The archaeology of knowledge
01 Sep 1989-pp 227-260
TL;DR: We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now as mentioned in this paper, and book is the window to open the new world.
Abstract: We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.
Citations
More filters
Book•
18 Jul 2003
TL;DR: Part 1: Social Analysis, Discourse Analysis, Text Analysis 1. Introduction 2. Texts, Social Events, and Social Practices 3. Intertextuality and Assumptions Part 2: Genres and Action 4. Genres 5. Meaning Relations between Sentences and Clauses 6. Discourses 8. Representations of Social Events Part 4: Styles and Identities 9. Modality and Evaluation 11. Conclusion
Abstract: Part 1: Social Analysis, Discourse Analysis, Text Analysis 1. Introduction 2. Texts, Social Events, and Social Practices 3. Intertextuality and Assumptions Part 2: Genres and Action 4. Genres 5. Meaning Relations between Sentences and Clauses 6. Types of Exchange, Speech Functions, and Grammatical Mood Part 3: Discourses and Representations 7. Discourses 8. Representations of Social Events Part 4: Styles and Identities 9. Styles 10. Modality and Evaluation 11. Conclusion
6,407 citations
TL;DR: A set of principles for the conduct and evaluation of interpretive field research in information systems is proposed, along with their philosophical rationale, and the usefulness of the principles is illustrated by evaluating three publishedinterpretive field studies drawn from the IS research literature.
Abstract: This article discusses the conduct and evaluatoin of interpretive research in information systems. While the conventions for evaluating information systems case studies conducted according to the natural science model of social science are now widely accepted, this is not the case for interpretive field studies. A set of principles for the conduct and evaluation of interpretive field research in information systems is proposed, along with their philosophical rationale. The usefulness of the principles is illustrated by evaluating three published interpretive field studies drawn from the IS research literature. The intention of the paper is to further reflect and debate on the important subject of grounding interpretive research methodology.
5,588 citations
Book•
01 Jan 1999
TL;DR: In Sorting Things Out, Bowker and Star as mentioned in this paper explore the role of categories and standards in shaping the modern world and examine how categories are made and kept invisible, and how people can change this invisibility when necessary.
Abstract: What do a seventeenth-century mortality table (whose causes of death include "fainted in a bath," "frighted," and "itch"); the identification of South Africans during apartheid as European, Asian, colored, or black; and the separation of machine- from hand-washables have in common? All are examples of classification -- the scaffolding of information infrastructures. In Sorting Things Out, Geoffrey C. Bowker and Susan Leigh Star explore the role of categories and standards in shaping the modern world. In a clear and lively style, they investigate a variety of classification systems, including the International Classification of Diseases, the Nursing Interventions Classification, race classification under apartheid in South Africa, and the classification of viruses and of tuberculosis. The authors emphasize the role of invisibility in the process by which classification orders human interaction. They examine how categories are made and kept invisible, and how people can change this invisibility when necessary. They also explore systems of classification as part of the built information environment. Much as an urban historian would review highway permits and zoning decisions to tell a city's story, the authors review archives of classification design to understand how decisions have been made. Sorting Things Out has a moral agenda, for each standard and category valorizes some point of view and silences another. Standards and classifications produce advantage or suffering. Jobs are made and lost; some regions benefit at the expense of others. How these choices are made and how we think about that process are at the moral and political core of this work. The book is an important empirical source for understanding the building of information infrastructures.
4,480 citations
TL;DR: In this article, two such metaphors are identified: the acquisition metaphor and the participation metaphor, and their entailments are discussed and evaluated, and the question of theoretical unification of research on learning is addressed, wherein the purpose is to show how too great a devotion to one particular metaphor can lead to theoretical distortions and to undesirable practices.
Abstract: This article is a sequel to the conversation on learning initiated by the editors of Educational Researcher in volume 25, number 4. The author’s first aim is to elicit the metaphors for learning that guide our work as learners, teachers, and researchers. Two such metaphors are identified: the acquisition metaphor and the participation metaphor. Subsequently, their entailments are discussed and evaluated. Although some of the implications are deemed desirable and others are regarded as harmful, the article neither speaks against a particular metaphor nor tries to make a case for the other. Rather, these interpretations and applications of the metaphors undergo critical evaluation. In the end, the question of theoretical unification of the research on learning is addressed, wherein the purpose is to show how too great a devotion to one particular metaphor can lead to theoretical distortions and to undesirable practices.
3,660 citations
Cites background from "The archaeology of knowledge"
...The theory of situated learning (Brown, Collins, & Duguid, 1989; Lave, 1988; Lave & Wenger, 1991), the discursive paradigm (Edwards & Potter, 1992; Foucault, 1972; Harre & Gillet, 1995), and the theory of distributed cognition (Salomon, 1993) are probably the best developed among them....
[...]
