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The knowing subject : a philosophical study, with special reference to the contribution of Jean Piaget
Get PDFDPhil, PU vir CHO, 1986Doctora
The role of logic in the epistemology of Jean Piaget
Get PDFMA, PU vir CHO, 1983The Genevan scholar, Jean Piaget, made a highly significant contribution to epistemology that has not generally been adequately recognized by philosophers. His purpose was to remove epistemology from philosophy and make it a strictly scientific endeavour separate from philosophy. Yet an examination of main themes in his theory of knowledge shows the clear outline of a philosophical framework - using his own definition of philosophy. An examination of a number of criticisms shows that, underlying philosophical differences constantly emerge as the major factor separating Piaget and his critics. That Piaget failed in .his purpose of establishing a scientific epistemology independently of philosophy is corroborated by a comparison with the psychologist, Rudolph Arnheim. The Piagetian philosophy - which, though with in the mainstream of twentieth century philosophy, has its own quite distinctive features - leads to a shaping of the experimental data in terms of a constructivist, monolithic hierarchy of knowledge, not as a static structure but as a
Continually structuring activity. In this structuring activity knowledge develops in a continual interaction of subject and object in which the object :feeds the cognitive structure of the subject and the subject, by its logic-mathematical structure, gives order to the object world. There is a conflation of the logical and mathematical and a blurring of the distinction between the logical function, as a primary functional mode, and the formalization by which we extend knowledge of the logical function with the aid of symbols. Cognitive normativity is seen as provided by a formalization of logic, rooted ultimately in the universal biological structure of the organism. As an alternative, and more satisfactory, empirical philosophical framework the outline is given for a multi-dimensional theory of knowledge with in a lawfully ordered , dynamic, relational field. Within this context, it becomes apparent that the Piagetian experiments do not trace the development of thought or the growth of knowledge or of logic as such, but have the more limited scope of tracing the development of one mode of knowledge; a mode of knowledge which is nevertheless important because of its role in science. The evaluation of Piaget and the proposed constant appeal to empirical data. At the acknowledged that an explicit Christian plays a part just as Piaget's commitment shaping his theory.Master
Die kind van die kinderboek : 'n analise van kinderliteratuur aan die hand van invloedryke teorieë oor die kind
Get PDFThesis (PhD)--PU for CHE, 1992The child of the children's book: an analysis of children's literature on the basis of influential theories on the nature of the child. The discussion of child development is based on the hypothesis that differing psychological and educational theories must be viewed in a philosophical context. An important objective of this study
is accordingly to discover the typical idea of a child inherent in the image of man utilized in children's books. As a general approximation, the difference between Locke's associationistic conception of child development, determined by education, and Rousseau's conception of active participation in development, is related to the distinction between a Platonic and an Aristotelian approach to sensible objects and ideas. This serves as a frame of reference for the discussion of theories of child development. Locke's acceptance of Aristotle's concept of a tabularasa is discussed as a precursor to theories stressing development in terms of the rewards and punishments provided by the environment. The influence of Darwin 's theory of natural selection on theories of human behaviour is stressed. Plato's rejection of the sensible world and his theory of ideas are discussed in terms of a theory of innate knowledge. In Rousseau 's innovative theory, inherited knowledge is replaced by innate stages of development. Successors to Rousseau include psychologists who regard moral education as psychologically harmful , and the very influential Piaget. Psychological objections to moral conditioning hinge on the belief that the creation of shame and guilt is harmful and should be replaced by love. Piaget's genetic epistemology forms the basis of a theory of stages of cognitive and moral development. According to this theory moral conditioning inhibits the development of an autonomous morality. In an analysis of children's stories the influence of the two traditions is established. In the eighteenth century Locke's direct influence is manifested in a rational approach to children. In the following centuries the concept of the child as a tabularasa becomes important, and education is seen as adaptation to the demands of society. This socializing approach is discussed in several works, e.g. Juliana Ewing in the nineteenth century and Hester Heese in the twentieth century. Rousseau's influence can also be seen in children' s stories characterised by misgivings about moral
conditioning, and the belief that children should be allowed to develop naturally. The discussion includes the educational stories of Maria Edgeworth, Mark Twain's rejection of education in terms as radical as those of Rousseau, and Kastners Leitmotiv that education was a cause of Germany's problems. A further tendency, also in the Platonic tradition, is found in novels, e.g. by Betsy Byars and Ellen Conford, in which love - rather than discipline and the creation of fear and guilt - characterises relations between adults and children.Doctora
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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