The Experts below are selected from a list of 222 Experts worldwide ranked by ideXlab platform
Andrea Schiavio - One of the best experts on this subject based on the ideXlab platform.
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evolutionary musicology meets embodied cognition biocultural coevolution and the enactive origins of human musicality
Frontiers in Neuroscience, 2017Co-Authors: Dylan Van Der Schyff, Andrea SchiavioAbstract:Despite evolutionary musicology’s interdisciplinary Nature, and the diverse methods it employs, the field has nevertheless tended to divide into two main positions. Some argue that music should be understood as a naturally selected adaptation, while others claim that music is a product of culture with little or no relevance for the survival of the species. We review these arguments, suggesting that while interesting and well-reasoned positions have been offered on both sides of the debate, the Nature-or-culture (or adaptation vs. non-adaptation) assumptions that have traditionally driven the discussion have resulted in a problematic either/or dichotomy. We then consider an alternative ‘biocultural’ proposal that appears to offer a way forward. As we discuss, this approach draws on a range of research in theoretical biology, archeology, neuroscience, embodied and ecological cognition, and dynamical systems theory, positing a more integrated model that sees biological and cultural dimensions as aspects of the same evolving system. Following this, we outline the enactive approach to cognition, discussing the ways it aligns with the biocultural perspective. Put simply, the enactive approach posits a deep continuity between mind and life, where cognitive processes are explored in terms of how self-organizing living systems enact relationships with the environment that are relevant to their survival and well-being. It highlights the embodied and ecologically Situated Nature of living agents, as well as the active role they play in their own developmental processes. Importantly, the enactive approach sees cognitive and evolutionary processes as driven by a range of interacting factors, including the socio-cultural forms of activity that characterize the lives of more complex creatures such as ourselves. We offer some suggestions for how this approach might enhance and extend the biocultural model. To conclude we briefly consider the implications of this approach for practical areas such as music education.
Bernard Obeng - One of the best experts on this subject based on the ideXlab platform.
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enterprise as socially Situated in a rural poor fishing community
Journal of Rural Studies, 2017Co-Authors: Alistair R Anderson, Bernard ObengAbstract:We examine enterprise processes in a poor rural fishing village in Ghana, having become interested in why poverty persists in spite of considerable industry. Our case study uses the village as the unit for analysis because it offered a conceptually interesting place that is relatively economically, socially and spatially isolated. Most entrepreneurship theory failed to explain our observations about the absence of development. Accordingly, our socialised perspective looked at the social and spatial processes that configured enterprise. Our study allowed us to recognise that fishing and the associated processing and sales had developed as socially organised to enable a livelihood for many, rather than entrepreneurial benefits for a few. The socially Situated Nature of rural enterprise in Ocansey Kope is “mutual” and interdependent, and not individualistic in the western sense. Enterprise is individually enacted; but how business is conducted is hedged by social obligations, responsibilities and entitlements. The apparently economic “systems” of production, the buying and selling, lending and borrowing within the village can also be understood, and better explained, as social processes.
Michael Oloughlin - One of the best experts on this subject based on the ideXlab platform.
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rethinking science education beyond piagetian constructivism toward a sociocultural model of teaching and learning
Journal of Research in Science Teaching, 2007Co-Authors: Michael OloughlinAbstract:In the first part of the article I present an epistemological critique of forms of pedagogy founded on Piagetian constructivism. Despite the appeal of the notion that learners construct their understanding, I argue that constructivism is problematic because it ignores the subjectivity of the learner and the socially and historically Situated Nature of knowing; it denies the essentially collaborative and social Nature of meaning making; and it privileges only one form of knowledge, namely, the technical rational. I then present a critique of active learning and student-centered forms of pedagogy. I argue that in our models of teaching we rely on too many unexamined assumptions from developmental psychology and we take for granted the problematic notion that children learn by doing. My central thesis is that constructivism is flawed because of its inability to come to grips with the essential issues of culture, power, and discourse in the classroom. In the concluding section of the article I present a preliminary account of a sociocultural approach to teaching and learning that takes seriously the notion that learning is Situated in contexts, that students bring their own subjectivities and cultural perspectives to bear in constructing understanding, that issues of power exist in the classroom that need to be addressed, and that education into scientific ways of knowing requires understanding modes of classroom discourse and enabling students to negotiate these modes effectively so that they may master and critique scientific ways of knowing without, in the process, sacrificing their own personally and culturally constructed ways of knowing.
Ilana Seidel Horn - One of the best experts on this subject based on the ideXlab platform.
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learning on the job a Situated account of teacher learning in high school mathematics departments
Cognition and Instruction, 2005Co-Authors: Ilana Seidel HornAbstract:To investigate teachers' everyday on-the-job learning, I used a comparative case study design and examined the work of mathematics teachers in 2 high schools. Analysis of interviews, classroom observations, and teachers' conversations highlighted 3 key resources for learning: (a) reform artifacts oriented the teachers' attention to key concepts of a reform, whereas the interactions surrounding them established local meanings; (b) conversation-based classification systems communicated pedagogical assumptions; and (c) the rendering of classroom interactions in conversations shaped opportunities for teachers to consult with and learn from colleagues. Taken together, these learning resources provide a conceptual infrastructure for teachers to make sense of their practice. This research highlights the social and Situated Nature of teachers' pedagogical reasoning and specifies the role of teacher community in teacher learning.
Debbie Laliberte Rudman - One of the best experts on this subject based on the ideXlab platform.
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institutional ethnography studying the Situated Nature of human occupation
Journal of Occupational Science, 2015Co-Authors: Birgit Prodinger, Debbie Laliberte Rudman, Lynn ShawAbstract:Institutional ethnographers and occupational scientists share a common interest in studying what people do in their daily lives. Institutional ethnographers start inquiry at the standpoint of people as they are Situated in the actualities of everyday life and then turn their gaze from the individual to the social. We aim to outline in this paper some key tenets of institutional ethnography to argue its relevance for studying human occupation. More specifically, we posit that institutional ethnography provides a promising social theory and method to further understandings of the Situated Nature of human occupation.
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conceptual insights for expanding thinking regarding the Situated Nature of occupation
2013Co-Authors: Debbie Laliberte Rudman, Suzanne HuotAbstract:In concert with transactionalism, we argue in this chapter that occupational science must pay greater attention to the complex ways that occupation is Situated within contexts. Working from previous critiques that Dewey did not adequately attend to the ways that power relations impact on various actors’ possibilities for action, we present two theoretical lenses that can be drawn upon to consider how social power relations shape transactions and, in turn, how occupations are always politically, socially, culturally and historically Situated. In particular, we delineate concepts from two bodies of critically located social theories, specifically, governmentality studies and Bourdieu’s theory of practice, and subsequently apply them to examine the Situated Nature of occupation in relation to the contemporary governing of retirement and the negotiation of integration following international migration. Both of these theoretical lenses emphasize the productive Nature of power and how its enactment differentially shapes what people and collectives come to take for granted regarding what they themselves and others should do. We argue that these lenses can be applied, in concert with transactionalism, to develop complex understandings of the Situated Nature of occupation and contribute to social change aimed at creating more equitable possibilities for occupation.
