(Please note that Slideshare translates the Greek letter Theta into the letter Q. This is unfortunate, because I used the Greek letter for its geometric shape. You can see the correct shape here: http://www.spiritalchemy.com/2144/toward-an-aesthetic-epistemology-slideshow/)
Abstract:
The complexity, subtlety, interlinking, and scale of many problems faced individually and collectively in today’s rapidly changing world requires an epistemology—a way of thinking about our knowing—capable of facilitating new kinds of responses that avoid recapitulation of old ways of thinking and living. Epistemology, which implicitly provides the basis for engagement with the world via the fundamental act of distinction, must therefore be included as a central facet of any practical attempts at self/world transformation. We need to change how we think, not just what we think. The new epistemology needs to be of a higher order than the source of the problems we face.
This theoretical, transdisciplinary dissertation argues that such a new epistemology needs to be recursive and process-oriented. This means that the thoughts about thinking that it produces must explicitly follow the patterns of thinking by which those thoughts are generated. The new epistemology is therefore also phenomenological, requiring the development of a reflexivity in thinking that recursively links across two levels of order—between content and process. The result is an epistemology that is of (and for) the whole human being. It is an enacted (will-imbued) and aesthetic (feeling-permeated) epistemology (thinking-penetrated) that is sensitive to and integrative of material, soul, and spiritual aspects of ourselves and our world. I call this kind of epistemology aesthetic, because its primary characteristic is found in the phenomenological, mutually fructifying and transformative marriage between the capacity for thinking and the capacity for feeling.
Its foundations are brought forward through the confluence of multiple domains: cybernetic epistemology, the esoteric epistemology of anthroposophy (the spiritual science of Rudolf Steiner), and the philosophy of the implicit as developed by Eugene Gendlin.
The practice of aesthetic epistemology opens new phenomenal domains of experience, shedding light on relations between ontology and epistemology, mind and body, logic and thinking, as well as on the formation (and transformation) of identity, the immanence of thinking in world-processes, the existence of different types of logic, and the nature of beings, of objects, and most importantly of thinking itself and its relationship to spirit.
This is a revision of my presentation from the August 2013 International Human Science Research Conference in Aalborg, Denmark. My objective was to convey the interrelationship of description and interpretation within phenomenological philosophy and upon Giorgi's descriptive research approach drawing upon Ricoeur's hermeneutic philosophy.
Phenomenology: The Study of Individuals' Lived Experiences of the WorldRyan Bernido
Phenomenological Research is a research design used to study and describe the essence of the lived experiences of individuals within the world. There are two main types of phenomenological research, these are (a) descriptive phenomenological research and (b) interpretive phenomenological research. Many scholars regarded Edmund Husserl as the Father of Phenomenology.
Structuralism in Education (Wilhelm Wundt, Edward Titchener, Claude Levi-Stra...Ryan Bernido
Structuralism has independently developed across fields. Among the fields where
structuralism is introduced are psychology, linguistics, and anthropology with the pioneering
founders Wilhem Wundt, Edward Tichener, Ferdinand de Saussare, and Claude Levi-Strauss,
respectively. Each of them has their own contribution to the field.
The systematic movement of structuralism in psychology had started in Germany and
was introduced by Wilhelm Wundt and popularized by Edward B. Titchener. Wundt, regarded
as the ‘Father of Structuralism’, was a German physiologist and psychologist who pioneered
the idea of structuralism (voluntarism as previously termed by Wundt). He supposed that, by
classifying conscious experiences into analyzable small parts, mind could be broken down into
structures for us to analyze and examine it (Kendra, 2020). His student, however, Titchener
decided to popularize the ideas of structuralism by changing much of what his mentor had
taught him; however, he retained and used the technique called introspection to understand
the conscious mind. Titchener applied introspection in his study by means of observation and
analysis. He believed that conscious experiences are difficult to control in an experiment as
behavior is not.
Ferdinand de Saussare was the greatest face of structuralism in linguistics. He posited
that language is a structured system. This means that understanding language is based on its
convention and structural rules –grammar. In anthropology, Claude Levi-Strauss pioneered
structuralism and asserted that human thoughts have something to do with cultural phenomena.
This implies that actions of individuals are governed by the structures of his or her thoughts.
Hermeneutic is a qualitative research method focused on interpretation and understanding. It involves interpreting texts or communications to uncover their meanings within their social and historical contexts. The researcher engages in a "double hermeneutic" by interpreting meanings as socially constructed by research subjects within their own cultural frameworks. This requires understanding subjects' perspectives through techniques like in-depth interviews aimed at uncovering life experiences and perspectives. There is no single true interpretation but rather contextual understandings developed through dialogue between researcher and subject.
Structuralism and Post-Structuralism examines the key ideas of structuralism and post-structuralism. Structuralism views elements of culture as having meaning only in how they relate to an underlying system or structure. It rejects ideas as divine and sees them as produced by socio-economic forces. Post-structuralism emerged in response, arguing that any structure is itself a center that imposes meaning, and that texts have multiple meanings without reference to structure. The document also discusses how some Muslim scholars applied structuralist ideas to understanding concepts like the structure of the Quran.
This document provides an overview of a class presentation on ethogenics and discourse analysis. It begins with an introduction to ethogenics, defining it as an interdisciplinary social scientific approach developed by Rome Harre to understand how individuals derive meaning and identity from social norms and cultural resources. The presentation then covers the roots of ethogenics in symbolic interactionism, key ethogenic theories proposed by scholars like Harre, Gergen, and Shotter, and a critique of mainstream social psychology. It concludes by listing some of the main theorists associated with the ethogenics school and emphasizing that language and action are intertwined in this paradigm.
Wilhelm Wundt founded the first psychology laboratory in 1879 and established structuralism as the first major school of thought in psychology. Structuralism aimed to analyze consciousness into its fundamental elements of sensations, perceptions, ideas, emotions, and analyze how these elements interacted and combined. A key aspect was the use of introspection to examine one's conscious experiences. Later, Titchener expanded on structuralism in the US but it fell out of favor due to subjective methods like introspection lacking reliability and observability.
This is a revision of my presentation from the August 2013 International Human Science Research Conference in Aalborg, Denmark. My objective was to convey the interrelationship of description and interpretation within phenomenological philosophy and upon Giorgi's descriptive research approach drawing upon Ricoeur's hermeneutic philosophy.
Phenomenology: The Study of Individuals' Lived Experiences of the WorldRyan Bernido
Phenomenological Research is a research design used to study and describe the essence of the lived experiences of individuals within the world. There are two main types of phenomenological research, these are (a) descriptive phenomenological research and (b) interpretive phenomenological research. Many scholars regarded Edmund Husserl as the Father of Phenomenology.
Structuralism in Education (Wilhelm Wundt, Edward Titchener, Claude Levi-Stra...Ryan Bernido
Structuralism has independently developed across fields. Among the fields where
structuralism is introduced are psychology, linguistics, and anthropology with the pioneering
founders Wilhem Wundt, Edward Tichener, Ferdinand de Saussare, and Claude Levi-Strauss,
respectively. Each of them has their own contribution to the field.
The systematic movement of structuralism in psychology had started in Germany and
was introduced by Wilhelm Wundt and popularized by Edward B. Titchener. Wundt, regarded
as the ‘Father of Structuralism’, was a German physiologist and psychologist who pioneered
the idea of structuralism (voluntarism as previously termed by Wundt). He supposed that, by
classifying conscious experiences into analyzable small parts, mind could be broken down into
structures for us to analyze and examine it (Kendra, 2020). His student, however, Titchener
decided to popularize the ideas of structuralism by changing much of what his mentor had
taught him; however, he retained and used the technique called introspection to understand
the conscious mind. Titchener applied introspection in his study by means of observation and
analysis. He believed that conscious experiences are difficult to control in an experiment as
behavior is not.
