Search (32 results, page 1 of 2)

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Footnote

DOI: 10.24894/HWPh.5033. Vgl. unter: https://www.schwabeonline.ch/schwabe-xaveropp/elibrary/start.xav#__elibrary__%2F%2F*%5B%40attr_id%3D%27verw.allgemeinesbesonderes%27%5D__1515856414979.

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Abstract

To organize information, librarians create structures. These structures grow from a logic that goes back at least as far as Aristotle. It is the basis of classification as we practice it, and thesauri and subject headings have developed from it. Feminist critiques of logic suggest that logic is gendered in nature. This article will explore how these critiques play out in contemporary standards for the organization of information. Our widely used classification schemes embody principles such as hierarchical force that conform to traditional/Aristotelian logic. Our subject heading strings follow a linear path of subdivision. Our thesauri break down subjects into discrete concepts. In thesauri and subject heading lists we privilege hierarchical relationships, reflected in the syndetic structure of broader and narrower terms, over all other relationships. Are our classificatory and syndetic structures gendered? Are there other options? Carol Gilligan's In a Different Voice (1982), Women's Ways of Knowing (Belenky, Clinchy, Goldberger, & Tarule, 1986), and more recent related research suggest a different type of structure for women's knowledge grounded in "connected knowing." This article explores current and potential elements of connected knowing in subject access with a focus on the relationships, both paradigmatic and syntagmatic, between concepts.

Date

11.12.2019 19:00:22

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Abstract

The evolution of bibliographic classification schemes, from the end of the 19th century to our time, shows a trend of increasing possibilities to combine concepts in a classmark. While the early schemes, like DDC and LCC, were largely enumerative, more and more synthetic devices have appeared with common auxiliaries, facets, and phase relationships. The last editions of UDC and the UDC-derived FATKS project follow this evolution, by introducing more specific phase relationships and more common auxiliaries, like those for general properties and processes. This agrees with the Farradane's principle that each concept should have a place of unique definition, instead of being re-notated in each context where it occurs. This evolution appears to be unfinished, as even in most synthetic schemes many concepts have a different notation according to the disciplinary main classes where they occur. To overcome this limitation, main classes should be defined in terms of phenomena rather than disciplines: the Integrative Level Classification (ILC) research project is currently exploring this possibility. Examples with UDC, FATKS, and ILC notations are discussed.

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Source

Universal classification I: subject analysis and ordering systems. Proc. of the 4th Int. Study Conf. on Classification research, Augsburg, 28.6.-2.7.1982. Ed.: I. Dahlberg

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Abstract

Philosophy grapples with the deepest and most difficult questions in human life. In a 2012 article, Jonathan Furner raises questions about the "Functional Requirements for Subject Authority Data" (FRSAD) model. Can the FRSAD framers really avoid tackling philosophical questions as they attempt to do-the long-running dispute between nominalists and realists, in particular? This article attempts to flesh out a realist position while showing some implications for the new Functional Requirements for Bibliographic Records-Library Reference Model. It is not clear that FRSAD really takes a realist view, as Furner claims, and a position on the nominalist-realist debate is not necessary for information professionals.

Source

Cataloging and classification quarterly. 54(2016) no.2, S.136-144

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Abstract

A concept is regarded as the common element of both classification systems and thesauri. Reality and knowledge are not represented by words or terms but by the meanings "behind" these tokens. A concept of, say, an object, a property of an object, a process, etc. is derived from verbal statements on these as subjects and may therefore be defined as the whole of true and possible predicates that can be collected on a given subject. It is from these predicates that the characteristics of the corresponding concepts can be derived. Common characteristics in different concepts lead to relationsbetween concepts, which relations in turn are factors for the formation of concept systems. Different kinds of relationships as well as different kinds of concepts are distinguished. It is pointed out that an orderly supply of the elements for propositions (informative statements) on new knowledge requires the construction and availability of such concept systems

