No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
The Two Cultures and the Scientific Revolution
... Para discutir o julgamento da Verdade contra a literatura, Marx (2018) coloca em cena o famoso ensaio de Charles Percy Snow, sob o título de The Two Cultures and the Scientific Revolution (1961), o qual ecoou muito do sentimento antiliterário da época ao fazer uma divisão entre uma "cultura científica" e o que ele denominou como "cultura tradicional". Ao criar esse binômio, Snow (1961) diagnostica um abismo entre a comunidade científica e quem ele chama de "intelectuais literatos". Esses literatos seriam a fonte disso que concebe como "cultura tradicional", hoje conhecida como o campo mais geral das "humanidades" ou "ciências humanas". ...
... Embora esse possa parecer o objetivo de Snow no início de sua análise, à medida que reforça a dicotomia entre ciência e literatura, entre cultura científica e cultura tradicional, ele o faz de forma a elevar uma em detrimento da outra. Snow (1961), em seu ensaio, faz alusão às conversas que tinha com seus colegas cientistas para demonstrar como ambas as culturas -a científica e a "tradicional", literáriaestão afastadas uma da outra, e chama atenção para uma troca específica com um sujeito que, por sua bravura, Snow chama de herói. Snow teria perguntado a ele quais livros ele lia, e teria recebido a seguinte resposta: "Livros? ...
... Sobre isso, Snow (1961) observa: "Foi muito difícil não deixar a mente vaguearque tipo de ferramenta seriam os livros? Talvez um martelo? ...
Este trabalho explora a visão esperançosa de futuro retratada na duologia 'Monk and Robot' de Becky Chambers, lançada pela Tor Books entre 2021 e 2022. Seguindo Dex, um monge do chá, e Mosscap, um robô, enquanto exploram a sociedade de Panga, a narrativa incita reflexões sobre práticas tecnológicas sustentáveis, contrastando o capitalismo industrial tradicional com filosofias de decrescimento e renovação de recursos. A adoção de energia renovável, agricultura vertical e tecnologia não descartável por parte de Panga expressa uma ruptura com as normas industriais extrativas, defendendo uma coexistência harmoniosa com a natureza. A discussão se baseia no estudo de William Marx em “O Ódio à Literatura” (2018), que destaca a marginalização histórica da literatura e seu potencial para oferecer insights produtivos sobre questões contemporâneas. Respondendo a essa marginalização, o trabalho destaca o papel da literatura em fomentar novos entendimentos imaginativos do passado, presente e futuro. Ao utilizar o conceito de SF de Donna Haraway e a noção de romance como uma bolsa de remédios de Ursula K. Le Guin, lemos a duologia Monk and Robot como uma ferramenta poderosa para criticar e remodelar realidades pós-calamidade. Ao incentivar os leitores a imaginar alternativas aos modos de consumo predominantes, a narrativa destaca o potencial transformador da literatura na formação de novos paradigmas para uma vida sustentável e para o bem-viver.
... Post-World War II, fear of technology continued to grow, catalyzed by the bombings of Hiroshima and Nagasaki, nuclear proliferation, and the Cold War. Several societal groups, including the Luddites [16] American mind and suggests ways to address its deficiencies. He argues that the internet, email, blogs, and video games promised a more intellectually sophisticated generation, but instead, they have led to a nation of know-nothings, highlighting the need for a more balanced approach to addressing these issues. ...
... One of the consequences of this negligence is observed when experts in humanities and social sciences seem reluctant to introduce information and technology to the core courses. These consequences have already been discussed years back by Professor C.P. Snow throughout his lectures on two cultures [16]. Digital humanities intersected and intermediated these two poles of disciplinary differences, and uniformly challenged the consequences and administered solutions to students/learners devoid of technological knowledge. ...
