ON THE FORM OF KNOWLEDGE IN EDUCATION: REIFICATION AND SYMBOLIC VIOLENCE by D. KLUS-STANSKA

“…Education invariance is related to inertia of its forms and self-reproduction of vested teaching practices, but first of all – to the current epistemological regime in education. Orientation of educational system at scientific samples of knowledge dehumanizes pedagogical relations, mariginalizes students’ creative activity, and blocks the latter’s innovative-pedagogical processes. …”
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Cultural Heritage: An Introduction to Entanglements of Knowledge, Politics and Property by Kristin Kuutma

“…This contribution gives a brief overview of the contemporary discussion of the epistemological and ontological premises of cultural heritage. …”
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Paysage scriptural adolescent, du papier au numérique by Elisabeth Schneider

“…Drawing on an ethnographical survey, we try to study both the methodological aspect and the epistemological one, which are jointly builded.…”
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Minoritaires en Iran. Décentrer l’analyse des rapports sociaux by Lucia Direnberger, Sahar Aurore Saeidnia

“…Additionally, it shows the epistemological stakes of considering the interweaving of these power relations. …”
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L’approche sociologique de l’Anthropocène : un nouveau cadre historique des rapports sociaux by Eric Macé

“…This article shows that this new environmental reality has collided with the main epistemological and cognitive framework of the social sciences, which was modernity, which did not imagine a social world so interdependent with non-humans and so vulnerable as to risk disappearing. …”
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ANTHROPOLOGIZATION OF SCIENCE: FROM THE SUBJECT OF COGNITION TO THE RESEARCHER’S PERSONALITY by N. V. Kryvtsova, I. A. Donnikova

“…The authors rely on post-non-classical methodological tools and basic principles of complexity theory (autopoiesis, auto-eco-organization, synergy, syzygy, targeted and cyclic determination), as well as theoretical provisions of epistemological constructivism (enactivism), the results of theoretical and empirical psychological studies. …”
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Apprendere al museo la musica come storia: didattica museale e costruzione delle conoscenze storico-musicali by Maria Rosa De Luca

“…In this context, the analysis of teaching-learning procedures in music history extends to the music museum, understood as a space dedicated to promoting the learning of music history knowledge through innovative teaching approaches. The epistemological assumptions of didactic work are also discussed, taking into account the urgent problems that teachers face today in the process of didactic transposition, starting with the resistance to the growing phenomenon of presentism.…”
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Situation d’apprentissage et conceptualisation by Pierre Pastré

“…The text can be divided in two parts: the first part is an epistemological; it proposes a debate between the proponents of the theory of enaction and the supporters of the conceptualization in action, theory which relates the author. …”
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Nietzsche y la razón poética (Reflexión sobre la postura nietzscheana en torno a la cuestión de la razón moderna) (Artículo) by Luis Antonio Velasco Guzmán

“….), and try to scrutinize its epistemological thesis. My approach of Nietzsche's poetic reason will be directed by my studies on Nietzsche's Also sprach Zarathustra [1883- 5], which hermeneutical axis I have obtained from Nietzsche's Ecce Homo [1888] and Morgenröthe [1882], but also being directed by the great books on this topic written by M. …”
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Les cultures de l’étude à l’université dans leurs rapports avec les formes d’enseignement et la réussite académique by Coralie Touati

“…In this paper, the author examines studying at university as a social and didactical fact by bringing its structural patterns to light in two epistemologically contrasted subjects: law and education. …”
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Les pratiques enseignantes mises en récit by Jean-François Marcel

“…The article also analyzes the epistemological foundations of this method through a theoretical clarification of “teacher practices”, which in connection with the work of OPEN, leads to a quaternary model and clarifies research orientations and standpoints in connection with the researcher’s engagement.…”
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Littératie et activités médiatisantes à l’école primaire : pour reconsidérer les modalités d’enseignement et d’apprentissage by Pascal Dupont

“…Building on the broad epistemological orientations of the concept of literacy and its French approach, it will, in this article, consider how it can contribute to the study of mediation activities and renewal educational modalities teaching and learning in French primary school. …”
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“This is not science. This is storytelling:” The Poetics of Science in Arcadia by Liliane Campos

“…This article explores the strong epistemological continuity of Stoppard’s references to science, which provide him with metaphors for the systematic instability of knowledge asserted by his plays. …”
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POSTMODERNISM AND POSITIVISM by Evaldas Nekrašas

“…However, it shares with positivism and, especially, logical positivism many important epistemological features including those it pretends to be anti-positivist: first of all, relativism and fallibilism. …”
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REALİST VE REALİST KARŞITI GÖRÜŞLERDE GÖZLENEBİLİRLİK KAVRAMI by Sedat Yazıcı

“…This paper critically examines the central tenet of constructive empiricism, namely that the epistemological significance between observable and unobservabie entities plays a putative role for our attitudes toward scientific theories. …”
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Faire advenir un sujet-chercheur en devenir  by Anne-Sophie Cayet

“…They will highlight the methodological, ethical and epistemological issues involved in historicizing researchers in and through research.…”
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The Worm and the Ecologist: Experiencing Planetarity with Frank Herbert’s Dune by Pierre-Louis Patoine

“…This article explores how Frank Herbert’s 1965 novel Dune offers occasions for the development of an ecological, Gaian sensitivity, pushing the human sensorium towards the planetary (in relation to, and contradistinction to, the global, colonial, and imperial imaginaries) by using tools typical of fantasy and science fiction, such as world-building, immersion, sensationalism, terrain navigation, non-modern epistemologies, oneiric possession, geological actants, dragon-like giant sandworms, and human-eating birds. …”
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‘On board’ deep-sea mining. An ocean-based perspective by Marta Gentilucci

“…It therefore becomes anthropologically salient to ask: what are the political, epistemological, ecological, and economic consequences of a mining future that promises to be bound up with autonomous machines and increasingly sophisticated technologies? …”
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L’étude de cas face à l’exemple : pratiques et enjeux dans l’enseignement de la géographie et de l’aménagement à l’université by Caroline Leininger-Frézal, Nicolas Douay, Marianne Cohen

“…While geography has experienced different epistemological developments, it seems interesting to question the reality of teaching practices in contemporary geography education in the university. …”
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How and why to study mountains: topics and types of research between limits and opportunities by Laura Bonato

“… Field practice in a neighbouring ethnographic context – both culturally and geographically –, of which the researcher is a part, entails specific difficulties, epistemological and practical problems quite different from those faced by classical anthropology. …”
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