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Archives, libraries, and cultural information institutions influence and contextualize our cultural knowledge. Embedded in these practices are white supremacist, colonial legacies that have excluded crucial cultural knowledges and contexts, particularly for BIPOC and LGBTQ+ communities. While momentum is building to create space for other knowledge frameworks, the scholarship broadly has yet to address how archival professionals and students are taught about these concepts, particularly in relation to archival description. Through a critical discourse analysis, we identify the ways in which white supremacist heteronormative practices are upheld within archival description education and training. To highlight interventions, we look at the ways in which scholars are already engaging with alternative or disruptive practices. By applying these approaches more intentionally within these frameworks allows for a more robust and critical archival practice that provides the ability to support the diverse user needs of these communities to create and perpetuate reparative justice. [ABSTRACT FROM AUTHOR]

In this essay, we present Michael Polanyi's theory of knowledge and outline its implications for theory development in organizational research. While Polanyi is best known in the field for his concept of tacit knowledge, we discuss here several other cognate concepts Polanyi has also introduced—notably conviviality, indwelling, tradition and lore, coherence, and post-critical reason—and show how they help us better understand organizational theorizing. Specifically, we argue the following. First, when engaged in theory creation, organizational scholars integrate largely unspecifiable particulars, in search of deepening coherence, by dwelling in a fiduciary framework of previous theory, others' narrativized experiences, and their own personal experiences. Secondly, driven by intellectual passions and commitments, organizational scholars bring about conceptual novelty by seeking to redirect intellectual attention to hitherto tacitly accepted subsidiary particulars, which they seek to reintegrate in novel ways. And, thirdly, since all knowledge, no matter how abstract, necessarily involves skillful action, organizational scholars dwell in scientific practice and, therefore, interiorize—that is, they become subsidiarily aware of—the practice's collective purpose, which they freely and responsibly enact through the exercise of public liberty. [ABSTRACT FROM AUTHOR]

Questions and analyses centered on race have become more prominent in philosophy. By employing a ‘critical philosophy of race’, thinkers become enabled to address how race and racism continue to operate in subtle and unintended ways, including within concepts, theories, principles, practices, and methodologies otherwise purported to be race-neutral. Yet, North American sports philosophy provides few examples of work that grapples with race, racism, or theories of race. In this essay, I ask why and conclude that the shortage of discussions that include explicit references to race or ethnicity in North American sport philosophy is due to the dominance and normalization of white epistemologies – white ways of experiencing, seeing, and knowing the world. [ABSTRACT FROM AUTHOR]

This issue navigates the intersections of Black and Indigenous ecologies. Colonial epistemologies still marginalize Black and Indigenous peoples in discussions about ecologies: they neglect Black and Indigenous peoples' disproportionate environmental dispossession and the effects of environmental racism while "naturalizing" Black and Indigenous peoples as closer to the natural environment. The contributions to this issue draw on convergences between environmental inequality, sonic ecologies, and the legacies of colonialism to shape ongoing conversations. The issue traces historical as well as contemporary relationships and attends to the linkages and disruptions at work in Black and Indigenous ecologies, especially in the midst of climate change, which continues to affect those who are least responsible for the planet's degradation. The articles in this issue make visible entwined histories in Black and Indigenous ecologies, as well as histories of oppression, that may trouble territorial boundaries and expand relationalities. [ABSTRACT FROM AUTHOR]

"Phenomenology and Pedagogy in Physical Education" by Oyvind Standal is a book that addresses the lack of studies on phenomenology and pedagogy in the context of physical education in schools. The book consists of 10 chapters that cover topics such as the role of practical knowledge in physical education, the teacher's role in the skills model, and the ethical dimensions of physical education. Standal argues that phenomenology can contribute to physical education by promoting critical movement literacy and accommodating marginalized groups. The book is intended for sports and education academics and provides a new perspective on understanding physical education. However, the discussion could benefit from more real-life examples. [Extracted from the article]

Methods and data innovations have served as catalysts for theory advancement and policy-making throughout the evolution of management and many other fields. However, new methods take a long time to be diffused and adopted. The most common contemporary methods used in management research are similar to those used decades ago. Drawing upon theories of knowledge diffusion and adoption, we identify four barriers to the slow propagation of methodological innovations: (a) insufficient knowledge or skills, (b) inadequate adoption of technology, (c) outdated norms, and (d) inefficient incentives as well as inapplicable journal and professional organization policies. Then, to show the usefulness of the four-barrier framework for understanding slow diffusion and adoption, we focus on three selective methods and data innovations: Collection of Web-based (aka big) data, utilization of video-based methods, and use of computer-aided text analysis techniques. Our aim is not to create a "gold rush" for new methods or accelerate methodological and theoretical speed for their own sake, but to expand our collective methodological toolkit to develop and test more robust, replicable, accurate, predictive, and credible theory that will result in better-informed and more effective policy-making. [ABSTRACT FROM AUTHOR]

This roundtable showcases how different Asian, Pacific Islander, and Indigenous communities in Colorado are fighting for sovereignty of their homelands. It reorients the question of "homelands" to highlight the experiences of communities whose homelands remain occupied by settler-colonial and imperial nation-states, like the United States, India, Israel, and China. Participants speak to the struggles of sovereignty of their communities and communities they work with, unsettling epistemological frameworks to disrupt normative understandings of home, migration, and diaspora. [ABSTRACT FROM AUTHOR]

