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Drawing attention to today's epistemic crisis, this article seeks to reflect on the role of adult education in addressing this crisis and thereby fostering our democracies. We argue for the need of developing a new shared epistemic basis, a post-postmodern dialogic epistemology. This article presents three core components for this: (1) universalism and particularism, (2) embracing epistemic humility, and (3) seeking for dialogue and the public use of reason. Starting with recognizing the value of postmodern critiques on the Enlightenment ideas of rational thinking and its practices of rigid categorizations, we update key concepts of Enlightenment thinking, such as the power of judgment, human epistemic fallibility, and public reasoning. The modern value of the Enlightenment lies for us predominantly in the democratic educational project that it started. In this light, we see adult education as a (public) space dedicated to developing epistemic responsibility. ; Drawing attention to today's epistemic crisis, this article seeks to reflect on the role of adult education in addressing this crisis and thereby fostering our democracies. We argue for the need of developing a new shared epistemic basis, a post-postmodern dialogic epistemology. This article presents three core components for this: (1) universalism and particularism, (2) embracing epistemic humility, and (3) seeking for dialogue and the public use of reason. Starting with recognizing the value of postmodern critiques on the Enlightenment ideas of rational thinking and its practices of rigid categorizations, we update key concepts of Enlightenment thinking, such as the power of judgment, human epistemic fallibility, and public reasoning. The modern value of the Enlightenment lies for us predominantly in the democratic educational project that it started. In this light, we see adult education as a (public) space dedicated to developing epistemic responsibility.

Why compare? -- Controlling narratives -- A question of Europe -- Unsettled settlements -- Food for thought -- Natural mothers and other kinds -- Ethical sense and sensibility -- Making something of life -- The new social contract -- Civic epistemology -- Republics of science

AbstractHow do we know things? The question of epistemology – which drives both the sociology and philosophy of science – is also a crucial question for political sociology. Knowledge is essential to even the most basic and foundational of political processes and institutions. In 2000, for example, the transition of power in the US presidential election hung for 36 days on uncertainty over a seemingly simple question of fact: who won the most votes in Florida? A few years later, disputed factual claims about Iraq's possession of weapons of mass destruction unraveled, calling into question key justifications of the US decision to invade Iraq in 2003 and significantly weakening perceived US legitimacy. Yet, surprisingly, sociologists and political scientists know relatively little about how knowledge gets made in political communities, nor how the making of knowledge is tied to other key aspects of political life, such as identity, authority, legitimacy, and accountability.

Foreword -- Contents -- Notes on the Contributors -- List of Abbreviations -- List of Figures -- List of Tables -- Chapter 1: The Problem: Climate Change, Politics and the Media -- Scale: Width, Depth and Time -- Complexity: Knowledge, Civic Epistemology, Institutions, Inequality -- Political Imagination: Planning, Challenging, Deliberating -- Climate Change, Media and Journalism -- Global Geopolitical Reach -- IPCC AR5 and the Dynamics of Global Media Events -- Mainstream Print Bias and the Notion of the "Public" -- The Space of Interpretation: Attention and Access

1.The playful citizen: an introduction /René Glas, Sybille Lammes, Michiel de Lange, Joost Raessens, and Imar de Vries --Part I. Ludo-literacies.Introduction to part I /René Glas, Sybille Lammes, Michiel de Lange, Joost Raessens, and Imar de Vries --2.Engagement in play, engagement in politics: playing political video games /Joyce Neys and Jeroen Jansz --3.Analytical game design: game-making as a cultural technique in a gamified society /Stefan Werning --4.Re-thinking the social documentary /William Uricchio --5.Collapsus, or how to make players become ecological citizens /Joost Raessens --6.The broken toy tactics: clockwork worlds and activist games /Anne-Marie Schleiner --7.Video games and the engaged citizen: on the ambiguity of digital play /Ingrid Hoofd --Part II. Ludo-epistemologies.Introduction to part II /René Glas, Sybille Lammes, Michiel de Lange, Joost Raessens, and Imar de Vries --8.Public laboratory: play and civic engagement /Jessica Breen, Shannon Dosemagen, Don Blair, and Liz Barry --9.Sensing the air and experimenting with environmental citizenship /Jennifer Gabrys --10.Biohacking: playing with technology /Stephanie de Smale --11.Ludo-epistemology: playing with the rules in citizen science games /René Glas and Sybille Lammes --12.The playful scientist: stimulating playful communities for science practice /Ben Schouten, Erik van der Spek, Daniël Harmsen, and Ellis Bartholomeus --13.Laborious playgrounds: citizen science games as new modes of work/play in the digital age /Sonia Fizek and Anne Dippel --Part III. Ludo-politics.Introduction to part III /René Glas, Sybille Lammes, Michiel de Lange, Joost Raessens, and Imar de Vries --14.On participatory politics as a game changer and the politics of participation /Mercedes Bunz --15.Playing with politics: memory, orientation, and tactility /Sam Hind --16.Meaningful inefficiencies: resisting the logic of technological efficiency in the design of civic systems /Eric Gordon and Stephen Walter --17.Permanent revolution: occupying democracy /Douglas Rushkoff --18.The playful city: citizens making the smart city /Michiel de Lange --19.Dissent at a distance /The Janissary Collective (Mark Deuze and Lindsay Ems) --20.Playing with power: casual politicking as a new frame for political analysis /Alex Gekker.

