Ethos and Ideology of Knowledge Organization: Toward Precepts for and Engaged Knowledge Organization Drawing on The Arts and Crafts Movement, Critical Theory, and Žižek

Ethos is the spirit that motivates ideas and practices. When we talk casually about the ethos of a town, state, or country we are describing the fundamental or at least underlying rationale for action, as we see it. Ideology is a way of looking at things.It is the set of ideas that constitute one’s goals, expectations, and actions. In this brief essay I want to create a space where we might talk about the ethos and ideology in knowledge organization from a particular point of view; combining ideas and inspiration from the Arts and Crafts movement of the early Twentieth Century, critical theory in extant knowledge organization work, the work of Slavoj Žižek, and the work of Thich Nhat Hahn on Engaged Buddhism.I will expand more below, but we can say here and now that there are many open questions about ethos and ideology in and of knowledge organization, both its practice and products. Many of them in classification, positioned as they are around identity politics of race, gender, and other marginalized groups, ask the classificationist to be mindful of the choice of terms and relationships between terms. From this work we understand that race and gender requires special consideration, which manifests as a particular concern for the form of representation inside extant schemes. Even with these advances in our understanding there are still other categories about which we must make decisions and take action. For example, there are ethical decisions about fiduciary resource allocation, political decisions about standards adoption, and even broader zeitgeist considerations like the question of Fordist conceptions (Day, 2001; Tennis 2006) of the mechanics of description and representation present in much of today’s practice.Just as taking action in a particular way is an ethical concern, so too is avoiding a lack of action. Scholars in Knowledge Organization have also looked at the absence of what we might call right action in the context of cataloguing and classification. This leads to some problems above, and hints at larger ethical concerns of watching a subtle semantic violence go on without intervention (Bowker and Star, 2001; Bade 2006).The problem is not to act or not act, but how to act or not act in an ethical way, or at least with ethical considerations. The action advocated by an ethical consideration for knowledge organization is an engaged one, and it is here where we can take a nod from contemporary ethical theory advanced by Engaged Buddhism. In this context we can see the manifestation of fourteen precepts that guide ethical action, and warn against lack of action.

Relações entre preconceito, ideologia e atitudes frente à educação inclusiva

Este artigo analisa atitudes de alunos de um curso de pedagogia frente à educação inclusiva. Parte da hipótese de que o preconceito e a ideologia podem ser obstáculos à inclusão de crianças com deficiência na escola. Foram aplicadas quatro escalas: Manifestação de Preconceito, Atitudes Frente à Educação Inclusiva e Ideologia da Racionalidade Tecnológica, elaboradas por Crochík em 2000, 2003 e 2006, e a escala F, construída por Adorno, Frenkel-Brunswik, Levinson e Sanford em 1950. O estudo foi realizado com 188 estudantes de pedagogia. Os alunos desta amostra tenderam a ser mais favoráveis do que desfavoráveis à educação inclusiva, e foi possível verificar que o preconceito, a adesão à ideologia da racionalidade tecnológica e, implicitamente, ao fascismo, são variáveis que se relacionam às atitudes acerca desse tipo de educação.

Usos sociales del filme. Notas teórico-metodológicas y reseña de una práctica de investigación

El artículo presenta algunas de las principales coordenadas teórico-metodológicas de una investigación doctoral que, sustentada en el enfoque cualitativo ligado al uso de expresiones artístico-culturales, propone al filme como fuente primaria de análisis. Describe, además, las distintas etapas del 'trabajo de campo' sintetizando los recorridos, tareas y actividades realizadas para la conformación del corpus y la delimitación de su modo de abordaje. La puesta en común de estas notas teórico-metodológicas y de la reseña de la práctica investigativa pretende contribuir a la reflexión en torno a la importancia y pertinencia de la incorporación de corpus alternativos y múltiples en la generación de conocimiento científico en el campo de las Ciencias Sociales

Usos sociales del filme. Notas teórico-metodológicas y reseña de una práctica de investigación

El artículo presenta algunas de las principales coordenadas teórico-metodológicas de una investigación doctoral que, sustentada en el enfoque cualitativo ligado al uso de expresiones artístico-culturales, propone al filme como fuente primaria de análisis. Describe, además, las distintas etapas del 'trabajo de campo' sintetizando los recorridos, tareas y actividades realizadas para la conformación del corpus y la delimitación de su modo de abordaje. La puesta en común de estas notas teórico-metodológicas y de la reseña de la práctica investigativa pretende contribuir a la reflexión en torno a la importancia y pertinencia de la incorporación de corpus alternativos y múltiples en la generación de conocimiento científico en el campo de las Ciencias Sociales

Usos sociales del filme. Notas teórico-metodológicas y reseña de una práctica de investigación