Management and organization studies have long been interested in the social contexts and enduring consequences of individual and collective action. Yet, empirically observing both the situated nature of actions and their ultimate consequences remains challenging. In this paper, we describe microhistory as a complementary approach to grounded and longitudinal studies that reconciles situated action in time with its broader consequences over time. Microhistorical research involves the reflexive use of dual temporal frames: a microtemporal frame suited to an empirically grounded study of individuals in time and a macrotemporal frame accounting for processes of continuity and change in social structures over time. We describe the epistemology, method, and form inherent in theorizing with microhistory and consider its potential for management researchers. Microhistory's approach, we recognize, is well-suited to several phenomena that remain elusive to contemporaneous and longitudinal studies, such as exceptional normal actions, unintended consequences, nonlinear and emergent processes, contingent processes, and unobserved or inconceivable processes. Finally, we consider how microhistory's reflexive temporality offers management scholars opportunities to situate ourselves and our own theorizing in time and to account for evolving consequences over time. [ABSTRACT FROM AUTHOR]

This article examines the impact of algorithmic systems on disabled people's interactions with social services, focusing on a case study of algorithmic decision-making in Australia's National Disability Insurance Scheme (NDIS). Through interviews and document analysis, we explore future visions and concerns related to increased automation in NDIS planning and eligibility determinations. We show that while individuals may not fully comprehend the inner workings of algorithmic systems, they develop their own understandings and judgments, shedding light on how power operates through the datafication of disability. The article highlights the significance of addressing epistemic justice concerns, urging a reevaluation of dominant modes of understanding and assessing disability through algorithmic categorisation, while advocating for more nuanced approaches that acknowledge disability's embeddedness in social relations. The findings have implications for the future use of algorithmic decision-making in the NDIS and disability welfare provision more broadly. Points of Interest: Computer-based tools, or algorithms, are increasingly being used to assess who is eligible for public disability programs. This research investigates disabled people's concerns about the use of these tools. It uses a case study from Australia, where algorithmic assessments were recently proposed and trialled by the government. Concerns about technology's impact on resource allocation in disability support regimes include insensitivity to individual lived realities and reduction of disability to a score of bodily functionality. To avoid harm to disabled people, the research recommends an approach to assessment that better addresses contextual factors and lived experiences of disability. [ABSTRACT FROM AUTHOR]

In the field of life science there is a growing awareness of the metaphorical tenor of many of its key concepts and the problems that arise from them, as in the now-controversial case of the genetic 'program'. In the seminar Life Death (2019) Derrida addresses this question from Georges Canguilhem's difficulties in establishing a clear distinction between metaphor and concept, precisely with regard to the notion of 'program', concluding that this difficulty 'demand[s] a recasting of this division and of the law of this division' between metaphor and concept. Beginning with these pages from Life Death, the present essay aims to reconstruct the deconstruction of this opposition and its epistemological consequences by going back to the Derridean essay 'White Mythology' (1971), to which Derrida refers in the seminar and in which the question of metaphor in the life sciences had been addressed in a critical confrontation with Bachelard and Canguilhem. [ABSTRACT FROM AUTHOR]

Geospatial expertise draws on and recognizes a vast array of seemingly unrelated interconnections allowing the geographer to find solutions to otherwise incomprehensible problems. Geospatial thinking involves both time and space, acknowledges cause-and-effect relationships of geographic phenomena at multiple scales, and recognizes the impact of spatial and temporal scale on processes. The complexity of geographic thinking necessitates an equally complex set of learning experiences that collectively are characterized by the professional geographer. Due to the inherent complexity of geospatial expertise, its nuanced relationship to spatial thinking, and a lack of research on how individuals attain geospatial expertise, we organized an interdisciplinary group of experts to present their perspectives on developing geospatial expertise in this special edition. In this introduction, we review geospatial expertise and distinguish it from spatial thinking, review research on developing geospatial expertise, and end with recommendations for future research. Through these reviews and recommendations, this introduction provides background context for the articles in this special edition and elucidates their connections. Given the complexity of geospatial expertise, it is only through connecting researchers and educators across multiple disciplines that the nature of one of the most integrative professional disciplines – that of the geographer – can be fully understood. [ABSTRACT FROM AUTHOR]

One of Gottlob Frege's most original contributions to logic and philosophy was his logical notation, his 'Begriffsschrift'. While long criticized, dismissed, or simply ignored, the recent secondary literature contains some helpful re-evaluations and partial defenses of it. These rely largely on technical, pragmatic, or cognitive-psychological considerations. In this paper, we reconsider Frege's own reasons for valuing his notation highly. We argue that there is a further semiotic dimension, one that matters epistemologically. This dimension becomes evident once one takes seriously, partly also literally, some striking visual metaphors Frege uses. The result is an interpretation highlighting a side of Frege's position that is not widely known. It involves his views about the indispensable role that language, or sign systems more generally, play for human thought, and especially, for logic and mathematics. More particularly and as we read Frege, a good logical notation allows for expressing conceptual/inferential relations in a 'visually inscribed', thus 'perspicuous' way, and this leads to a special kind of 'insight' in mathematics. Or as we elaborate this point further, it involves a kind of articulation and understanding hardly possible without it. Frege designed his Begriffsschrift with that specific goal in mind. [ABSTRACT FROM AUTHOR]

In this essay, we offer three interrelated continua that together constitute a heuristic framework for locating metatheoretical approaches to the ethnography of communication (EC). The first continuum locates a range of epistemological approaches for EC research, from post-positive to interpretive to critical. Building on these epistemic commitments, the second continuum locates varying approaches to conceptualizing power relations in ethnographic contexts. The third continuum, also related to but not parallel with the other two, locates differing ethical approaches for ethnographers of communication. Taken together, these three continua reveal the values instantiated in a range of approaches to EC research. Given the diversity of approaches available in the field, we argue not for the primacy of one over another, but for mutual recognition of, and mutually productive cross-conversation on, the strengths and challenges of the respective views. [ABSTRACT FROM AUTHOR]

