Pub Date : 2023-01-01DOI: 10.5771/0943-7444-2023-1-34
A. Nikiforova, M. Fleis, Nina K. Belyonova
The article describes the current state of the systems approach in two closely related scientific disciplines - soil science and landscape science. It is shown that, despite the widespread recognition of the need to apply the systems approach to solving topical theoretical and practical problems in these disciplines, it remains unrealized. This is manifested in the prevailing view of soils as systems rather than as elements of higher-order systems, the mixing of the basic landscape elements with their properties, the recognition of landscape systems and elements as spatially heterogeneous formations, the different understanding of emergent properties, structure, hierarchy of soil and landscape systems, and, as a result, in the absence of their unified system definitions, basic classification systems, consistent multiscale global maps, and, finally, a hierarchical decision-making system for sustainable management, protection and assessment of soils and landscapes. It is shown that such a situation is largely due to the conceptual-terminological confusion around the systems approach in philosophy. At the end of the article, the authors share their own experience in applying the systems approach in soil science and landscape science.
{"title":"The Systems Approach in Soil Science and Landscape Science","authors":"A. Nikiforova, M. Fleis, Nina K. Belyonova","doi":"10.5771/0943-7444-2023-1-34","DOIUrl":"https://doi.org/10.5771/0943-7444-2023-1-34","url":null,"abstract":"The article describes the current state of the systems approach in two closely related scientific disciplines - soil science and landscape science. It is shown that, despite the widespread recognition of the need to apply the systems approach to solving topical theoretical and practical problems in these disciplines, it remains unrealized. This is manifested in the prevailing view of soils as systems rather than as elements of higher-order systems, the mixing of the basic landscape elements with their properties, the recognition of landscape systems and elements as spatially heterogeneous formations, the different understanding of emergent properties, structure, hierarchy of soil and landscape systems, and, as a result, in the absence of their unified system definitions, basic classification systems, consistent multiscale global maps, and, finally, a hierarchical decision-making system for sustainable management, protection and assessment of soils and landscapes. It is shown that such a situation is largely due to the conceptual-terminological confusion around the systems approach in philosophy. At the end of the article, the authors share their own experience in applying the systems approach in soil science and landscape science.","PeriodicalId":46091,"journal":{"name":"Knowledge Organization","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70901842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.5771/0943-7444-2023-5-352
Rosa San Segundo, Daniel Martinéz-Ávila, José Antonio Frías Montoya
In this paper we discuss some ethical issues and challenges of the use of algorithms on the web from the perspective of knowledge organization. We review some of the problems that these algorithms and the filter bubbles pose for the users. We contextualize these issues within the user-based approaches to knowledge organization in a larger sense. We review some of the technologies that have been developed to counter these problems as well as initiatives from the knowledge organization field. We conclude with the necessity of adopting a critical and ethical stance towards the use of algorithms on the web and the need for an education in knowledge organization that addresses these issues.
{"title":"Ethical Issues in Control by Algorithms: The User is the Content","authors":"Rosa San Segundo, Daniel Martinéz-Ávila, José Antonio Frías Montoya","doi":"10.5771/0943-7444-2023-5-352","DOIUrl":"https://doi.org/10.5771/0943-7444-2023-5-352","url":null,"abstract":"In this paper we discuss some ethical issues and challenges of the use of algorithms on the web from the perspective of knowledge organization. We review some of the problems that these algorithms and the filter bubbles pose for the users. We contextualize these issues within the user-based approaches to knowledge organization in a larger sense. We review some of the technologies that have been developed to counter these problems as well as initiatives from the knowledge organization field. We conclude with the necessity of adopting a critical and ethical stance towards the use of algorithms on the web and the need for an education in knowledge organization that addresses these issues.","PeriodicalId":46091,"journal":{"name":"Knowledge Organization","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135506911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.5771/0943-7444-2023-2-83
Dong-Geun Oh
The Korean Decimal Classification (KDC) and Nippon Decimal Classification (NDC) are national classification systems of Korea and Japan. They have been used widely in many libraries of each country and maintained successfully by each national library associations of Korean Library Association (KLA) and Japan Library Association (JLA). This study compares the general characteristics of these two national classification systems using their latest editions of KDC 6 and NDC 10. After reviewing the former research, their origins, general history and development, and usages were briefly compared. Various aspects including classification by discipline, not by subjects, decimal expansion of the classes using pure notations of Arabic, hierarchical structure, and mnemonics quality are checked for both systems. Results of the comparative analyses of major auxiliary tables, main classes and 100 divisions of schedules of two systems are suggested one by one with special regards to Dewey Decimal Classification (DDC). The analyses focus on the differences between both systems as well as the characteristics which reflect the local situations of both countries. It suggests some ideas for future developments and research based on the results of their strengths and weaknesses.