The chapter presents a qualitative study of considering Digital humanities (DH) as a domain that explores the intersection of humanities, digital/AI technology, all forms of media, and its impact on society at large. DH has expanded since the 1990s, focusing on fundamental research paradigms and methodologies in various academic domains. Additionally, it focuses on understanding social media, its changing forms, and its role in e-democratic expression and innovation. The chapter aims to develop arguments for how it is important to understand DH as an explorer of multiliteracies (constituted of knowledge-based skills to live in a digital society), and multimedia, a computer-based genre of communication that combines multiple media into an interactive whole. Without comprehensive adoption of multiliteracies and multimedia, Mark Bauerlein, an English Professor, suggests that digital illiteracy is increased due to technological advancements and that students should practice works without technology and return to “chalk and blackboard” methods. The chapter criticizes his proposal and provides a concept of “social media or education through digital humanities” as a solution to multiliteracies, by justifying that the future of combining digital humanities and social media is a postdigital media I called DH media (defined as the latest form of media), that demands reformulation of designing curricular, teaching, and learning practices. DH media facilitates multiliteracy pedagogy for multiple social media spaces, digital citizenship, digital society, and digital globalization. To evaluate how DH media facilitates learning about these issues, the chapter conceptualizes four phases of digital illiteracy: unlettered phase, unlearned phase, nescient phase, and nood phase; and discusses how Media (social/communication/creative, or art) needs Teaching Digital Humanities (TDH) for bridging the gap, divide, and chasm in teaching the non-engineering students to equip them with imperatives to navigate all the digital intersectionality of life. The chapter, hence, encourages researchers to explore DH as a new solution for all the phases of digital illiteracy prevalent in digital globalization and develop suitable users of contemporary social media.
... In media art, this interest manifests as practitioners face the ubiquitous presence of communication barriers when working in the crosssection of art, science and engineering. While the free flow of ideas from one discipline to another have enabled the creation of countless beautiful and impactful works, obstacles in interdisciplinary communication remain in many collaboration attempts between artists and scientists, resulting in mutual incomprehension and even prejudice [32]. In this paper, we argue that sensory perception is integral to translating between disciplines and serves as a universal language in which practitioners in both media art and HCI can anchor their research. ...
... The prejudice that hinders communication between artists and scientists, as C.P Snow pointed out in Two Cultures in 1959 [32], can be as obstructive as the language barrier that creates mutual incomprehension. Sensory perception as a universal language which transcends cultures and disciplines can act as a catalyst for the unification of art and science. ...
This paper investigates sensory perception's pivotal role as a universal communicative bridge across varied cultures and disciplines, and how it manifests its value in the study of media art, human computer interaction and artificial intelligence. By analyzing its function in non-verbal communication through interactive systems, and drawing on the interpretive model in translation studies where "sense" acts as a mediation between two languages, this paper illustrates how interdisciplinary communication in media art and human-computer interaction is afforded by the abstract language of human sensory perception. Specific examples from traditional art, interactive media art, HCI, communication, and translation studies demonstrate how sensory feedback translates and conveys meaning across diverse modalities of expression and how it fosters connections between humans, art, and technology. Pertaining to this topic, this paper analyzes the impact of sensory feedback systems in designing interactive experiences, and reveals the guiding role of sensory perception in the design philosophy of AI systems. Overall, the study aims to broaden the understanding of sensory perception's role in communication, highlighting its significance in the evolution of interactive experiences and its capacity to unify art, science, and the human experience.
... Throughout history, multidisciplinary scholars like Leonardo da Vinci have inherently embodied many of the very principles that underlie creativity [89]. Snow (1959) emphasizes that interdisciplinary learning and collaboration could yield creative breakthroughs [90], but also that different educational and cultural systems reinforce specialization and maintain this divide, making integration challenging. Nowadays, the persistent existence of complex global issues, such as climate change, poverty, and sustainability, highlights the limitations of knowledge constrained by traditional disciplinary boundaries [7]. ...
... Throughout history, multidisciplinary scholars like Leonardo da Vinci have inherently embodied many of the very principles that underlie creativity [89]. Snow (1959) emphasizes that interdisciplinary learning and collaboration could yield creative breakthroughs [90], but also that different educational and cultural systems reinforce specialization and maintain this divide, making integration challenging. Nowadays, the persistent existence of complex global issues, such as climate change, poverty, and sustainability, highlights the limitations of knowledge constrained by traditional disciplinary boundaries [7]. ...
Despite the growing recognition of the value of interdisciplinary learning in doctoral education, there is still a gap in the literature supporting the relationship between it and doctoral students’ scientific creativity in China. Based on a questionnaire survey of 457 doctoral students from the humanities and social sciences on the Chinese Mainland, this study adopted structural equation modeling to examine the relationships among interdisciplinary learning, teamwork skills, collaborative behaviors, and scientific creativity. The results indicated that there was a weak positive correlation between interdisciplinary learning and the scientific creativity of doctoral students. Teamwork skills mediated the relationship between interdisciplinary learning and creativity, while the mediating effect of collaborative behaviors did not hold. Moreover, the relationship between interdisciplinary learning and creativity can also be mediated by the sequential mediation of teamwork skills and collaborative behaviors.
... Traditionally, the humanities empha-size socially-constructed realities, while the natural sciences tend to focus on the physical world and on discovering general, independent truths, such as in physics (Bod & Kursell, 2015). This has led to two, fundamentally different, academic cultures (Snow 1959). While historically (Philips, 2010), humanities scholars focus on the contextualization of knowledge, scientists aim to increase the stock of knowledge, in order to come to ever more accurate descriptions of reality (Snow, 1959;Stueber, 2012). ...