...The theory of situated learning (Brown, Collins & Duguid, 1989; Lave, 1988; Lave & Wenger, 1991), the discursive paradigm (Edwards & Potter, 1992; Foucault, 1972; Harre & Gillet, 1995), and the theory of distributed cognition (Salomon, 1993) are probably the best developed among them....
[...]
Journal Article•
TL;DR: In this paper, the authors combine the evolutionary perspective in economics with the reflexive turn from sociology to provide a richer understanding of how knowledge-based systems of innovation are shaped and reconstructed, whereas the institutional arrangements (e.g., national systems) can be expected to remain under reconstruction.
Abstract: The (neo-)evolutionary model of a Triple Helix of University-Industry-Government Relations focuses on the overlay of expectations, communications, and interactions that potentially feed back on the institutional arrangements among the carrying agencies. From this perspective, the evolutionary perspective in economics can be complemented with the reflexive turn from sociology. The combination provides a richer understanding of how knowledge-based systems of innovation are shaped and reconstructed. The communicative capacities of the carrying agents become crucial to the system's further development, whereas the institutional arrangements (e.g., national systems) can be expected to remain under reconstruction. The tension of the differentiation no longer needs to be resolved, since the network configurations are reproduced by means of translations among historically changing codes. Some methodological and epistemological implications for studying innovation systems are explicated.
1,615 citations
References
More filters
TL;DR: This article explored the discourses concerning, and actors promoting, the recent "rise" of East Asia in the global trend of education policy borrowing, focusing on the ways in which English poli...
Abstract: This article explores the discourses concerning, and actors promoting, the recent ‘rise’ of East Asia in the global trend of education policy borrowing. It focuses on the ways in which English poli...
32 citations
Dissertation•
01 Jan 2019
TL;DR: In this paper, acknowledgements and acknowledgements are given for the work presented in this article. But they do not discuss the authors' methodology. But instead, they focus on the content.
Abstract: ................................................................................................................ iii Acknowledgements .............................................................................................. vii
32 citations
TL;DR: In this paper, a discourse analysis of media representations of para-athletes before, during and post the Glasgow 2014 Commonwealth Games in print and online sources, drawing on the lens of critical disability theory is presented.
Abstract: This article offers a discourse analysis of media representations of para-athletes before, during and post the Glasgow 2014 Commonwealth Games in print and online sources, drawing on the lens of critical disability theory. We consider the importance of the media–sport cultural complex in influencing public attitudes towards disability. We conclude that whilst the importance of discursive change cannot be underestimated at the level of the media agenda, change at the level of lived experience will only flow from carefully designed and executed political and policy initiatives rather than directly from changes in the media presentation or visibility of individual athletes.
32 citations
TL;DR: A model developed at Ulm University exemplifies the integrated inclusion of the heterogeneous aspects of medical culture into medical education and argues that this approach both precludes the need to justify the medical humanities and overcomes the dichotomy that has heretofore existed between the two cultures of science and the humanities in medicine.
Abstract: Using the current international debate surrounding the incorporation of medical humanities into medical curricula as a starting point, the authors address both the legitimacy and didactics of teaching medical humanities to medical students. They highlight the paradox of the increasing prevalence of medical humanities in medical curricula and the often critical reception humanities courses receive. The alleged lack of empirical evidence linking such courses with improved patient care cannot alone explain the criticism they engender. After a short overview of the debate surrounding medical humanities and their inclusion in outcomes-based education, the authors outline the medical humanities block, "The History, Theory, and Ethics of Medicine," which is part of the German medical curriculum. A model developed at Ulm University exemplifies the integrated inclusion of the heterogeneous aspects of medical culture into medical education. This model emphasizes a reflexive approach (i.e., understanding how the humanities are manifested in medicine) as an alternative to the currently dominant narrative approach (i.e., liberal arts, moral development, and/or mental retreat), which has gradually been limited to a quasi-"secular religion" for doctors. This model uses established concepts from science and cultural studies as the "instruments" for seminars and courses; paradigms, discourses, social systems, and cosmologies constitute the tools for teaching and learning about the historical, theoretical, and ethical dimensions of medicine. The authors argue that this approach both precludes the need to justify the medical humanities and overcomes the dichotomy that has heretofore existed between the two cultures of science and the humanities in medicine.
32 citations
TL;DR: This paper explored the use of poetic documents in narrative therapy practice and explored the ways in which feminist and poststructuralist ideas inform these practices and speculates about the extent to which a "poetic-mindedness" might sustain the practice of double listening.
Abstract: This paper explores the use of poetic documents in narrative therapy practice. It considers the ways in which feminist and poststructuralist ideas inform these practices and speculates about the extent to which a ‘poetic-mindedness’ might sustain the practice of double- (or multiple-) listening. The author illustrates these explorations with examples from her own therapeutic practice.
32 citations