in the classroom. Thus, this research aims to determine OBTEC preservice teachers' perceived philosophies of education. To gather information on their philosophies, the researcher adapted the questionnaire of Sadker and Zittleman administered to 214 preservice teachers. Results show that the majority of the preservice teachers were reconstructionists. However, male preservice teachers were more of a progressivists, while the females were social reconstructionists. Considering their areas of specialization, preservice teache

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De Menezes, Magali. "Paths of Reforestation of Thinking: Interculturality from Indigenous Philosophies." Revista Guillermo de Ockham 22, no. 1 (2024): 105–15. http://dx.doi.org/10.21500/22563202.6598.

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This text aims to affirm Indigenous philosophies as wisdom that contributes significantly to the way of thinking/feeling education and philosophy. From the Western tradition, philosophy has been constituted from the rupture of what we call mythical thought. Indigenous philosophies, however, start from the mythical narrative, symbolic thought, dreams, orality, and all the ancestry they carry to constitute their cosmologies. To affirm Indigenous thought is, therefore, to recover what was denied, showing that philosophy does not have a single soil of origin (Greece), but is built in different ter

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Thet, Ei Wah Phyu, and Amar Akbar. "The philosophies of science in developing nursing science." INTERNATIONAL JOURNAL OF NURSING AND MIDWIFERY SCIENCE (IJNMS) 3, no. 1 (2019): 43–49. http://dx.doi.org/10.29082/ijnms/2019/vol3.iss1.212.

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During the successive wave of globalization, nurses emphasized the requirement of specialized knowledge to improve the nursing as a profession and to make the transition from vocation to profession. The science of nursing is a foundation of knowing for nurses. Also there has a shift of nursing metaparadigm based on Kuhn’s philosophy of science. It was assumed that Philosophies are theoretical works that included one or more of the metaparadigm concepts. Philosophy provide us broad general view of what is science and human science, evolution of science, function of scientific theory, scie

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Thet, Ei Wah Phyu, and Amar Akbar. "The philosophies of science in developing nursing science." INTERNATIONAL JOURNAL OF NURSING AND MIDWIFERY SCIENCE (IJNMS) 3, no. 1 (2019): 43–49. http://dx.doi.org/10.29082/ijnms/2019/vol3/iss1/212.

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During the successive wave of globalization, nurses emphasized the requirement of specialized knowledge to improve the nursing as a profession and to make the transition from vocation to profession. The science of nursing is a foundation of knowing for nurses. Also there has a shift of nursing metaparadigm based on Kuhn’s philosophy of science. It was assumed that Philosophies are theoretical works that included one or more of the metaparadigm concepts. Philosophy provide us broad general view of what is science and human science, evolution of science, function of scientific theory, scie

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Mastracci, Sharon. "Book Review: Public Administration: Traditions of Inquiry and Philosophies of Knowledge." Review of Public Personnel Administration 35, no. 4 (2015): 406–10. http://dx.doi.org/10.1177/0734371x15615452.

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Demiroz, Fatih. "Book Review: Public Administration: Traditions of Inquiry and Philosophies of Knowledge." American Review of Public Administration 43, no. 1 (2012): 130–32. http://dx.doi.org/10.1177/0275074012462451.

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Muhammad Awais Khan, Shakeel Ahmad Jan, and Farooq Chughtai. "A Comparative Study of the Relevancy of Western Educational Philosophies and Islamic Philosophies." International Journal of Politics & Social Sciences Review (IJPSSR) 2, no. I (2023): 13–21. http://dx.doi.org/10.36902/ijpssr-vol.2-iss.i-2023(13-21).

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Islam is the global and most pragmatic religion which is a complete of life. It is divine religion bestowed with the faculty of furnishing practical and long lasting solution to all encountered problems in an authentic style. There are two schools of thoughts categorizing the religions and its verdicts in its own parameters and perspectives. There are two main titles used for these classifications as Islamic and western views and proofed. These two main classes are further branched as sub categories in light of its practices and principles. The present study describes and evaluates the two pro

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Dr., John Motsamai Modise. "Organizational Leaders, Conventional Leadership Philosophies Backed by Academic Research and Unconventional Leadership Philosophies." Organizational Leaders, Conventional Leadership Philosophies Backed by Academic Research and Unconventional Leadership Philosophies 8, no. 8 (2023): 26. https://doi.org/10.5281/zenodo.10147289.

