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Kompleksse mõtlemise poole koos Juri Lotmaniga: kultuuridünaamika modelleerimine haridussüsteemides
No full textVäitekirja elektrooniline versioon ei sisalda publikatsiooneHaridussüsteemides nähakse sageli olulist platvormi globaalsete probleemide lahendamiseks ning ühiskondlike muutuste juhtimiseks. Samas ei pruugi haridusvaldkonnas toimuvad protsessid alati kulgeda lineaarselt õppekavadest soovitud muutusteni ühiskonnas. Vaatamata kõikvõimalikele püüdlustele planeerida, juhtida ja mõõta hariduse mitmetasandilisi protsesse võivad need siiski viia ootamatute tulemusteni. Üks võimalus taolisi arenguid kirjeldada on modelleerida haridust kui kompleksset süsteemi. Komplekssüsteemide uuringud pakuvad raamistikku, mille abil on võimalik mõtestada süsteemi osade vahelisest mittelineaarsest vastastikmõjust tingitud ennustamatust. Kuigi osade vaheliste keeruliste seoste kirjeldamine ei võimalda meil paremini ennustada täpseid arengusuundi, võib see aidata tuvastada muutuste mustreid sellistes süsteemides. Problemaatiline tundub aga olevat see, et komplekssuse mõistmise raamistikud on peamiselt inspireeritud loodus- ja täppisteaduste valdkondades tehtud uuringutest. Ehkki kõiki kompleksseid süsteeme saab kirjeldada mõningate ühiste põhimõtete alusel, on nende süsteemide käitumises ka suuri erinevusi, sõltuvalt sellest, kas me vaatleme komplekssust füüsilistes süsteemides või kultuuris. Doktoritöö käsitleb Juri Lotmani semiootilise teooria potentsiaali kultuuri kui kompleksse süsteemi eripära täpsustamiseks. Juri Lotmani kultuurisemiootikast tulenev komplekssuspõhine lähenemine suudab hoida kultuuri staatilis-dünaamilist mõõdet paradoksaalses pinges ning selle kaudu käsitleda ühtaegu nii lineaarseid protsesse kui ka ennustamatuid arenguid, vaadeldes neid üksteist vastastikku tingivatena. Doktoritöö selgitab, kuidas Lotmani komplekssusraamistik võimaldab modelleerida kultuuridünaamika ja kultuuri struktuurilise korralduse vahelist suhet ning võib seega pakkuda väärtuslikku sisendit haridusvaldkonna jaoks, kus küsimus erinevate mudelite suutlikkuse kohta soovitud muutuste esilekutsumiseks on kriitilise tähtsusega.Societies tend to put a lot of hope and pressure on education to serve as a ground for tackling global challenges and initiating change towards societal goals. At the same time, change in educational systems does not always follow a linear path of development from educational agendas to the desired outcomes. Despite the attempts to plan, manage and measure these multilevel processes they can still lead to unforeseen results. One way to account for such indeterminacy is to model education as a complex system. Complexity research provides a framework for making sense of nonlinear interactions between the parts of a system that result in unpredictable outcomes. While describing the intricate relations between parts does not allow us to predict the exact trajectories of development, it can enable to identify patterns of change in such systems. What appears problematic is that the frameworks for understanding complexity are mainly inspired by research conducted in hard sciences. While all complex systems can be described by some common principles, there are also profound differences in how these systems behave depending on whether we observe complexity in physical systems or in culture. The thesis proposes that Juri Lotman’s semiotic theory offers a valuable perspective for elaborating the particularity of culture as a complex system. The complexity thinking approach stemming from Lotman’s ideas allows to maintain the static–dynamic dimension of cultural processes in paradoxical tension and, through that, has the potential to address both linear developments as well as unexpected bifurcations and view them as mutually conditional. The dissertation explicates how Lotmanian complexity framework enables to model the relation between cultural dynamics and the structural organisation of culture and can thus provide a valuable insight for the field of education where the question regarding the capacity of various models to initiate the desired change is of critical importance.https://www.ester.ee/record=b556750
Diskreetsusest ja kontinuaalsusest Juri Lotmani teooriast lähtuvalt
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Lotmanian Perspective on Complexity in Cultural Systems
Get PDFThis article sets out to discuss the potential of Juri Lotman’s semiotic theory to serve as a ground from where a new understanding of cultural complexity could emerge. While the connection between Lotman and complex systems theory is quite well established, what is yet to be clarified is the ways in which his approach differs from the universally accepted understandings of complex dynamics, i.e., what makes Lotman’s perspective on complexity unique? The article also explores the possibility of developing Lotman’s ideas further in the context of the contemporary paradigm of complex thought with the aim of clarifying the specifics of complexity in cultural systems. In order to fill these aims, the article will first compare Juri Lotman’s ideas with a generally recognized understanding of complexity to delineate a common ground. Then, the paper will address the issue of how studying complexity differs in physical systems and cultural systems, focusing on how this matter has been discussed in semiotics. The final part of the article will propose some initial lines of thoughts regarding how Lotman’s ideas could be advanced further to grasp the phenomenon of complexity in culture
From avoiding uncertainty to accepting it: Semiotic modelling of history education at the limits of knowledge
Get PDFThis article explicates how different approaches to teaching history can enforce diverse strategies for dealing with uncertainty. Descriptions of three types of historical pedagogy are analysed as three kinds of modelling systems derived from Juri Lotman’s theory of semiotics of culture: myth-type modelling, scientific modelling, and play-type modelling. The paper argues that the connection between pedagogical approaches and uncertainty, as an experience that occurs at the limits of knowledge, can be modelled as the relation between a semiotic system and its boundary. The nature of this relation can differ depending on how the division between the internal and external space of the semiotic entity is perceived. Different types of modelling systems establish distinct patterns in order to deal with the indeterminacy of the borderland area. In the process of learning, these patterns can be viewed as semiotic strategies that various pedagogical approaches enforce when arriving at the limits of knowledge and facing the situation of indeterminacy that can cause students to experience uncertainty. Three different strategies are discussed in the context of history education: avoiding uncertainty in the case of the collective memory approach, addressing uncertainty in the case of the disciplinary approach, and accepting uncertainty in the case of the post-modern approach to teaching history
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Get PDF“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
Get PDFWe 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
Get PDFWe 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
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