Search (6 results, page 1 of 1)

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Pages

S.22-36

Series

Fortschritte in der Wissensorganisation; Bd.13

Source

Theorie, Semantik und Organisation von Wissen: Proceedings der 13. Tagung der Deutschen Sektion der Internationalen Gesellschaft für Wissensorganisation (ISKO) und dem 13. Internationalen Symposium der Informationswissenschaft der Higher Education Association for Information Science (HI) Potsdam (19.-20.03.2013): 'Theory, Information and Organization of Knowledge' / Proceedings der 14. Tagung der Deutschen Sektion der Internationalen Gesellschaft für Wissensorganisation (ISKO) und Natural Language & Information Systems (NLDB) Passau (16.06.2015): 'Lexical Resources for Knowledge Organization' / Proceedings des Workshops der Deutschen Sektion der Internationalen Gesellschaft für Wissensorganisation (ISKO) auf der SEMANTICS Leipzig (1.09.2014): 'Knowledge Organization and Semantic Web' / Proceedings des Workshops der Polnischen und Deutschen Sektion der Internationalen Gesellschaft für Wissensorganisation (ISKO) Cottbus (29.-30.09.2011): 'Economics of Knowledge Production and Organization'. Hrsg. von W. Babik, H.P. Ohly u. K. Weber

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Abstract

Relationships between Knowledge Organization in LIS and Scientific & Scholarly Classifications In her paper "Classification for Information Retrieval and Classification for Knowledge Discovery: Relationships between 'Professional' and 'Naive' Classifications" (KO v30, no.2, 2003), Beghtol outlines how Scholarly activities and research lead to classification systems which subsequently are disseminated in publications which are classified in information retrieval systems, retrieved by the users and again used in Scholarly activities and so on. We think this model is correct and that its point is important. What we are reacting to is the fact that Beghtol describes the Classifications developed by scholars as "naive" while she describes the Classifications developed by librarians and information scientists as "professional." We fear that this unfortunate terminology is rooted in deeply ar chored misjudgments about the relationships between scientific and Scholarly classification an the one side and LIS Classifications an the other. Only a correction of this misjudgment may give us in the field of knowledge organization a Chance to do a job that is not totally disrespected and disregarded by the rest of the intellectual world.

Footnote

Bezugnahme auf: Beghtol, C.: Classification for information retrieval and classification for knowledge discovery: relationships between 'professional' and 'naive' classifications" in: Knowledge organization. 30(2003), no.2, S.64-73; vgl. dazu auch die Erwiderung von C. Beghtol in: Knowledge organization. 31(2004) no.1, S.62-63.

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Abstract

Different approaches to the classification of a knowledge field include empiristic, rationalistic, historistic, and pragmatic methods. This paper demonstrates how these different methids have been applied to the classification of psychology. An etymological apporach is insufficient to define the subject matter of psychology, because other terms can be used to describe the same domain. To define the subject matter of psychology from the point of view of its formal establishment as a science and academic discipline (in Leipzig, 1879) it is also insufficient because this was done in specific historical circumstances, which narrowed the subject matter to physiologically-related issues. When defining the subject area of a scientific field it is necessary to consider how different ontological and epistemological views have made their influences. A subject area and the approaches by which this subject area has been studied cannot be separated from each other without tracing their mutual historical interactions. The classification of a subject field is theory-laden and thus cannot be neutral or ahistorical. If classification research can claim to have a method that is more general than the study of concrete developments in the single knowledge fields the key is to be found in the general epistemological theories. It is shown how basic epistemological assumptions have formed the different approaches to psychology during the 20th century. The progress in the understanding of basic philosophical questions is decisive both for the development of a knowledge field and as the point of departure of classification. The theoretical principles developed in this paper are applied in a brief analysis of some concrete classification systems, including the one used by PsycINFO / Psychologcal Abstracts. The role of classification in modern information retrieval is also briefly discussed

