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Interdisciplinarity And Climate Change

Author: Roy Bhaskar
Publisher: Taylor & Francis
ISBN: 0415573874
Size: 31.90 MB
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Af forlagets beskrivelse: "Interdisciplinarity and Climate Change is a major new book addressing one of the most challenging questions of our time. Its unique standpoint is based on the recognition that effective and coherent interdisciplinarity is necessary to deal with the issue of climate change, and the multitude of linked phenomena which both constitute and connect to it" ... "Interdisciplinarity and Climate Change is essential reading for all serious students of the fight against climate change, the interactions between governmental bodies, and critical realism"

International Handbook Of Research In Professional And Practice Based Learning

Author: Stephen Billett
Publisher: Springer
ISBN: 9401789029
Size: 23.32 MB
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The International Handbook of Research in Professional and Practice-based Learning discusses what constitutes professionalism, examines the concepts and practices of professional and practice-based learning, including associated research traditions and educational provisions. It also explores professional learning in institutions of higher and vocational education as well the practice settings where professionals work and learn, focusing on both initial and ongoing development and how that learning is assessed. The Handbook features research from expert contributors in education, studies of the professions, and accounts of research methodologies from a range of informing disciplines. It is organized in two parts. The first part sets out conceptions of professionalism at work, how professions, work and learning can be understood, and examines the kinds of institutional practices organized for developing occupational capacities. The second part focuses on procedural issues associated with learning for and through professional practice, and how assessment of professional capacities might progress. The key premise of this Handbook is that during both initial and ongoing professional development, individual learning processes are influenced and shaped through their professional environment and practices. Moreover, in turn, the practice and processes of learning through practice are shaped by their development, all of which are required to be understood through a range of research orientations, methods and findings. This Handbook will appeal to academics working in fields of professional practice, including those who are concerned about developing these capacities in their students. In addition, students and research students will also find this Handbook a key reference resource to the field.

Climate Change As Social Drama

Author: Philip Smith
Publisher: Cambridge University Press
ISBN: 110710355X
Size: 36.18 MB
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Climate Change as Social Drama looks at the cultural sociology of climate change in public communication.

Ontology Revisited

Author: Ruth Groff
Publisher: Routledge
ISBN: 0415574110
Size: 14.55 MB
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Groff's argument runs counter to the familiar anti-metaphysical habit. Social and political philosophy, she maintains, is not as metaphysically neutral as it may seem. Even the most deontological of theories connects up with an attendant set of philosophical commitments regarding what kinds of things exist, as a fundamental ontological matter, and what they are like. These are topics of interest not just to social and political philosophers, but to social scientists and to philosophers of social science as well. "Ruth Groff has broken new ground in demonstrating the connection between social and political thought and the ontology of causal powers. Her account of the structure of Humean thinking about agency is excellent. Especially significant is the role that she assigns to Kantianism in the analysis that she develops. She moves effortlessly between contemporary metaphysics, political theory, critical social theory, and the history of modern philosophy, offering trenchant insights along the way into the work of thinkers ranging from Hume himself to Mill, Adorno, and Martha Nussbaum, and into debates over agent causation and emergence. There is even a discussion, in the final chapter, of Spinoza. This is big-picture philosophy at its best: rigorous and exacting at the level of detail; original, compelling and systematic in the whole." - Stephen Mumford, Professor of Metaphysics and Dean of the Faculty of Arts, University of Nottingham

Threshold Concepts In Practice

Author: Ray Land
Publisher: Springer
ISBN: 9463005129
Size: 58.48 MB
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"Threshold Concepts in Practice brings together fifty researchers from sixteen countries and a wide variety of disciplines to analyse their teaching practice, and the learning experiences of their students, through the lens of the Threshold Concepts Framework. In any discipline, there are certain concepts – the ‘jewels in the curriculum’ – whose acquisition is akin to passing through a portal. Learners enter new conceptual (and often affective) territory. Previously inaccessible ways of thinking or practising come into view, without which they cannot progress, and which offer a transformed internal view of subject landscape, or even world view. These conceptual gateways are integrative, exposing the previously hidden interrelatedness of ideas, and are irreversible. However they frequently present troublesome knowledge and are often points at which students become stuck. Difficulty in understanding may leave the learner in a ‘liminal’ state of transition, a ‘betwixt and between’ space of knowing and not knowing, where understanding can approximate to a form of mimicry. Learners navigating such spaces report a sense of uncertainty, ambiguity, paradox, anxiety, even chaos. The liminal space may equally be one of awe and wonderment. Thresholds research identifies these spaces as key transformational points, crucial to the learner’s development but where they can oscillate and remain for considerable periods. These spaces require not only conceptual but ontological and discursive shifts. This volume, the fourth in a tetralogy on Threshold Concepts, discusses student experiences, and the curriculum interventions of their teachers, in a range of disciplines and professional practices including medicine, law, engineering, architecture and military education. Cover image: Detail from ‘Eve offering the apple to Adam in the Garden of Eden and the serpent’ c.1520–25. Lucas Cranach the Elder (1472–1553). Bridgeman Images. All rights reserved.