A potentially fructuous approach to fostering mental health and flourishing in Africa is to leverage traditional African proverbs and maxims aligned with positive psychology themes and constructs within the framework of positive psychology interventions (PPIs). This paper explores the potential for integrating (African) proverbs into PPIs to foster well-being and flourishing among African populations. I reference specific proverbs to explore their literal, metaphorical, moral, and epistemological import and inherent values, as well as their prospective utilization in promoting positive relationships, kindness and empathy, teamwork and collaboration, gratitude, truthfulness and honesty, and patience and humility, demonstrating how proverbs hold promise for promoting flourishing in the African context. I propose the CAPPI (Customization and Application of Proverbs in Positive Interventions) framework to guide researchers and practitioners in exploring and incorporating (African) proverbs into interventions. By embracing diverse cultural perspectives, positive psychology can enhance its impact on global well-being and create a more inclusive approach to research and intervention design. [ABSTRACT FROM AUTHOR]

For many, anti-capitalism signifies too much and thus lacks the political conviction needed to inform left-wing strategy and tactics. What remains neglected, though, is how anti-capitalism can function as an organisational form, one that is constituted by the democratic requirements of struggle. At different moments and for different purposes, anti-capitalist organising may rely on vertical, horizontal, centralised, or decentralised formations. We cannot predetermine the organisational particularities of anti-capitalism because it is always a form of forms determined by the demands of struggle. However, we can explore the psycho-political valances of anti-capitalist organisation. The appeal of anti-capitalism, so conceived, lies in its ability to facilitate subjects' enjoyment and political commitment through formal and psychic lack, rather than through neoliberal excess or ideological surety. Psychoanalytic theory is useful for considering how the anti-capitalist form's significatory field can foster emancipatory knowledges, acts, and ways of being in politically fraught contexts of struggle. [ABSTRACT FROM AUTHOR]

Amid digital developments, data journalism has gained a strong foothold among news publishers and in public discourse. With its authoritative claims and informative visualizations, it can play a significant role in the actions of citizens and people in power. This mixed-method case study explores a distinct epistemology developed in an independent form of data journalism in public service media in Scandinavia, not subordinate to traditional news values or investigative journalism. The study investigates its knowledge and truth claims, approach to data, transparency practices, and resources invested to claim reliable knowledge. The epistemology is characterized by innovative practices in the visualizing of essentially prejustified datasets. It claims public value offering general information and audience-friendly explorations of individual perspectives on topics on the public agenda. The approach to data views reality as measurable facts yet indicates epistemic ambiguity regarding figures' reliability, guided by a principle of reasonableness in the justifications of truth claims. [ABSTRACT FROM AUTHOR]

To date, social work literature regarding transgender and gender diverse (TGD) individuals situates TGD individuals as objects of social work knowledge and intervention. While this existent work represents an important foundation, it may foreclose other positionalities for TGD individuals. Therefore, this feminist critical discourse analysis of social work literature utilizes professionalization and transnormativity as conceptual anchors to explore the phenomenon of "transgender lived experience" in social work literature in order to understand both the nature of transgender lived experience and who is permitted to have it. Ultimately, this project found that transgender lived experience within social work is a totalizing discourse centered on a wholly painful experience of othering that can only be ameliorated through medical intervention. While this experience can confer expertise upon some individuals, transnormativity and professionalization operate in concert with this discourse to situate TGD people as transgender in the first place, foreclosing any other subjectivity. Therefore, future inquiry into the experiences of TGD individuals in social work must be willing to embrace epistemic perspectives and methodologies that emphasize the nuance and diversity of individuals' experiences and resist totalizing grand narratives. [ABSTRACT FROM AUTHOR]

This paper demonstrates how fictional narratives can address ethical and epistemic problems in the creation and conduct of qualitative research. A story about international students with parental responsibilities in the UK is presented. Through this 'performance,' fictional narratives can address issues linked to ethical and epistemic desires. This article contributes to the extant literature on fictional research writing by presenting and interrogating a piece written in response to ethical and epistemic dilemmas in the field. I present the lack of opportunity to meet for a group study to demonstrate how participants can convene in the 'virtual real.' Instead of passively accepting the unfortunate limitations on our interactions and interpretations, I allowed a fictional version of a utopian meeting to 'occur' among us. At the same time, the account itself performs a reflexive dystopian unravelling as I reveal some tacit frameworks and processes that led to its writing. Finally, I discuss the repercussions of desire on the material presentation of research as part of an initiative to address impossibilities in the conduct of research. [ABSTRACT FROM AUTHOR]

Context: Epistemic injustice refers to a wrong done to someone in their capacity as a knower. While philosophers have detailed the pervasiveness of this issue within healthcare, it is only beginning to be discussed by medical educators. The purpose of this article is to expand the field's understanding of this concept and to demonstrate how it can be used to reframe complex problems in medical education. Methods: After outlining the basic features of epistemic injustice, we clarify its intended (and unintended) meaning and detail what is required for a perceived harm to be named an epistemic injustice. Using an example from our own work on introversion in undergraduate medical education, we illustrate what epistemic injustice might look like from the perspectives of both educators and students and show how the concept can reorient our perspective on academic underperformance. Results: Epistemic injustice results from two things: (1) social power dynamics that give some individuals control over others, and (2) identity prejudice that is associated with discriminatory stereotypes. This can lead to one, or both, forms of epistemic injustice: testimonial and hermeneutical. Our worked example demonstrates how medical educators can be unaware of when and how epistemic injustice is happening, yet the effects on students' well‐being and sense of selves can be profound. Thinking about academic underperformance with epistemic injustice in mind can reveal an emphasis within current educational practices on diagnosing learning deficiencies, to the detriment of holistically representing its socially constructed and structural nature. Conclusions: This article builds upon recent calls to recognise epistemic injustice in medical education by clarifying its terminology and intended use and providing in‐depth application and analysis to a particular case: underperformance and the introverted medical student. Equipped with a more sophisticated understanding of the term, medical educators may be able to re‐conceptualise long‐standing issues including, but also beyond, underperformance. .@victoriamluong and colleagues explain how epistemic injustice can help us reframe complex problems in medical education as a means of treating people as fully human. [ABSTRACT FROM AUTHOR]

