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Mapping_Displaced

  1. HRPP file number 2019-0743

Mapping a Response to Global Challenges at Local Network Levels

An Academic Problem? Bruno Latour

A Translation Simplified: Given the urgency of challenges to human existence why don’t “we” act?

  1. Ideology in pieces.
  2. Ideology in Pieces: Law, Reflexivity, and the Mapping of Language Grammars in a Double Bind.Data Set 1: http://www.languageandlaw.org/
    1. If we accept a philosophy of language that puts forth theories of meaning, by some notion of representation, as a meaning of the word (and sentence) to be explained by the way it can be used [instrumental] to depict the world [ideological] and to constitute our lives [institutional] – what words (and sentences) would be necessary to construct a web whereby human agency might solve urgent social problems?
    2. Climate change presents a particular global challenge.
      1. The most vulnerable socio-political communities are also the most vulnerable to climate change:
        1. Homeless (displaced)
        2. Immigrants
        3. Elderly
        4. Disabled;
      2. Small scale economic development strategies that build on the local base of small businesses and focus on both resiliency strategies and economic opportunities can be targeted and supported by the community college (University system) particularly as to infrastructure issues including:
        1. Water supply
        2.  Transportation systems
        3. Social service delivery systems
    1. Conceptual Change requires a process over time and sequenced interactions:
      1. Research Design:
        1. The purpose of this research project is to a) describe the basic elements of conceptual thought known as “philosophical primitives” in the Knowledge in Pieces (KiP) theory of conceptual development (Dissessa, 1996), and b) describe the process of conceptual change related to the acquisition of academic knowledge.
        2. The hypotheses guiding this research are : a.    That students enter the college social science classroom with identifiable p-prims and mental models that they use to explain the social world along the same lines as those identified for introductory level students of physics and their explanations of the physical world. b.    That a process of development from the use of isolated and unconnected p-prims to a more sophisticated deployment of multiple ideas into a coherent explanation can be identified. c.    That particular instructional strategies can be identified that facilitate students conceptual fluency with sophisticated understandings of the social world.
        3. Hypothesis A: The primary method used in this study will be that of content analysis. Various products of student written work will be examined for evidence of conceptual thinking. Elements identified through the content analysis will be categorized according to the framework outlined in the Knowledge in Pieces (KiP) theory of conceptual development. Data will be collected from all enrolled students in courses taught by the PI and Co-PI through in class writing exercises conducted as part of the curriculum of their course. Upon collection, all identifying information will be removed and the material will be photocopied. All originals will be returned to each participating student. All members of the research team will participate in the analysis of the collected examples of student thought.
        4. Hypothesis B: The primary method used for the second component of this study will the collection of a sequence of classroom assignments and instructor observations aimed at illuminating the process of conceptual change related to understanding of sociological concepts.

 

 

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