Globalizing Knowledge

Author: Michael D. Kennedy
Publisher: Stanford University Press
ISBN: 0804793441
Size: 12.34 MB
Format: PDF
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Heralding a push for higher education to adopt a more global perspective, the term "globalizing knowledge" is today a popular catchphrase among academics and their circles. The complications and consequences of this desire for greater worldliness, however, are rarely considered critically. In this groundbreaking cultural-political sociology of knowledge and change, Michael D. Kennedy rearticulates questions, approaches, and case studies to clarify intellectuals' and institutions' responsibilities in a world defined by transformation and crisis. Globalizing Knowledge introduces the stakes of globalizing knowledge before examining how intellectuals and their institutions and networks shape and are shaped by globalization and world-historical events from 2001 through the uprisings of 2011–13. But Kennedy is not only concerned with elaborating how wisdom is maintained and transmitted, he also asks how we can recognize both interconnectedness and inequalities, and possibilities for more knowledgeable change within and beyond academic circles. Subsequent chapters are devoted to issues of public engagement, the importance of recognizing difference and the local's implication in the global, and the specific ways in which knowledge, images, and symbols are shared globally. Kennedy considers numerous case studies, from historical happenings in Poland, Kosova, Ukraine, and Afghanistan, to today's energy crisis, Pussy Riot, the Occupy Movement, and beyond, to illuminate how knowledge functions and might be used to affect good in the world.

Critical Realism Environmental Learning And Social Ecological Change

Author: Leigh Price
Publisher: Routledge
ISBN: 1317338472
Size: 17.27 MB
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Southern Africa, where most of these book chapters originate, has been identified as one of regions of the world most at risk of the consequences of environmental degradation and climate change. At the same time, it is still seeking ways to overcome the century long ravages of colonial and apartheid impositions of structural and epistemic violence. Research deliberations and applied research case studies in environmental education and activism from this region provide an emerging contextualized engagement that is related to a wider internationally articulated quest to achieve social-ecological justice, resilience and sustainability through educational interventions. This book introduces a decade of mainly southern African critical realist environmental education research and thinking that asks the question: "How can we facilitate learning processes that will lead to the flourishing of the Earth’s people and ecosystems in more socially just ways?" The environmental education research topics represented in this book are wide-ranging. However, they all exhibit the common theme of social justice and wanting to create change towards a better future. All the authors have used critical realist or critical realist-influenced research methodologies. Offering contributions from a small but growing community of researchers working with critical realism in the global South, this book will be of interest to students, scholars and practitioners in the areas of environmental education, sustainability, development and the philosophy of critical realism in general.

Ecophilosophy In A World Of Crisis

Author: Roy Bhaskar
Publisher: Routledge
ISBN: 1136621555
Size: 31.17 MB
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Building on its origins at a seminar in Oslo organized by two of the editors, this book combines classic texts of Nordic ecophilosophy and the original contributions of those influenced by this tradition to present the view that critical realism is indeed a worthy intellectual tradition to carry forward and further develop the work of the founders of Nordic ecophilosophy. It was clear at the seminar that there was a promising convergence of interests and themes in the two approaches; while at the same time, within the Nordic ecophilosophical tradition, there was appreciation of the capacity of critical realism, with its provision of a robust philosophical ontology and generation of totalizing immanent critiques of Western philosophy, to provide an expansive and secure home for the development of ecophilosophical work generally. If there is a single overarching theme of critical realist philosophy, it surely must be that of the unity of theory and practice, which Bhaskar, following Hegel, has also called "seriousness". This makes the applicability, relevance and actionability of critical realism key considerations for critical realists. There can be no doubt that this concern was shared fully by the Nordic ecophilosophers; and this quality of "seriousness" is a striking feature of the Nordic contributions presented in this book.

Roy Bhaskar

Author: David Scott
Publisher: Springer
ISBN: 331919836X
Size: 63.78 MB
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This book provides an account of an original educational philosophy, developed by one of the most significant philosophers of the late twentieth and early twenty-first centuries, Roy Bhaskar. Though he directed his attention to wider matters than education, his philosophy has implications for the way we can understand how the world is structured and in turn how we can transform it to accommodate a desire for a better arrangement of resources for human well-being. It is thus both a theory of mind and world and in addition, a theory of education. Roy Bhaskar’s philosophy has a view on the following important matters: intentionality, agential capacity, materialism, the possibility of describing and changing the world, progression, education and the lifecourse, essentialism and human nature, pedagogy, knowledge and knowledge-development, the formation of the self, curricular aims and objectives, being with other people, the self in the learning process, the relationship between the self (or agency) and the environment, stratification, emergence, representation and its different modes, structures and mechanisms, the dialectic and criticality.