The Limits of Conceptual - Essay Example

ASSIGNMENT #2 ASSIGNMENT #2 Question I THE LIMITS OF CONCEPTUALIZATION (Sowa) Conceptual analysis is defined as a scientific, linguistic process to establish the fundamental features of concepts. Conceptual analysis puts focus on the application of words to illustrate phenomena (Sowa, 2006). Conceptual analysis can as well be defined as a system or rational process that needs crucial methods to establish minor factors of significance set in various concepts. Conceptual analysis can as well be a process that applies a number of methods to investigate the meaning of concepts from literature (Sowa, 2006). It is a progress of describing, investigating and comprehending concepts for the main objective of concept advancement, description, contrasting, explanation, classification, modification and substantiation. Conceptual analysis is further a course of investigation that delves into concepts for their stage of advancement as portrayed by their interior framework, applications and interaction to other concepts. In fact, conceptual analysis outlines the center for supplying definitions of abstract concepts. It has varied standing in learning. From the time when it was introduced in learning, it was clear that it is a fundamental tool for advancement of theory. However, it is clear that conceptual analysis is complicated. It is evident that it does not provide clear means to contribute to further theoretical knowledge (Sowa, 2006). Conceptual analysis does not provide significant theoretical foundation of learning. In reference to Sowa (2006), it is a random and an informal process that constrains the development of science. Proper uses of Conceptual Analysis: To differentiate essential features and inappropriate features of the concept Explain unclear concepts that are applied similarly with critical thinking in order that similar comprehension is provided to the concept, for instance types of reasoning like decision making. Improve the growth of a functional explanation of critical thinking. Establish features and qualities that can be applied to advance tools of measuring the concept of critical thinking. Establish the applications of the concept of critical thinking, therefore enabling the determination of significant features. Improve modification of the concept, therefore defining opposing, ordinary and unlawful scenarios, as in clarifying the kinds of thinking riveted in critical thinking. Increase a critical thinking construct. Improper uses of Conceptual Analysis: Conceptual analysis cannot create new concepts in studies. It is a difficult progress that needs a lot of reading which include consistent emphasis on the concept of interest. It can lead to huge worry and anxiety for the reason that there are no strict rules on how to conduct the process of conceptual analysis. This means that researchers can fail to determine the best way to carry out the whole process that includes going through large mass of literature. Due to the fact that conceptual analysis has an easy attribute, the work at the end of the process is associated with poor quality. It is clear that conceptual analysis requires a lot of thorough work, patience and elevated levels of cognitive abilities which many researchers lack, thereby lowering the quality of the end result. Conceptual analysis may lead to a value attachment, thereby moralising the concept in analysis in case there are any values attached. This may bar the analytic process and destroy the entire research. On the other hand, concept critical thinking lacks a moral feature and value attachment turns out to be useless in the current analysis. It can lead to the desire to put every factor to analysis. This is because in the conceptual analysis, everything is required to be investigated. Scholars can advance a pattern to shield themselves from reviews by limiting themselves in the argument of fall short of seeking reviews from other scholars. It can lead to the desire to equate unwritten competence to thinking, leading scholars to take part in shallow ease as opposed to a constructive discourse. There is a desire to increase significant features for the purposes of increasing the length of the features apart from making use of merely the ones that are backed up by factual data. This jeopardizes the findings of the conceptual analysis. Distinction between concepts and sub-concepts According to Sowa (2006) every concept in a class structure stands for group of items pairing similar values for various groups of attributes. On the other hand, sub-concepts in a class structure include a sub-division of the items in the concepts above it. Question II 2. CONCEPTUALIZING WHAT WE SEE (Hall) Pictorial messages are not universal and it is not possible to consider pictorial messages as comprising universally-understandable language. It is evident that not all pictorials can replace words. They are applied mostly universally to break barriers in the following ways: To decrease the volume of editions – clearly labeled diagrams reduces the need for numerous translations and illustrations. Makes learning easy – pictorial illustrations are more memorable and are regarded as the best