Search (3 results, page 1 of 1)

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Abstract

Purpose - The purpose of this paper is to explore the modernity of current classification theory and work, and outline a foundation for moving classification toward a late-modern conception. Design/methodology/approach - The paper examines the conceptual foundation for current modern classification work, provides critical analysis of that approach, and outlines three conflicts with modernity that shape the path out of the consequences of modernity. Findings - The paper presents an understanding of classification that establishes classification on a late-modern epistemology, and it lays the contours of how to reclaim the intellectual core of classification theory and work. Originality/value - The paper establishes a foundation for rethinking classification work, outlines consequences of current mainstream work, and provides concept for developing late-modern classification theory and practice.

Type

a

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Abstract

This paper surveys classification research literature, discusses various classification theories, and shows that the focus has traditionally been an establishing a scientific foundation for classification research. This paper argues that a shift has taken place, and suggests that contemporary classification research focus an contextual information as the guide for the design and construction of classification schemes.

Type

a

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Abstract

1. Introduction Theoretical context independent explanations of classification could enhance the universality of classification research and make knowledge about classification available to settings other than traditional libraries. There is a tremendous need for constructing classificatory structures in a range of settings many of which are far removed from the environment in which classification theory and research has been practiced in the last century and a half. The construction of classificatory structures an the Internet, intranets, and in knowledge management systems has received some attention lately. The question examined here is whether it is possible to create a single theory of classification that applies to the range of contexts in which classificatory structures are applied. The object of this paper is to question the assumption that bibliographic classification theory can resemble scientific theories. It is argued that the context of any classification influences the use and understanding of the classification to such a degree that the classification cannot be understood separate from its context. Furthermore, the development from being a novice classifier or classificationist to becoming an expert is explored. lt is assumed scientific theories must relate as much to the activity of novices as to the activity of experts and that scientific theories explain both what it is that novices do and what experts do. It is argued that expertise is achieved not through a correct application of a classification theory but through experiences and adjustment to a particular context and that the activities of novices are quite distinct from the activities of experts in that experts draws an the context of the situation and that novices do not. 2. Theory of Classification Langridge (1976) provides an account of the principles of constructing knowledge organization systems and the theoretical underpinnings of different approaches. He identifies four principles that have guided construction of knowledge organization systems: 1) ideological, 2) social purpose, 3) scientific, and 4) the disciplines. The ideological principle organizes knowledge according to an ideology that the knowledge organization system serves. Langridge gives the examples of "the Christian schemes of the Middle Ages and the Soviet scheme which substitutes for the Bible and Christianity the works of Marx and Lenin and the 'religion' of communism" (Langridge, 1976, p. 4-5).

Type

a