AbstractFe MoncloaTeaching and Learning Participation: Latino Youth Civic Engagement in a High SchoolCivically and politically engaged Latino youth are the future for bolstering American democracy because Latinos are the fastest growing ethnic group in this nation, and they constitute more than half of the youth population in California. To support Latino youth civic participation, this study aims to understand high school organizational programs, practices, and policies that influence Latino youth civic engagement. This investigation is a comparative case study of the institutional factors that foster or impede high school Latino youth civic engagement. In this study I adopted Ogawa, Crain, Loomis, and Ball (2008) conceptualization of cultural-historical activity theory and institutional theory as an integrated framework and as a lens to describe and analyze four participation learning spaces, defined as spaces where youth have voice, influence and shared decision making. My observations and interviews were informed by an interpretivist and constructivist epistemology (Lincoln & Guba, 2000) and utilized ethnographic approaches . Data sources were comprised of 320 hours of participant observation field notes from October 2012 until November 2013, artifacts and interviews. I collected artifacts from the school and the school district. I conducted focused participant observation in two elective classes and two student clubs, and conducted formal interviews with 12 Latino youth from low-income families, 10 teachers, and two school administrators. I analyzed participant structures, goal mediated activity, and social interactions among teachers and youth, as well as youth peer processes that supported civic engagement.The findings of this study indicate that institutional pressures such as increased graduation rates and a focus on discipline, contributed to an absence of administrator leadership for civic engagement. Teachers who supported participation learning spaces had autonomy for the instruction and content of these spaces, and they exhibited organizational citizenship by giving the limited free time they had to support students' civic engagement. Teachers' style and choices, which were shaped by their training and personal experiences, influenced classroom or club climate, peer interaction, and pedagogy. This analysis is relevant to educators and administrators who wish to support Latino and diverse youth civic engagement in high schools, and for researchers interested in elective participatory learning environments.

Intro -- Series Editor's Preface -- Acknowledgments -- Contents -- 1 Introduction -- Chapter Overviews -- 2 Contextual, Argumentative, and Theoretical Introductions -- Indianapolis and Shortridge High School Circa 1900 -- Shortridge High School -- Contributions to Understanding the Development of Civic Education -- Theoretical Framings -- 3 The Context of Civic Education in the United States Around 1900 -- The Americanization Movement and Civic Education -- Civic Groups Interested in Civic Education -- The Creation of the Social Studies -- The Rise of Curriculum Ideologies -- Donnan, Dunn, and Shortridge as Illustration of the Progressive Era -- 4 Laura Donnan -- Early Life and Influences -- Education and Early Teaching Positions -- School Life -- Professional Life Outside of Shortridge -- Civic Life -- Epistemology and Worldview -- 5 Civic Education at Shortridge High School -- The NEA Speech 1889 -- Primary Source and Text Analysis -- Discussion and Deliberation -- Experiential and Place-Based Learning -- Inquiry-Based Instruction -- Simulation -- The Extracurriculum -- Civic Education at Shortridge -- Decision Making -- Pluralism and Civil Rights -- Civic Activism -- Social Science -- Values and Moral Development -- Final Thoughts on Civic Education at Shortridge -- 6 The Extracurriculum of Shortridge High School -- The Extracurriculum in Turn-of-the-Century Schools -- The Extracurriculum at Shortridge -- Donnan's Extracurriculars -- The Shortridge Senate -- The Daily Echo -- Significance of Extracurriculum at Shortridge -- 7 Arthur Dunn at Shortridge 1900-1910 -- Arthur Dunn Before Shortridge: A Clarification of the Literature -- Arrival at Shortridge High School -- Dunn's "Progressive" Teaching in History and Geography, Not Civics -- Connection to National Municipal League-1905 -- Dunn's Emergence as Civic Expert in Indianapolis-1906.