Source

International classification. 1(1974), S.12-19

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Abstract

Interdisciplinary communication, and thus the rate of progress in scholarly understanding, would be greatly enhanced if scholars had access to a universal classification of documents or ideas not grounded in particular disciplines or cultures. Such a classification is feasible if complex concepts can be understood as some combination of more basic concepts. There appear to be five main types of concept theory in the philosophical literature. Each provides some support for the idea of breaking complex into basic concepts that can be understood across disciplines or cultures, but each has detractors. None of these criticisms represents a substantive obstacle to breaking complex concepts into basic concepts within information science. Can we take the subject entries in existing universal but discipline-based classifications, and break these into a set of more basic concepts that can be applied across disciplinary classes? The author performs this sort of analysis for Dewey classes 300 to 339.9. This analysis will serve to identify the sort of 'basic concepts' that would lie at the heart of a truly universal classification. There are two key types of basic concept: the things we study (individuals, rocks, trees), and the relationships among these (talking, moving, paying).

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Abstract

The notion of category, from Aristotle and Kant to the present time, has been used as a basic intellectual tool for the analysis of the existence and changeableness of things. Ranganathan was the first to extrapolate the concept into the Theory of Classification, placing it as an essential axis for the logical organization of knowledge and the construction of indexing languages. This paper proposes a conceptual and methodological reexamination of the notion of category from a functional and instrumental perspective, and tries to clarify the essential characters of categories in that context, and their present implications regarding the construction and evaluation of indexing languages

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Footnote

In deutsch auch in: International classification 1(1974) S.12-19.

Source

Ordering systems for global information networks. Proc. of the 3rd Int. Study Conf. on Classification Research, Bombay 1975

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Abstract

Intended is first of all a preliminary review of the implications that the new approaches to the theory of classification, mainly from cognitive psychology and epistemology may have for information work and research. As a secondary topic the scientific relations existing among information science, epistemology and the cognitive sciences are discussed. Classification is seen as a central activity in all daily and scientific activities, and, of course, of knowledge organization in information services. There is a mutual implication between classification and conceptualization, as the former moves in a natural way to the latter and the best result elaborated for classification is the concept. Research in concept theory is a need for a theory of classification. In this direction it is of outstanding importance to integrate the achievements of 'natural concept formation theory' (NCFT) as an alternative approach to conceptualization different from the traditional one of logicians and problem solving researchers. In conclusion both approaches are seen as being complementary: the NCFT approach being closer to the user and the logical one being more suitable for experts, including 'expert systems'

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Source

Classification theory in the computer age: conversations across the disciplines. Proc. from the Conf. 18.-19.11.1988, Albany, NY

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Abstract

This dissertation from the University of Vienna contains the following chapters: (1) Conceptological aspects in terminology theory. Post-Wüsterian sign models and the four-field model. Vagueness, prototypes, and the four-field model. Morphological aspects of terminology and prototype theory. Word-formation and its role in terminology theory and conceptology. (2) A morpho-conceptual classification system of the English baseball terminology. The classification system. Statistical results. Conclusions

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Date

22. 1.2012 13:11:25

Series

Forum: The philosophy of classification

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Source

International classification. 16(1989), S.24-26

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Abstract

Up to the present day, difficulties have confronted all attempts at establishing a theory of concepts that would comprise the various kinds of concept-formation in the disciplines of the spectrum of sciences. Not a few philosophical dictionaries, under the entry 'concept', still offer doctrinies which were current far back in the history of philosophy and have little in coomon with concept-formations in the sciences today. The paper aims at an improvement in this situation. After a sketch of the 'classical' notion of concept, already developed in antiquity (essentially a logic of 'classification', although 'class-formation' in tis present understanding had not yet been conceived), the canonical modern doctrine of concepts is outlined. With an eye to application in the exact sciences, it is shown how in the nineteenth century the view of concept as an additive complex of characteristics yields to a functional approach systematized, in the last quarter of the century, by classical quantificational logic. Almost simultaneously, Mach, Frege, Peano, Weyl and others set out to shape the modern theory of abstraction. It is these two theories that today permit philosophers of science not only to deal with functional processes of concept-formation but also to represent in a formally coorect manner metalinguistic propositions about concepts and their properties. Thus it seems that the fundamental tasks of a modern theory of concept have finally been taken care of

