Chapter 10. The Disciplinary Text genre as a means for accessing disciplinary knowledge

This chapter offers an overview of the study of sectarianism in the Middle East. It argues that, because it has often been treated as an area studies topic, the study of sectarianism has long been absent from the mainstream sociological literature. By bridging between disciplinary knowledge production and the area-specific research agenda, this chapter proposes some conceptual and methodological notes to advance our understanding of the sectarian phenomenon in the Middle East. This chapter is a call for the development of a “sociology of sectarianism,” one that moves beyond Middle East exceptionalism to study the phenomenon of sectarianism in its complexity by locating it historically and analyzing it globally within the broader interlocking systems of social stratification.

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The “Legitimacy of Chinese Philosophy” Debate and the Global Extension of Disciplinary Knowledge

The Oxford Handbook of Comparative Political Theory ◽

10.1093/oxfordhb/9780190253752.013.23 ◽

2019 ◽

pp. 699-717

Author(s):

Leigh K. Jenco

Keyword(s):

Political Theory ◽

Chinese Philosophy ◽

Academic Discipline ◽

Disciplinary Knowledge ◽

Ongoing Debate ◽

Comparative Political Theory ◽

Chinese Thought ◽

Forms Of Knowledge

This chapter argues that the ongoing debate about the “legitimacy of Chinese philosophy” (Zhongguo zhexue hefaxing) raises issues relevant to the globalization of knowledge. On its surface, the debate concerns whether Chinese thought can be meaningfully understood as “philosophy”; more generally, it asks how, in the very process of enabling their translation into presumably more “modern” languages of intellectual expression, the terms of a specific academic discipline shape and constrain the development of particular forms of knowledge. The debate reveals the power inequalities that underlie attempts to include culturally marginalized bodies of thought within established disciplines and suggests the range of alternatives that are silenced or forgotten when this “inclusion” takes place. Even contemporary invocations of “Chinese philosophy” are often unable to comprehend the stakes of the debate for many of its Chinese participants, who link the debate to enduring questions about the capacity of indigenous Chinese academic terms to compete successfully with Euro-American ones. These debates may illuminate questions currently motivating comparative political theory.

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Text Genre and Science Content: Ease of Reading, Comprehension, and Reader Preference

Reading Psychology ◽

10.1080/02702710902733550 ◽

2009 ◽

Vol 30 (6) ◽

pp. 487-511 ◽

Cited By ~ 26

Author(s):

Gina N. Cervetti ◽

Marco A. Bravo ◽

Elfrieda H. Hiebert ◽

P. David Pearson ◽

Carolyn A. Jaynes

Keyword(s):

Reading Comprehension ◽

Science Content ◽

Text Genre ◽

Reader Preference

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Theme Issue: Disciplinary Knowledge and Quality Education

Educational Researcher ◽

10.3102/0013189x033005003 ◽

2004 ◽

Vol 33 (5) ◽

pp. 3-5 ◽

Cited By ~ 5

Author(s):

Zeus Leonardo

Keyword(s):

Quality Education ◽

Disciplinary Knowledge ◽

Theme Issue

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Comparing Middle School Students’ Responses to Narrative Versus Expository Texts on Situational and Individual Interest

10.51420/conf.2014.1 ◽

2014 ◽

Author(s):

Amanda Durik ◽

◽

Steven McGee ◽

Edward Hansen ◽

Jennifer Duck ◽

...

Keyword(s):

Middle School ◽

Middle School Students ◽

Situational Interest ◽

Expository Texts ◽

Individual Interest ◽

School Students ◽

Web Based ◽

Web Based Learning ◽

Before And After ◽

Text Genre

This project examined the effects of text genre on both situational and individual interest. Middle school students completed a three-session web-based learning module in the domain of ecology wherein they were randomly assigned to either narrative or expository readings that were matched on key idea units and other variables. Students reported individual interest in ecology on the day before and after their exposure to the module. Affective and cognitive situational interest was measured after the readings on each day of the module. The results showed that expository readings were perceived as more helpful for learning than were narrative readings, but this varied somewhat by initial individual interest. Although the narrative versions did not facilitate situational interest, there was a small effect on individual interest suggesting that learners exposed to narrative readings came to perceive the domain of ecology as a more meaningful discipline than did those exposed to expository readings.

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In defense of sandcastles: Research thinking through visualization in digital humanities

Digital Scholarship in the Humanities ◽

10.1093/llc/fqy051 ◽

2018 ◽

Vol 34 (Supplement_1) ◽

pp. i80-i99 ◽

Cited By ~ 3

Author(s):

Uta Hinrichs ◽

Stefania Forlini ◽

Bridget Moynihan

Keyword(s):

Critical Theory ◽

Human Computer Interaction ◽

Dynamic Process ◽

Digital Humanities ◽

Holistic Approach ◽

Research Process ◽

Knowledge Generation ◽

Disciplinary Knowledge ◽

Advance Knowledge ◽

Computer Interaction

Abstract Although recent research acknowledges the potential of visualization methods in digital humanities (DH), the predominant terminology used to describe visualizations (prototypes and tools) focuses on their use as a means to an end and, more importantly, as an instrument in the service of humanities research. We introduce the sandcastle as a metaphorical lens and provocative term to highlight visualization as a research process in its own right. We argue that building visualization sandcastles provides a holistic approach to cross-disciplinary knowledge generation that embraces visualization as (1) an aesthetic provocation to elicit critical insights, interpretation, speculation, and discussions within and beyond scholarly audiences, (2) a dynamic process wherein speculation and re-interpretation advance knowledge within all disciplines involved, and (3) a mediator of ideas and theories within and across disciplines. Our argument is grounded in critical theory, DH, design, human–computer interaction, and visualization, and based on our own research on an exceptional literary collection. We argue that considering visualizations as sandcastles foregrounds valuable insights into the roles of visualization as a mindset, methodology, and praxis within humanities research and beyond.

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