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Displaying: 41-60 of 1423 documents


focus on a new positivism
41. Tradition and Discovery: The Polanyi Society Periodical: Volume > 45 > Issue: 2
Martin X. Moleski, S.J. A Polanyian Appraisal of Outcomes Assessment: Defending the Art of Knowing against Positivist Pedagogy
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While it is sensible to measure that which can be measured, outcomes assessment is completely out of step with Polanyi’s understanding of personal knowledge. Current assessment practices represent the revival of positivism in higher education. They ignore the tacit dimension of all knowledge, hinder the development of connoisseurship, and reinforce the power of the administrative class.
42. Tradition and Discovery: The Polanyi Society Periodical: Volume > 45 > Issue: 2
Timothy L. Simpson Polanyian Insights on “Professional” Teacher Education
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To demonstrate the power and scope of Polanyi’s thought, this paper will establish the importance of Polanyi’s abundant insight for the accreditation of educator preparation programs in higher education. This inquiry will begin with a brief summary of the role and purpose of accreditation of educator preparation programs, highlighting the positivist presuppositions driving the current assessment process. With the aid of Harry Broudy, a close student of Polanyi, the essay will identify the implications of those presuppositions for educator preparation programs. Broudy’s analysis suggests that, despite claims to the contrary, the current assessment process fails to produce a professional teacher. In contrast, inspired by a rejuvenated perspective informed by Polanyi’s monumental elucidation of the tacit dimension, assessment of educator preparation programs may instead cultivate a truly professional teacher for our schools. The closing section of this study will provide an outline of such a renaissance.
43. Tradition and Discovery: The Polanyi Society Periodical: Volume > 45 > Issue: 2
Nigel Newton A Polanyian Perspective on the Place of Knowledge Within the Curriculum
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A new national school curriculum in Wales that parallels reforms in other countries and regions is in the process of being implemented. Several issues debated in the context of these reforms relate to the effectiveness of a school’s curriculum to help young people develop skills and dispositions believed to be necessary for participation in the modern economy. Others are concerned about the loss of core subject related knowledge linked to academic disciplines. Wrestling with these questions motivated me to consider how Polanyi’s thought could point the way to addressing these issues, particularly his concept of commitment and argument for a hierarchically structured view of reality. In this paper I explore these issues by drawing from the sociologist Michael F.D. Young’s work on ‘powerful knowledge’ as a way to frame my consideration of the curriculum debates from a Polanyian perspective. Young argues that providing access to knowledge should be seen as the primary goal of school curriculums and argues that the best route to achieving this is through academic subjects. The paper will show how this argument is strengthened by consideration of insights from Polanyi.
44. Tradition and Discovery: The Polanyi Society Periodical: Volume > 45 > Issue: 2
Collin D. Barnes A Polanyian Response to “Psychology’s Renaissance”
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A recent article in the Annual Review of Psychology heralds the arrival of a renaissance in psychology that is improving research practices in the field. The present article evaluates this new epoch in light of Michael Polanyi’s thought. While the reforms the renaissance celebrates are invaluable to psychology in its reliance on probabilities for hypothesis testing, they under appreciate the central place of personal judgments in research, portraying them instead and primarily as sources of error that must be curtailed by a narrow range of methods. Valuing the place of personal participation in probability judgments may embolden psychologists to accredit inquiries that more openly rely on discernment to declare truth and are better suited to the I-Thou relations that distinguish human psychology from the study of matter in motion.
book reviews
45. Tradition and Discovery: The Polanyi Society Periodical: Volume > 45 > Issue: 2
Janos Liska Tacit Emergence: Beyond Interaction
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46. Tradition and Discovery: The Polanyi Society Periodical: Volume > 45 > Issue: 2
Spencer Case Dark Matter of the Mind: the Culturally Articulated Unconscious
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journal and society information
47. Tradition and Discovery: The Polanyi Society Periodical: Volume > 45 > Issue: 1
Editorial Board and Submissions Guide
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48. Tradition and Discovery: The Polanyi Society Periodical: Volume > 45 > Issue: 1
Notes on Contributors
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articles
49. Tradition and Discovery: The Polanyi Society Periodical: Volume > 45 > Issue: 1
Jean Bocharova Toward a Post-critical Literary Theory
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This essay examines Meaning as Polanyi’s statement on aesthetics. The core of his aesthetic theory emphasizes the power of art to move the imagination. I examine metaphors he uses for this kind of movement—descent along a gradient, indwelling, and transcendence—and suggest implications for literary study.