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Abstract

Special classifications have been somewhat neglected in KO compared to general classifications. The methodology of constructing special classifications is important, however, also for the methodology of constructing general classification schemes. The methodology of constructing special classifications can be regarded as one among about a dozen approaches to domain analysis. The methodology of (special) classification in LIS has been dominated by the rationalistic facet-analytic tradition, which, however, neglects the question of the empirical basis of classification. The empirical basis is much better grasped by, for example, bibliometric methods. Even the combination of rational and empirical methods is insufficient. This presentation will provide evidence for the necessity of historical and pragmatic methods for the methodology of classification and will point to the necessity of analyzing "paradigms". The presentation covers the methods of constructing classifications from Ranganathan to the design of ontologies in computer science and further to the recent "paradigm shift" in classification research. 1. Introduction Classification of a subject field is one among about eleven approaches to analyzing a domain that are specific for information science and in my opinion define the special competencies of information specialists (Hjoerland, 2002a). Classification and knowledge organization are commonly regarded as core qualifications of librarians and information specialists. Seen from this perspective one expects a firm methodological basis for the field. This paper tries to explore the state-of-the-art conceming the methodology of classification. 2. Classification: Science or non-science? As it is part of the curriculum at universities and subject in scientific journals and conferences like ISKO, orte expects classification/knowledge organization to be a scientific or scholarly activity and a scientific field. However, very often when information specialists classify or index documents and when they revise classification system, the methods seem to be rather ad hoc. Research libraries or scientific databases may employ people with adequate subject knowledge. When information scientists construct or evaluate systems, they very often elicit the knowledge from "experts" (Hjorland, 2002b, p. 260). Mostly no specific arguments are provided for the specific decisions in these processes.

Series

Advances in knowledge organization; vol.8

Source

Challenges in knowledge representation and organization for the 21st century: Integration of knowledge across boundaries. Proceedings of the 7th ISKO International Conference Granada, Spain, July 10-13, 2002. Ed.: M. López-Huertas

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Abstract

The facet-analytic paradigm is probably the most distinct approach to knowledge organization within Library and Information Science, and in many ways it has dominated what has be termed "modern classification theory". It was mainly developed by S.R. Ranganathan and the British Classification Research Group, but it is mostly based on principles of logical division developed more than two millennia ago. Colon Classification (CC) and Bliss 2 (BC2) are among the most important systems developed on this theoretical basis, but it has also influenced the development of other systems, such as the Dewey Decimal Classification (DDC) and is also applied in many websites. It still has a strong position in the field and it is the most explicit and "pure" theoretical approach to knowledge organization (KO) (but it is not by implication necessarily also the most important one). The strength of this approach is its logical principles and the way it provides structures in knowledge organization systems (KOS). The main weaknesses are (1) its lack of empirical basis and (2) its speculative ordering of knowledge without basis in the development or influence of theories and socio-historical studies. It seems to be based on the problematic assumption that relations between concepts are a priori and not established by the development of models, theories and laws.

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Abstract

Any ontological theory commits us to accept and classify a number of phenomena in a more or less specific way-and vice versa: a classification tends to reveal the theoretical outlook of its creator. Objects and their descriptions and relations are not just "given," but determined by theories. Knowledge is fallible, and consensus is rare. By implication, knowledge organization has to consider different theories/views and their foundations. Bibliographical classifications depend on subject knowledge and on the same theories as corresponding scientific and scholarly classifications. Some classifications are based on logical distinctions, others on empirical examinations, and some on mappings of common ancestors or on establishing functional criteria. To evaluate a classification is to involve oneself in the research which has produced the given classification. Because research is always based more or less on specific epistemological ideals (e.g., empiricism, rationalism, historicism, or pragmatism), the evaluation of classification includes the evaluation of the epistemological foundations of the research on which given classifications have been based. The field of knowledge organization itself is based on different approaches and traditions such as user-based and cognitive views, facet-analytical views, numeric taxonomic approaches, bibliometrics, and domain-analytic approaches. These approaches and traditions are again connected to epistemological views, which have to be considered. Only the domain-analytic view is fully committed to exploring knowledge organization in the light of subject knowledge and substantial scholarly theories.