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The article's goal was to identify the elements that led organizational leaders and traditional leadership  practices supported by academic theories to non- traditional leadership practices.In the age of extreme  complexity, attention to leadership is crucial. The third  millennium, with its unique traits like hyper- industrialization, communication and information  technology period, and digital world, demands leaders who can keep up with societal developments. The construction and development of an organization involves many different aspects, among which leadership is of

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Alloggio, Sergio. "Hic sunt leones reloaded: Elements for a critique of disciplinary self-(af)filiation within professional white philosophy in South Africa." Acta Juridica 2022 (2022): 140–67. http://dx.doi.org/10.47348/acta/2022/a7.

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The recent institutional consolidation of feminist philosophy, African and Africana philosophies, sociology of knowledge and decolonial theory have brought professional philosophers face-to-face with the repressed side of Western philosophy. This essay, drawing on the theoretical framework developed in my previous article ‘Hic sunt leones’, investigates the role played by professional narcissism and resistance to history in the philosopher’s self-image and imaginary, with a particular focus on professional white philosophy in South Africa. The pedagogical aspects of philosophical apprenticeshi

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Lamanna, Marco. "Tommaso Campanella in the Schulmetaphysik: The Doctrine of the Three Primalities and the Case of the Lutheran Liborius Capsius (1589–1654) in Erfurt." Renaissance and Reformation 39, no. 1 (2016): 91–114. http://dx.doi.org/10.33137/rr.v39i1.26544.

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Following some recent findings, this essay presents the first known case of the reception of the doctrine of the primalities (power, knowledge, and love) by the Italian Tommaso Campanella within German scholastic philosophy, the so-called Schulmetaphysik. Here, the focus is on the Lutheran Liborius Capsius, the first docent of metaphysics at the University of Erfurt after the interdict by Martin Luther against metaphysics. Through his lectures and the disputations discussed by his students, Capsius shows how the Reformed scholastic philosophy was finally able to receive and integrate Renaissan

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Marmo, Costantino. "Fictiones nelle filosofie medievali e filosofie medievali nelle fictions." Mediaevalia Textos e estudos 40 (2023): 11–49. http://dx.doi.org/10.21747/21836884/med40a1.

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This contribution is divided into two independent parts: in the first part, it will deal not so much with examining individual cases of fictio and their role within a certain philosophy or an author, as to see how philosophizing or reasoning through fictiones has been theorized and practiced during the twel-fth and thirteenth centuries; in the second part, it will try, instead, to share what can be found reading medieval setting novels, and in particular medieval crime fiction, namely which image is given of medieval philosophers, philosophies and types of knowledge, and what type of role a wi

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Chung, Chen Hua. "The Kaizen Wheel – an integrated philosophical foundation for total continuous improvement." TQM Journal 30, no. 4 (2018): 409–24. http://dx.doi.org/10.1108/tqm-03-2018-0029.

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Purpose The purpose of this paper is to present an integrated philosophical foundation for Kaizen. Design/methodology/approach The study is based on triangulation (and integration) of six philosophies: the Traditional Values, the Process-Oriented Philosophy, Edification, Completeness, Improving Perfection and True-Mindfulness. In addition, the Power of One integrates these philosophies into one solid foundation for Kaizen. Findings A framework, called The Kaizen Wheel, is created to represent the integrated philosophical foundation for Kaizen. It shows the big picture and the close knit of the

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Roswantoro, Alim. "FILSAFAT SOSIAL-POLITIK PLATO DAN ARISTOTELES." Refleksi Jurnal Filsafat dan Pemikiran Islam 15, no. 2 (2015): 123–38. http://dx.doi.org/10.14421/ref.v15i2.1084.

