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Szostak, R.: Speaking truth to power in classification : response to Fox's review of my work; KO 39:4, 300 (2013) 0.02

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Date: 22. 2.2013 12:35:05

Szostak, R.: Skepticism and knowledge organization (2014) 0.01

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Source: Knowledge organization in the 21st century: between historical patterns and future prospects. Proceedings of the Thirteenth International ISKO Conference 19-22 May 2014, Kraków, Poland. Ed.: Wieslaw Babik

Szostak, R.: Classifying for social diversity (2014) 0.01

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Date: 2. 9.2014 19:19:40
Source: Knowledge organization. 41(2014) no.2, S.160-170

Szostak, R.; Lee, D.: Classifying musical genres : building musical form and genre into BCC: repurposing LCGFT terms for music into the Basic Concepts Classification (2022) 0.01

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Date: 2. 9.2014 19:19:40

Szostak, R.: Classfying scholarly theories and methods (2003) 0.01

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Date: 2. 1.2004 10:18:30

Szostak, R.: Toward a classification of relationships (2012) 0.01

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Source: Knowledge organization. 39(2012) no.2, S.83-94

Szostak, R.: ¬A grammatical approach to subject classification in museums (2017) 0.01

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Date: 2. 9.2014 19:19:40

Szostak, R.: Classifying the humanities (2014) 0.01

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Date: 2. 9.2014 19:19:40

Szostak, R.: Classifying science : phenomena, data, theory, method, practice (2004) 0.00
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Content

Inhalt: - Chapter 1: Classifying Science: 1.1. A Simple Classificatory Guideline - 1.2. The First "Cut" (and Plan of Work) - 1.3. Some Preliminaries - Chapter 2: Classifying Phenomena and Data: 2.1. Classifying Phenomena - 2.2. Classifying Data - Chapter 3: Classifying Theory: 3.1. Typology of Theory - 3.2. What Is a Theory? - 3.3. Evaluating Theories - 3.4. Types of Theory and the Five Types of Causation - 3.5. Classifying Individual Theories - 3.6. Advantages of a Typology of Theory - Chapter 4: Classifying Method: 4.1. Classifying Methods - 4.2. Typology of Strengths and Weaknesses of Methods - 4.3. Qualitative Versus Quantitative Analysis Revisited - 4.4. Evaluating Methods - 4.5. Classifying Particular Methods Within The Typology - 4.6. Advantages of a Typology of Methods - Chapter 5: Classifying Practice: 5.1. Errors and Biases in ScienceChapter - 5.2. Typology of (Critiques of) Scientific Practice - 5.3. Utilizing This Classification - 5.4. The Five Types of Ethical Analysis - Chapter 6: Drawing Connections Across These Classifications: 6.1. Theory and Method - 6.2. Theory (Method) and Phenomena (Data) - 6.3. Better Paradigms - 6.4. Critiques of Scientific Practice: Are They Correlated with Other Classifications? - Chapter 7: Classifying Scientific Documents: 7.1. Faceted or Enumerative? - 7.2. Classifying By Phenomena Studied - 7.3. Classifying By Theory Used - 7.4. Classifying By Method Used - 7.5 Links Among Subjects - 7.6. Type of Work, Language, and More - 7.7. Critiques of Scientific Practice - 7.8. Classifying Philosophy - 7.9. Evaluating the System - Chapter 8: Concluding Remarks: 8.1. The Classifications - 8.2. Advantages of These Various Classifications - 8.3. Drawing Connections Across Classifications - 8.4. Golden Mean Arguments - 8.5. Why Should Science Be Believed? - 8.6. How Can Science Be Improved? - 8.7. How Should Science Be Taught?

Footnote

Rez. in: KO 32(2005) no.2, S.93-95 (H. Albrechtsen): "The book deals with mapping of the structures and contents of sciences, defined broadly to include the social sciences and the humanities. According to the author, the study of science, as well as the practice of science, could benefit from a detailed classification of different types of science. The book defines five universal constituents of the sciences: phenomena, data, theories, methods and practice. For each of these constituents, the author poses five questions, in the well-known 5W format: Who, What, Where, When, Why? - with the addition of the question How? (Szostak 2003). Two objectives of the author's endeavor stand out: 1) decision support for university curriculum development across disciplines and decision support for university students at advanced levels of education in selection of appropriate courses for their projects and to support cross-disciplinary inquiry for researchers and students; 2) decision support for researchers and students in scientific inquiry across disciplines, methods and theories. The main prospective audience of this book is university curriculum developers, university students and researchers, in that order of priority. The heart of the book is the chapters unfolding the author's ideas about how to classify phenomena and data, theory, method and practice, by use of the 5W inquiry model. . . .

Szostak, R.: Basic Concepts Classification (BCC) (2020) 0.00

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Date: 2. 9.2014 19:19:40

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