The Comparative Method and the History of the Modern Humanities

Griffiths, Devin

doi:10.1086/693325

Cited by 23 publications

(3 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Comparative analysis, a natural function of the human mind, is a method that requires reflection and careful consideration (Azarian, 2011). Used in philosophy, linguistics, anthropology, sociology, political sciences, literature, and history (Griffiths, 2017), comparative analysis is a distinct mode of inquiry in which at least two cases are systematically contrasted with a specific phenomenon or certain dimensions to explore parallels and differences to arrive at a typology (Azarian, 2011). May (1993, as cited in Azarian, 2011) identified four types of typologies; the import-mirror view, the difference view, the theory-development view, and the prediction view.…”

Section: Methodsmentioning

confidence: 99%

Metacognition’s potential for Existentialism in classrooms

Ozturk

2023

Journal of Pedagogy

View full text Add to dashboard Cite

The instrumentality and standardization of education may be important for functioning in contemporary societies. However, reducing education to measurable competencies may result in the loss of human value. Indeed, education becomes real when it relates to the reality of individuals. Existentialist education focuses on students’ freedom and agency; however, it is criticized for not having coherent and convincing educational guides. This analytical comparison paper argues that the premises of Existentialism and the components of metacognition may interact. While metacognitive awareness and thinking for essence lays the ground for individuality and autonomy, metacognitive knowledge relates to self-knowledge and not accepting ready-made concepts through self-questioning and dialogic encounters. Also, metacognitive experiences might mimic existential crises where individuals engage in highly conscious thinking during which metacognitive knowledge and regulation simultaneously help the individual deal with failure or anxiety. During such experiences, metacognitive regulation might facilitate individuals’ free choices and responsible engagement when building the self or handling difficulties. In this sense, enhancing metacognition may help individuals’ transition to the existing phase by building adequate self-knowledge and regulating thinking. This paper, finally, describes a set of pedagogies for fostering metacognition that could potentially facilitate existential attitudes or behaviors in mainstream classrooms.

show abstract

Section: Methodsmentioning

confidence: 99%

Metacognition’s potential for Existentialism in classrooms

Ozturk

2023

Journal of Pedagogy

View full text Add to dashboard Cite

show abstract

“…Таким образом, основной исследовательский вопрос состоит в следующем: отличается ли курс «Деловая коммуникация» в МООК от аудиторного и чем именно? МЕТОДОЛОГИя И МЕТОДИКА ИССЛЕДОВАНИя Методологическую основу исследования составляет сравнительный метод, позволяющий изучить общие закономерности явлений, определить происходящие изменения, установить тенденции развития [14], а также метод семантического анализа ключевых сем в названиях онлайн-кур- Платформы с MOOК экспериментируют с содержанием курсов, методами преподавания и обучения, а также со стратегиями оценки [16]. Для понимания результатов анализа отметим, что на платформе «Coursera» размещены разные по объему образовательные продукты, такие как «Специализации», «Проекты с консультациями».…”

Section: теоретический обзорunclassified

Traditional and Mass Open Online Course “Business Communication”: Perspectives for Higher Education

Kopus

2023

Gumanitarnye nauki

View full text Add to dashboard Cite

Digitalization transforms business by multiplying the channels of external and internal communication of companies, influencing business communication. Against this background, the study of differences in business communication training in the digital environment and in the audience is relevant. The article presents the results of a comparative study of the course “Business Communication”, implemented in the system of professional higher education and in online learning. At the first stage of the research, a register of the content characteristics of the course was compiled, such as: topics; business communication skills declared for the formation, and the planned results of the training in the traditional and online format. At the second stage, a comparative analysis was carried out according to the parameters identified at the first stage. As a result of the analysis of the content characteristics of the course revealed changes that occurred under the influence of digitalization in the topic of the online course, as well as the specificity of the skills and results of business communication training in the classroom and in the online course. The research allows the teachers of the course “Business Communication” to notice prospects in the development of the discipline.

show abstract

“…Comparing and contrasting is at the foundation of all learning. As psychologist/philosopher Watzlawick 60 wrote, “all perception and thought is relative, operating by comparison and contrast.” The comparative method 61 emerged in the eighteenth century in social sciences to analyze “two or more systems … for finding commonalities across an extraordinary range of aesthetic, social, and scientific fields of research, from philology to anatomy, from geology to sociology.”…”

Section: Introductionmentioning

confidence: 99%