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Plato andAristeoteles have a teacher-student relationship. And both philosophers have the same teacher, that is, a great philosopher of the classic Greek, Socrates. Both philosophers talk many things in philosophy, and one of them is the social-political thought. The writing tries to comparative-philosophically describe the social-political thought of Plato and Aristotle that can be read in their works particularly in Republic, Laws, and Statesman of Plato, and in Nicomachean Ethics and Politics ofAristotle. The result of study shows that the main idea of their social-political philosophies is

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Amare, Tesfu. "On the philosophies of Zera Ya‘qob and Welde Hiwot: a comparative analysis on their lessons of social philosophies." Ethiopian Renaissance Journal of Social Sciences and Humanities 9, no. 2 (2023): 112–25. http://dx.doi.org/10.4314/erjssh.v9i2.8.

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Philosophical thinking is one of the areas of knowledge that has existed in Ge‘ez literature since ancient times. The focus of this study was to analyze lessons of social philosophies from the various concepts in the indigenous philosophical books known as Hateta Zera Ya‘qob and Hateta Wolde Hiwot. According to the books, Hateta Zera Ya‘qob was written by an ancient Ethiopian philosopher known in the community as Worke, also called in the Christen name Zera Ya‘qob, who was born in 1592 E.C. Hateta Wolde Hiwot was also a philosophical thought which was written by Wolde Hiwot who was a student o

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Atreides, Kyrtin. "Philosophy 2.0: Applying Collective Intelligence Systems and Iterative Degrees of Scientific Validation." Filozofia i Nauka Zeszyt specjalny, no. 10 (2022): 49–70. http://dx.doi.org/10.37240/fin.2022.10.zs.3.

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Methods of improving the state and rate of progress within the domain of philosophy using collective intelligence systems are considered. By applying mASI systems superintelligence, debiasing, and humanity’s current sum of knowledge may be applied to this domain in novel ways. Such systems may also serve to strongly facilitate new forms and degrees of cooperation and understanding between different philosophies and cultures. The integration of these philosophies directly into their own machine intelligence seeds as cornerstones could further serve to reduce existential risk while improving bot

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Tamang, Yam Bahadur. "Philosophical perspectives towards curriculum." Innovative Research Journal 2, no. 2 (2023): 147–52. http://dx.doi.org/10.3126/irj.v2i2.56165.

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The curriculum is the backbone of the education system of any country. Philosophy and curriculum are interrelated, philosophy provides guidelines for curriculum development and it helps to select the valid and significant content, appropriate instructional methods, materials, teaching-learning activities, and evaluation process in the curriculum. This is a knowledge-based article and descriptive. In this article, I have discussed the four major philosophies and four major educational philosophies related to curriculum. In preparing for this article I have used published books, and online docum

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إبراهيم, نعمة, and رويدة عبيد. "The Influence of the Critique of Instrumental Reason on Adorno." Kufa Journal of Arts 1, no. 20 (2014): 105–26. http://dx.doi.org/10.36317/kaj/2014/v1.i20.6369.

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In his criticism of the instrumental mind, Adorno is not the only one in his criticism in this field, but rather that criticism is embodied in Western culture as a whole. Therefore, Adorno and critics of critical theory were influenced by philosophies emanating from the core of Nietzsche's nihilism, which opened the way for interest in human beings and problems in Western societies that appeared on Its basis is diverse philosophies of discourse that are not united in knowledge. Therefore, Marx presented a critique of societies dominated by capitalism and accordingly

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Tamakloe, Deborah, and Joseph Seyram Agbenyega. "Exploring Preschool Teachers' and Support Staff's Use and Experiences of Assistive Technology with Children with Disabilities." Australasian Journal of Early Childhood 42, no. 2 (2017): 29–36. http://dx.doi.org/10.23965/ajec.42.2.04.

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THIS QUALITATIVE CASE STUDY explored the professional philosophies and experiences of preschool teachers and their support staff regarding the use of assistive technology devices (ATDs) in an early intervention inclusive preschool class. Using face-to-face individual interviews as data collection measures, the researchers aimed to understand these practitioners' teaching philosophies and experiences in terms of how they use ATDs with young children with disabilities in their class. A framework analysis of data identified three themes: establishing values for inclusive education, maintaining po

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Jewett, Andrew. "The Politics of Knowledge in 1960s America." Social Science History 36, no. 4 (2012): 551–81. http://dx.doi.org/10.1017/s0145553200010488.

