The Philosophical Investigations
01 Jan 2013-pp 221-272
TL;DR: In this paper, the authors apply results of the four previous chapters in order to elucidate main traits of the PI, and explain the role of an old remark (PI, §372) in the new context of PI.
Abstract: In this chapter, I intend to apply results of the four previous chapters in order to elucidate main traits of the PI. I do not intend to give an account of the whole book, nor get into the details of the sections discussed. In parts 1–3, I focus on PI, §§1–136, where the genetic method, embedded in an anthropological view, is applied to the T. These sections give us the “right light” in which the book is to be read, i.e., “by contrast and against the background of [Wittgenstein’s] older way of thinking” (PI, preface). In part 4, I explain the role of an old remark (PI, §372) in the new context of the PI. This I do in order to avoid the misleading view according to which the ‘old grammar’ of the BT is still in place in the PI, and to elucidate the role of “grammatical remarks.”
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12 Oct 2012
TL;DR: A constructivist theory of learning and instruction is offered that emphasizes the real world complexity and ill-structuredness of many knowledge domains and avoids the ad hoc character of many recent hypertext-based instructional programs.
Abstract: A central argument of this chapter is that there is a common basis for the
failure of many instructional systems. The claim is that these deficiencies
in the outcomes of learning are strongly influenced by underlying biases
and assumptions in the design of instruction that represent the instructional domain and its associated performance demands in an unrealistically
simplified and well-structured manner. We offer a constructivist theory of
learning and instruction that emphasizes the real-world complexity and
ill-structuredness of many knowledge domains. Any effective approach to
instruction must simultaneously consider several highly intertwined topics, such as:• the constructive nature of understanding;
• the complex and ill-structured features of many, if not most, knowl-edge domains;• patterns of learning failure; and
• a theory of learning that addresses known patterns of learning failure.
1,365 citations
Cites background from "The Philosophical Investigations"
...…from Cognitive Flexibility Theory (and in our related hypertext instructional systems) is that of the criss-crossed landscape (Spiro et al., 1987; Wittgenstein, 1953), with its suggestion of a nonlinear and multidimensional traversal of complex subject matter, returning to the same place in the…...
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...Instead, meaning is partially determined by rough patterns of family resemblance and then filled out by interactions of those patterns with details of their specific contexts of use (Wittgenstein, 1953)....
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...Given all of this, it should not be surprising that the main metaphor we employ in the instructional model derived from Cognitive Flexibility Theory (and in our related hypertext instructional systems) is that of the criss-crossed landscape (Spiro et al., 1987; Wittgenstein, 1953), with its suggestion of a nonlinear and multidimensional traversal of complex subject matter, returning to the same place in the conceptual landscape on different occasions, coming from different directions....
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TL;DR: The emerging field of practice theory as it is practiced in relation to organizational phenomena is described and three approaches---empirical, theoretical, and philosophical---that relate to the what, the how, and the why of using a practice lens are identified.
Abstract: This paper describes the emerging field of practice theory as it is practiced in relation to organizational phenomena. We identify three approaches---empirical, theoretical, and philosophical---that relate to the what, the how, and the why of using a practice lens. We discuss three principles of the theoretical approach to practice and offer examples of how practice theory has been used in the organizational literature and in our own research. We end with a discussion of the challenges and opportunities that practice theory affords organizational scholarship.
1,365 citations
Cites background from "The Philosophical Investigations"
...Their work has been influenced by ideas from Heidegger (1962) and Wittgenstein (1967), as well as Schutz (1967, 1970) and Garfinkel (1967)....
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01 Jan 2015
TL;DR: The abstract should follow the structure of the article (relevance, degree of exploration of the problem, the goal, the main results, conclusion) and characterize the theoretical and practical significance of the study results.
Abstract: Summary) The abstract should follow the structure of the article (relevance, degree of exploration of the problem, the goal, the main results, conclusion) and characterize the theoretical and practical significance of the study results. The abstract should not contain wording echoing the title, cumbersome grammatical structures and abbreviations. The text should be written in scientific style. The volume of abstracts (summaries) depends on the content of the article, but should not be less than 250 words. All abbreviations must be disclosed in the summary (in spite of the fact that they will be disclosed in the main text of the article), references to the numbers of publications from reference list should not be made. The sentences of the abstract should constitute an integral text, which can be made by use of the words “consequently”, “for example”, “as a result”. Avoid the use of unnecessary introductory phrases (eg, “the author of the article considers...”, “The article presents...” and so on.)
1,229 citations
TL;DR: This work proposes a flexible architecture to integrate text- and image-based distributional information, and shows in a set of empirical tests that the integrated model is superior to the purely text-based approach, and it provides somewhat complementary semantic information with respect to the latter.
Abstract: Distributional semantic models derive computational representations of word meaning from the patterns of co-occurrence of words in text. Such models have been a success story of computational linguistics, being able to provide reliable estimates of semantic relatedness for the many semantic tasks requiring them. However, distributional models extract meaning information exclusively from text, which is an extremely impoverished basis compared to the rich perceptual sources that ground human semantic knowledge. We address the lack of perceptual grounding of distributional models by exploiting computer vision techniques that automatically identify discrete "visual words" in images, so that the distributional representation of a word can be extended to also encompass its co-occurrence with the visual words of images it is associated with. We propose a flexible architecture to integrate text- and image-based distributional information, and we show in a set of empirical tests that our integrated model is superior to the purely text-based approach, and it provides somewhat complementary semantic information with respect to the latter.
900 citations
Cites background from "The Philosophical Investigations"
...The claim has multiple theoretical roots in psychology, structuralist linguistics, lexicography and possibly even in the later writings of Wittgenstein (Firth, 1957; Harris, 1954; Miller & Charles, 1991; Wittgenstein, 1953)....
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TL;DR: In this article, a review of research in Strategy-as-Practice (SAP) is presented and five directions for the further development of the practice perspective are outlined: placing agency in a web of practices, recognizing the macro-institutional nature of practices and focusing attention on emergence in strategy-making, exploring how the material matters, and promoting critical analysis.
Abstract: This article reviews research in Strategy-as-Practice (SAP) and suggests directions for its development. The power of this perspective lies in its ability to explain how strategy-making is enabled and constrained by prevailing organizational and societal practices. Our review shows how SAP research has helped to advance social theories in strategic management, offered alternatives to performance-dominated analyzes, broadened the scope in terms of organizations studied and promoted new methodologies. In particular, it has provided important insights into the tools and methods of strategy-making (practices), how strategy work takes place (praxis), and the role and identity of the actors involved (practitioners). However, we argue that there is a need to go further in the analysis of social practices to unleash the full potential of this perspective. Hence, we outline five directions for the further development of the practice perspective: placing agency in a web of practices, recognizing the macro-institutional nature of practices, focusing attention on emergence in strategy-making, exploring how the material matters, and promoting critical analysis.
807 citations
Cites background from "The Philosophical Investigations"
...The origins of the practice perspective can be traced to Wittgenstein (1951) or Heidegger (1962), but the past few decades have seen a proliferation of theories of practice—to the extent that we can speak about a “practice turn” in the social sciences generally (Reckwitz, 2002; Rouse, 2007;…...
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