Participatory action research and the challenges of knowledge democracy

ABSTRACT

Participatory action research investigates the living and working conditions of people by actively involving them in the research process and thus broadening their horizons and empowering them to improve their situation. The radical idea of knowledge democracy is to recognize and respect the existing knowledge and epistemologies of traditional communities, ethnic tribes, socially marginalized groups and grass roots movements as valuable resources, essential for the comprehensive understanding required to find solutions to complex local as well as global problems. Nevertheless, the question arises whether science and alternative knowledges really are compatible and on an equal footing? Is science not superior to all other knowledge systems? On the other hand, is science and its exclusive claim to rationality and universalism not the back side of the colonial project of ‘epistemicide’ – the subjugation and eradication of all traditional knowledges worldwide? Do not some of these knowledges offer ways of thinking that are valuable and eye-opening but inaccessible to science? Well known examples of a fruitful dialogue between different epistemologies are ethnobotany, complementary medicine and ethnomathematics. Knowledge democracy means appreciative exchange of different perspectives which through collaboration and partnership between local people and researchers can lead to sustainable solutions of complex problems, more self-consciousness and emancipation from social constraints.     

智能时代教育研究的认识论变革与方法论转变

文章对教育领域的"三个世界"及其智能虚拟映射进行了认识切割,在此基础上提出了三个新的智能虚拟世界:代表数字化教育事实和存在的世界一’、代表人工智能教育认识的世界二’、代表人工智能教育思想和知识库的世界三’。文章指出,这三个新的智能虚拟世界是教育领域的"三个世界"在人工智能环境下的智能虚拟映射,扩展了传统教育研究的本体论假设,进而导致认识论的全方位变革。此外,文章还从认识主体、研究对象、研究范式、推理思维、知识表征等五个方面的变化,阐明了教育研究的认识论变革所引发的方法论转变。文章的研究有助于理解智能时代教育的过程与本质,并为教育人工智能系统的设计、开发与应用提供理论依据。     

数学本质·认识论·数学观——简评"对数学本质的认识"

数学本质是一个认识论问题，涉及经验知识与理论知识的关系，从其它角度提出质疑是文不对题的。数学本质是数学观的重要表现，它影响或决定着数学研究方法。研究数学本质是数学教育工作者的一个重要课题，不是“没有必要”的；培养学生树立正确的数学观是数学教师的一项重要任务，不是“无关紧要的”。数学发展的动力是实践，而不是归纳法。     

For a learnable mathematics in the digital cultures

I begin with some general remarks concerning the co-evolution of representational forms and mathematical meanings. I then discuss the changed roles of mathematics and novel representations that emerge from the ubiquity of computational models, and briefly consider the implications for learning mathematics. I contend that a central component of knowledge required in modern societies involves the development of a meta-epistemological stance – i.e. developing a sense of mechanism for the models that underpin social and professional discourses. I illustrate this point in relation to recent research in which I am investigating the mathematical epistemology of engineering practice. Finally, I map out one implication for the design of future mathematical learning environments with reference to some data from the `Playground Project. This revised version was published online in July 2006 with corrections to the Cover Date.     

反思环境危机的哲学根源

世界观、认识论与价值论不仅是构成哲学的三大主要领域，而且反映了人类思维的发展历程：古希腊人对世界本源的探索反映了人类对认识世界的渴望；近代理性派与经验派的哲学探究是为了找到认识世界的最佳方法；现代人对人自身的研究兴趣反映了人类价值观念的困惑与迷茫。因此，探究环境危机的哲学根源，需要找出人类在世界观、认识论与价值论上存在的问题。人类在世界观、认识论与价值论上存在的问题就是：世界观上的机械论、认识论上的主客二分和价值观上的人类中心主义。     

科学认识论中的"归纳问题"及其意义

在科学哲学史上，关于归纳方法的争论源于归纳问题本身，归纳方法作为科学认识与研究的重要方法一直是学术争论的焦点，其发展脉络与引发的思考至今值得反思。     

The related effects of item characteristics in measures of epistemological beliefs

Personal epistemology is concerned with people’s beliefs or assumptions about the nature of knowledge and knowing. Whilst contributions in this field can be traced back to the 1970s, fundamental questions about the ontology and epistemology of the construct still remain. The current study explored the effects of three characteristics of questions aimed at eliciting epistemological assumptions on our interpretations of an individual’s assumptions, namely the level of directness with which questions targeted assumptions, the domainspecificity of the question, and whether the questions were open or closed-ended. A paper-and-pencil measure was designed to manipulate these variables, and the interpretations made about the assumptions of 35 postgraduate Psychology students were compared. The results suggested that the characteristics do exert an influence and caution is raised regarding the validity of methodologies that are used in the study of personal epistemology.     

当前基础教育改革的若干认识论问题

文章对当前我国基础教育改革中出现的一些认识论问题进行了反思。文章认为 ,当前的基础教育改革在强调能力目标和态度目标时 ,不能同时忽视知识掌握 ;任何课程知识的选择都应该考虑到学生、社会和知识三个维度 ;教学过程作为一种认识过程应该得到深入认识而不是否定 ;应该重构课程知识的权威性或合法性 ;学生知识创新素质的培养应该考虑到当前人类知识增长方式的转变     

合作研究及其认识论评价

在现代科学中,合作研究是一种普遍的社会现象。如何对这种社会现象作出认识论评价,而不是新一代科学社会学的描述,这是当代科学哲学和社会认识论所面对的一个现实问题。本文试图做出这种尝试。     

Teaching [and] Historical Understanding: Disciplining Historical Imagination with Historical Context

The form, content, and practice of history has shifted including changes in conceptualization and practice that came in viewing history as social science, critiques and reconstructions of historical forms of knowledge, and debates about form, format, genre, and discourse. The central argument of this essay begins with the claim that history is a distinctive discipline. It's distinction lies not only, or even primarily, in its subject matter or materials. Rather, history is distinct as a form of inquiry and mode of understanding, with distinguishing characteristics of historical context and historical imagination. Important implications follow.