Ferdinand de Saussare was the greatest face of structuralism in linguistics. He posited
that language is a structured system. This means that understanding language is based on its
convention and structural rules –grammar. In anthropology, Claude Levi-Strauss pioneered
structuralism and asserted that human thoughts have something to do with cultural phenomena.
This implies that actions of individuals are governed by the structures of his or her thoughts.
Hermeneutic is a qualitative research method focused on interpretation and understanding. It involves interpreting texts or communications to uncover their meanings within their social and historical contexts. The researcher engages in a "double hermeneutic" by interpreting meanings as socially constructed by research subjects within their own cultural frameworks. This requires understanding subjects' perspectives through techniques like in-depth interviews aimed at uncovering life experiences and perspectives. There is no single true interpretation but rather contextual understandings developed through dialogue between researcher and subject.
Structuralism and Post-Structuralism examines the key ideas of structuralism and post-structuralism. Structuralism views elements of culture as having meaning only in how they relate to an underlying system or structure. It rejects ideas as divine and sees them as produced by socio-economic forces. Post-structuralism emerged in response, arguing that any structure is itself a center that imposes meaning, and that texts have multiple meanings without reference to structure. The document also discusses how some Muslim scholars applied structuralist ideas to understanding concepts like the structure of the Quran.
This document provides an overview of a class presentation on ethogenics and discourse analysis. It begins with an introduction to ethogenics, defining it as an interdisciplinary social scientific approach developed by Rome Harre to understand how individuals derive meaning and identity from social norms and cultural resources. The presentation then covers the roots of ethogenics in symbolic interactionism, key ethogenic theories proposed by scholars like Harre, Gergen, and Shotter, and a critique of mainstream social psychology. It concludes by listing some of the main theorists associated with the ethogenics school and emphasizing that language and action are intertwined in this paradigm.
Wilhelm Wundt founded the first psychology laboratory in 1879 and established structuralism as the first major school of thought in psychology. Structuralism aimed to analyze consciousness into its fundamental elements of sensations, perceptions, ideas, emotions, and analyze how these elements interacted and combined. A key aspect was the use of introspection to examine one's conscious experiences. Later, Titchener expanded on structuralism in the US but it fell out of favor due to subjective methods like introspection lacking reliability and observability.
Structuralism refers to a theory of consciousness developed by Wilhelm Wundt and Edward Bradford Titchener that seeks to analyze the adult mind by breaking it down into its simplest definable components. Introspection, the examination of one's own conscious thoughts and feelings, was the primary method used by structuralism and was considered the oldest research method in psychology. However, introspection also has limitations as data cannot be verified, one's mental state during introspection may change, and it is difficult to accurately study one's mind during an emotional state using introspection.
Phenomenology is a qualitative research method focused on describing lived experiences and interpreting the meaning of those experiences. It aims to understand how people experience a particular phenomenon and identify commonalities in those experiences. Key aspects of phenomenology include bracketing preconceptions, analyzing experiences through descriptions and themes, and distilling the essence of the phenomenon. The document provides details on the history, assumptions, types, methods, procedures, data collection and analysis of phenomenological research.
Psychology is the scientific study of the human mind and behavior. Some key developments in the field include Wilhelm Wundt opening the first psychology lab in 1879, Sigmund Freud founding psychoanalysis and developing talk therapy in the late 1800s, John Watson establishing behaviorism in the early 1900s, and Abraham Maslow and Carl Rogers founding humanistic psychology in the mid-1900s with its emphasis on self-actualization and free will. The field has sought to understand human behavior through scientific research methods including experiments, theories, and various psychological perspectives.
Psychology is the science that deals with mental processes and behavior. It emerged as an independent field in 1879 with Wilhelm Wundt establishing the first experimental psychology lab. Major schools of thought in psychology include structuralism, functionalism, psychoanalysis, behaviorism, humanism, and cognitivism. Psychology encompasses many subfields like biological, clinical, cognitive, developmental, and social psychology that study different aspects of mental processes and behavior.
Educational psychology
psychology is a study of mental processes and behavior.
Educational psychology
is a branch of psychology concerned with developing effective educational techniques and dealing with psychological problems in schools.
Educational Psychology Involves
Study of memory
Conceptual processes
Individual differences conceptualizing new strategies
Learning Processes understand individual differences in intelligence
cognitive development
motivation
self-regulation
self-concept
Educational Psychology Depends....Quantitative Methods
Testing And Measurement
Enhance Educational Activities Related To Instructional Design
Classroom Management
Assessment
Theories of Educational psychology
Operant Conditioning
Structuralism
Constructivism
Humanistic Psychology
Gestalt Psychology
Information Processing.
Operant Conditioning (B.F Skinner & Thorndike) ....Thorndike’s Law Of Effect clearly states that behaviors that produce desirable outcomes are more likely to be repeated whereas behaviors that produce unpleasant outcomes are less likely to be repeated
Introspection by Wilhelm Wundt
“the study of conscious experiences of the individual”....Use of Introspective Method
1- Set a task.
2- Ask participants to report on what their brains/hearts are processing as they carry out the task. EXAMPLE: Solving and arithmetic problem
Constructivism....It emphasis is placed on the action and prior "knowing" and experience of the learner....creates the sense and joins new knowledge into existing structure or adapts structure to accommodate new knowledge
Humanistic Theory ...Learning involves the concept of learning through watching the behavior of others and what results from that behavior....The teacher's role, according to the humanistic theory, is to be a role model. The teacher can make appropriate behavior and inappropriate behavior.....The role of the student is to explore and observe. Students can use self-evaluation techniques to monitor and observe their own behaviors and make necessary changes
Gestalt is phenomenology, which is the study of how people organize learning by looking at their lived experiences and consciousness.....The human brain has the ability to make a map of the stimuli caused by these life experiences.......This type of learning requires the learner to use critical thinking and problem solving skills. Rather than putting out answers by rote memory, the learner must examine and deliberate in order to find the answers they are seeking
Information Processing
Based on the thought process behind the behavior. The theory is based on the idea that humans process the information they receive, rather than merely responding to stimuli (i.e. That think about what is happening)
Principles of Liberty: Worksheet Chp. 3 (Hirzel, 2015)Dr Tabea HIRZEL
This is a worksheet describing the social world, connecting the theories of Alfred Schutz and Plotinus.
It forms part of the lectures on the theory of constitutional processes, titled Principles of Liberty.
This document discusses different research paradigms. It defines paradigm as a framework of beliefs and theories that guide research within a discipline. Three main paradigms are discussed: positivism, constructivism, and critical research.
Positivism uses quantitative methods to test objective theories and discover generalizable laws. Constructivism takes a qualitative approach to understand perspectives from within different contexts. Critical research investigates power relationships and aims to expose and rectify injustices. Each paradigm makes different assumptions about the nature of knowledge and appropriate research methods. The document provides examples of research questions and studies within each paradigm. It also notes debate around which type of research most influences teaching practice.
The document discusses the interpretivist paradigm, which focuses on understanding human behavior and meaning-making through subjective interpretations rather than objective facts or explanations. Key aspects of interpretivism include: seeing reality as socially constructed; understanding through dialogue and context rather than neutrality; and the researcher and participant influencing each other. Interpretive research uses methods like thick description and observation to develop contextualized understandings without making claims of absolute truth. The role of the researcher is especially important as the main research instrument.
Presentation at HEA-funded workshop 'A dialogue between phenomenology and realism in pedagogical and educational research '.
The workshop aimed to stimulate debate around the philosophical underpinnings of different research methodologies, whose shared terminology is often interpreted in radically contrasting ways, and in particular, to encourage dialogue between realist and phenomenological research traditions. The workshop was aimed at pedagogical and educational researchers who are looking to expand their methodological repertoire and to explore new ways of teaching research methods.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1oww6m1
For further details of the HEA's work on teaching research methods in the Social Sciences see: http://bit.ly/RIZtTz
Research Dilemmas Paradigms, Methods and MethodologyJairo Gomez
The document discusses issues faced by early career researchers, including confusion created by textbooks and articles that present research methodology as either qualitative or quantitative. It argues that discussions should include mixed methods and address the perceived dichotomy. The document then defines and discusses various research paradigms, including positivist/postpositivist, interpretivist/constructivist, transformative, and pragmatic. It explores how paradigms relate to methodology and methods, noting that certain paradigms are commonly associated with either qualitative or quantitative approaches.