On 22 April 2017, 10,000 people joined the March for Science London, one of 600 events globally asserting the importance of science against post-truth. Here we report an online and on-the-ground observational study of the London event in its distinct, post-Brexit referendum context. We analyse the motives for marchers' attendance, and their collective enactment of what science is and why and by what it is threatened. Drawing upon Interaction Ritual Theory and the concept of civic epistemology, we develop the notion of populist knowledge practices to capture the 'other' that marchers defined themselves against. We detail how this was performed, and how it articulated a particular vision for science–society relations in Britain. In closing, we argue that the March for Science is one in a chain of anti-populist activist events that retains collective effervescence while transcending specific framings.

Knowledge and the early modern city : an introduction / Bert De Munck & Antonella Romano -- The theatrum as an urban site of knowledge in the Low Countries, c. 1560-1620 / Anne-Laure Van Bruaene -- Artisanal "histories" in early modern Nuremberg / Hannah Murphy -- Boatmen, Druids and Parisii in Lutetia : archaeologising Parisian society in eighteenth-century civic epistemology / Stéphane Van Damme -- Stench and the city : urban odours and technological innovation in early modern Leiden and Batavia / Marius Buning -- Cities, long-distance corporations and open air sciences : Antwerp, Amsterdam and Leiden in the early modern period / Karel Davids -- Technology transfer, ship design and urban policy in the age of Nicolaes Witsen / Daniel Margócsy -- André de Avelar and the city of Coimbra : spaces of knowledge and belief during the early modern Iberian Union / Leonardo Ariel Carrió Cataldi -- Roman urbans epistemologies : global space and universal time in the rebuilding of a sixteenth-century city / Elisa Andretta & Antonella Romano -- The library, the city, the empire : de-provincialising Vienna in the early seventeenth century / Paola Molino.

Environmental issues in the twenty-first century have had diverse positions especially in the interdisciplinary and multidisciplinary nature of the factors that allow their approach, understanding and explaining the socio-natural reality on a global and local level, becoming an indispensable factor for the construction of the environmental epistemology in this postmodern time. Due to this fact , in this essay we focus some ideas about the historical foundations that incorporate the theme of globalization, modernity, environmental soundness of Leff and sustainable development of the Brundtland report as an important international section to a variety of anthropogenic actions generated during the twentieth century that have contributed to alter the balance in the ecosystem dynamics. Besides, to recognize some problems Boff sets in "The Earth Charter" related to the overexploitation of resources, ecology, mercantilist thought, economist and predatory capitalist model that has not only affected the natural system but also the social system. For that reason it is that these reflections are held to have a holistic view between human-nature and society be implications for the dynamics of this new century based on ethical commitment with civic responsibility, participation and taking decisions in the field of politics, culture, economy, under the schemes of rationality that points towards the sustainability of the planet in all its dimensions.Finally with this text we recognize the role of education for building the environmental epistemology, the study of complex thought and the stage on which are new challenges to achieve the transformation of a civilizing model committed to nature, the earth planet "our common home" and human development. ; La temática ambiental en el siglo XXI ha tenido diversidad de posturas sobre todo por la interdisciplinariedad y multidisciplinariedad de los factores que permiten su abordaje, comprensión y explicación sobre la realidad socionatural a escala global y local, convirtiéndose en un ...

The article scrutinizes the impact of the 1968 student protests on architectural education and epistemology within the Italian and American context, the advocacy planning movement and the relationship of architecture and urban planning with the socio-political climate around 1968. It aims to demonstrate how the concepts of urban renewal and 'nuova dimensione' were progressively abandoned in the USA and Italy respectively. It presents how the critique of these concepts was related to the conviction that they were incompatible with socially effective architecture and urban design approaches. The article sheds light on the complexity of the reorientations that took place in both contexts, taking into consideration the impact of student protests, and the 1968 Civil Rights Action the architects and urban planners's task on the curricula of schools of architecture. It also investigates certain counter-events and counter-publications in the USA and Italy, shedding light on how they reinvented the relationship between architecture and democracy. It reveals the tensions between enhancing equality in planning process and local bureaucracy in the case of advocacy planning strategies. ; ISSN:2165-0020