The introduction to this special issue argues that the manuscripts reveal how qualitative research occurs in the writing. The variety of articles in the special issue demonstrate the multifaceted ways that qualitative research can be done. Qualitative research is never neutral and thus writing precedes the research process and plays a crucial role in the constructing the research itself. [ABSTRACT FROM AUTHOR]

This piece considers what it might mean to do something called soundwriting, doing qualitative research in ways that further articulate the sonic rather than reproducing ocularcentric framings that often recreate false binaries or enunciates privileging taxonomies of knowledge and care. To these ends, this article is divided into two overarching sections. The first section attends to questions of what it might mean to theorize processes of qualitative writing in general, what qualitative writing can do and the ethical commitments such writing should likely engage as matters of course. The second section presents the kinds of possibilities and challenges soundwriting can engender. This section underscores connections to fields of sonic study, how sounds can interrupt qualitative research's often ocularcentric understandings while maintaining continuing discussions of ethical commitments to ecologies and the things that comprise them, including (more than) human animals. Rather than a polemic, this piece seeks to address what soundwriting can do as well as what might be gained for qualitative researchers and our audiences through such intentions, attentions, and expressions. [ABSTRACT FROM AUTHOR]

In this study, the paradoxes and difficulties of using WhatsApp for meaningful education are highlighted. As a case study of technology implementation, the author employs virtual ethnography and interviews with supervisors, developers and teachers to examine all significant pedagogical initiatives in Israel's high schools that utilise WhatsApp. These initiatives are analysed through the theoretical lens of sharing and its cultures of production and circulation. Sharing and circulating are fundamental epistemological aspects of knowledge in new media as they play a major part in how knowledge is created, perceived and learned. Indeed, the findings show that using WhatsApp broadens and diversifies classroom instructional practices, including shifts towards more dialogic teaching, but at the same time, traditional communicative assumptions, conservative school modalities, power structure and epistemologies are maintained. Sharing is now seen as a pedagogical practice, yet implementing WhatsApp in schools happens while its epistemological aspects are narrowed. [ABSTRACT FROM AUTHOR]

This chapter presents an explicit description of each strand of teacher educator knowledge and considers how the context represented in an analytic narrative vignette provided constraints and affordances in terms of my ability as a self-study of teacher education practice to reveal what I came to understand about teacher educator knowledge. I explored individually the seven strands of teacher educator knowledge, which are Content Knowledge, Fixed and Flexible Elements, Knowledge of Milieu, Pedagogical Intent, Preservice Teacher Knowledge and Belief, Value and Fragility of Relationships, and Theory. The discussion is guided by the holistic initial research question, "What does my transition to online teaching reveal about my teacher educator knowledge?" To communicate these strands of teacher educator knowledge in my transition to teaching online, I first defined the strand generally, showed how it operates in terms of planning, teaching and reflecting, and ended with an explanation of how this knowledge informed my identity and commitments as a teacher educator. As a narrative self-study of practice focused on the goals of personal improvement as well as to inform the larger research community, in this discussion, I focus on the learning that emerged during the shifts to teaching online. I have avoided as much as possible making claims about what I uncovered as representing the entirety of teacher educator knowledge. [ABSTRACT FROM AUTHOR]

Recently, some epistemic democrats have taken a result from Hong and Page (Proc Natl Acad Sci 101(46):16385–16389, 2004) to help justify the virtues of deliberative democracy. In this paper, I present novel computational models and show that the result fails to be robust in ways that undermine it as evidence for justifying the virtues of deliberative democracy. In particular, the same model lauded by epistemic deliberative democrats can also be used to support certain kinds of epistocracy. [ABSTRACT FROM AUTHOR]

Since the seventies, the definition of scientific knowledge has undergone major shifts. However, game researchers do not sufficiently reflect upon those epistemological changes. This paper suggests that to make game studies more inclusive—for women especially and diverse voices in general—game researchers need to shift from traditional, objective epistemologies toward pragmatist ones instead. To support such an argument, this paper first focuses on the central concepts of pragmatist feminist epistemology: experience, rationality, situation and fallibilism. Those concepts are then used for a rereading of game studies epistemological stances. I argue that game studies initially adhered to traditional epistemologies, which formed hostile attitudes toward women and minorities in the field. On the contrary, several authors now develop their scholarship congruently with a feminist pragmatist epistemology. Their works are analyzed to observe how pragmatist feminist concepts concretely manifest in research. [ABSTRACT FROM AUTHOR]

This paper suggests that virtue epistemology can help decide how to respond to conflicts between different epistemic goals for social media. It is a contribution to critical epistemology of social media insofar as it supplements system-level consideration with insights from individualist epistemology. In particular, whereas the proposal of critical social epistemology of social media by Joshua Habgood-Coote suggests that conflicts between epistemic goals of social media have to be solved by ethical consideration, I suggest that virtue epistemology can also solve at least some of these conflicts fully within the epistemic realm. [ABSTRACT FROM AUTHOR]

Background: Family support in patients with tuberculosis (TB) in a concept that does not have definition and attributes that clarify the evolution of the concept, its usefulness, and practicality in the context of science. Objective: To clarify the progress of the concept of family support in patients with TB in the nursing area through the concept analysis technique. Data Source: We searched the databases MEDLINE (via PubMed), EMBASE, Google Scholar, ScienceDirect, Ovid Nursing, and Scopus. The keywords used were "family support," "tuberculosis," and "nursing" combined with the Boolean operator "AND" as follows: ((family support) AND (tuberculosis)) AND (nursing). Method of Revision: The method of concept analysis proposed by Hupcey and Morse was used, which consists of four principles: epistemological, linguistic, logical, and pragmatic. Results and Discussion: Epistemologically, it was established that family support offers a positive influence that facilitates and strengthens interrelationships with the other; linguistically, it was found that its definition as support and trust is consistent with the literature; logically, it was determined that there are theories that address family support and family interrelationships as a priority source for treatment; and in the pragmatic, the maturity of the concept is not declared, but the presence of empirical indicators that validate the attributes in science is declared. Conclusion: The use of the methodology contributed to the identification of the attributes of the concept and some definitions, instruments, and usefulness in different disciplines. [ABSTRACT FROM AUTHOR]

