"This article works out the main characteristics of 'practice theory', a type of social theory which has been sketched by such authors as Bourdieu, Giddens, Taylor, late Foucault and others. Practice theory is presented as a conceptual alternative to other forms of social and cultural theory, above all to culturalist mentalism, textualism and intersubjectivism. The article shows how practice theory and the three other cultural-theoretical vocabularies differ in their localization of the social and in their conceptualization of the body, mind, things, knowledge, discourse, structure/process and the agent."
(Andreas Reckwitz, 2002)
Andreas Reckwitz (2002). "Toward a Theory of Social Practices: A Development in Culturalist Theorizing", European Journal of Social Theory; Vol.5, No.2; pp. 243-263 DOI: 10.1177/13684310222225432 [http://est.sagepub.com/cgi/content/abstract/5/2/243]
Date: 29 May 2013 - 30 May 2013
Location/venue: Thistle Brighton, King's Road, Brighton, England, BN1 2GS
The Higher Education Academy’s second annual learning and teaching Arts and Humanities conference, ‘Storyville: Exploring narratives of learning and teaching’ will take place on 29 – 30 May 2013 in Brighton.
"At the heart of the Arts and Humanities disciplines sit stories – stories which create and recreate worlds, distant and present, stories which inspire and engage, stories which grow imaginations and expand what is thinkable.
Stories are everywhere, and our second annual conference seeks to explore the intersections between narrative and learning and teaching..."
(Higher Education Academy, UK)
"Screen culture is a world of constant flux, of endless sound bites, quick cuts and half-baked ideas. It is a flow of gossip tidbits, news headlines and floating first impressions. Notions don't stand alone but are massively interlinked to everything else; truth is not delivered by authors and authorities but is assembled by the audience. Screen culture is fast, like a 30-sec. movie trailer, and as liquid and open-ended as a website. ...
On a screen, words move, meld into pictures, change color and perhaps even meaning. Sometimes there are no words at all, only pictures or diagrams or glyphs that may be deciphered into multiple meanings. This is terribly unnerving to any civilization based on text logic."
(Kevin Kelly, 19 June 2000, "Will We Still Turn Pages", Time Magazine)
Fig.1 JasKaitlin "hypermediacy" taken on April 25, 2010 using an Apple iPhone 3GS [http://www.flickr.com/photos/64776338@N07/5996281055/].
Fig.1 George Siemens 2009 presentation "Connectivism: Socializing Open Learning", VI International Seminar on Open Social Learning of the UOC UNESCO Chair in e-Learning.
"Central to Michael Polanyi's thinking was the belief that creative acts (especially acts of discovery) are shot-through or charged with strong personal feelings and commitments (hence the title of his most famous work Personal Knowledge). Arguing against the then dominant position that science was somehow value-free, Michael Polanyi sought to bring into creative tension a concern with reasoned and critical interrogation with other, more 'tacit', forms of knowing.
Polanyi's argument was that the informed guesses, hunches and imaginings that are part of exploratory acts are motivated by what he describes as 'passions'. They might well be aimed at discovering 'truth', but they are not necessarily in a form that can be stated in propositional or formal terms. As Michael Polanyi (1967: 4) wrote in The Tacit Dimension, we should start from the fact that 'we can know more than we can tell'. He termed this pre-logical phase of knowing as 'tacit knowledge'. Tacit knowledge comprises a range of conceptual and sensory information and images that can be brought to bear in an attempt to make sense of something (see Hodgkin 1991). Many bits of tacit knowledge can be brought together to help form a new model or theory. This inevitably led him to explore connoisseurship and the process of discovery (rather than with the validation or refutation of theories and models - in contrast with Popper, for example)."
(Mark K. Smith 2003, infed.org)
Smith, M. K. (2003) 'Michael Polanyi and tacit knowledge', the encyclopedia of informal education, www.infed.org/thinkers/polanyi.htm.
Hodgkin, R. (1991) 'Michael Polanyi - Prophet of life, the universe and everything' Times Higher Educational Supplement, September 27, page 15.
Polanyi, Michael (1967) The Tacit Dimension, New York: Anchor Books. (108 + xi pages). Based on the 1962 Terry lectures (Yale) this book provides an overview of tacit knowledge. He looks at tacit knowing, emergence and the significance of a society of explorers.