Associationism is one of the oldest perspectives in psychology that suggests mental processes operate through the association of mental states. A major idea of associationism is that complex ideas form from the association of simpler ideas. The British empiricists like Hobbes, Locke, Berkeley, and Hume used associationistic principles to explain mental activity. Hume differentiated impressions and ideas and proposed three laws of association: resemblance, contiguity, and cause and effect. Associationism influenced many learning theories and continues to be relevant today.
Structuralism is a theory proposed by Wilhelm Wundt that sought to analyze the basic elements of the mind like sensations, feelings, and how they combine to form more complex experiences. Wundt established the first psychology laboratory in Germany in 1879 and emphasized the study of consciousness and its components using introspection. Another major figure, Edward Titchener, was a student of Wundt and helped establish structuralism in the US by translating Wundt's work and developing the approach further. Structuralism broke down consciousness into categories like objective sensations reflecting the external world and subjective feelings like emotions.
This document summarizes the key philosophers of analytic philosophy, including Gottlob Frege, Bertrand Russell, Ludwig Wittgenstein, Gilbert Ryle, and Richard Rorty. It discusses their views on logic, language, and analysis. Frege wanted to put logic at the heart of philosophy. Russell combined Frege's logic with empiricism. Wittgenstein studied under Russell and influenced logical positivism with his early focus on language picturing the world and later understanding it as a game. Ryle and other mid-20th century philosophers thought traditional problems could be dissolved by language analysis. Rorty later used analytic methods to deconstruct its assumptions.
This document provides an overview of cognitive-educational psychology and theories of learning. It defines learning as an experiential process that results in a relatively permanent change in behavior or knowledge dependent on conditions. Learning theories aim to explain the root processes of learning and can be behaviorist, cognitivist, or sociocultural in nature. Tolman's studies on maze learning in rats demonstrated latent, or hidden, learning without behavioral signs. Gestalt principles of perceptual organization such as similarity, proximity, and closure influence how we interpret sensory messages and organize our perceptions.
This document discusses research philosophy and different philosophical schools of thought. It covers ontology, epistemology, and axiology. Ontology examines the nature of reality, whether social phenomena are objective or subjective. Epistemology studies the nature and sources of knowledge. Axiology assesses the role of values in research. Rationalism and empiricism are discussed as different views on the origins of knowledge. Positivism, realism, interpretivism, and pragmatism are presented as four common research philosophies. Positivism adheres to an objective, detached approach focused on facts and quantification.
This document provides an overview of different research paradigms and approaches. It discusses positivism and interpretivism as the two dominant epistemological views. Positivism follows the scientific method and seeks objective facts, while interpretivism sees knowledge as subjective and seeks meanings and interpretations. The document then outlines some key features and differences between positivist and interpretive research approaches, including their views on the nature of reality, the role of the researcher, and the types of data and methods typically used.
The document discusses poetic rhythm and meter in poetry. It explains that most English poetry has iambic rhythm which matches the natural stress patterns of speech. It defines common poetic meters like iambic, trochaic, anapestic and dactylic. Examples are given from poems like "London" by William Blake and "Lochinvar" by Walter Scott to illustrate different meters. Rhythm and meter are key to achieving the musical quality of poetry.
This document provides information about the 6 types of syllables: closed, open, magic E, vowel pair, controlled R, and final stable. It defines each type of syllable and provides examples to demonstrate how to identify and label each one. Readers are prompted to practice identifying and labeling different syllable types in example words. The document seeks to build knowledge about syllable patterns in the English language.
Structuralism refers to a theory of consciousness developed by Wilhelm Wundt and Edward Bradford Titchener that seeks to analyze the adult mind by breaking it down into its simplest definable components. Introspection, the examination of one's own conscious thoughts and feelings, was the primary method used by structuralism and was considered the oldest research method in psychology. However, introspection also has limitations as data cannot be verified, one's mental state during introspection may change, and it is difficult to accurately study one's mind during an emotional state using introspection.
Phenomenology is a qualitative research method focused on describing lived experiences and interpreting the meaning of those experiences. It aims to understand how people experience a particular phenomenon and identify commonalities in those experiences. Key aspects of phenomenology include bracketing preconceptions, analyzing experiences through descriptions and themes, and distilling the essence of the phenomenon. The document provides details on the history, assumptions, types, methods, procedures, data collection and analysis of phenomenological research.
Psychology is the scientific study of the human mind and behavior. Some key developments in the field include Wilhelm Wundt opening the first psychology lab in 1879, Sigmund Freud founding psychoanalysis and developing talk therapy in the late 1800s, John Watson establishing behaviorism in the early 1900s, and Abraham Maslow and Carl Rogers founding humanistic psychology in the mid-1900s with its emphasis on self-actualization and free will. The field has sought to understand human behavior through scientific research methods including experiments, theories, and various psychological perspectives.
Psychology is the science that deals with mental processes and behavior. It emerged as an independent field in 1879 with Wilhelm Wundt establishing the first experimental psychology lab. Major schools of thought in psychology include structuralism, functionalism, psychoanalysis, behaviorism, humanism, and cognitivism. Psychology encompasses many subfields like biological, clinical, cognitive, developmental, and social psychology that study different aspects of mental processes and behavior.
Educational psychology
psychology is a study of mental processes and behavior.
Educational psychology
is a branch of psychology concerned with developing effective educational techniques and dealing with psychological problems in schools.
Educational Psychology Involves
Study of memory
Conceptual processes
Individual differences conceptualizing new strategies
Learning Processes understand individual differences in intelligence
cognitive development
motivation
self-regulation
self-concept
Educational Psychology Depends....Quantitative Methods
Testing And Measurement
Enhance Educational Activities Related To Instructional Design
Classroom Management
Assessment
Theories of Educational psychology
Operant Conditioning
Structuralism
Constructivism
Humanistic Psychology
Gestalt Psychology
Information Processing.
Operant Conditioning (B.F Skinner & Thorndike) ....Thorndike’s Law Of Effect clearly states that behaviors that produce desirable outcomes are more likely to be repeated whereas behaviors that produce unpleasant outcomes are less likely to be repeated
Introspection by Wilhelm Wundt
“the study of conscious experiences of the individual”....Use of Introspective Method
1- Set a task.
2- Ask participants to report on what their brains/hearts are processing as they carry out the task. EXAMPLE: Solving and arithmetic problem
Constructivism....It emphasis is placed on the action and prior "knowing" and experience of the learner....creates the sense and joins new knowledge into existing structure or adapts structure to accommodate new knowledge
Humanistic Theory ...Learning involves the concept of learning through watching the behavior of others and what results from that behavior....The teacher's role, according to the humanistic theory, is to be a role model. The teacher can make appropriate behavior and inappropriate behavior.....The role of the student is to explore and observe. Students can use self-evaluation techniques to monitor and observe their own behaviors and make necessary changes
Gestalt is phenomenology, which is the study of how people organize learning by looking at their lived experiences and consciousness.....The human brain has the ability to make a map of the stimuli caused by these life experiences.......This type of learning requires the learner to use critical thinking and problem solving skills. Rather than putting out answers by rote memory, the learner must examine and deliberate in order to find the answers they are seeking
Information Processing
Based on the thought process behind the behavior. The theory is based on the idea that humans process the information they receive, rather than merely responding to stimuli (i.e. That think about what is happening)
Principles of Liberty: Worksheet Chp. 3 (Hirzel, 2015)Dr Tabea HIRZEL
This is a worksheet describing the social world, connecting the theories of Alfred Schutz and Plotinus.
It forms part of the lectures on the theory of constitutional processes, titled Principles of Liberty.
