User:KYPark/1998
| Navigate 1900's | |||||||||
|---|---|---|---|---|---|---|---|---|---|
| '00 | '01 | '02 | '03 | '04 | '05 | '06 | '07 | '08 | '09 |
| '10 | '11 | '12 | '13 | '14 | '15 | '16 | '17 | '18 | '19 |
| '20 | '21 | '22 | '23 | '24 | '25 | '26 | '27 | '28 | '29 |
| '30 | '31 | '32 | '33 | '34 | '35 | '36 | '37 | '38 | '39 |
| '40 | '41 | '42 | '43 | '44 | '45 | '46 | '47 | '48 | '49 |
| '50 | '51 | '52 | '53 | '54 | '55 | '56 | '57 | '58 | '59 |
| '60 | '61 | '62 | '63 | '64 | '65 | '66 | '67 | '68 | '69 |
| '70 | '71 | '72 | '73 | '74 | '75 | '76 | '77 | '78 | '79 |
| '80 | '81 | '82 | '83 | '84 | '85 | '86 | '87 | '88 | '89 |
| '90 | '91 | '92 | '93 | '94 | '95 | '96 | '97 | '98 | '99 |
| Navigate 2000's | |||||||||
| '00 | '01 | '02 | '03 | '04 | '05 | '06 | '07 | '08 | '09 |
| '10 | '11 | '12 | '13 | '14 | '15 | '16 | '17 | '18 | '19 |
- World Wide Brain: Self-Organizing Internet Intelligence as the Actualization of the Collective Unconscious
- In: Janye Gackenbach (ed.), Psychology and the Internet: Intrapersonal, Interpersonal and Transpersonal Implications, Academic Press, New York.
- Collective Problem Solving: Functionality beyond the Individual
- Los Alamos Working Paper LA-UR-98-2227
- ``He wrote, together with Samuel Kotz, a standard reference series, Distributions in Statistics. This series has been described as of "virtually Biblical authority", a comment that he (a devout Christian) firmly rejected. He was editor-in-chief of the 10-volume Encyclopedia of Statistical Sciences, widely regarded as one of the most important reference works in statistical methodology.``
- Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools for Schools and Corporations
- Lawrence Erlbaum & Assoc., Mahwah, NJ
- http://books.google.com/books?id=J_ZKD7Qv0KcC
- Concept map, cf. mind map
- sense-making
- ``I will claim that the central purpose of education is to empower learners to take charge of their own meaning making. Meaning making involves thinking, feeling, and acting, and all three of these aspects must be integrated for significant new learning, and especially in new knowledge creation.`` (p. 9)
- (1977) A Theory of Education
- Google Inc.
- co-founded with Sergey Brin while they were students at Stanford University
- The company's unofficial slogan is "Don't be evil."
- See also: Google - History, History of Google
- The PageRank of citation ranking: Bringing order to the web.
- Lawrence Page, Sergey Brin, Rajeev Motwani, and Terry Winograd.
- Technical report, Stanford Digital Library Technologies Project, 1998.
- The Anatomy of a Large-Scale Hypertext Web Search Engine
- Sergey Brin and Lawrence Page
- http://infolab.stanford.edu/pub/papers/google.pdf
- Bad Subjects: Political Education for Everyday Life
- New York University Press. 1998
- http://bad.eserver.org/
- Communities of Practice: Learning, Meaning, and Identity
- Cambridge University Press, Cambridge, England, 1998
- http://books.google.com/books?id=heBZpgYUKdAC
- Situated learning, situated cognition, legitimate peripheral participation
- Jean Lave, John Seely Brown
Issues of identity are an integral aspect of a social theory of learning and are thus inseparable from issues of practice, community, and meaning. Focusing on identity within this context extends the framework in two directions:
- it narrow the focus onto the person, but from a social perspective
- it expands the focus beyond processes of idenitfication and social structures.
In addition, focusing on identity brings to the fore the issues of non-participation as well as participation, and of exclusion as well as inclusion. Our identity includes our ability and our inability to shape the meanings that define our communities and our forms of belonging.
- The individual and the collective
I will use the concept of identity to focus on the person without assuming the individual self as a point of departure. Building an identity consists of negotiating the meanings of our experience of membership in social communities. The concept of identity serves as a pivot between the social and the individual, so that each can be talked about in terms of the other. It avoids a simplistic individual-social dichotomy without doing away with the distinction. The resulting perspective is neither individualistic nor abstractly institutional or societal. It does justice to the lived experience of identity while recognizing its social character -- it is the social, the cultural, the historical with a human face.
Talking about identity in social terms is not denying individuality but viewing the very definition of individuality as something that is part of the practices of specific communities. It is therefore a mistaken dichotomy to wonder whether the unit of analysis of identity should be the communty or the person. The focus must be on the process of their mutual constitution. As I argued [...], in a duality it is the interplay that matters most, not the ability to classify.
Indeed, in everyday life it is difficult -- and [...] largely unnecessary -- to tell exactly where the sphere of the individual ends and the sphere of the collective begins. Each act of participation or reification, from the most public to the most private, reflects the mutual constitution between individuals and collectivities. Our practices, our languages, our artifacts, and our world views all reflect our social relations. Even our most private thoughts make use of concepts, images, and perspectives that we understand through our participation in social communities. (pp. 145-146)
- ``Wilson discusses methods that have been used to unite the sciences and might ... unite them with the humanities. Wilson prefers ... the term consilience to describe the synthesis of knowledge from different specialized fields of human endeavor.``
- Charles Snow (1959) The Two Cultures
References
[edit]
| Navigate 1900's | |||||||||
|---|---|---|---|---|---|---|---|---|---|
| '00 | '01 | '02 | '03 | '04 | '05 | '06 | '07 | '08 | '09 |
| '10 | '11 | '12 | '13 | '14 | '15 | '16 | '17 | '18 | '19 |
| '20 | '21 | '22 | '23 | '24 | '25 | '26 | '27 | '28 | '29 |
| '30 | '31 | '32 | '33 | '34 | '35 | '36 | '37 | '38 | '39 |
| '40 | '41 | '42 | '43 | '44 | '45 | '46 | '47 | '48 | '49 |
| '50 | '51 | '52 | '53 | '54 | '55 | '56 | '57 | '58 | '59 |
| '60 | '61 | '62 | '63 | '64 | '65 | '66 | '67 | '68 | '69 |
| '70 | '71 | '72 | '73 | '74 | '75 | '76 | '77 | '78 | '79 |
| '80 | '81 | '82 | '83 | '84 | '85 | '86 | '87 | '88 | '89 |
| '90 | '91 | '92 | '93 | '94 | '95 | '96 | '97 | '98 | '99 |
| Navigate 2000's | |||||||||
| '00 | '01 | '02 | '03 | '04 | '05 | '06 | '07 | '08 | '09 |
| '10 | '11 | '12 | '13 | '14 | '15 | '16 | '17 | '18 | '19 |