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This article offers a broad sketch of claims regarding the university’s public purpose in the 1960s while noting that a vision of the university as an autonomous forum for moral debate cut across the seemingly insurmountable divide between young radicals and their liberal elders. Read through the lens of educational philosophies, the era's clashes did not simply pit liberal advocates of political neutrality against radical exponents of political commitment. Rather, many radical activists—and some liberals— believed that the university should cut off many of its ties to the wider society to gai

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Smith, Judith, and Ran Hu. "Rethinking Teacher Education: Synchronizing Eastern and Western Views of Teaching and Learning to Promote 21st Century Skills and Global Perspectives." Education Research and Perspectives 40 (2013): 86–108. https://doi.org/10.70953/erpv40.13004.

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The purpose of the study was to share findings with educators across disciplines on how to incorporate a blended philosophy of teaching and learning from both Eastern and Western perspectives to promote 21st-century skills and global perspectives. Drawing from a previous self-study of their views of teaching and learning between Chinese and American cultures, the two assistant professors investigated how their blended philosophies affected teaching and learning to promote 21st-century skills. They found that studying their own philosophies of teaching and learning heightened awareness of the n

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Kulago, Hollie Anderson. "Activating Indigenous Knowledge to Create Supportive Educational Environments by Rethinking Family, Community, and School Partnerships." Journal of Family Diversity in Education 2, no. 1 (2016): 1–20. http://dx.doi.org/10.53956/jfde.2016.76.

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In this article, the author describes ways that Indigenous knowledges can be activated through social justice philosophies and pedagogies that promote equitable and fair social-educational systems to support Indigenous students. Specifically, she argues that when considering family-community-school partnerships, family and community are one and the same when viewed through the conceptual framework of k’é and that for indigenous communities, education and community are inseparable. She establishes k’é as a Diné philosophy of community that dictates ways of knowing and being that are rooted in t

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Brayson, Kimberley. "Generating Comparison-in-Law: Embodied Epistemologies, For the Love of Knowledge." Critical Analysis of Law 8, no. 2 (2021): 52–86. http://dx.doi.org/10.33137/cal.v8i2.37854.

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This paper introduces the concept of embodied epistemologies in comparative law and reimagines comparative law as a space of unbounded knowledge production without political end. Drawing on feminist, decolonial and undisciplined gestures this paper interrogates the questions of who, where, when and why in relation to comparative law to expose the coloniality and gendered logic of comparison. To move beyond this, the paper proposes philosophies of comparison-in-law as a fecund intermediary generative milieu, building on Eros. The paper explores intergenerational exchange and kaleidoscopic compa

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Geary, Paul. "An-aesthetic: Performed philosophies of sensation, confusion, and intoxication." Performance Philosophy 5, no. 2 (2020): 293–302. http://dx.doi.org/10.21476/pp.2020.52282.

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In Michel Serres’ The Five Senses: A Philosophy of Mingled Bodies, he establishes an opposition between two mouths: the anaesthetising, speaking mouth of discourse and analysis and the aesthetic, tasting mouth of sensation. This article uses Serres’ model of the two mouths to think about the performance of knowledge and philosophy in a sensory performance event and the potential of intoxication to unveil or reveal through a process of ‘making strange’. The article begins with an outline and reading of Serres, considering his writing on the two mouths and their indicative models of knowledge, b

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Szto, Peter, Sara Ashencaen Crabtree, He Xuesong, and Karen Rolf. "A cross-cultural East-West appraisal of mental health curricula." Journal of Practice Teaching and Learning 10, no. 3 (2012): 55–77. http://dx.doi.org/10.1921/jpts.v10i3.248.