Series

Studies in classification, data analysis, and knowledge organization

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Abstract

Concept theory is an extremely broad, interdisciplinary and complex field of research related to many deep fields with very long historical traditions without much consensus. However, information science and knowledge organization cannot avoid relating to theories of concepts. Knowledge organizing systems (e.g., classification systems, thesauri, and ontologies) should be understood as systems basically organizing concepts and their semantic relations. The same is the case with information retrieval systems. Different theories of concepts have different implications for how to construe, evaluate, and use such systems. Based on a post-Kuhnian view of paradigms, this article put forward arguments that the best understanding and classification of theories of concepts is to view and classify them in accordance with epistemological theories (empiricism, rationalism, historicism, and pragmatism). It is also argued that the historicist and pragmatist understandings of concepts are the most fruitful views and that this understanding may be part of a broader paradigm shift that is also beginning to take place in information science. The importance of historicist and pragmatic theories of concepts for information science is outlined.

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Footnote

Auch u.d.T. 'Studien zur allgemeinen Ordnungslehre' in: International Classification 1(1974) S.61-68

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Abstract

Based upon the existing cognitive theories and available related literature, the hypothesis "Conceptualisation process involves a set of specific cognitive skills" has been evolved. An attempt has been made to identify these cognitive skills that are directly involving in conceptualisation process and the outcome is the identification of 13 cognitve skills that are essential for conceptualisation process. This research is directed towards evolving a new concept classification to facilitate learning and teaching. Here we classify the concepts into six categories based upon their attributes and attribute's relations. A specific "Concept analysis ability" tool is also developed to measure the 'concept analysis ability' of secondary school teachers

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Abstract

A main goal of recent studies in semantics is to integrate into conceptual structures the models of representation used in linguistics, logic, and/or artificial intelligence. A fundamental problem resides in the need to structure knowledge and then to check the validity of constructed representations. We propose associating logical properties with relationships by introducing the relationships into a typed and functional system of specifcations. This makes it possible to compare conceptual representations against the relationships established between the concepts. The mandatory condition to validate such a conceptual representation is consistency. The semantic system proposed is based an a structured set of semantic primitives-types, relations, and properties-based an a global model of language processing, Applicative and Cognitive Grammar (ACG) (Desc16s, 1990), and an extension of this model to terminology (Jouis & Mustafa 1995, 1996, 1997). The ACG postulates three levels of representation of languages, including a cognitive level. At this level, the meanings of lexical predicates are represented by semantic cognitive schemes. From this perspective, we propose a set of semantic concepts, which defines an organized system of meanings. Relations are part of a specification network based an a general terminological scheure (i.e., a coherent system of meanings of relations). In such a system, a specific relation may be characterized as to its: (1) functional type (the semantic type of arguments of the relation); (2) algebraic properties (reflexivity, symmetry, transitivity, etc.); and (3) combinatorial relations with other entities in the same context (for instance, the part of the text where a concept is defined).

Date

1.12.2002 11:12:22

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Abstract

Much of the literature of information science and knowledge organization has accepted and built upon Elaine Svenonius's (2004) claim that "paradigmatic relationships are those that are context-free, definitional, and true in all possible worlds" (p. 583). At the same time, the literature demonstrates a common understanding that paradigmatic relations are the kinds of semantic relations used in thesauri and other knowledge organization systems (including equivalence relations, hierarchical relations, and associative relations). This understanding is problematic and harmful because it directs attention away from the empirical and contextual basis for knowledge-organizing systems. Whether A is a kind of X is certainly not context-free and definitional in empirical sciences or in much everyday information. Semantic relations are theory-dependent and, in biology, for example, a scientific revolution has taken place in which many relations have changed following the new taxonomic paradigm named "cladism." This biological example is not an exception, but the norm. Semantic relations including paradigmatic relations are not a priori but are dependent on subject knowledge, scientific findings, and paradigms. As long as information scientists and knowledge organizers isolate themselves from subject knowledge, knowledge organization cannot possibly progress.