The aim of this theoretically oriented article is to promote the educational role and purpose of academic development in higher education by suggesting a holistic framework and theoretical articulation for university pedagogy. By discussing links between university pedagogy, academic development, and broader views of university education, our framework clarifies the concept of university pedagogy in the Nordic countries. The framework encompasses four themes: (1) the relationship between educational theory and pedagogical practice; (2) the interplay between knowledge and the curriculum; (3) the university as an organization and social institution; and (4) the agency in and of academic communities. We argue that university pedagogy operating within this framework has the potential to strengthen the scholarly foundations of the development of university education. The framework can enhance critical public discourse on the purpose of university education. [ABSTRACT FROM AUTHOR]

This contribution adds a design approach to our understanding of emancipatory epistemologies within new municipalism. So far, the extant research has rarely discussed its specific opportunities and limitations, regarding their context‐bound formulation and real‐world implementation as a policy process. In contrast, the following article situates their emancipatory potential within the place‐specific ways in which multiple stakeholders define problems, set objectives, choose instruments and convert them into actions, intersecting with significant capacity constraints of the municipal scale. The case of participatory budgeting in Vienna illustrates our approach and theoretical reflection. It shows how and to what extent the design of the relational process influences new municipalism in practice and its outcome with respect to agenda‐setting, formulation and implementation. It concludes by highlighting the contribution of a design approach to the production of emancipatory knowledge and practices in democratic transformation and its analytical value added for comparative research on new municipalism. [ABSTRACT FROM AUTHOR]

We argue that our capacity to use imagination to acquire knowledge of objective possibilities should be explained in terms of the embodied nature of our imagination. Our imagination is able to be sufficiently reality oriented due to constraints that are a natural consequence of embodied simulation. That is, our bodies, shaped by their histories of interactions with the environment, can play a role in constraining the imagination so that it, sometimes, is epistemically useful. However, insofar as these constraints support our capacity to acquire knowledge of non-actual possibilities, this support is only likely to accrue for knowledge of relatively mundane and parochial possibilities, yet potentially detrimentally distorting when dealing with possibilities that are alien to our specific embodied ways of being. The cases where embodied constraints are likely to fail to provide epistemic support to the imagination include many of the kinds of thought experiment that are central to philosophers’ attempts to gain knowledge of possibilities. Thus, at least insofar as imagination is taken to play a central epistemic role in these cases, one should exercise a degree of modesty. [ABSTRACT FROM AUTHOR]

Driven by the increasing use of social media by people seeking to reconstruct family histories and preserve historical, cultural, and societal legacy, genealogy-based online communities are experiencing a surge in popularity. This study explores how trauma-affected communities use online communities to reconstruct their identities and histories, demonstrating the resilience and adaptability of these groups in the digital age. Based on the theory of Knowledge Co-Creation, this paper presents a novel conceptual framework designed to categorize the content in such communities. This framework is composed of two axes. The first axis, ‘Time,’ reflects the evolving character of participants’ involvement, starting with an exploration of immediate family history and gradually expanding to encompass a broader interest in ancestral and communal history of the past. The second axis, ‘Space,’ explores the interplay between online interactions and offline activities. To demonstrate the applicability of this framework, the paper focuses on the case study of the WhatsApp community dedicated to collaborative research of the descendants of annihilated Jewish communities of the Upper Silesia region of southwestern Poland.This research contributes to the literature on digital genealogy and online communities by offering a structured approach to analyzing the dynamics of trauma-affected populations engaging in collaborative genealogical research. [ABSTRACT FROM AUTHOR]

A set of rediscovered revolutionary posters by the Reprint Collective (which was presented as part of Documenta fifteen) in Brussels provided an incredibly moving window into times past. Notwithstanding how the events addressed by those political artefacts now lie in the historical past, the revolutionary reverberations of the posters remain something to treasure. They bring to life political causes that underline the importance of radical solidarity and activist alliances. To understand why such artefacts were banned, we need to recognise the role of contemporary racism – the projection of the figure of a Palestine-radical left-Muslim subject that encompasses everything the liberal mainstream supposedly is not. This article argues that the New Anti-Semitism is a merely ideological manifestation that has no contribution to make toward the struggle against antisemitism. The posters remind us that 1) the struggle against antisemitism cannot be separated from the struggle against Islamophobia, but also that 2) the erasure of a particular Jewish and Left revolutionary subjectivity is intrinsic to the workings of hegemonic forces that maintain contemporary politics. Going against the account in which antisemitism has conventionally been framed, this article aims to come to terms with the erasure of a left epistemology that had emerged from the region in the 1970s. Moroccan revolutionary Abraham Serfaty is an example of how the erasure of the radical history of Arab and Jewish progressives was no coincidence. Reversing this erasure not only helps in understanding progressive Jewish interventions in liberation politics but also that the flattening of complex histories and Arab, Left, and Jewish subjectivities is in fact a prerequisite for Zionism. Arab Jews do not fit neatly within a pro-Israel ideological framework that itself systematically feeds off anti-Arab racism. This article furthermore reflects on New Anti-Semitism as a key political instrument and as a powerful moralistic force that muzzles the expression of political context and social ambiguity. The notion ‘Arab Anti-Semitism’ arose against the backdrop of Israeli state terror and regional warfare. This article also provides insights into important intellectual interventions of the left between the 1960s and the 1980s. In combination with the rise of counter-revolutionary forces and major anti-left crackdowns, this emancipatory approach building on a critique of imperialism and capitalism, and solidarity politics based on progressive universal values, was undermined. Finally, coming to terms with the erasure of a left epistemology that had emerged from the region and recovering this very legacy serve as an antidote against historical amnesia. This spirit of a progressive universalism – as, for instance, illustrated in Mahmoud Darwish’s rejection of the opportunistic dictum ‘the enemy of my enemy is my friend’ on the grounds that one can readily speak of a ‘world’s enemy’ – is born from the belief that our ethical and moral constellations carry universal value. [ABSTRACT FROM AUTHOR]