{"title":"Comparative Analysis of National Classification Systems: Cases of Korean Decimal Classification (KDC) and Nippon Decimal Classification (NDC)","authors":"Dong-Geun Oh","doi":"10.5771/0943-7444-2023-2-83","DOIUrl":"https://doi.org/10.5771/0943-7444-2023-2-83","url":null,"abstract":"The Korean Decimal Classification (KDC) and Nippon Decimal Classification (NDC) are national classification systems of Korea and Japan. They have been used widely in many libraries of each country and maintained successfully by each national library associations of Korean Library Association (KLA) and Japan Library Association (JLA). This study compares the general characteristics of these two national classification systems using their latest editions of KDC 6 and NDC 10. After reviewing the former research, their origins, general history and development, and usages were briefly compared. Various aspects including classification by discipline, not by subjects, decimal expansion of the classes using pure notations of Arabic, hierarchical structure, and mnemonics quality are checked for both systems. Results of the comparative analyses of major auxiliary tables, main classes and 100 divisions of schedules of two systems are suggested one by one with special regards to Dewey Decimal Classification (DDC). The analyses focus on the differences between both systems as well as the characteristics which reflect the local situations of both countries. It suggests some ideas for future developments and research based on the results of their strengths and weaknesses.","PeriodicalId":46091,"journal":{"name":"Knowledge Organization","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70901983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.5771/0943-7444-2023-2-128
G. Trompf
Auguste Comte is ostensibly the world’s most famous classifier of the sciences in modern history. His whole life was dedicated to establishing a classification that conformed to the ‘positivist’ (non-theological and non-metaphysical) principles he settled on after working with early nineteenth-century French social reformer Henri de Saint-Simon. This article first probes the background to Comte’s classifying of the sciences, discussing French and German influences, and the effect of the phrenological movement on his special attitude to psychology and social life. Central sections of the article concern the basic and most mature ordering of the sciences according to his fundamental Course of lectures on classification (1830-42), the development of a tableau to cover psychological issues, and attempts at tables to synthesize his ordering and draw out their implications for socio-political reform and the Church of Humanity he founded. Concluding sections cover key binding principles of his classificatory work, as well as matters of reception, influence, and critical response.
奥古斯特·孔德表面上是现代历史上世界上最著名的科学分类者。他的一生都致力于建立一种符合“实证主义”(非神学和非形而上学)原则的分类，这是他在与19世纪早期法国社会改革家亨利·德·圣西门(Henri de Saint-Simon)合作后确定的。本文首先探讨了孔德对科学进行分类的背景，讨论了法国和德国的影响，以及颅相学运动对孔德对心理和社会生活的特殊态度的影响。文章的中心部分根据他关于分类的基础课程(1830-42)，关注科学的基本和最成熟的排序，发展一个涵盖心理学问题的画面，并试图在桌子上综合他的排序，并得出他们对社会政治改革和他所创立的人类教会的影响。结束语部分涵盖了他的分类工作的关键约束原则，以及接受、影响和批评回应的问题。
{"title":"Auguste Comte’s Classification of the Sciences","authors":"G. Trompf","doi":"10.5771/0943-7444-2023-2-128","DOIUrl":"https://doi.org/10.5771/0943-7444-2023-2-128","url":null,"abstract":"Auguste Comte is ostensibly the world’s most famous classifier of the sciences in modern history. His whole life was dedicated to establishing a classification that conformed to the ‘positivist’ (non-theological and non-metaphysical) principles he settled on after working with early nineteenth-century French social reformer Henri de Saint-Simon. This article first probes the background to Comte’s classifying of the sciences, discussing French and German influences, and the effect of the phrenological movement on his special attitude to psychology and social life. Central sections of the article concern the basic and most mature ordering of the sciences according to his fundamental Course of lectures on classification (1830-42), the development of a tableau to cover psychological issues, and attempts at tables to synthesize his ordering and draw out their implications for socio-political reform and the Church of Humanity he founded. Concluding sections cover key binding principles of his classificatory work, as well as matters of reception, influence, and critical response.","PeriodicalId":46091,"journal":{"name":"Knowledge Organization","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70902183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.5771/0943-7444-2023-3-160
Birger Hjørland
This article provides analyses, describes dilemmas, and suggests way forwards in the teaching of knowledge organization (KO). The general assumption of the article is that theoretical problems in KO must be the point of departure for teaching KO. Section 2 addresses the teaching of practical, applied and professional KO, focusing on learning about specific knowledge organization systems (KOS), specific standards, and specific methods for organizing knowledge, but provides arguments for not isolating these aspects from theoretical issues. Section 3 is about teaching theoretical and academic KO, in which the focus is on examining the bases on which KOSs and knowledge organization processes such as classifying and indexing are founded. This basically concerns concepts and conceptual relations and should not be based on prejudices about the superiority of either humans or computers for KO. Section 4 is about the study of education in KO, which is considered important because it is about how the field is monitoring itself and about how it should be shaping its own future. Section 5 is about the role of the ISKO Encyclopedia of Knowledge Organization in education of KO, emphasizing the need for an interdisciplinary source that may help improve the conceptual clarity in the field. The conclusion suggests some specific recommendations for curricula in KO based on the author’s view of KO.