... This has led to two, fundamentally different, academic cultures (Snow 1959). While historically (Philips, 2010), humanities scholars focus on the contextualization of knowledge, scientists aim to increase the stock of knowledge, in order to come to ever more accurate descriptions of reality (Snow, 1959;Stueber, 2012). If attitudes toward language use, including translanguaging, in international classrooms are shaped by these cultural differences, this also needs to inform universities' language policies. ...
In this study, Greimas's work on narrative structure is used to improve a specific practice: the research interview. In the social sciences, narrative interviewing often consists of collecting data from which a narrative is then constructed through analysis afterwards. In the interview method presented here, the interviewer instead prompts the interviewee to construct a narrative. We introduce the method, contextualize it by comparing it to previous and contemporary interview methods, and illustrate it with a small, sociolinguistic study: students (n = 12) from a humanities faculty and a science and engineering faculty at a Dutch university were interviewed about experiences with the use of different languages than the language of instruction in an international learning environment. The method allowed for smooth data collection, due to its narratively structured questioning and consequent rich data. Moreover, using narrative structures to guide the interview also facilitated easy analysis and comparison of the stories.
... Educators can be reassured that, once learned, many arts-based methods can be effectively adapted for diverse settings, audiences, and curricular needs without specialized forms of arts critique and assessment which may be unfamiliar or intimidating to educators from a primarily technical background. Still, it is important to avoid being dismissive of the scholarly expertise garnered through years of studying and working with arts-based content and methods and to recognize that initial resistance to the use of arts-based methods in engineering ethics education may be based on more than a basic discomfort with using alternative methods for problem-solving and may also be rooted in the common but false narrative that engineering and arts are so different from each other that they cannot be effectively combined (Snow, 1959). This narrative is, unfortunately, already deeply ingrained in many of our discussions about the connection between engineered and human systems, which position engineering as distinctly separate from human processes (Booker et al., 2021). ...
... The use of tools for text mining in many digital humanities contexts, have in a way created a new version of C.P. Snow's 'two cultures' [16], this time as a divide within the humanities itself, between, on the one hand, those who rely on traditional forms of text analysis (close reading, historical contextualisation, etc.) and, on the other hand, those who through big data and distant reading practices claim to have found a way to finally make humanities research quantifiable and 'scientific' [3,9,10]. ...
The New Order of Criticism (2020–2024) is a mixed-methods project combining algorithmic and interpretative approaches to the study of literary criticism. The project expands on a prior study of Swedish book reviews from the years 1906, 1956 and 2006 (‘The Order of Criticism’, Samuelsson 2013), re-examining and re-evaluating the original results through the use of computational tools, language technology and big data. The aim of the present paper is to discuss early experiences and results from the interdisciplinary approach utilized by the current project, a collaborative process where interpreter and programmer are in dialogue, and where methodologies, and their instantiation in tools, are reflexively discussed from an epistemological point of view. In our analysis we ask: How can insights from working with digital methodologies and tools inform traditional scholarship on literary criticism? How can interpretative approaches and results inform digital methods?
... The history of the earth sciences is peculiar scholarly terrain because it organizes thinkers who work not only across different fields but across two entirely different disciplines. It might seem that the history of the earth sciences is a kind of scholarly relic, one that unites the "two cultures" of the natural sciences and the arts (Snow 1959). In a way that has had important consequences for the manner in which the history of the earth sciences has been written, scientists and historians have been involved in a shared project. ...
The history of the earth sciences has predominantly revolved around the accumulation of knowledge within north Atlantic institutions and networks. This chapter examines a range of recent attempts to resituate this narrative within wider frames and argues for the particular importance of southern perspectives. By exploring southern archives, materials, knowledges, and networks, it becomes evident that the development of modern thinking about the planet extends well beyond the European revelation of deep time. Incorporating these perspectives reveals the interplay between Indigenous geomythologies, imperial and colonial struggles, and concurrent investments in the earth and its pasts within a globalized world. While histories of geology and geoscience have traditionally focused on the construction of new temporalities, this chapter proposes that historians should consider spatiality alongside temporality. By embracing the spatial axis of earth science, historians can gain a more comprehensive understanding of the subfield, accounting for material, political, anthropological, and potentially postcolonial dimensions. I suggest that this exploration of a place-line – how horizons of possible thought differ from place to place – within the history of the earth sciences offers promising avenues for future research.
