Search (11 results, page 1 of 1)

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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. ..."

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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

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Footnote

Vgl. Original unter: http://www.sciencedirect.com/science/article/pii/S0896627315005243: "Morais Tavares, R., A. Mendelsohn, Y.Grossman, C.H. Williams, M. Shapiro, Y. Trope u. D. Schiller: A Map for Social Navigation in the Human Brain" in. Neuron 87(2015) no.1, S,231-243. [Deciphering the neural mechanisms of social behavior has propelled the growth of social neuroscience. The exact computations of the social brain, however, remain elusive. Here we investigated how the human br ain tracks ongoing changes in social relationships using functional neuroimaging. Participants were lead characters in a role-playing game in which they were to find a new home and a job through interactions with virtual cartoon characters. We found that a two-dimensional geometric model of social relationships, a "social space" framed by power and affiliation, predicted hippocampal activity. Moreover, participants who reported better social skills showed stronger covariance between hippocampal activity and "movement" through "social space." The results suggest that the hippocampus is crucial for social cognition, and imply that beyond framing physical locations, the hippocampus computes a more general, inclusive, abstract, and multidimensional cognitive map consistent with its role in episodic memory.].

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Abstract

"In this essay, I offer several significant examples of research that deal with animals' and children's perception. These examples come from social science, cognitive thology, and several camps in cognitive science"

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Content

"Overflowing inboxes, endlessly topped up by incoming emails. Constant alerts, notifications and text messages on your smartphone and computer. Infinitely scrolling streams of social-media posts. Access to all the music ever recorded, whenever you want it. And a deluge of high-quality television, with new series released every day on Netflix, Amazon Prime and elsewhere. The bounty of the internet is a marvellous thing, but the ever-expanding array of material can leave you feeling overwhelmed, constantly interrupted, unable to concentrate or worried that you are missing out or falling behind. No wonder some people are quitting social media, observing "digital sabbaths" when they unplug from the internet for a day, or buying old-fashioned mobile phones in an effort to avoid being swamped. This phenomenon may seem quintessentially modern, but it dates back centuries, as Ann Blair of Harvard University observes in "Too Much to Know", a history of information overload. Half a millennium ago, the printing press was to blame. "Is there anywhere on Earth exempt from these swarms of new books?" moaned Erasmus in 1525. New titles were appearing in such abundance, thousands every year. How could anyone figure out which ones were worth reading? Overwhelmed scholars across Europe worried that good ideas were being lost amid the deluge. Francisco Sanchez, a Spanish philosopher, complained in 1581 that 10m years was not long enough to read all the books in existence. The German polymath Gottfried Wilhelm Leibniz grumbled in 1680 of "that horrible mass of books which keeps on growing"."

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Abstract

Es handelt sich hier um einen aus Krankheitsgründen nicht gehaltenen und erweiterten Beitrag zu einer Podiumsdiskussion auf der diesjährigen iConference in Sheffield (März 2018), die unter dem Titel "Curating the Infosphere" den Ansatz von Luciano Floridi zu einer umfassenden philosophisch-logischen Informationswissenschaft kritisch diskutierte. Während Floridi an seinem sehr weitreichenden Konzept der PI (Philosophy of Information) auf der Basis seiner GDI (General Definition of Information) arbeitet, ist außerhalb unseres Feldes die Social Epistemology der BibliothekswissenschaftlerInnen Margeret Egan und Jesse Shera wieder in den Blick der Erkenntnistheorie geraten. Ferner ist zu beobachten, dass sich andere Wissenschaften in großem Maße des Phänomens Information bemächtigen und es in ihr Wissenschaftsgebäude einbauen. Der vorliegende Text ist ein Plädoyer, genauer hinzuschauen, worum es der Informationswissenschaft ursprünglich ging und dafür, dass sie bei dem großen transdisziplinären Projekt mitwirken sollte, das andere Wissenschaften betreiben.

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Imprint

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

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Abstract

Hypermedia and multimedia have been placed rather uncritically at the centre of current developments in learning technology. This paper seeks to ask some fundamental questions about how learning is best supported by hypermedia, and concludes that the most successful aspects are not those normally emphasized. A striking observation is that the best learning experience is enjoyed by hypermedia courseware authors rather that students. This is understandable from a constructivist view of learning, in which the key aim is to engage the learner in carrying out a task which leads to better comprehension. Deep learning is a by-product of comprehension. The paper discusses some approaches to designing software - cognitive tools for learning - which illustrate the constructivist approach

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Abstract

In April 2010, Bill Gates gave a talk at MIT in which he asked: 'are the brightest minds working on the most important problems?' Gates meant improving the lives of the poorest; improving education, health, and nutrition. We could easily add improving peaceful interactions, human rights, environmental conditions, living standards and so on. Philosophy of Information (PI) proponents think that Gates has a point - but this doesn't mean we should all give up philosophy. Philosophy can be part of this project, because philosophy understood as conceptual design forges and refines the new ideas, theories, and perspectives that we need to understand and address these important problems that press us so urgently. Of course, this naturally invites us to wonder which ideas, theories, and perspectives philosophers should be designing now. In our global information society, many crucial challenges are linked to information and communication technologies: the constant search for novel solutions and improvements demands, in turn, changing conceptual resources to understand and cope with them. Rapid technological development now pervades communication, education, work, entertainment, industrial production and business, healthcare, social relations and armed conflicts. There is a rich mine of philosophical work to do on the new concepts created right here, right now.
Here, we introduce PI now. We cover core ideas, explaining how they relate both to traditional philosophy, and to the conceptual issues arising all over the place - such as in computer science, AI, natural and social sciences, as well as in popular culture. This is the first version, for 2013. Next year we'll tell you about PI 2014. We hope you love PI as much as we do! If so, let us have your feedback, and come back in 2014. Maybe some of you will ultimately join us as researchers. Either way, enjoy it. Yours, Patrick, Bert, Simon, Nir, Federico, Carson, Phyllis, Andrew, Eric, Giuseppe, Federica, Christoph, Mariarosaria, Matteo, Orlin, and Hector.

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Abstract

The primary purpose of this essay if the following: to criticise a discipline-defining concept of information that has its poit of departure in the uncomplicated cognitive metaphor's 'subject/object relationship'. In my understanding, the cognitive channel metaphor is equal to the sender/receiver model, with the addition of the receiver's understanding, as both physical and mental aspects are used in one and the same metaphor: the 'subject' so to speak meets the 'object'. In this essay I will state: (1) that the point at which the 'subject' specifically meets the 'object' does not exist; (2) that the study of that which the non-existing point symbolises is impossible to describe on an general level without becoming trivial; (3) that it is not possible to find an obvious relationship between the sender's statement and the receiver's understanding; and (4) that the study of the 'subject' and the study of the 'object' exist in different methodological and theoretical dimensions: This leads to the conclusion that the cognitive channel metaphorical definition of the discipline of library and information science must preferably be abandoned and that this should take place such: (1) that consideration is taken to the empirical research that is carried out in library and information science and (2) that the research removes itself from the profession's legitimate ambitions for usefulness

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