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The Changing Nature of Knowledge. Mapping the Discourse of the Malmo Longitudinal Study 1939-1995

O'Dowd, Mina LU (2000) In The Institute of International Education, Stockholm University
Abstract
The concept of knowledge is the topic of this monograph, the purpose of which is to study how it has been represented in educational research literature since 1939. Six texts have been selected, which use the Malmö Longitudinal Study data. These texts span the time period of 1939-1995 and have different foci, such as intelligence, social adjustment, benefits of education, recurrent education and quality of life. Discourse analysis has been used to study the texts. The assumption, guiding the analysis, is that representations of knowledge are found in the texts. In this study the representations that are sought are ideas with reference to knowledge. It was found that different concepts of knowledge have been constucted by diverse activities... (More)
The concept of knowledge is the topic of this monograph, the purpose of which is to study how it has been represented in educational research literature since 1939. Six texts have been selected, which use the Malmö Longitudinal Study data. These texts span the time period of 1939-1995 and have different foci, such as intelligence, social adjustment, benefits of education, recurrent education and quality of life. Discourse analysis has been used to study the texts. The assumption, guiding the analysis, is that representations of knowledge are found in the texts. In this study the representations that are sought are ideas with reference to knowledge. It was found that different concepts of knowledge have been constucted by diverse activities of choosing, judging and interpreting. The purposes and sources, for whcih these activities have been undertaken, are quite dissimilar, so much so, as to constitute differing conceptualizations of knowledge, underlying these six educational research texts.

The theoretical framework is based on the work of two philosophers, Ernst Cassirer and Michael Lyncg. Cassirer's work from the 1930s and 1940s, in which precision in scientific concepts is advanced, is contrasted to Lynch's work from 1995, in which he proposes the use of fluid concepts. One such fluid concept has been used in the title of this monograph. Over the years, conceptualizations of knowledge have changed in this educational discourse. These results are presented, using social cartography to map the texts as intertextual fields. Visualizing complex pheonomena in this manner provides the reader with an interpretation of the discourse, in which the change is seen. Thus, mapping opens up the discourse for us to see, showing us the concepts of knowledge embedded in the texts, and allows us to see how the ways of seeing have changed over time in this discourse. The monograph ends with a discussion on the construction of knowledge, its consequences for the nature of knowledge and Cassirer's "unity of essence". (Less)
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author
opponent
  • Professor Paulston, Rolland, University of Pitsburgh, USA
publishing date
type
Thesis
publication status
published
subject
keywords
social cartography, ways of seeing, precise and fluid concepts, metaphysical pluralism and truth realism, representations, immutable mobiles, knowledge, empirical psychology, philosophy of sumbolic forms, philosophical psychology, expert knowledge
in
The Institute of International Education, Stockholm University
pages
243 pages
defense location
Stockholm University
defense date
2000-05-19 10:00
ISBN
91-7265-088-5
language
English
LU publication?
no
id
e52da7a1-ca93-4e1f-b896-e3c116a35790 (old id 610055)
date added to LUP
2009-02-27 09:43:27
date last changed
2016-09-19 08:45:18
@phdthesis{e52da7a1-ca93-4e1f-b896-e3c116a35790,
  abstract     = {The concept of knowledge is the topic of this monograph, the purpose of which is to study how it has been represented in educational research literature since 1939. Six texts have been selected, which use the Malmö Longitudinal Study data. These texts span the time period of 1939-1995 and have different foci, such as intelligence, social adjustment, benefits of education, recurrent education and quality of life. Discourse analysis has been used to study the texts. The assumption, guiding the analysis, is that representations of knowledge are found in the texts. In this study the representations that are sought are ideas with reference to knowledge. It was found that different concepts of knowledge have been constucted by diverse activities of choosing, judging and interpreting. The purposes and sources, for whcih these activities have been undertaken, are quite dissimilar, so much so, as to constitute differing conceptualizations of knowledge, underlying these six educational research texts. <br/><br>
The theoretical framework is based on the work of two philosophers, Ernst Cassirer and Michael Lyncg. Cassirer's work from the 1930s and 1940s, in which precision in scientific concepts is advanced, is contrasted to Lynch's work from 1995, in which he proposes the use of fluid concepts. One such fluid concept has been used in the title of this monograph. Over the years, conceptualizations of knowledge have changed in this educational discourse. These results are presented, using social cartography to map the texts as intertextual fields. Visualizing complex pheonomena in this manner provides the reader with an interpretation of the discourse, in which the change is seen. Thus, mapping opens up the discourse for us to see, showing us the concepts of knowledge embedded in the texts, and allows us to see how the ways of seeing have changed over time in this discourse. The monograph ends with a discussion on the construction of knowledge, its consequences for the nature of knowledge and Cassirer's "unity of essence".},
  author       = {O'Dowd, Mina},
  isbn         = {91-7265-088-5},
  keyword      = {social cartography,ways of seeing,precise and fluid concepts,metaphysical pluralism and truth realism,representations,immutable mobiles,knowledge,empirical psychology,philosophy of sumbolic forms,philosophical psychology,expert knowledge},
  language     = {eng},
  pages        = {243},
  series       = {The Institute of International Education, Stockholm University},
  title        = {The Changing Nature of Knowledge. Mapping the Discourse of the Malmo Longitudinal Study 1939-1995},
  year         = {2000},
}