In the Confucian tradition, sages are moral reference points. They may serve as models against which we measure our own behaviours, and help us imagine how we can improve the quality of our moral lives. This defining feature of Confucian philosophy has persisted though the subsequent development of the tradition to the present. Yet, little has been said about the important epistemological issues that underlie the Confucian modelling process. In order to uphold sages as moral reference points, people need to recognize sages as sages and to deem the ways in which their lives embody virtue as desirable. This paper draws on a form of knowing, namely, knowing-as, to illuminate the process of learning from sages in the Confucian tradition. It will also help us better understand the process of modelling more generally. [ABSTRACT FROM AUTHOR]

I argue that, for Mengzi, the kind of knowledge that features in expressions of the form ‘knowing N’, where N is a noun or a noun phrase, is not a kind of belief but is instead a capacity for intelligently performing relevant actions. My argument proceeds by showing that, first, Mengzi is committed to the view that a person knows N iff she is relevantly capable and, second, that the best explanation for this is that the kind of knowledge involved in knowing N is a capacity. Finally, I motivate such a practicalist interpretation by arguing that it offers us a general but informative explanation of what it is that knowing N makes the knower capable of doing. [ABSTRACT FROM AUTHOR]

Knowledge and its acquisition are central to the field of curriculum studies, but the ways in which empirical studies of pedagogical approaches relate to theories of knowledge acquisition are under researched. This paper reports the outcomes of a rapid evidence assessment about the impacts of experiential learning (EL), regarded by some as progressive pedagogy, on the school attainment of children aged 4–14. Database searches of the Education Resources Information Center, the British Education Index, the Teacher Reference Center, the Education Database and APA PsycINFO were carried out to review peer‐reviewed research studies published between 2013 and 2023. In total, 465 studies were screened for their relevance, and the Mixed methods appraisal tool was used to assess the methodological quality of relevant studies; 44 studies were included in the final analysis. The findings of the research showed the overall positive impact of EL pedagogies on children's academic achievement. Key examples of positive impact included evidence for the beneficial effects of EL on the achievement of children with lower academic achievement; strong links between EL and science achievement; and the positive impact that EL has on domain‐general academic skills including memory and vocabulary development. Some links between EL and children's motivation, engagement, agency, and wellbeing, factors which underpin academic achievement, are also noted. The findings indicate that EL can be a highly valuable approach to enhancing children's acquisition of knowledge, skills and understanding. [ABSTRACT FROM AUTHOR]

Data on the health of transgender and gender diverse (TGD) people are scarce. Researchers are increasingly turning to insurance claims data to investigate disease burden among TGD people. Since claims do not include gender self-identification or modality (i.e., TGD or not), researchers have developed algorithms to attempt to identify TGD individuals using diagnosis, procedure, and prescription codes, sometimes also inferring sex assigned at birth and gender. Claims-based algorithms introduce epistemological and ethical complexities that have yet to be addressed in data informatics, epidemiology, or health services research. We discuss the implications of claims-based algorithms to identify and categorize TGD populations, including perpetuating cisnormative biases and dismissing TGD individuals' self-identification. Using the framework of epistemic injustice, we outline ethical considerations when undertaking claims-based TGD health research and provide suggestions to minimize harms and maximize benefits to TGD individuals and communities. [ABSTRACT FROM AUTHOR]

Psychological contract theory has largely neglected the role of previous experience. In this study, we examine how previous work experience influences outcomes of communication with organizational insiders during organizational socialization among healthcare staff. We develop a model based on signalling theory, within which information acquisition during socialization is associated with psychological contract fulfilment, which is in turn is related to better health, happiness, and social relationships. Moderated mediation analysis based on data collected at entry and three months later confirms indirect effects between three types of information acquisition and three employee outcomes via the mediating role of psychological contract fulfilment. Importantly, these indirect effects are present only for inexperienced newcomers. Our findings build on signalling theory and add to knowledge about how the psychological contract forms during early socialization. They also suggest that organizations should pay particular attention to inducting inexperienced newcomers. [ABSTRACT FROM AUTHOR]

Ethical naturalism is sometimes accused of problematic metaphysics or epistemology. Some argue that naturalists rely on concepts of ‘nature’ indefensible in the light of modern evolutionary biology. There is also an epistemological worry that has been raised recently that strong normative evaluation, such as meaning in human life, is empirically inaccessible or even in conflict with what we know in scientific contexts. While the critics have targeted Aristotelian and Neo-Aristotelian views, I will appeal to an argument from the Neo-Confucian Zhu Xi as one potential way that we can respond to skeptics. If we can know that human beings are capable of moral goodness, and it is comprehensible for us to take moral goodness as a final or unifying goal of our lives, then we can respond to the skeptical objections which allege that we cannot sustain rich normative judgments about meaning in life in the face of scientific evidence. [ABSTRACT FROM AUTHOR]