El artículo presenta algunas de las principales coordenadas teórico-metodológicas de una investigación doctoral que, sustentada en el enfoque cualitativo ligado al uso de expresiones artístico-culturales, propone al filme como fuente primaria de análisis. Describe, además, las distintas etapas del 'trabajo de campo' sintetizando los recorridos, tareas y actividades realizadas para la conformación del corpus y la delimitación de su modo de abordaje. La puesta en común de estas notas teórico-metodológicas y de la reseña de la práctica investigativa pretende contribuir a la reflexión en torno a la importancia y pertinencia de la incorporación de corpus alternativos y múltiples en la generación de conocimiento científico en el campo de las Ciencias Sociales

Benjamin's conception of language and Adorno's aesthetic theory

According to the theory of language of the young Benjamin, the primary task of language isn't the communication of contents, but to express itself as a "spiritual essence" in which also men take part. That conception according to which language would be a medium to signification of something outside it leads to a necessary decrease of its original strength and is thus denominated by Benjamin bürgerlich. The names of human language are remainders of an archaic state, in which things weren't yet mute and had their own language. Benjamin suggests also that all the arts remind the original language of things, as they make objects "speak" in form of sounds, colors, shapes etc. That relationship between arts as reminders of the "language of things" and the possible reconciliation of mankind with itself and with nature has been developed by Theodor Adorno in several of his writings, specially in the Aesthetic Theory, where the artwork is ultimately conceived as a construct pervaded by "language" in the widest meaning - not in the "bourgeois" sense.

Critical Pedagogy: Origin, Vision, Action & Consequences

Critical pedagogy is a transformation-based approach to education. The aim of this article is to introduce the origin, vision, action and consequences of critical pedagogy. It also aims on finding out about educators’ possibility of actualising it in their practice. As a source materials articles, book chapters and books are used. The literature shows that critical pedagogy has its origin in the tradition of critical theory of the Frankfurt School and the work of the Brazilian pedagog Paulo Freire. According to the literature, its major theses is that education should go beyond transfer of knowledge and training the future labour force; to help developing critical consciousness, which leads to transformation of the individual, learning environment and society at large. Critical pedagogy is criticised for a focus on macro level system, for not having a model for classroom implementation and for being abstract. Despite some critics, I argue that critical pedagogy has still the potential to empower those in the field of education to increase their consciousness about the injustice in their society and to involve in transforming it.   Keywords: Critical pedagogy, critical thinking, critical theory, dialogue, Frankfurt School, transformation.

Critical pedagogy theory and the family business

In contemporary times family business research has been dominated by three theoretical perspectives; principal-agent theory, stewardship theory, and resource-based view theory (Siebels 2012) but at the same time scholars argue that what still needs further attention is how underlying processes and phenomena can be explained (Melin, Nordqvist & Sharma  2014). In order to understand themes such as repression or relations of asymmetry the suggestion in this chapter is to move towards a critical stance of thinking which involves problematizing the obvious issues in family firms (Alvesson & Deetz 2000) and moreover allowing the critical perspective to destabilize assumptions made within earlier research (Freire, 1974). By discussing critical theory in general but foremost the Freirean  (1970, 1974) critical pedagogy specifically, the arguments in the chapter revolves around how critical pedagogy can open up for a more novel view on family business. The purpose is via critical pedagogy discuss family business from a limited situation perspective, and to argue for a Freirean (1970) dialogue as means of developing a critical consciousness for family members in the family business context. The chapter concludes with some recommendations on platforms or common grounds in which dialogue and raising of consciousness can occur in which the concept can open up possibilities for interesting learning transfer and bring multidimensional knowledge into the family firm.

Transformação das aulas de educação fisica : uma intervenção atraves dos jogos cooperativos

Universidade Estadual de Campinas . Faculdade de Educação Física

Análise de atitudes de professoras do ensino fundamental no que se refere à educação inclusiva

Este artigo, que tem como referência a teoria crítica, relata o resultado de uma pesquisa sobre atitudes em relação à educação inclusiva, realizada com doze professoras do 5º ano do ensino fundamental; dentre elas, seis tinham experiência de ter em sala de aula alunos com deficiência, e seis não tinham. A análise qualitativa dos dados decorrentes do levantamento realizado em seis escolas da rede municipal de Campo Grande (MS) demonstrou que, de modo geral, as professoras foram favoráveis à educação inclusiva. Contudo, ficou evidente a expressão de atitudes preconceituosas veladas ou explícitas no âmbito escolar. A formação para experiência com quem é "diferente" ainda encontra barreiras por conta do preconceito e da discriminação presentes nesta sociedade que tem como lógica uma "inclusão marginal". Em suas manifestações, apontaram dificuldades de trabalhar com alunos com deficiência intelectual severa; assinalaram que a responsabilidade de trabalhar sob a predominância da educação centrada no desempenho, com foco na inserção das pessoas no mercado de trabalho, gerava um "sentimento de impotência". Diante das contradições existentes, a educação inclusiva não deixa de evidenciar a presença das injustiças que ainda se apresentam no processo educativo. Apesar disso, foram indicados vários elementos favoráveis a essa forma de educação, que não é dissociada de movimentos sociais mais amplos.

