Гуманитарное знание в борьбе эпистемологических парадигм
The article considers historically the specific characters of the humanitarian knowledge through the struggle of the etepistemological paradigmes..
The last of IAFOR’s European Conference series saw the First European Conference on Arts and Humanities (ECAH) paired with the First European Conference on Language Learning (ECLL). The ECAH event was chaired by IAFOR IAB Chair, Professor Stuart Picken with the ECLL event chaired by Professor Steve Cornwell of Osaka Jogakuin University. This event saw 250 people from more than 50 countries in an incredibly diverse celebration of interdisciplinary and intercultural study. The theme for the Arts and Humanities conference was “Connectedness, Identity and Alienation” and our selection of featured speakers came at this topic from a number of different angles: Aaron Sachs, Professor of History at Cornell University (USA) took delegates back a century to the end of the First World War and Modernist theories which tried to make sense of this low point in European civilization in a paper entitled, “From Trauma to Rediscovery: Lewis Mumford and the Modern Search for Connection through Time and Space”. Professor Roberto Bertoni of Trinity College Dublin took us to the present to look at questions of identity and alienation in the highly mediatized society of modern day Korea with a presentation on “The Innocent Man (착한 남자): Alienation of Characters and Audience, Acquisition of New Identity, Catharsis”. Daniela Nadj, currently a lecturer in law at the University of Westminster delivered a powerful and wide-ranging address on “The Juridicalisation of Gender-Based Violence against Women in the Current Political and Legal Moment - A Critical Feminist Observation of International Wartime Sexual Violence Jurisprudence”. The paper provided a critical feminist analysis of international wartime sexual violence jurisprudence, as it is constructed in current feminist scholarship and the surrounding debate, and elicited much debate among the international delegates. The European Conference on Language Learning saw featured speakers from a number of different countries look at concepts of “Connectedness, Identity and Alienation” as they relate to different aspects of language, including Professors Kiyomi Chinen, Masako Douglas, and Hiroko Kataoka from California State University, Long Beach, USA, who looked at issues surrounding heritage-language education with particular relation to Japanese in California. Professor Olesya Orlova, of Kemerovo State University (Russia) looked at language in the Russian context in a paper entitled “National Stereotypes as Means of Connectedness, Identity and Alienation”. Finally, Dr Miho Inaba of Lund University (Sweden) looked at autonomous learning in the acquisition of languages, asking: “What is the Role of “language classes” in Autonomous Learning?: The Implications from Japanese Language Learners’ L2 Activities Outside the Classroom” We would again like to extend our gratitude to the conference chairs, the featured speakers, and student volunteers from Blatchington Mill Sixth Form College for helping to staff the event, and look forward to welcoming delegates back to Brighton in 2014.
The article discusses the process of textually mediated communication in science and proposes an approach that complements citation analysis. Namely, it addresses the question of how the author’s text is read by the reader and whether the reader interprets the text in the same manner as the author. Fifty-seven scholarly contributions (articles, book chapters and book reviews), written by three social scientists, were content analyzed with the help of the QDA Miner and WordStat computer programs. The outcomes of the qualitative coding were compared with the outcomes of the analysis of word co-occurrences and the outcomes of the analysis on the basis of a dictionary based on substitution. Our findings suggest that texts have plural interpretations. Depending on the reading context, either the author’s or the reader’s perspective prevails. Also, both the author and the reader may read the text in a either deep or perfunctory manner. Deep reading necessitates spending significant time and cognitive resources.
The twenty-first century has brought about a new type of society, the information-based society. Although this type doubtless provides a lot of opportunities for development and self realization, which are the top needs, according to Maslow hierarchy, we cannot but notice the existing downside as well. What is being promoted as a life motto worldwide is the combination of pragmatism and hedonism, which especially appeals to the youth. Such a combination presupposes that young people faced with overload of available information prove to be unwilling to memorize this information or make sure that they understand it, since they can gain access to it whenever and wherever they want or need. On the other hand, the information-based society requires a change in the existing educational paradigm, which means that the main focus of educators is shifting towards the development of higher order thinking skills (HOTS) while ignoring lower order thinking skills (LOTS). The second stage of our ongoing project deals with the distinction between lower order and higher order thinking skills with a special focus on the former . We regard LOTS as an indispensable part of the development of sophisticated thinking. To prove our hypothesis we have conducted a qualitative study. Two groups of second-year bachelor students of the Higher School of Economics, who participated in the first stage of our project devoted to the development of a disposition towards critical thinking, continue to be involved in it. It is vital to note that these students are learning English as their second language. Having received the results of the first phase we thought it necessary to adjust the key concepts emphasizing the significance of LOTS and step-by-step process of developing them. For that purpose, during the first three-month cycle the students of both control and experimental groups worked with the book by John Grisham “The Pelican Brief” while for the second cycle we chose short stories by Alice Munro. The text-based approach was applied to teaching the students of both groups (ex-control and experimental). Special techniques were used to measure the students' level of understanding and the ability to apply the given information. In the course of the experiment we have found out that the more advanced the students' comprehension level became the better their ability to remember new words got. However, in the experimental group LOTS proved to be deeper and more logically developed. Whereas in the control group, despite a significant shift, LOTS remained more shallow and context-based. The development of HOTS and the influence of LOTS on this process will be the focus of the third stage of our project.
Historism of scientific conception of S.L. Rubinstein which is the premise for the universality and fundamentality of scientist's ideas is grounded. Rubinstein's contribution to domestic history of psychology formation, to its principles, means of positive analysis and constructive critique of psychological approaches as well as its philosophic -methodological grounds forming is revealed. Based on Rubinstein's ontological approach the understanding of object and subject of history of psychology is given
The paper discusses several reliability measures: Scott’s pi, Krippendorff’s alpha, free marginal adjustment (Bennett, Alpert and Goldstein’s S S ), Cohen’s kappa, and Perreault and Leigh’s I I and the assumptions on which they are based. It is suggested that correlation coefficients between, on one hand, the distribution of qualitative codes and, on the other hand, word co-occurrences and the distribution of the categories identified with the help of the dictionary based on substitution complement the other reliability measures. The paper shows that the choice of the reliability measure depends on the format of the text (stylistic versus rhetorical) and the type of reading (comprehension versus interpretation). Namely, Cohen’s kappa and Bennett, Alpert and Goldstein’s S S emerge as reliability measures particularly suited for perspectival reading of rhetorical texts. Outcomes of the content analysis of 57 texts performed by four coders with the help of computer program QDA Miner inform the analysis.