1,721,019 research outputs found
Pedagogy of otherness: the teaching process as an ethical host of the other and the knwoledge critical condition in Levinas
No full textThis study exposes the phenomenological background from which the Levinasian concept of education is elaborated. It shows to which extent the concept not only represents an ethical critique to the dominance of knowledge, but also that education is the essential motive to the theoretical-critical activity, needed to philosophy and education. This work argues that education, in Levinasian sense, is a metaphysical instance, by which Levinas calls into question the primacy of intellectual attitude and the self-reflection of the philosophical logos in the educational field. However, this questioning, before being denied by theory, is its own condition. Thus, teaching is the movement that reverses itself to the for-the-Other, affecting it as ethical transcendence or openness to otherness. The thesis of this work is to show that in the philosophy of Levinas, there is the pedagogy of otherness, conceived as ethical teaching while welcoming of speech of others and as the knowledge critical condition. This teaching modality becomes a condition of possibility for the reconstruction of orientation of ethical subjectivity. The teacher speech as in relation to the other is a respectful relationship, an ethical relationship, and this speech is a welcome teaching. However, this teaching does not stem from maieutic, it comes from the exterior, and the other brings more than one contains in itself. This way, teaching as inter-human relationship is presented as constitutive of the social, cultural and intellectual world. So, the education understood as a constitutively ethical relation breaks the tyranny of totality and opens itself to transcendence. This means that the human begins with proper care of the other, and have fruitfully this care means responding to the call that comes in the face of another.Este estudo expõe o pano de fundo fenomenológico a partir do qual se elabora o conceito levinasiano de ensino. Explicita em que medida o referido conceito não só representa uma crítica ética ao predomínio do saber, mas também que o ensino é o móbil fundamental da atividade teórico-crítica, necessária à filosofia e à educação. Sustenta que o ensino, em sentido levinasiano, é uma instância metafísica, mediante a qual Levinas coloca em questão a primazia da atitude intelectual e da auto-reflexão do logos filosófico no campo educativo. Porém, este questionamento, antes de ser a negação do teórico, é a sua própria condição. Assim, o ensino é o movimento que inverte o para-si em para-o-Outro, efetivando-se como transcendência ética ou abertura à alteridade. A tese deste trabalho consiste em mostrar que, na filosofia de Levinas, há uma Pedagogia da alteridade, concebida como ensinamento ético enquanto acolhimento da fala de Outrem e condição crítica do saber. Esta modalidade docente se torna condição de possibilidade para a reconstrução do sentido (orientação) ético da subjetividade. A fala docente enquanto relação ao Outro é uma relação respeitosa, uma relação ética, e esta fala acolhida é um ensinamento. Porém, este ensinamento não surge da maiêutica, vem do exterior, do Outro e traz mais do que o eu contém em si mesmo. Deste modo, o ensino enquanto relação inter-humana se apresenta como constitutivo do mundo social, cultural e intelectual. Portanto, a educação, entendida como relação constitutivamente ética, rompe com a tirania da totalidade e se abre à transcendência. Isto significa que o propriamente humano começa com o cuidado do Outro, e ter este cuidado significa responder fecundamente ao apelo que vem do rosto de Outrem
Pedagogy of otherness: the teaching process as an ethical host of the other and the knwoledge critical condition in Levinas
No full textThis study exposes the phenomenological background from which the Levinasian concept of education is elaborated. It shows to which extent the concept not only represents an ethical critique to the dominance of knowledge, but also that education is the essential motive to the theoretical-critical activity, needed to philosophy and education. This work argues that education, in Levinasian sense, is a metaphysical instance, by which Levinas calls into question the primacy of intellectual attitude and the self-reflection of the philosophical logos in the educational field. However, this questioning, before being denied by theory, is its own condition. Thus, teaching is the movement that reverses itself to the for-the-Other, affecting it as ethical transcendence or openness to otherness. The thesis of this work is to show that in the philosophy of Levinas, there is the pedagogy of otherness, conceived as ethical teaching while welcoming of speech of others and as the knowledge critical condition. This teaching modality becomes a condition of possibility for the reconstruction of orientation of ethical subjectivity. The teacher speech as in relation to the other is a respectful relationship, an ethical relationship, and this speech is a welcome teaching. However, this teaching does not stem from maieutic, it comes from the exterior, and the other brings more than one contains in itself. This way, teaching as inter-human relationship is presented as constitutive of the social, cultural and intellectual world. So, the education understood as a constitutively ethical relation breaks the tyranny of totality and opens itself to transcendence. This means that the human begins with proper care of the other, and have fruitfully this care means responding to the call that comes in the face of another.Este estudo expõe o pano de fundo fenomenológico a partir do qual se elabora o conceito levinasiano de ensino. Explicita em que medida o referido conceito não só representa uma crítica ética ao predomínio do saber, mas também que o ensino é o móbil fundamental da atividade teórico-crítica, necessária à filosofia e à educação. Sustenta que o ensino, em sentido levinasiano, é uma instância metafísica, mediante a qual Levinas coloca em questão a primazia da atitude intelectual e da auto-reflexão do logos filosófico no campo educativo. Porém, este questionamento, antes de ser a negação do teórico, é a sua própria condição. Assim, o ensino é o movimento que inverte o para-si em para-o-Outro, efetivando-se como transcendência ética ou abertura à alteridade. A tese deste trabalho consiste em mostrar que, na filosofia de Levinas, há uma Pedagogia da alteridade, concebida como ensinamento ético enquanto acolhimento da fala de Outrem e condição crítica do saber. Esta modalidade docente se torna condição de possibilidade para a reconstrução do sentido (orientação) ético da subjetividade. A fala docente enquanto relação ao Outro é uma relação respeitosa, uma relação ética, e esta fala acolhida é um ensinamento. Porém, este ensinamento não surge da maiêutica, vem do exterior, do Outro e traz mais do que o eu contém em si mesmo. Deste modo, o ensino enquanto relação inter-humana se apresenta como constitutivo do mundo social, cultural e intelectual. Portanto, a educação, entendida como relação constitutivamente ética, rompe com a tirania da totalidade e se abre à transcendência. Isto significa que o propriamente humano começa com o cuidado do Outro, e ter este cuidado significa responder fecundamente ao apelo que vem do rosto de Outrem
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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