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Date

22. 2.2013 12:35:05

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Abstract

A universal non-discipline-based classification is a complement to, rather than substitute for, domain-specific classifications. Cognitive work analysis suggests that especially interdisciplinary researchers but also specialized researchers would benefit from both types of classification. Both practical and theoretical considerations point to complementarity. The research efforts of scholars pursuing both types of classification can thus usefully reinforce each other.

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Abstract

Any classification system should be evaluated with respect to a variety of philosophical and practical concerns. This paper explores several distinct issues: the nature of a work, the value of a statement, the contribution of information science to philosophy, the nature of hierarchy, ethical evaluation, pre- versus postcoordination, the lived experience of librarians, and formalization versus natural language. It evaluates a particular approach to classification in terms of each of these but draws general lessons for philosophical evaluation. That approach to classification emphasizes the free combination of basic concepts representing both real things in the world and the relationships among these; works are also classified in terms of theories, methods, and perspectives applied.

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Footnote

Rez. in: KO 39(2012) no.4, S.300-303 (M.J. Fox) Vgl. auch: Szostak, R.: Speaking truth to power in classification: response to Fox's review of my work; KO 39:4, 300. In: Knowledge organization. 40(2013) no.1, S.76-77.

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Abstract

Freely faceted classifications allow for free combination of concepts across all knowledge domains, and for sorting of the resulting compound classmarks. Starting from work by the Classification Research Group, the Integrative Levels Classification (ILC) project has produced a first edition of a general freely faceted scheme. The system is managed as a MySQL database, and can be browsed through a Web interface. The ILC database structure provides a case for identifying and representing the structural elements of any freely faceted classification. These belong to both the notational and the verbal planes. Notational elements include: arrays, chains, deictics, facets, foci, place of definition of foci, examples of combinations, subclasses of a faceted class, groupings, related classes; verbal elements include: main caption, synonyms, descriptions, included terms, related terms, notes. Encoding of some of these elements in an international mark-up format like SKOS can be problematic, especially as this does not provide for faceted structures, although approximate SKOS equivalents are identified for most of them.

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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?

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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