9 Matching Annotations
  1. Mar 2022
    1. As Professor Rangi Mātāmua, a Māoriastronomy scholar, explains:Look at what our ancestors did to navigate here—you don’t do that onmyths and legends, you do that on science. I think there is empiricalscience embedded within traditional Māori knowledge ... but what they didto make it meaningful and have purpose is they encompassed it withincultural narratives and spirituality and belief systems, so it wasn’t just seenas this clinical part of society that was devoid of any other connection toour world, it was included into everything. To me, that cultural elementgives our science a completely new and deep and rich layer of meaning
  2. Jan 2022
    1. Even finding terms totranslate concepts like ‘lord’, ‘commandment’ or ‘obedience’ intoindigenous languages was extremely difficult; explaining theunderlying theological concepts, well-nigh impossible.

      Example of the difficulty of translating words when the underlying concepts don't exist in a culture.

  3. Dec 2021
    1. Discussion is led by an instructor, but the instructor’s job is not to give the students a more informed understanding of the texts, or to train them in methods of interpretation, which is what would happen in a typical literature- or philosophy-department course. The instructor’s job is to help the students relate the texts to their own lives.

      The format of many "great books" courses is to help students relate the texts to their own lives, not to have a better understanding of the books or to hone methods of interpreting them.

      This isn't too dissimilar to the way that many Protestants are taught to apply the Bible to their daily lives.

      Are students mis-applying the great books because they don't understand their original ideas and context the way many religious people do with the Bible?

  4. Aug 2021
    1. Great writers become great by closely studying and copying other great writers. This is how cultural knowledge works. We learn the foundational skills from each other first, and then get all weird and experimental later on once the normal rules become boring.
  5. Sep 2016
    1. Although cultural knowledge is hidden from view, it is of fundamental impor-tance because we all use it constantly to generate behavior and interpret our expe-rience

      Cultural knowledge is a very broad topic hidden from the view, but is also very important because we use it constantly to generate behavior and interpret our experience

    2. Our culture has a large body of shared knowledge that people learn and use to engage in this behavior called reading and make proper use of the artifacts connected with it

      Cultural knowledge – what people know (ex. Grammatical rules for a language, meaning of space, lines and columns, how to feel when reading jokes, etc.)

    3. When ethnographers study other cultures, they must deal with three fundamental aspects of human experience: what people do, what people know, and the things peo-ple make and use

      Ethnographers deal with three fundamental aspects of the human experience : cultural behavior, cultural knowledge, and cultural artifacts

    4. cultural knowledge.

      cultural knowledge

  6. Aug 2016
    1. Page 10

      Borgman on the relationship of knowledge mobilization scholarship, similarities and differences:

      once collections of information resources are online, they become available to multiple communities. Researchers can partner across disciplines, asking new questions using each other's data. Data collected for policy purposes can be used for research and vice versa. Descriptions of museum objects created for curatorial research purposes are interesting to museum visitors. Any of these resources may also be useful for learning and instruction. nevertheless, making content that was created for one audience useful to another is a complex problem. Each field that is on vocabulary, data structures, and research practices. People ask questions in different ways, starting with familiar terminology. Repurpose sing of research data for teaching can be especially challenging. Scholars goals are to produce knowledge for their community, while student schools are to learn the concepts and tools of a given field. These two groups have different levels of expertise in both disciplinary knowledge in the use of data and information resources. Different descriptions, tools, and services may be required to share content between audiences.