This document discusses different research paradigms. It defines paradigm as a framework of beliefs and theories that guide research within a discipline. Three main paradigms are discussed: positivism, constructivism, and critical research.
Positivism uses quantitative methods to test objective theories and discover generalizable laws. Constructivism takes a qualitative approach to understand perspectives from within different contexts. Critical research investigates power relationships and aims to expose and rectify injustices. Each paradigm makes different assumptions about the nature of knowledge and appropriate research methods. The document provides examples of research questions and studies within each paradigm. It also notes debate around which type of research most influences teaching practice.
The document discusses the interpretivist paradigm, which focuses on understanding human behavior and meaning-making through subjective interpretations rather than objective facts or explanations. Key aspects of interpretivism include: seeing reality as socially constructed; understanding through dialogue and context rather than neutrality; and the researcher and participant influencing each other. Interpretive research uses methods like thick description and observation to develop contextualized understandings without making claims of absolute truth. The role of the researcher is especially important as the main research instrument.
Presentation at HEA-funded workshop 'A dialogue between phenomenology and realism in pedagogical and educational research '.
The workshop aimed to stimulate debate around the philosophical underpinnings of different research methodologies, whose shared terminology is often interpreted in radically contrasting ways, and in particular, to encourage dialogue between realist and phenomenological research traditions. The workshop was aimed at pedagogical and educational researchers who are looking to expand their methodological repertoire and to explore new ways of teaching research methods.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1oww6m1
For further details of the HEA's work on teaching research methods in the Social Sciences see: http://bit.ly/RIZtTz
Research Dilemmas Paradigms, Methods and MethodologyJairo Gomez
The document discusses issues faced by early career researchers, including confusion created by textbooks and articles that present research methodology as either qualitative or quantitative. It argues that discussions should include mixed methods and address the perceived dichotomy. The document then defines and discusses various research paradigms, including positivist/postpositivist, interpretivist/constructivist, transformative, and pragmatic. It explores how paradigms relate to methodology and methods, noting that certain paradigms are commonly associated with either qualitative or quantitative approaches.
Associationism is one of the oldest perspectives in psychology that suggests mental processes operate through the association of mental states. A major idea of associationism is that complex ideas form from the association of simpler ideas. The British empiricists like Hobbes, Locke, Berkeley, and Hume used associationistic principles to explain mental activity. Hume differentiated impressions and ideas and proposed three laws of association: resemblance, contiguity, and cause and effect. Associationism influenced many learning theories and continues to be relevant today.
Structuralism is a theory proposed by Wilhelm Wundt that sought to analyze the basic elements of the mind like sensations, feelings, and how they combine to form more complex experiences. Wundt established the first psychology laboratory in Germany in 1879 and emphasized the study of consciousness and its components using introspection. Another major figure, Edward Titchener, was a student of Wundt and helped establish structuralism in the US by translating Wundt's work and developing the approach further. Structuralism broke down consciousness into categories like objective sensations reflecting the external world and subjective feelings like emotions.
This document summarizes the key philosophers of analytic philosophy, including Gottlob Frege, Bertrand Russell, Ludwig Wittgenstein, Gilbert Ryle, and Richard Rorty. It discusses their views on logic, language, and analysis. Frege wanted to put logic at the heart of philosophy. Russell combined Frege's logic with empiricism. Wittgenstein studied under Russell and influenced logical positivism with his early focus on language picturing the world and later understanding it as a game. Ryle and other mid-20th century philosophers thought traditional problems could be dissolved by language analysis. Rorty later used analytic methods to deconstruct its assumptions.
This document provides an overview of cognitive-educational psychology and theories of learning. It defines learning as an experiential process that results in a relatively permanent change in behavior or knowledge dependent on conditions. Learning theories aim to explain the root processes of learning and can be behaviorist, cognitivist, or sociocultural in nature. Tolman's studies on maze learning in rats demonstrated latent, or hidden, learning without behavioral signs. Gestalt principles of perceptual organization such as similarity, proximity, and closure influence how we interpret sensory messages and organize our perceptions.
This document discusses research philosophy and different philosophical schools of thought. It covers ontology, epistemology, and axiology. Ontology examines the nature of reality, whether social phenomena are objective or subjective. Epistemology studies the nature and sources of knowledge. Axiology assesses the role of values in research. Rationalism and empiricism are discussed as different views on the origins of knowledge. Positivism, realism, interpretivism, and pragmatism are presented as four common research philosophies. Positivism adheres to an objective, detached approach focused on facts and quantification.
This document provides an overview of different research paradigms and approaches. It discusses positivism and interpretivism as the two dominant epistemological views. Positivism follows the scientific method and seeks objective facts, while interpretivism sees knowledge as subjective and seeks meanings and interpretations. The document then outlines some key features and differences between positivist and interpretive research approaches, including their views on the nature of reality, the role of the researcher, and the types of data and methods typically used.
The document discusses poetic rhythm and meter in poetry. It explains that most English poetry has iambic rhythm which matches the natural stress patterns of speech. It defines common poetic meters like iambic, trochaic, anapestic and dactylic. Examples are given from poems like "London" by William Blake and "Lochinvar" by Walter Scott to illustrate different meters. Rhythm and meter are key to achieving the musical quality of poetry.
This document provides information about the 6 types of syllables: closed, open, magic E, vowel pair, controlled R, and final stable. It defines each type of syllable and provides examples to demonstrate how to identify and label each one. Readers are prompted to practice identifying and labeling different syllable types in example words. The document seeks to build knowledge about syllable patterns in the English language.
The document discusses four different artistic styles used in video games: photorealism, cell shading, abstraction, and exaggeration. Photorealism creates scenes that are indistinguishable from photographs. Cell shading is used to mimic comic books and cartoons and was introduced in the game Jet Set Radio in 2000. Abstraction composes graphics from abstract shapes with no real-world meaning beyond the game. Exaggeration, often seen in RPGs, exaggerates scenes similarly to anime and manga styles.
Frank Kresin - Waag Society - Artistic Research, Critical Design & Social Inn...innovationhubs
This document discusses the need for smart citizens in smart cities and Waag Society's role in empowering citizens through technology. It advocates for living lab methodologies, citizen appropriation of technologies, and digital social innovation. Waag Society facilitates innovation through linking different domains, human-centered design, and incubating projects. It enables users to become designers through various labs and methodologies. One project is a city dashboard that aggregates open data for citizens, governments and organizations to improve cities.
Artistic Research on Human Plant Interfaces by Florian WeilFlorian Weil
My Talk at the WCOMTC : Synthetic Metamorphosis Symposium in Berlin on 28.10.2013
See also:
http://www.artconnect.com/events/festival-of-new-music-science
http://cargocollective.com/morniak/filter/mind/WCOMTC-II-2013
https://web.archive.org/web/20131103184521/http://wcomtc.bplaced.net/2013/schedule/
Philippe Dinkel - Artistic versus scientific research: the challenge of the S...swissnex San Francisco
This document discusses the nature of artistic research conducted by musical artists at art universities in Switzerland. It defines artistic research as research done by artists for the arts that involves exploring questions through experimentation and bringing new perspectives. The document outlines four principal areas of inquiry for musical artistic research: musical production, performance, teaching, and music in society. It notes that artistic researchers are likely to investigate questions emerging from their own artistic practice and standards, taking their own perceptions as the object of study, and producing research that can be applied to their artistic work.
A History of Aesthetic Theory: Modernism and PostmodernismVictoria Bertotti
This document discusses several key aspects of postmodernism and feminism. Postmodernists critique modernists and are eclectic in their sources and media. Feminists deconstruct images to show what is taken for granted and hidden. Both question existing power structures and aim to give voice to underrepresented groups. The document also discusses how sexuality and identity are socially constructed, and how postmodern artists appropriate existing works to show this. It notes debates around promoting a Western "canon" of art versus being more inclusive.