In this paper, I provide a characterisation of a neglected form of humility: magnanimous humility. Unlike most contemporary analyses of humility, magnanimous humility is not about limitations but instead presupposes that one possesses some entitlement in a context. I suggest that magnanimous intellectual humility (IH) consists in a disposition to appropriately refrain from exercising one's legitimate epistemic entitlements because one is appropriately motivated to pursue some epistemic good. I then shown that Magnanimous IH has an important role to play in contexts of disagreement and oppression. It calls on knowing parties to refrain from pressing their epistemic entitlements to facilitate mutual understanding. And it is a virtue that oppressed persons have good reason to cultivate in order to develop meta‐lucidity in themselves and others. [ABSTRACT FROM AUTHOR]

ABSTRACT According to the Theory of the Second Best, in non‐ideal circumstances, approximating ideals might be suboptimal (with respect to a specific interpretation of what “approximating an ideal” means). In this paper, I argue that the formal model underlying the Theory can apply to problems in epistemology. Two applications are discussed: First, in some circumstances, second‐best problems arise in Bayesian settings. Second, the division of epistemic labor can be subject to second‐best problems. These results matter. They allow us to evaluate the claim, made by many philosophers, that second‐best problems have import in epistemology (and the specific conditions under which the Theory finds applications). They also allow us to see that talk of “approximating an ideal” is ambiguous, and to clarify the conditions in which approximating an epistemic ideal might be beneficial. [ABSTRACT FROM AUTHOR]

Introduction: We discuss event-related power differences (ERPDs) in low- and broadband-γ oscillations as the embedded-clause edge is processed in whdependencies such as Which decision regarding/about him/her did Paul say that Lydie rejected without hesitation? in first (L1) and second language (L2) French speakers. Methods: The experimental conditions manipulated whether pronouns appeared in modifiers (Mods; regarding him/her) or in noun complements (Comps; about him/her) and whether they matched or mismatched a matrix-clause subject in gender. Results: Across L1 and L2 speakers, we found that anaphora-linked ERPDs for Mods vs. Comps in evoked power first arose in low γ and then in broadband γ. Referential elements first seem to be retrieved from working memory by narrowband processes in low γ and then referential identification seems to be computed in broadband-γ output. Interactions between discourse- and syntaxbased referential processes for the Mods vs. Comps in these ERPDs furthermore suggest that multidomain γ-band processing enables a range of elementary operations for discourse and semantic interpretation. Discussion: We argue that a multidomain mechanism enabling operations conditioned by the syntactic and semantic nature of the elements processed interacts with local brain microcircuits representing features and feature sets that have been established in L1 or L2 acquisition, accounting for a single language epistemology across learning contexts. [ABSTRACT FROM AUTHOR]

The discussion paper synthesises the insights shared during a keynote panel at the 26th International Philosophy of Nursing Conference, themed "Reimagining a nursing ecosystem in an uncertain world." It delves into the substantial impact uncertainty has on nursing, offering innovative strategies for reconceptualization. Through a critical examination of evidence‐based practice, the tendency to homogenise nursing is discussed, prompting advocacy for a Nietzschean political framework as a form of resistance and emancipation. Drawing inspiration from Donna Haraway, a transition from individualistic to relational approaches is needed, especially amidst social and economic instability. Furthermore, the integration of caritas and Indigenous epistemologies underscore the significance of cultural sensitivity in nursing. Meanwhile, Ubuntu philosophy champions empathy and collective values, while a convergence of Eastern and Western philosophical traditions promises to enrich nursing practice. Ultimately, the panellists advocate for overcoming rigid ideologies in favour of a pluralistic approaches, ontologies, epistemologies and ethics to address contemporary challenges, and signal for a philosophical reorientation to engage uncertainty and reshape nursing roles in an ever‐evolving and world. [ABSTRACT FROM AUTHOR]

Occupational Health Nursing (OHN) has followed a complex path to build and strengthen its theoretical basis. Starting with Public Health core principles, theories were shaped by the dualism of person worker and working environment, where sometimes the centre of the thought was given to the latter and other times to the former. The problem was not much on such conflict but on the definition of the correct OHN focus and whether genuine nursing knowledge was being applied. We are worried that other disciplines radically influenced the theoretical path taken by OHN theorists. To approach this problem, a unitary‐transformative perspective can help us describe and analyse this phenomenon and engage scholars to reflect upon the accurate epistemological focus of OHN. We aimed to deepen this reflection and uncover a new OHN theoretical focus. [ABSTRACT FROM AUTHOR]

The imperative to decolonise health disciplines underscores the need for a critical examination of the coloniality of nursing knowledge development. Decolonising nursing requires epistemic resistance aimed at exposing and dismantling epistemological hierarchies that marginalise indigenous knowledges. This paper introduces the 'Pluriverse of Nursologies' as paradigm to guide decolonial theorising in nursing. Through a four‐part exploration, I first elucidate the coloniality embedded in mainstream nursing knowledge. Next, I offer a decolonial critique of Fawcett's nursing metaparadigm as an exemplar of pyramidal epistemology. I then discuss pluriversality as an approach to decolonising nursing knowledge. Finally, I introduce the Pluriverse of Nursologies (PoN) as a meta‐theoretical paradigm for theory and knowledge development that decentres and dismantles the pyramidal epistemology of colonial/modern nursing, and relinks diverse nursologies from marginalised communities to the centre of intellectual nursing discourse, thereby revitalising the theoretical landscape of the discipline. [ABSTRACT FROM AUTHOR]

Only the incurious and philosophically challenged doubt the significance of dignity as a central issue in human interactions. Human dignity is much debated in religion, law, moral philosophy, anthropology, psychiatry, bioethics, sociology, philosophical anthropology, psychology, communication studies, and elsewhere. It is subject to competing discourses of ontology, epistemology, axiology, and logic. It appears in intercultural and international discussions of rights, autonomy, race, ethnicity, economics, war, and peace. It is contrasted with guilt, shame, and humiliation, both ordinary and extreme. However, the dynamic roots of dignity are usually presupposed or ignored in favor of reductionist typologies and antinomies. Returning us to lived experience and with post-humanist animal studies and the medical model of psychiatry as exemplary cases of reductionism, I interpret H. Plessner's semiotic phenomenology as a communicative philosophy of the humane in dignity. [ABSTRACT FROM AUTHOR]

