Search (3 results, page 1 of 1)

0.0489271 = product of:
  0.07339065 = sum of:
    0.05296654 = weight(_text_:social in 479) [ClassicSimilarity], result of:
      0.05296654 = score(doc=479,freq=2.0), product of:
        0.20037155 = queryWeight, product of:
          3.9875789 = idf(docFreq=2228, maxDocs=44218)
          0.050248925 = queryNorm
        0.26434162 = fieldWeight in 479, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.9875789 = idf(docFreq=2228, maxDocs=44218)
          0.046875 = fieldNorm(doc=479)
    0.020424107 = product of:
      0.040848214 = sum of:
        0.040848214 = weight(_text_:22 in 479) [ClassicSimilarity], result of:
          0.040848214 = score(doc=479,freq=2.0), product of:
            0.17596318 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.050248925 = queryNorm
            0.23214069 = fieldWeight in 479, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.046875 = fieldNorm(doc=479)
      0.5 = coord(1/2)
  0.6666667 = coord(2/3)

Abstract

Anthropological inquiry suggests that all societies classify animals and plants in similar ways. Paradoxically, in the same cultures that have seen large advances in biological science, citizenry's practical knowledge of nature has dramatically diminished. Here we describe historical, cross-cultural and developmental research on how people ordinarily conceptualize organic nature (folkbiology), concentrating on cognitive consequences associated with knowledge devolution. We show that results on psychological studies of categorization and reasoning from "standard populations" fail to generalize to humanity at large. Usual populations (Euro-American college students) have impoverished experience with nature, which yields misleading results about knowledge acquisition and the ontogenetic relationship between folkbiology and folkpsychology. We also show that groups living in the same habitat can manifest strikingly distinct behaviors, cognitions and social relations relative to it. This has novel implications for environmental decision making and management, including commons problems.

Date

23. 1.2022 10:22:18

0.023540687 = product of:
  0.07062206 = sum of:
    0.07062206 = weight(_text_:social in 4320) [ClassicSimilarity], result of:
      0.07062206 = score(doc=4320,freq=8.0), product of:
        0.20037155 = queryWeight, product of:
          3.9875789 = idf(docFreq=2228, maxDocs=44218)
          0.050248925 = queryNorm
        0.3524555 = fieldWeight in 4320, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          3.9875789 = idf(docFreq=2228, maxDocs=44218)
          0.03125 = fieldNorm(doc=4320)
  0.33333334 = coord(1/3)

Content

"Information Literacy lies at the core of lifelong learning. It empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion of all nations. Lifelong learning enables individuals, communities and nations to attain their goals and to take advantage of emerging opportunities in the evolving global environment for shared benefit. It assists them and their institutions to meet technological, economic and social challenges, to redress disadvantage and to advance the well being of all.
Information literacy - comprises the competencies to recognize information needs and to locate, evaluate, apply and create information within cultural and social contexts; - is crucial to the competitive advantage of individuals, enterprises (especially small and medium enterprises), regions and nations; - provides the key to effective access, use and creation of content to support economic development, education, health and human services, and all other aspects of contemporary societies, and thereby provides the vital foundation for fulfilling the goals of the Millennium Declaration and the World Summit on the Information Society; and - extends beyond current technologies to encompass learning, critical thinking and interpretative skills across professional boundaries and empowers individuals and communities. Within the context of the developing Information Society, we urge governments and intergovernmental organizations to pursue policies and programs to promote information literacy and lifelong learning. In particular, we ask them to support. ..."

0.020598099 = product of:
  0.061794292 = sum of:
    0.061794292 = weight(_text_:social in 560) [ClassicSimilarity], result of:
      0.061794292 = score(doc=560,freq=2.0), product of:
        0.20037155 = queryWeight, product of:
          3.9875789 = idf(docFreq=2228, maxDocs=44218)
          0.050248925 = queryNorm
        0.30839854 = fieldWeight in 560, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.9875789 = idf(docFreq=2228, maxDocs=44218)
          0.0546875 = fieldNorm(doc=560)
  0.33333334 = coord(1/3)

Imprint

Sydney : University of Technology / Faculty of Humanities and Social Sciences