{"title":"Education in Knowledge Organization (KO)","authors":"Birger Hjørland","doi":"10.5771/0943-7444-2023-3-160","DOIUrl":"https://doi.org/10.5771/0943-7444-2023-3-160","url":null,"abstract":"This article provides analyses, describes dilemmas, and suggests way forwards in the teaching of knowledge organization (KO). The general assumption of the article is that theoretical problems in KO must be the point of departure for teaching KO. Section 2 addresses the teaching of practical, applied and professional KO, focusing on learning about specific knowledge organization systems (KOS), specific standards, and specific methods for organizing knowledge, but provides arguments for not isolating these aspects from theoretical issues. Section 3 is about teaching theoretical and academic KO, in which the focus is on examining the bases on which KOSs and knowledge organization processes such as classifying and indexing are founded. This basically concerns concepts and conceptual relations and should not be based on prejudices about the superiority of either humans or computers for KO. Section 4 is about the study of education in KO, which is considered important because it is about how the field is monitoring itself and about how it should be shaping its own future. Section 5 is about the role of the ISKO Encyclopedia of Knowledge Organization in education of KO, emphasizing the need for an interdisciplinary source that may help improve the conceptual clarity in the field. The conclusion suggests some specific recommendations for curricula in KO based on the author’s view of KO.","PeriodicalId":46091,"journal":{"name":"Knowledge Organization","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135550131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.5771/0943-7444-2023-3-227
Mario Barité, Varenka Parentelli, Natalia Rodríguez Casaballe, María Verónica Suárez
Interdisciplinarity implies the previous existence of disciplinary fields and not their dissolution. As a general objective, we propose to establish an initial approach to the emphasis given to interdisciplinarity in the teaching of KO, through the teaching staff responsible for postgraduate courses focused on -or related to the KO, in Ibero-American universities. For conducting the research, the framework and distribution of a survey addressed to teachers is proposed, based on four lines of action: 1. The way teachers manage the concept of interdisciplinarity. 2. The place that teachers give to interdisciplinarity in KO. 3. Assessment of interdisciplinary content that teachers incorporate into their postgraduate courses. 4. Set of teaching strategies and resources used by teachers to include interdisciplinarity in the teaching of KO. The study analyzed 22 responses. Preliminary results show that KO teachers recognize the influence of other disciplines in concepts, theories, methods, and applications, but no consensus has been reached regarding which disciplines and authors are the ones who build interdisciplinary bridges. Among other conclusions, the study strongly suggests that environmental and social tensions are reflected in subject representation, especially in the construction of friendly knowledge organization systems with interdisciplinary visions, and in the expressions through which information is sought.
{"title":"Interdisciplinarity and Postgraduate Teaching of Knowledge Organization (KO): Elements for a Necessary Dialogue","authors":"Mario Barité, Varenka Parentelli, Natalia Rodríguez Casaballe, María Verónica Suárez","doi":"10.5771/0943-7444-2023-3-227","DOIUrl":"https://doi.org/10.5771/0943-7444-2023-3-227","url":null,"abstract":"Interdisciplinarity implies the previous existence of disciplinary fields and not their dissolution. As a general objective, we propose to establish an initial approach to the emphasis given to interdisciplinarity in the teaching of KO, through the teaching staff responsible for postgraduate courses focused on -or related to the KO, in Ibero-American universities. For conducting the research, the framework and distribution of a survey addressed to teachers is proposed, based on four lines of action: 1. The way teachers manage the concept of interdisciplinarity. 2. The place that teachers give to interdisciplinarity in KO. 3. Assessment of interdisciplinary content that teachers incorporate into their postgraduate courses. 4. Set of teaching strategies and resources used by teachers to include interdisciplinarity in the teaching of KO. The study analyzed 22 responses. Preliminary results show that KO teachers recognize the influence of other disciplines in concepts, theories, methods, and applications, but no consensus has been reached regarding which disciplines and authors are the ones who build interdisciplinary bridges. Among other conclusions, the study strongly suggests that environmental and social tensions are reflected in subject representation, especially in the construction of friendly knowledge organization systems with interdisciplinary visions, and in the expressions through which information is sought.","PeriodicalId":46091,"journal":{"name":"Knowledge Organization","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135550132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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