50. Tradition and Discovery: The Polanyi Society Periodical: Volume > 45 > Issue: 1
Stan Scott Indwelling and Breaking Out: Language and Literature in Post-critical Perspective
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This essay explores how literature may be a way of educating readers in practice about the way tacit knowing works, and literary study may have an unexpected contribution to make to the larger field of post-critical thinking. I argue that literary metaphor is a manifestation of the tacit dimension of knowing and, by engaging with the dynamics of language in the text, the reader may allow himself to be educated in the workings of tacit knowing and its underlying rules. A simple image in a poem will call upon the creative imagination of the reader to search for meaning in the indeterminate referent. It will also call upon intuition to connect the dots between vehicle and tenor in metaphor, and form links with the life-world of the reader. When the reader of a literary text gets a sense of a “deepening coherence” of understanding, and intuition connects his life to the tacit dimension of language in the tenor of metaphor, the result may be discovery of some new sense of order or existential meaning.
51. Tradition and Discovery: The Polanyi Society Periodical: Volume > 45 > Issue: 1
Martin E. Turkis II Post-Critical Platonism: Preliminary Meditations on Ethics and Aesthetics in Iris Murdoch and Michael Polanyi
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This article explores intriguing resonances in the work of Michael Polanyi and Iris Murdoch, touching on ethics, aesthetics, epistemology, and ontology, as well as Murdoch’s literary output. In so doing, it begins to outline a phenomenological approach to Platonist virtue ethics informed by Murdoch’s work and drawing heavily on Polanyi’s post-critical epistemology; it also gestures toward how such an approach might be applied in the classroom.
52. Tradition and Discovery: The Polanyi Society Periodical: Volume > 45 > Issue: 1
Jon Fennell Author and Reader: Sense-Giving and Sense-Reading in C.S. Lewis’s “Good Reading”
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In An Experiment in Criticism, C.S. Lewis demonstrates why, within traditional academic circles, he is best known and most respected for his accomplishments in regard to the study of English literature. Lewis’s important monograph aims to illuminate a new direction in literary criticism, and succeeds marvelously. Interestingly, Lewis’s analysis is paralleled at every turn by Polanyian insights. We have therefore yet a further instance of the intersection of the thought of these two men, and we again wonder at the absence during their lives of recognition of one another.
53. Tradition and Discovery: The Polanyi Society Periodical: Volume > 45 > Issue: 1
Phil Mullins Interview with Gábor István Bíró
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This interview with Gábor István Bíró reviews topics explored in his 2017 Budapest University of Technology and Economics dissertation on Polanyi’s work in economics education and on his diagrammatic film.
book review
54. Tradition and Discovery: The Polanyi Society Periodical: Volume > 45 > Issue: 1
Lindsay Atnip The Limits of Critique
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journal and society information
55. Tradition and Discovery: The Polanyi Society Periodical: Volume > 44 > Issue: 3
Editorial Board and Submissions Guide
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56. Tradition and Discovery: The Polanyi Society Periodical: Volume > 44 > Issue: 3
Paul Lewis Preface
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journal and society information
57. Tradition and Discovery: The Polanyi Society Periodical: Volume > 44 > Issue: 3
Notes on Contributors
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the work of esther lightcap meek
58. Tradition and Discovery: The Polanyi Society Periodical: Volume > 44 > Issue: 3
David James Stewart Getting in Touch with Polanyi’s Realism: An Examination of Esther Meek’s Contact with Reality
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This essay provides a general overview of Meek’s central arguments in Contact with Reality, focusing on her interpretation of Polanyi’s notion of “contact with reality” as it pertains to the viability of a distinctly Polanyian brand of realism. Special attention is given to Meek’s treatment of “indeterminate future manifestations” as the core of Polanyi’s epistemic realism and the implications of this for a theory of truth.
59. Tradition and Discovery: The Polanyi Society Periodical: Volume > 44 > Issue: 3
Mihály Héder Being Real and Contact with Reality
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In the first part of Contact with Reality, Meek provides a justification for Polanyi’s realism, a justification she suggests Polanyi himself did not fully articulate. In the second part of Contact with Reality, Meek explores her own shift in thinking about realism, one that relieves Polanyi of the burden of justification. I argue Polanyi’s account of the reality of persons and their evolutionary history—what he calls “ultrabiology”—provides the foundation of his epistemology and thus his realism.
60. Tradition and Discovery: The Polanyi Society Periodical: Volume > 44 > Issue: 3
Kyle Takaki Reality Crisscrossed
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It some important ways, Meek’s Contact with Reality (2017a) starts where Dreyfus and Taylor’s (2015) Retrieving Realism ends. What is at stake for Polanyians is the status of evolving metaphysical views anchored in Polanyi’s epistemic concerns. I sketch three metaphysical pictures, then focus on dialectically engaging with Meek in hopes of widening the dialogical space for differing Polanyian projects.