way to learn concepts. Makes it easy to understand – It is true that students who read in second language understand even better texts accompanied with pictorial messages. This helps them translate the message to their language easily. Pictorials can help show directions like the ones used on the road and in the airports – This is in fact more practical when used universally. Discussion Universal pictorials are associated with major challenges especially when used globally. This is for the reason that, every community has different and unique traditional values and norms in images and illustrations. Therefore, this factor can lead to different meanings envisaged in graphics and images. Additionally, the experiences that people go through are comparatively different from all parts of the world. Managing to include the languages of all communities in the pictorials is challenging. This leads certain community groups of people to interpret various pictorial messages either wrongly or completely opposite. Another example of an application of a pictorial message, which reads from right to left, for illiterate worker to indicate that they should always get rid of rocks on railway track, is deemed to fail. This is because such pictorial message is only required to be read from right to left in order for true meaning to be acquired. This sign will always fail. This is owing to the fact that a number of workers read the sign from left to right which implies that rocks need to be placed on the railway tracks. It is evident that a number of employees are too illiterate to know that reading is done from right to left. Other employees may have their first language as Arabic where everything is read from right to left. Another case, for instance, in the Middle East, where an advertisement for laundry detergent shows dirty clothes on the left, a bottle of detergent in the middle and clean clothes on the right is deemed to fail. This is due to the fact that reading in Arabic is done from right to left. Therefore, it is evident that determining the universal direction for a pictorial is difficult. In addition to this, there are several newspapers in Taiwan that have their texts reading from left to right, right to left, top to bottom and even bottom to left. Above all, the only way to ensure that the right message is acquired, creating pictorials with arrows that show directions is the recommended. Values can as well be linked with the direction. For example morality and strength are linked with the right hand in Western cultures. For instance, the Chinese community holds with high regard the left hand and considers the right hand with self destruction and hostility. This concept will create problems when used to show disparity between two products, items or services. For instance, an advertisement that puts two products to comparison will be challenging to place in order to attain a favorable outcome. Question III WHERE IS HERE? CONCEPTUALLY SPEAKING (Senge) Dialogue Box (Concepts of Location) P: Where are you? Q: I am in Toronto P: Can we meet in the Great Hall at Trend University in Peterborough, Ontario? Q: Yes, I think, that is okay. However, can you provide me please with the direction so that I can come and meet you? P: Sure, it is simple follow these directions. Get to the Highway 401 East to Highway 35/115. From this point take highway 115 North through to Peterborough. You will find me at this location. Dialogue Box (Concepts of Location) P: Where are you? Q: I am in Toronto P: Can we meet in the Great Hall at Trend University in Peterborough, Ontario? Q: Yes, I think, that is okay. I know the direction. However, can you provide me please with the procedure of arriving at Great Hall at Trend University in Peterborough, Ontario from Toronto? P: Sure, it is very simple. There are various means of arriving at the Great Hall at Trend University in Peterborough, Ontario. One you can arrive there on foot or by car means. Many people prefer traveling by car, which of course is faster and easier than walking. Although, this is a mere walking distance, it is better if you board a car that will take you from the highway all the way through to Peterborough. This will help you arrive fast without wasting anytime on the road. Key Concepts that distinguish them The key concepts that distinguish these two domains of discourse are: location and procedure of arriving at a meeting point. The concepts that are specific to each discourse include the following: Location - the distance to be covered before arriving at the meeting point. Procedure of arriving at the meeting point – the time that my friend will take before arriving at the meeting point and the means of transport. The common concepts in these two domains of discourse include location. For instance, in both sets of instructions Toronto and Great Hall at Trend University in Peterborough, Ontario are common. References Sean, A., Hall. (2012). This means this and this means that: a users guide to semiotics. Laurence King Publishing; 2 edition Sowa, John. (2006). Conceptual structures. (1984) A Senge, Peter M. The fifth discipline: the art and practice of the learning organization, revised edition. Read More