The politics of suffering: Progress, modernity and the adolescent crisis

A concern for progress is central to the public agendas of modern societies. Political actors compete with one another mainly with regard to their respective claims to bring about a better future, particularly in the economic and technological spheres. The focus on progress has, however, deeper roots which date back to the aspirations of the Enlightenment. Around that time, the belief arose that systematic improvements are made possible by the structural features of modern society and culture, improvements that will gradually release humanity from much of the suffering characterising its historical past. This article argues the persistence of a culture of progress, rather than easing suffering, in fact enhances and mobilises it for the pursuit of superficial forms of gain. It is also claimed the attempt by Habermas' critical theory to develop a broader and more satisfactory conception of progress fails to address this problem. The article suggests an alternative and more fundamental critique of progressive ideas is required. It reflects upon these abstract theoretical questions in connection with the concrete example of the 'adolescent crisis' and the role ideas of progress play within it.

A Obra “Faça-você-mesmo” : Estética da Participação nas Artes Digitais

Doutoramento em Ciências da Comunicação - Especialidade de Comunicação e Artes

K.O. Apel: transcendentalisme i praxi de la veritat.

L'objectiu d'aquest treball és explicar i fer la crítica de la Teoria de la Veritat recentment defensada per Apel. En primer lloc, el consens i pragmàtica de la Teoria de la Veritat d'Apel es presenta en relació amb el projecte de la Teoria Crítica de la Societat de Habermas i el problema dels fonaments en el raonament ètic. En segon lloc, la seva versió idealitzada i transcendental de la Veritat que invoca la noció de convergència en una comunitat ideal d'investigadors lliures és analitzada. Finalment, les entranyes de l'esperit wingensteinià i després de l'últim anàlisi de Putnam, s’ha intentat fer una avaluació crítica. El resultat de tot això serà una més modesta concepció de la Veritat com a tan sols una qualitat de la praxi lingüística humana, però no la seva primera pedra

Critical role for the lactate transporter, monocarboxylate transporter 1 (mct1), in the regeneration of peripheral nerves

Axons, and particularly regenerating axons, have high metabolic needs in order to maintain critical functions such as axon transport and membrane depolarization. Though some of the required energy likely comes form extracellular glucose and ATP generated in the soma, we and others hypothesize that some of the energy may be supplied by lactate. Unlike glucose that requires glycolytic enzymes to produce pyruvate, lactate can be converted directly to pyruvate by lactate dehydrogenase and transported into mitochondria for oxidative metabolism. In order to be transported into or out of cells, lactate requires specific monocarboxylate transporters (MCTs), the most abundant of which is MCT1. If MCT1 and lactate are critical for nerve function and regeneration, we hypothesize that MCT1 heterozygote null mice, which appear phenotypically normal despite having approximately 40% MCT1 as compared to wildtype littermate mice, would have reduced capacity for repair following nerve injury. To investigate this, adult MCT1 heterozygote null mice or wild-type mice underwent unilateral sciatic nerve crush in the proximal thigh. We found that regeneration of the sciatic nerve, as measured by recovery of compound muscle action potentials (CMAP) in the lateral plantar muscles following proximal sciatic nerve stimulation, was delayed from a median of 21 days in wildtype mice to 38.5 days in MCT1 heterozygote mice. In fact, half of the MCT1 heterozygote null mice had no recovery of CMAP by the endpoint of the study at 42 days, while all of the wild-type mice had recovered. In addition, the maximal amplitude of CMAP recovery in MCT1 heterozygote mull mice was reduced from a mean of 3 mV to 0.5 mV. As would be expected, the denervated gastrocnemius muscle of MCT1 heterozygote null mice remained atrophic at 42 days compared to wild-type mice. Our experiments show that lactate supplied through MCT1 is necessary for nerve regeneration. Experiments are underway to determine whether loss of MCT1 prevents nerve regrowth directly due to reduced energy supply to axons or indirectly by dysfunctional Schwann cells normally dependent on lactate supply through MCT1.

L'espace public de Jürgen Habermas, réexaminé à la lumière de ses écrits de jeunesse

L'espace public (1962) de Jürgen Habermas est souvent lu comme le premier ouvrage de sa carrière. Notre mémoire tâche de porter un éclairage différent sur celui-ci, de lire L'espace public comme point d'aboutissement de la pensée habermassienne des années 1950. Par l'exploration d'un certain nombre d'écrits mineurs et majeurs pré-1962, L'espace public se révèle une sorte de théorie critique de la société, encore fortement empreinte de marxisme, faisant figure de synthèse partielle des écrits de jeunesse.