Artistic Creation and Scientific Research (in english)Nicola Bernardini
The document discusses the relationship between music and technological innovation. It provides examples of how musicians have influenced technological development through their artistic goals and requests, such as Berio's request for a synthesizer with 1000 oscillators which led to the development of the 4X synthesizer. The document also examines open problems in music that could benefit from further scientific research, such as developing techniques for timbral morphing and analyzing composers' work tapes. Challenges to collaborations between music and science are discussed, along with potential solutions like living labs that bring musicians and researchers together.
This document discusses different perspectives on aesthetic theories:
- The aesthetic aspects of communication are visible, structural, and configurational in nature, conveyed holistically to generate meaning.
- From a philosophical perspective, aesthetics are present in souls, bodies, and knowledge, as described by Plato.
- Artists manipulate aesthetic clues in visual messages to convey hidden meanings below explicit configurations of lines, shapes, and colors.
- A scientific and interdisciplinary perspective views the relationships between visual aesthetics, perception, makers, objects, and viewers.
The document discusses various aspects of meter and scansion in poetry. It defines meter as the rhythm of accented and unaccented syllables organized into patterns called feet. It describes the main feet used in English poetry as iambic, trochaic, anapestic, and dactylic. It also discusses metrical variations like substitution, inversion, and catalexis that provide flexibility. Metrical patterns and variations contribute to the overall movement, emotion, and character conveyed by a poem.
This document outlines activities for teaching the poem "The River" by Valerie Bloom using an aesthetic approach. It involves several pre-reading, while-reading, and post-reading activities. Students are divided into groups to analyze different elements of the poem like theme, characters, and literary devices. They also compare images, answer questions about the poem, and write a parody from the river's perspective in the post-reading activity. The goal is for the lesson to be more engaging and challenge students to think creatively and critically about the poem.
Critical Theory and Creative Research: Key Thinkers, Key Texts, Key Ideaspncapress
This MA program in critical theory and creative research focuses on key thinkers, texts, and ideas. It covers influential theorists such as Walter Benjamin, Vilém Flusser, Peter Sloterdijk, and Hannah Arendt, as well as seminal works like Maurice Merleau-Ponty's The Phenomenology of Perception. Students engage with the work of over 30 prominent critical theorists across various disciplines.
The document discusses some key concepts from postmodern media theory, including hybridity, bricolage, simulation, intertextuality, and disjointed narratives. It provides examples to illustrate each concept, such as how MIA's "Paper Planes" is both a hybrid song sampling various genres and a case of bricolage through its association with the film Slumdog Millionaire. The document aims to help readers identify these postmodern aesthetic elements in media texts.
A comparison of rhythm visualization methods, and an argument for why the circular "rhythm necklace" is the most intuitive and musically informative one.
Talks about the historical and theoretical perspectives of Viktor Lowenfeld and other researchers, as well as the informal survey taken on people of all ages regarding their artistic levels and developmental stages in art.
This document provides an introduction and overview of poetry. It defines poetry as using language to express imaginative and emotional qualities. It discusses key elements of poetry like form, imagery, and figurative language. It also covers different types of poetry such as free verse, haiku, narrative poems, and sonnets. Additionally, it explains poetic devices like rhyme, rhythm, alliteration, repetition, and figurative language including similes, personification, and onomatopoeia. The document is intended to teach about poetry and provide foundational information on its definition, purpose, elements, types, and literary techniques.
This document provides an overview of poetry analysis, including defining poetry as a composition in verse using devices like figurative language, rhythm, and rhyme. It then discusses how poets reflect the events of their time period and how understanding the poet's background provides insight. Finally, it outlines several forms of poetry like narrative, lyric, sonnets, odes, and elegies as well as literary elements to analyze like theme, form, diction, tone, imagery, rhythm, and rhyme.
Plato was a Greek philosopher and student of Socrates who founded the Academy in Athens. He greatly influenced Western philosophy through his dialogues which explored concepts like justice, courage, and virtue. Plato left no written works himself and is known through his students' writings, especially those of his most famous pupil, Socrates.
Introduction to applied cognitive psychology [Autosaved].pptxSamitRajan1
This document provides an overview of the emergence of cognitive psychology from its philosophical and theoretical antecedents. It discusses how structuralism and functionalism studied the structure and processes of the mind. It then explains how associationism and behaviorism influenced the field, before cognitive psychology emerged in response to their limitations in explaining complex mental phenomena like language and memory. The document also discusses how developments in linguistics, memory research, and developmental psychology furthered the rise of the cognitive approach.
Thank you for the opportunity to practice phenomenological interviewing. I appreciate you volunteering your experience with carving pumpkins to help me learn. To start, can you describe for me what initially drew you to carving pumpkins in the past? What was that first experience like? How did it make you feel? As we talk further, I'm interested in really understanding the meaning and experience from your perspective. Please share openly - I'm here to listen without judgment and learn from your insights.
Interpretive paradigm presentation by vicky & savithirisykeshea
This document provides an overview of the interpretive research paradigm, including its key assumptions, origins, methods, and evolution. It discusses interpretivism's focus on understanding meaning and interpretation through socially constructed realities. The document outlines interpretivism's ontology of multiple subjective realities and epistemology of dynamic, context-dependent meanings. It also summarizes common interpretive research methods like interviews and observations. Finally, it notes some challenges of interpretive research and criteria for evaluating interpretive studies.
Troubling Qualitative Inquiry: Accounts as data and as products
線上購買及更多軟體介紹及下載試用,歡迎至本公司線上商店 ,Buy Online :
http://www.appcenter.com.tw/
or
http://www.cheerchain.com.tw
Cheer Chain Enterprise Co., Ltd.
T +886 4 2386 3559 | F +886-42386 3159
info@cheerchain.com.tw | www.cheerchain.com.tw
Distribution of Software | Training Courses | Consulting Services
- The document discusses issues and debates around qualitative research approaches and methods.
- It notes there is significant variation and lack of clarity between different qualitative paradigms. Approaches differ in their practical commitments like data sources and questions addressed, as well as philosophical assumptions around goals, ontology, and epistemology.
- The author argues that while some differences are legitimate, evaluative or interventionist approaches may not be compatible with the goal of research to produce knowledge. He also discusses debates around the role and status of qualitative data and accounts.
The document discusses three key areas of philosophy: metaphysics, epistemology, and axiology. Metaphysics is concerned with the nature of reality. Epistemology is concerned with the nature of knowledge and how we come to know. Axiology is concerned with values and what values one should live by. The document provides examples of questions asked within each area and their importance to philosophy.
This document discusses the concepts of holistic perspective and partial point of view in philosophy. It aims to distinguish between the two, understand the value of philosophy in gaining a broad life perspective, and do philosophical reflection from a holistic lens. Key points covered include defining philosophy as the love of wisdom, identifying Thales as the father of western philosophy, and examining the branches and tools of philosophy, including metaphysics, epistemology, ethics, politics, aesthetics, philosophical questions, logical reasoning, and reflection. Activities encourage applying these philosophic concepts through essays, scripts, and video clips that illustrate holism.
Research is defined as a systematic, scientific investigation that follows a sequence of steps to establish facts and solve problems. The objectives of research are to gain familiarity with phenomena, accurately portray characteristics of individuals or groups, or test hypotheses about causal relationships. A research paradigm provides the philosophical framework for how a researcher views the world and their research. The key aspects of a paradigm are its ontology regarding the nature of reality, epistemology regarding what can be known, and methodology regarding how knowledge can be obtained. Different paradigms like positivism, interpretivism, and critical theory have distinct beliefs about these aspects.
PARADIGM DEBATES IN EDUCATION RESEARCH BY MILKIYAS ASSO pptxMilkiyasAsso
1. The document discusses paradigm debates in educational research, outlining the key differences between positivist and interpretivist paradigms in terms of ontology, epistemology, methodology, axiology, and rhetoric.
2. It also examines four main epistemological positions - positivist, constructivist, transformative, and postcolonial indigenous. Qualitative, quantitative, and mixed research approaches are then compared based on their assumptions about the nature of reality, knowledge, values, and methodology.