Background: General practitioners (GPs) are key to the frontline assessment and treatment of young people after self‐harm. Young people value GP‐led self‐harm care, but little is known about how GPs manage young people after self‐harm. Aim: This study aimed to understand the approaches of GPs to self‐harm in young people and explore their perspectives on ways they might help young people avoid repeat self‐harm. Methods: We conducted semi‐structured interviews with GPs from the National Health Service in England in 2021. GPs were recruited from four geographically spread clinical research networks and a professional special interest group. Data were analysed using reflexive thematic analysis. The study's patient and public involvement and community of practice groups supported participant recruitment and data analysis. Results: Fifteen interviews were undertaken with a mean age of participants being 41 years and a breadth of experience in practice ranging from 1 to 22 years. Four themes were generated: GPs' understanding of self‐harm; approaches to managing self‐harm; impact of COVID‐19 on consultations about self‐harm; and ways to avoid future self‐harm. Conclusion: Negative attitudes towards self‐harm within clinical settings are well documented, but GPs said they took self‐harm seriously, listened to young people, sought specialist support when concerned and described appropriate ways to help young people avoid self‐harm. GPs felt that relationship‐based care is an important element of self‐harm care but feared remote consultations for self‐harm may impede on this. There is a need for brief GP‐led interventions to reduce repeat self‐harm in young people. Patient and Public Contribution: A study advisory group consisting of young people aged 16–25 years with personal experience of self‐harm and parents and carers of young people who have self‐harmed designed the recruitment poster of this study, informed its topic guide and contributed to its findings. [ABSTRACT FROM AUTHOR]

The Exact Exposition of the Orthodox Faith is perhaps the most logically structured and inspired work not only in the oeuvre of the seventh-to-eighth-century theologian John Damascene, but most likely throughout the entire Greek Patristic literature. As such, the Exact Exposition definitely presents some quite intriguing features, such as the prolific use of logical distinctions, syllogisms, or full-fledged arguments, to name a few. Regarding the latter, John Damascene's use of certain arguments in order to prove the existence of God not only hold a unique place in Byzantine theology but have also exercised a tremendous influence on Eastern Orthodox apologetics. However, what I would call his rationalization agenda comes not only with merits but with faults as well. It is to both these that the present study draws attention by evaluating them logico-philosophically and interpreting them religio-hermeneutically. What is of special interest is the fact that John Damascene's logical faults are the most interesting parts of his theologizing. [ABSTRACT FROM AUTHOR]

Are the many crises of higher education real, or are they in the eye of the beholder? They are evidently something of both: The crises to which we are characteristically alerted are manifestations in the real of the world and indicate much about our scholars' perceptions and even their values. To say this, however, invites the question: can we sort the wheat from the chaff? Might there be a way of validating any effort to identify a crisis that lies in the world, independently of claims made about it? There is straightaway a fundamental difficulty after all; namely, that the very concept of crisis is fact and value, both pointing to a phenomenon in the world and making a judgement about it. It seems then that, in the language of crisis, we may be conflating ontology with epistemology and ethics. When we hear talk of crisis, we may be being told more about the claim‐maker than the feature of the world that is in question. However, I suggest that, if we deploy the artifice of ecosystem, and so adopt an ecological approach to the matter, we can move on two planes at once: We can point to phenomena of crises in higher education that are in the world and that also warrant our evaluative judgements of them. [ABSTRACT FROM AUTHOR]

Elizabeth Anscombe characterised practical knowledge as knowledge 'in intention'. As Anscombe recognised, accepting this view involves rejecting certain basic orthodox epistemological assumptions. But even once this is done, a challenge remains for a conception of practical knowledge as knowledge 'in intention'. For while practical knowledge would appear to be a kind of propositional knowledge, intentions would appear to be a kind of non-propositional attitude. I call this the 'Structural Challenge' for an intention-based account of practical knowledge. After rejecting two suggested responses – one which views intentions as propositional attitudes; one which views practical knowledge as non-propositional knowledge – I offer my own solution by showing how simply having and carrying out an intention to φ will ordinarily meet a plausible neutral condition on propositional knowledge. Knowing a fact will in general involve being mentally related to it via a successful exercise of relevant concepts. The account I develop turns on viewing a person's carrying out an intention to φ as their constituting the fact that they are φ-ing, through a practical exercise of their concept of φ-ing. The resulting account sheds light both on the analogies, and on the crucial formal differences, between practical and theoretical knowledge. [ABSTRACT FROM AUTHOR]

Initially, you judge that p. You then learn that most experts disagree. All things considered, you believe that the experts are probably right. Still, p continues to seem right to you, in some sense. You don't yet see what, if anything, is wrong with your original reasoning. In such a case, we'll say that you are 'inclined' toward p. This paper explores various roles that this state of inclination can play, both within epistemology and more broadly. Specifically, it will be argued that: (i) inclinations can promote the accuracy of inquiring groups; (ii) they can support rational participation within philosophy despite pervasive disagreement; (iii) they allow us to make sense of an important way in which two people can continue to disagree even after they 'conciliate'; (iv) inclinations carry information about individuals' independent judgments and for this reason must be accounted for when updating on the opinions of others; (v) inclinations are connected to understanding in a way that belief is not; (vi) and awareness of the inclination-belief distinction enables us to respond to a provocative challenge purporting to show that critical thinking, or 'thinking for oneself', typically reduces expected accuracy and hence should be discouraged. [ABSTRACT FROM AUTHOR]