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This paper considers findings from a cross-cultural project comparing mental health curricula across three schools of social work located in both China, specifically Shanghai, Hong Kong; and finally, Omaha, USA. Chinese philosophies and belief systems are reviewed as they pertain to mental illness and well-being. Additionally, the influence of dominant discourses informing professional practice and the development of indigenous social work practice are considered. Findings indicate that in the Chinese universities mental health social work curricula appears to balance pedagogical approaches to

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Garrick, John. "Informal Learning: Some Underlying Philosophies." Canadian Journal for the Study of Adult Education 10, no. 1 (1996): 21–46. http://dx.doi.org/10.56105/cjsae.v10i1.2079.

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In the theory and practice of adult education and training, much of the writing on informal learning has focused on three main topics. These topics tend to represent the importance of informal learning as a valid form of knowledge acquisition; they explore how people learn from experience, and they seek to establish how learning from experience can be best facilitated and assessed. A postmodern critique of experiential learning has also emerged which challenges the arguments of each of these perspectives. The postmodern critique asks "why has this form of learning become an important discourse

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Supriyanto, Supriyanto, and Moh Ashif Fuadi. "The Contribution of Philosophical Schools of Thought to the Development of the Islamic Education Curriculum." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 17, no. 1 (2025): 561–72. https://doi.org/10.37680/qalamuna.v17i1.6101.

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Each era experiences significant changes in the field of Islamic education, necessitating the development of a well-structured curriculum grounded in strong philosophical foundations to ensure clear direction and purpose. Therefore, appropriate principles are required to develop the Islamic education curriculum. This study explains the contributions of several educational philosophical schools of thought and their implementation as a foundation for constructing an Islamic education curriculum. The study focuses on three educational philosophies: progressivism, constructivism, and humanism. The

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Wynn, Mark. "Knowledge of place and knowledge of God: contemporary philosophies of place and some questions in philosophical theology." International Journal for Philosophy of Religion 62, no. 3 (2007): 149–69. http://dx.doi.org/10.1007/s11153-007-9147-4.

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Felipe, Costa Lima. "NON-UNIVERSAL HUMAN RIGHTS: INDIAN AND AFRICANA PHILOSOPHICAL CONTRIBUTIONS FOR THE FORMATION OF A MORE COMPLETE HUMAN BEING." Cadernos de Pesquisa Direito Internacional sem Fronteiras 2, no. 2 (Suplementar) (2020): 1–28. https://doi.org/10.5281/zenodo.4468751.

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The main objective of this article is to establish an ecology of knowledge among historically ‘silenced’ systems of thought as a means through which to comprehend their possible contributions to contemporaneous international human rights law. To achieve this primordial goal, we will highlight a gamut of ‘silenced’ philosophies, namely Indian and Africana philosophies, which have been violently suppressed by colonial and neocolonial forces. After ‘unsilencing’ these ‘new’ worldviews, we will seek to indicate their possible

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Hitam, Mizan, Sabariah Mahat, and Rajasegaran K. "The tacit knowledge dimension for knowledge management in higher education organizations." Social and Management Research Journal 5, no. 1 (2008): 9. http://dx.doi.org/10.24191/smrj.v5i1.5142.

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Knowledge is the icon of the new economy. It is now touted as the most likely source of competitive advantage. Therefore, knowledge management (KM) is seen as an innovation with the potential to affect the whole of an organizations business. Being in the knowledge business, higher education organizations (HEOs) are not an exception to this imperative more so when there is a long history of HEOs successfully adopting management philosophies from the business world. However, KM in HEOs has not caught the attention of mainstream KM researchers and this qualitative study was an attempt to fulfill

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Wang, Hengli, and Qiuyun Lu. "Understanding Philosophies of Higher Education between Countries in China’s Belt and Road Initiative: Analysis of University Mottos Based on Natural Language Processing Technology." SAGE Open 12, no. 4 (2022): 215824402211418. http://dx.doi.org/10.1177/21582440221141867.

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University mottos have been demonstrated to convey educational philosophies, but few studies have investigated the educational philosophies reflected by university mottos from countries along the “One Belt, One Road” (OBOR) route, with applying the analytical approaches like text mining and natural language processing (NLP). This present investigation constructed a database of university mottos from 1,535 universities in 61 countries along the OBOR route and applied NLP technology to explore the similarities and differences of educational philosophies among the universities along the OBOR rout

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