3. In closing, the author expresses that their future philosophical position will be interpretivist/constructionist, as they believe realities are multiple and constructed through interaction and negotiation with others.
Lecture Five Philisophy - Positivist .pptxMrDampha
This document discusses key philosophical concepts related to knowledge creation and research. It defines ontology as concerning what exists in reality, epistemology as how knowledge is acquired and the scope/methods of knowledge, axiology as the nature and ethics of values, and methodology as the principles of knowledge generation. The document notes that a researcher's philosophical perspectives, including their views on these concepts, shape how they approach research questions, design studies, and interpret results. It provides examples of objectivist and constructionist epistemologies and positivist vs. post-positivist paradigms to illustrate how philosophy influences the research process.
This document discusses various philosophical foundations and theories relevant to social work. It outlines several key thinkers and their theories, including Immanuel Kant's view on treating humanity as an end in itself. It also summarizes three major conceptual views in social work - positivism, constructivism, and pragmatism. Additionally, it outlines theories such as conflict theory, development theory, family life cycle theory, grounded theory, and psychoanalytic, psychosocial, functional, behavior modification, systems, social constructionist, social learning, electic, and transpersonal theories. The document provides an overview of philosophical perspectives and theoretical frameworks important to the field of social work.
1. The document discusses different types of data that could be used in writing a paper about developing an online learning module.
2. It identifies six sources of data: notes from development meetings, the process of module development, student engagement records, learning discussions, and student evaluations.
3. The document considers positioning the paper as "professional development" or "research" and debates the hierarchical relationship between the two. It questions treating knowledge as ideology-free.
This document outlines key concepts related to research paradigms, including positivism and interpretivism. It discusses ontology, epistemology, methodology, and methods. Positivism assumes an objective social reality can be studied through facts and figures using quantitative methods to find causal relationships and social laws. Interpretivism focuses on subjective experience and qualitative data to understand motivations and interpret how people view the world. Both approaches are discussed, along with their criticisms regarding objectivity, reliability, and subjectivity.
MIS 49100 Week 7 Professional and Personal Philosophyoudesign
This document provides an overview of the MIS-49100 Methodologies of Project Development capstone course. It guides students to emphasize various methodological approaches to software development, understand relevant theories, and quality control techniques. It also covers interdependence between project phases, testing methods, and tools. The document then shifts to discussing personal and professional philosophy, defining philosophy, and writing a personal philosophy statement. It explores the nature of philosophy and different philosophical schools of thought regarding epistemology, metaphysics, axiology, and other topics.
CHAPTER ONE & TWO LOGIC AND PHILOSOPHY.pptxBarentuShemsu
This document provides an introduction to philosophy by outlining some of its key concepts and fields. It begins by defining philosophy as the love of wisdom and noting that philosophy deals primarily with fundamental issues rather than having a single subject matter. The document then outlines some of philosophy's major fields, including metaphysics, epistemology, axiology, and logic. For each field, it provides brief definitions and examples of the types of questions addressed. The document emphasizes that philosophy is an activity that encourages critical examination and reflection on life and reality.
Soini et al epistemologies for qualitative research, nexus vol-8 - 175 pLILI
This document provides an introduction to the book "Epistemologies for Qualitative Research" which explores different epistemological approaches in qualitative research. The introduction discusses key topics that were debated at the 9th annual meeting of the Center for Qualitative Psychology where participants discussed what they wanted to know about epistemology. The groups discussed that epistemology can be viewed as both a tool and stance in research. They also debated the different epistemologies that exist in psychology, such as rationalism/nativism and empiricism/associationism. The introduction emphasizes that the epistemological stance taken by a researcher should be carefully considered and argued rather than decided upon beforehand. It provides an example of a researcher who chose qualitative methods based
Soini et al epistemologies for qualitative research, nexus vol-8 - 175 pLILI
This chapter discusses different perspectives on epistemology in qualitative research. It describes how epistemology refers both to how knowledge is obtained and the relationship between the knower and the known. The author outlines the debate between quantitative and qualitative research paradigms in the 1980s and 1990s, with qualitative researchers often advocating for a constructivist epistemology. However, the author also notes that some scholars argue qualitative research does not necessarily require a strictly constructivist stance and that different epistemological positions can be combined. The chapter examines different views on the role and nature of epistemology in qualitative inquiry.
This document provides an introduction to the book "Epistemologies for Qualitative Research" which explores different epistemological approaches in qualitative research. The introduction discusses key topics that were debated at the 9th annual meeting of the Center for Qualitative Psychology where participants discussed what they wanted to know about epistemology. The groups discussed that epistemology can be viewed as both a tool and stance in research. They also debated the different epistemologies that exist in psychology, such as rationalism/nativism and empiricism/associationism. The importance of researchers reflecting on why they do what they do from an epistemological perspective is also discussed through an anecdote about a mentor's experience that shaped his view of qualitative
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
2. Structure of the Problem: Epistemology
• Every action, every feeling, and every thought arises in the context of an
epistemology, i.e. in the context of implicit functional patterns of
knowledge construction that are largely unconscious.
• We can only escape epistemology by being ignorant of the fact that we
cannot escape epistemology.
• Epistemology is the consequence of habits of distinction.
• How do we get habits of distinction?
• Through a recursion between thinking and being:
• Changing thinking changes being; changing being changes thinking.
• Rather than continue to act out old distinctions and thus ways of being,
many of the world’s complex problems, as well as individual problems, call
for solutions of a higher-order level. Such solutions do not re-instance the
contexts that generate the problem in the first place, but are designed
specifically to change those contexts so that the problem can no longer
continue to be generated. Higher-order solutions remove the conditions
of generation of the problem.
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
2 of 29
3. Goals of the exploration:
• To illuminate higher-order structures at work in epistemology in
order to give a theoretical context for how we can change how our
knowing occurs, thus changing how we are in the world.
• To reveal structural links between epistemology and ontology.
• To explore how such links can be utilized as the basis for conscious
participation in transformative processes.
• To create concepts that can address how transformative processes
are transformative.
• To invite readers to participate in the process of making distinctions
newly, to enter creatively into the recursive functional link between
knowing and being, and to experience the content not only as a set
of thoughts, but as a prescription for how to think transformatively.
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
3 of 29
4. Context for the exploration
The large-scale topic is a theoretical exploration of potential meeting
points, congruencies, and suggestive complementarities between:
•Anthroposophy (specifically its epistemology)
•Cybernetic Epistemology (second-order cybernetics)
•Eugene Gendlin’s philosophy of the implicit
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
4 of 29
5. More specifically, it is an exploration of:
• The difference between levels of order and the recursion between them, and how this
recursion is transformative
• The recursive link between methods and contents, between process and product,
between thinking and thoughts
• The nature of thinking:
•
•
•
•
•
Ideas about what constitutes mind, specifically in terms of its patterning (Bateson)
The role of distinction in thinking (Spencer-Brown)
The phenomenological process of thinking (Gendlin)
What happens when thinking becomes recursive and what that means
How the process of thinking changes when it becomes explicitly connected with our feeling
life (Steiner)
• The nature of logic in relation to thinking, and different kinds of logic
• A theoretical foundation for the possibility of creating new sensory organs based on
the integration of thinking and feeling capacities that operate at a higher -level of order
than our physical sense organs
• The way in which feeling-imbued thinking can become an aesthetic epistemology (not
an epistemology of aesthetics)
• The link between all of the above and esoteric practices and wisdom (specifically
anthroposophy)
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
5 of 29
6. Personal Background
• As a philosophy major, I always had a personal interest in the big
picture, in patterns, and in transformation
• I have been involved with anthroposophy since 1999, having taken
Dennis Klocek’s course in Goethean/Consciousness Studies
• 6 years of teaching physics, math, philosophy, projective geometry,
and other subjects in Waldorf high schools
• Discovered the work of Eugene Gendlin via focusing in master’s
program at JFK University
• Introduced to cybernetics and second-order cybernetics in PhD
program at CIIS
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
6 of 29
7. The basic premise of the idea
• I had an undefined, nebulous, but persistent sense that these three
realms were exploring the same basic territory from their own
unique angles, and I wanted to see what would happen if they met
more directly.
