Name Date Course Section/# Impacts of Culture on Learning and Epistemology Oftentimes how we think is every bit as important as what we think. Baselines for what we accept, how we view issues and problems, what situations are dealt with in what order, and the inference that we draw from stimuli is as much a question of cultural proclivity as it is logical progression…
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As our class readings have explained, even the way that knowledge is acquired in the first place can have a profound effect on how that knowledge is understood, transmitted, retained, passed on, and applied in the future. For instance, in certain Asian cultures questioning the author, the text, or the instructor is considered unconstructive and/or rude (Lei et al, 2011). As such, this type of learning environment deeply affects the extent to which constructive skepticism takes place and may retard deductive reasoning abilities of the student to a certain degree (Zhu et al, 2010). This is not to pick one culture out from the group and point out its shortcomings; rather, the intention is to show that on aggregate, every culture has attributes that directly affect the way we perceive, understand and apply knowledge. Likewise, with respect to intellectual property and original ownership of a set of ideas, cultural differences allow for a wide array of interpretations. What would be considered cheating in many Western universities or institutes of higher education is not necessarily frowned upon elsewhere in the world as it is perceived that a positive benefit of learning is synthesizing other people’s work (even without attribution) into one’s own. Likewise, research methodology, argued by some to be an exact science which has withstood the test of time and continues to be a determining factor of success for many students, can perhaps be seen as the crux of the matter as it relates to knowledge, learning, and the cultural influences that benefit and inhibit each one of us (Kinasevych, 2011). For instance, while performing research within the rubric of a formalized research methodology, a student may have fewer inhibitions regarding liberally borrowing the work of another without proper attribution as this would be seen as a net positive and not necessarily a serious infraction of academic integrity (Jorge, 2011). Likewise, a student with a particular cultural background might be very hesitant to choose a thesis topic that would likely have a contesting view of that of their advisor. Again, none of these situations explain an absolute; instead, they are simply extant to remind the reader that cultural influences in the way we learn, maintain, question, and use the knowledge provided us have a major impact on how we view the world and interact with it. As has been evidenced through the course readings and lecture notes, culture and the way one learns so intimately affects the way in which one presents and understands information as it cannot be rightly overstated. Whether it is the particular/peculiar method of learning, differentiated attitudes towards borrowing of ideas (plagiarism), or the compound impacts of culture on formalized research methodology have a profound impact on how we view the world. As is the case with this author, I have grown up attending Western schools and learning Western concepts of how to attain, apply, and question knowledge from my earliest years. As such, I would be remiss if I did not discuss the most serious drawback that I see in my own cultural learning experience; the attitude towards plagiarism. Although it is inarguable
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Impacts of internet on Culture. Internet in the modern world has played a key role in not only influencing communication, but also has greatly impacted upon the culture of people worldwide both positively and negatively. According to Shields (2009, p.1) the complex and highly interactive nature of communication in the 21st century because of globalization and the internet, cultural identities all over the world have been altered and transformed altogether.
This, according to the thoughts of Hovelynck (2001), differs with learning that takes place in the form of theories that take place through lecture methods or case studies. In the case of experimental learning, in that case, refers to any form of learning that takes place through involvement of the learners in the learning process (Higgins, 2002).
The impacts of globalization on identity have replaced the French identity with a global identity. This is because most French citizens do not identify themselves with France more than they identify themselves with the global societies or global communities. The global identity gives a person the ability to interact and conduct business around the globe without any French restrictions.
J. Ayer, 1975). The conception has been advanced and propounded by a large number of writers in a number of theses taking a variety of forms: (1) definitional (a definition of epistemology itself), (2) definitional again (a definition of knowledge), (3) genetic (a thesis about the conditions under which epistemology and all its problems arise), (4) semantic (a thesis about a necessary condition of a question's making sense), (5) historical (theses about the founder of epistemology and the period of its founding), (6) scopic (a thesis about the scope of epistemology), and (7) existential (a thesis about the existence of general skeptics).
The main purpose of this study is to understand the different ways different individuals think, or prefer to think, as well as the different theories that these people come up with. Furthermore, through this paper, the writer would like to study why researchers prefer ontological approaches, or epistemological approaches, or both.
The variety of goods and services involved necessitates proper arrangement of factors within the retail market to achieve the business aspirations. Retail management calls for departmental organization to bring the customers in to the store/ outlet and fulfilling their buying needs.
GameStop is committed to delivering user-friendly videos games that meet individual needs to all its customers. Knowledge and its significance Knowledge can be acquired through various means because there exist numerous ways to attain on a certain subject or about something (Nonaka and Nishiguchi, 2001).
e of the ideas that I had never considered included the fact that manifestation of disability in adulthood differs significantly from that in children (Stone, 2009). While I did understand that the better adaptation processes of adults enabled them to compensate for disability,
are widely used by modern scientists studying edges of human cognition of universe (e.g. see Deutsch, Penrose or Hawking). Then, positive search of true and objective knowledge about physical fundamentals of nature is impossible without epistemologic ideas, methods and approaches appeared even centuries ago.
Epistemology is concerned regarding the problems involved in the formation and distribution of knowledge in specific parts of the Inquisition. There are many different types of knowledge; having knowledge regarding a specific person, having knowledge regarding how to do a specific thing and having knowledge about a city or a particular area.
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