• Caveat: I initially had included the realm of alchemy (specifically
spiritual alchemy) before deciding to include Gendlin’s work on the
implicit instead of alchemy. However, alchemy also explores similar
territory and is in large part very aligned with the other domains.
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
7 of 29
8. Methods (in practice)
The work is essentially theoretical, which in my case meant:
• Cycles of reading/thinking/writing/discussing
• Meditatively-oriented practices
• Experiencing the process of thinking, i.e. to think about my own thinking in a
phenomenological way
• How does thinking happen? What is the process like? How does the process of thinking
change when the object of thought changes? How does the object of thought change
when the process of thinking changes?
• Utilizing/embodying a recursive loop across levels of order (process/product) – A
training of my awareness to be sensitive to the properties of its occurring
• Dwelling in an idea, learning its shape, its patterning, its modes of appearing
• Taking ideas into sleep
How did I decide to use these specific methods?
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
8 of 29
9. An important methodological caveat
• The content of the work is about recursion and mutual relations
between process and product.
• Therefore, I felt I had to not only speak about this idea, but put it
into practice.
• I thus took up specific methods of analysis and inquiry that existed
in the major domains of exploration, and applied them to the
content, in an effort to both utilize and demonstrate the recursion
between levels of order.
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
9 of 29
10. Two Complementary Directions of Exploration
• Methodologies Methods Topics of Exploration
• A theoretical framework for exploring ideas yields:
• Specific methods for exploration of:
• A particular topic
• Topics of Exploration Methods Methodologies
• Exploration of a particular topic suggests:
• Specific methods used to address the topic, which further suggests:
• A larger patterning and ‘way of approach’ that can be applied to other
topics, not just those from which it originated
Both processes occur simultaneously in an inquiry, alternating
complementarily, mutually illuminating each other.
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
10 of 29
11. Methodology (theoretical underpinnings)
Basic hermeneutics with respect to major texts and ideas:
• Anthroposophical writings of Rudolf Steiner (many and various)
• Second-order cybernetics, particularly:
• Gregory Bateson
• Heinz von Foerster
• Francisco Varela
• Humberto Maturana
• George Spencer-Brown
• Also: Louis Kaufmann, Ranulph Glanville
• Eugene Gendlin’s major works:
• Experiencing and the Creation of Meaning
• A Process Model
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
11 of 29
12. Methodology cont.
• Transdisciplinarity: Basarab Nicolescu
• Levels of Reality – mutually constitutive, integrated
• Logic of the included middle (embracing paradox, avoiding duality)
• Creative Inquiry: Alfonso Montuori
• Inquiry as transformative practice, not as a finding of objective facts
• Goethean phenomenology: Goethe and Steiner
• Empirical practice that massages the subject-object boundary
• Makes the whole human being commensurate with the object of perception –
in this case the object of perception is the activity of thinking
• Steiner extended and utilized Goethe’s ideas, connecting them with the
expansion of capacities into the realm of the spiritual (which he connects with
thinking)
• Philosophy of the implicit: Eugene Gendlin
• Direct reference: the wisdom of the becoming of “the body”
• Feeling the vague but precise sense of “the situation”: the “felt sense”
• Practices to explore the felt sense and let it function in the creation and
discovery of new experiencing (“focusing”)
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
12 of 29
13. Conclusions: Basic Compatibilities
• Anthroposophy, cybernetic epistemology, and Eugene Gendlin’s
philosophy of the implicit are indeed compatible.
• Specifically, each deals with the activity of thinking in a process-oriented
way, but from very different contexts:
• Anthroposophy brings a spiritual context (including a spiritually-based
ontology, cosmology, and epistemology). Basic tenet: thinking is spiritual.
• Originating in the early decades of 20th Century Germany/Europe
• Cybernetic epistemology brings a very modern context closely associated with
constructivism (even radical constructivism), logic, systems-theories, and
relations between biology and cognition. Basic tenet: the observer is part of
the observed system; distinction is fundamental.
• Originating in 1960’s-70’s in America
• The philosophy of the implicit brings the phenomenological context of the
living organism in relation to concept formation. Basic tenet: concepts are an
expression of the intricate, more-than-conceptual way of living in a situation.
• Originating in 1960’s in America
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
13 of 29
14. Conclusions: The Fundamental Pattern
• A basic pattern: q (The “fundamental pattern” – Theta)
• This pattern is the distinction between levels of order (product/process,
what/how, content/method, thought/thinking, the “it”/process leading to
the “it”… generically expressed as: N/N+1) and:
• The recursion between levels of order
• Level N+1 is the process out of which the content at level N arises, so we have the
directionality from N+1 N
• However, this movement from process product is not the only way that these
two levels can relate. Level N can change level N+1, when level N+1 is reflexively
open with respect to level N. The product can change the process: N N+1.
So: each level modifies the conditions of realization of the other.
• This obviously doesn’t work with all processes. The production of a physical
widget doesn’t change the processes of its production.
• But some processes are or can become specifically sensitive to what they produce,
so that the process is open to change by virtue of what it yields. The most
important process of this type is thinking
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
14 of 29
15. Conclusions: More about q
• It is a way of describing the activity of thinking when it becomes
recursive, taking itself as its own object
• It reveals that epistemology and ontology (knowing and being) are
recursively connected:
• How we distinguish structures what becomes distinct for us
• What we distinguish structures how future patterns of distinction are likely
to occur (or, equally, not occur)
• It is a metapattern – a pattern of patterns, or a higher-order
pattern. As such, it finds differentiated expression in many lowerorder patterns, unifying them at the higher level.
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
15 of 29
16. Conclusions: Thinking and Distinction
• Thinking is the activity of distinction; distinction is the activity of thinking.
• This is a very broad claim about the nature of cognition. I am claiming
that systems which are constituted so as to be able to make functional
differentiations through the realization of their activity demonstrate the
most essential aspect of thinking.
• We can call such systems beings. I will continue with the term system to
emphasize that the concepts here apply very broadly and fundamentally, but
every time I say “system” read it also as “being.”
• Every next action of a system that could be otherwise because of a
distinction made by the system involves cognition.
• Distinction makes specific, limited options for next steps available to the
system. This is the basic underlying requirement for all types of evolution
and development.
• Importantly, for evolution and development to occur requires that the
consequences of the making of a distinction be relevant to the potential
next steps of the system making the distinction. Distinction must be
recursive – the system must be sensitive to the distinctions it makes for
those distinctions to be relevant for its potential next steps.
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
16 of 29
17. Conclusions: Sense-organ creation
• The way a system becomes recursively sensitive to the distinctions
it makes is the basis for the forming of a sense-organ.
• A sense-organ is formed by functionally closing the loop between
the system's ability to distinguish and its sensitivity to the
consequences of the distinctions it makes.
• This recursion is an example of
the pattern q: a process that yields
a content which changes the process.
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
17 of 29
18. Conclusions: Sense-organs, cont.
• Distinction affords the possibility of sensation. Every distinction creates
the potential for sensitivity to the domain of differences specific to that
distinction, not just to the single distinction itself.
• No sensation without distinction. (Direction: explication)
• Sensation is a way to make distinctions relevant.
• Sensation affords the possibility of new or changed distinctions. Every
sensation has the potential to trigger new distinctions, or changes in the
patterns of distinction already functionally embodied by the system.
• No distinction without sensation. (Direction: implication)
• Distinction is a way to make sensations relevant.
• The closed loop between distinction and sensation is the recursive
foundation for the creation and evolution of a sense-organ.
• A sense-organ is thus an epistemological-ontological recursive unity. The
knowing process and the known are simultaneously, co-dependently
arising. q is a way of describing this at the pattern-level.
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
18 of 29
19. Conclusions: Non-physical sense organs
• We often think of sense-organs as a mostly passive receptors for
differences in the physical environment. This is wrong in two
senses:
• Sense organs are not passive, but arise within (and require) recursion with
the act of distinction. Changes of distinction change sensing.
• Sense organs do not have to be sensitive only to differences in the physical
world. They are sensitive to whatever domain of differences is brought
forth by the act of distinction. (Second-order cybernetics: draw a
distinction; know a world.)
• Distinction is not a physical event; rather, physical events are distinctions. That is,
distinction is more primary than the physical.
• Indeed, it is the way a system makes distinctions that form the basis for whether
or not what it senses is made relevant as physical or not. The distinction between
physical and non-physical is a very high-level distinction, not a primary one. We
have to see how the distinctions form relevantly, not project distinctions “back”
as if what they distinguish were somehow already always there independently of
the distinguishing process. We must include the process of observing in the
observed result.
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
19 of 29
20. Conclusions: Non-physical sense organs, cont.
• We can thus speak of non-physical sense organs, which are the result of
distinctions that yield to sensation a domain of differences not necessarily
or explicitly physical, but still within the realm of experience, considered
in the broadest possible sense.
• Just as physical sense organs are sensitive to differences in the physical
realm, non-physical sense organs are sensitive to differences in the nonphysical realms that they distinguish. For example, once we distinguish
the domain of imaginary numbers from that of the real numbers, that
difference can be functionally utilized in the creation of further
distinctions.
• Distinction brings forth precisely those differences that sensation makes
recursively relevant. Such differences can be of any logical type.
• Distinction is not physical, and the differences distinction yields are also
not physical. Being relations, differences are of a higher logical type, just
as the class of all chairs is not itself a chair.
• Sensation is thus not dependent upon physical differences.
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
20 of 29
21. Conclusions: Reality
• Not all distinctions yield equally relevant sensations. The distinguishing
system cannot determine beforehand or arbitrarily whether a distinction
it makes will be made relevant to it through sensation. The system must
discover whether such relevance occurs through the act of further
distinction.
• “Reality” is whatever resists the distinctions of a system. More precisely,
“reality” arises as patterns of resistance made relevant to a system
through sensation in accordance with the distinctions it makes.
• This resistance happens via the recursive loop between distinction and
sensation. The content of sensation for a system, and thus the possible
patterns of resistance there, can only be discovered, not determined a
priori.
• We can say that “reality” is a form of relevanting relative to the particular
system’s patterns of distinction.
• The system discovers itself newly changed through sensing the relevance
of the distinctions it makes. Thus reality and the self—whatever its
form—co-dependently arise.
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
21 of 29
22. Conclusions: A peculiar sense organ
• Aesthetic epistemology is a way of knowing about our knowing. It relies
upon the building and utilization of a specific type of non-physical sense
organ.
• Every sense organ is keyed to the realm of differences made available to it
through the distinctions with which it is recursively linked. However, in
almost all cases this recursive link between distinctions and the activity of
the corresponding sense organ is not itself the subject of distinction. In
such cases the system is not aware of how it senses (the process of
sensing), only that it senses (the contents of sensation).
• Aesthetic epistemology focuses on the unique case when a system
recursively distinguishes (higher-order, N+1) the recursive link between
distinction and sensation (lower-order, N), bringing forth the domain of
differences of distinction as the basis for its particular realm of sensation.
• Aesthetic epistemology utilizes a sense organ created out of the domain
of differences brought forth through the distinguishing of distinction.
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
22 of 29
23. Conclusions: Distinguishing Distinction
• The question of aesthetic epistemology is: How am I distinguishing?
• To ask this question is to invite new distinctions about the process of
distinguishing.
• The domain of differences brought forth through this higher-order
recursion becomes a way of facilitating changes in how we distinguish.
• Because every act, every feeling, and every thought involves distinction at
some level, changing how we distinguish (and therefore what we
distinguish) is very potent.
• Aesthetic epistemology is the study of how our distinctions can change
when we distinguish our distinction.
• This is the process of the making and subsequent crossing of a boundary
between levels of order (N and N+1). Through an act of distinction we
make the boundary that we then cross in order to discover how that
crossing changes our distinguishing.
• This process does not replace other types of cognition, but is in addition
to them. It can take place as a higher-level form of cognition within
cognition.
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
23 of 29
24. Conclusions: Aesthetic Epistemology
• Why is this recursive process, which may seem very oriented
towards logic and abstraction, aesthetic?
• The domain of differences that this process yields are not only cognitive or
conceptual in nature, although they are that too. They are differences that
are felt. Aesthetic epistemology is feeling our thinking as well as a feelingthinking.
• The practice of aesthetic epistemology generates domains of new possible
felt experiences that are not explainable only in already-existing terms.
Aesthetic epistemology is not reductive, but generative. It modifies old
terms, connects terms together newly, and creates completely new terms
organically in order to become commensurate with the new experiences.
This is precisely the same process at work in the creation of poetry and
many other forms of artistic expression.
• It is recognized that the process of generating new terms changes the
experiences that those terms were supposed to explicate. Indeed, it
utilizes this relation as the basis for further transformation.
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
24 of 29
25. Importance of the Work
• Shows compatibilities between anthroposophy, second-order cybernetics,
and the philosophy of the implicit. This illuminates potential avenues for
continued exploration and mutual fructification between these realms,
which have heretofore not been explicitly connected.
• For anthroposophy, it provides a philosophical foundation for how we can
possibly conceive of spiritual sense organs that do not require the
ontological assumptions of Steiner, while at the same time supporting his
basic project.
• It fulfills a need to connect anthroposophical ideas with current scientific
and philosophical ideas, to keep anthroposophy from becoming dogmatic.
• It demonstrates how it is possible to utilize esoteric practices as an active
part of academic research, rather than only as an object of research.
• It indicates a way to avoid dualisms and fundamentalisms of all types
through utilization of the fundamental pattern q.
• It gives an outline of transformative indications that, if followed, can yield
new domains of experiencing. In this sense it is “testable” in the
experience of the reader.
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
25 of 29
26. Potential Applications
• Aesthetic epistemology can be applied to any problem in
experience that seems intractable, too complex, too subtle, or too
undefined to admit of any solution.
• It can help clarify patterns of problem-construction by revealing associated
epistemological assumptions.
• It can help bring forth alternative distinctions and different ways of
knowing in relation to a problem.
• It provides a phenomenologically-sensitive context for evaluating different
potential solutions to problems through utilization of the recursive
interaction between distinction and sensation.
• It adds a unique perspective to current debates in anthroposophy,
cybernetic epistemology, and the philosophy of the implicit.
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
26 of 29
27. Directions for Future Research
The ideas in the dissertation are essentially outlines only. There are many
areas that can be explored further or more deeply:
• Theoretical directions:
• Fleshing out more directly a way of thinking about the “spiritual” that avoids
many of the ontological assumptions and confusions that normally attend that
distinction.
• Anthroposophical connections:
• The nature of spiritual beings
• Cosmic involution-evolution
• The future of anthroposophy
• Connecting principles of aesthetic epistemology more directly and closely with
recent research in cognitive science, biology, philosophy of mind, and
consciousness studies, for example, Hofstadter and Sander’s claim that
thinking is analogy.
• Connecting principles of aesthetic epistemology more deeply with the specific
elements of Eugene Gendlin’s philosophy of the implicit, such as his stages I-VIII
in A Process Model and ideas in Experiencing and the Creation of Meaning such as
recognition, explication, metaphor, comprehension, relevance, circumlocution,
symbolization, “instance of itself” and so forth.
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
27 of 29
28. Directions for Future Research, cont.
• Practical directions:
• Exploring ways of making the principles and practices associated with
aesthetic epistemology more easily communicated.
• Exploring new realms of application for aesthetic epistemology and
experimentally demonstrating its use there.
February, 2014
Towards an Aesthetic Epistemology, by Seth T. Miller
28 of 29