... La noción de "las dos culturas" surgió de una destacada conferencia Rede impartida por el fisicoquímico y novelista inglés Charles Percy Snow el 7 de mayo de 1959 en la Senate House de Cambridge. Su publicación, ese mismo año, abrió un debate intenso y tuvo una amplia difusión (Snow, 1959;McCray, 2019). ...
Esta comunicación ofrece una breve mirada retrospectiva a la división entre las Ciencias y las Humanidades, explorando los dilemas que ha generado en la cultura y la sociedad. Se analiza la noción de las "dos culturas" de C. P. Snow y sus implicaciones en la forma en que se comunica la ciencia en la sociedad contemporánea. Además, se examinan los movimientos emergentes que abogan por la fusión de las ciencias y las humanidades en una cultura interdisciplinaria única, como la tercera cultura, la consiliencia y la nueva alianza. Estos movimientos aspiran a abordar los desafíos complejos de nuestra época y fomentar el bienestar social a través de una perspectiva integradora.
This communication offers a brief retrospective look at the division between the Sciences and the Humanities, exploring the dilemmas it has generated in culture and society. The notion of C. P. Snow's "two cultures" is analyzed along with its implications for how science is communicated in contemporary society. Additionally, emerging movements advocating for the fusion of the sciences and humanities into a single interdisciplinary culture, such as the third culture, consilience, and the new alliance, are examined. These movements aspire to address the complex challenges of our time and promote social welfare through an integrative perspective.
... Alle Unterscheidungen zwischen einer Natur-, Sozial-und Geisteswissenschaft, die mit Bezug zu Snow (1959) durchaus sinnvoll zu argumentieren sind, erfordern jedoch nicht, dass die natur-und technikwissenschaftliche Wissenschaftskommunikation allen anderen Wissenschaften so einfach unhinterfragt vorangeht und so eine natur-und technikwissenschaftliche Erfindung von Kommunikation auf die übrigen zu über-tragen wäre. Vielmehr braucht jede Wissenschaft einerseits ein ihr je eigenes Herangehen und " [m]an muß ja irgendwie schon [vorab] mit dem Denken, dem wissenschaftlichen wie dem philosophischen Denken, begonnen haben, um nach dessen wirklichen Anfängen fragen zu können. ...
Der vorliegende Beitrag erkundet die Definition und Klärungen von Wissenschaftskommunikation als relativ unscharfes Hyperonym für alle Formen von Kommunikation, die sich auf wissenschaftliches Wissen und Erkennen beziehen, sowohl innerhalb als auch außerhalb institutionalisierter Wissenschaft. Dabei werden zwei Hauptformen unterschieden, die innerwissenschaftliche Kommunikation (Wissenschafts:kommunikation) und die außerwissenschaftliche Kommunikation über Wissenschaft (Wissen:schaftskommunikation). Die Wissenschafts:kommunikation als scholarly communication richtet sich vorwiegend an die wissenschaftliche Gemeinschaft und legt Wert auf präzise, unverfälschte Darstellungen von Erkenntnissen, wobei Vereinfachungen vermieden werden und Mehrdeutigkeit erhalten bleibt. Im Gegensatz dazu zielt die Wissen:schaftskommunikation als science communication darauf ab, wissenschaftliche Inhalte für ein breites Publikum zugänglich zu machen, oft durch Geschichten, Erzählungen und narrative Elemente, was jedoch aus Sicht der Wissenschafts:kommunikation zu Verkürzungen und potenziellen Verzerrungen führen kann und zu Lasten der Wissenschaftlichkeit geht. Der Beitrag hebt die Bedeutung aller wissenschaftlichen Kommunikationskulturen hervor und klärt die Formen der Wissenschaftskommunikation auf.
... One has to look at what subjects and institutions women and men choose (Chanana, 2016). Furthermore, the choice of subjects is governed by the perceived binary division of feminine and masculine subjects which is linked to the socialisation process, of girls and boys, social norms and the future roles of women and men (Chanana, 2000(Chanana, , 2018Snow, 1961;Thomas, 1990). The choice of college is also affected by the complex set of factors as to where the college is located-is it too far and what is the mode of transport available, is it coeducational or for women alone. ...
... Philosophy and science were closely connected in Ancient Greece-Aristotle was reluctant to make a formal distinction (Falcon, 2005). The splitting of philosophy from science as two separate discourses began more recently, in the historical modern era, with the scientific revolution (Snow, 1959;Husserl, 1970;Matthews, 2023). The latter involved experimental intervention and a merging with mathematics to facilitate a more explicit and precise testing of ideas against observations (Ben-Chaim, 2004;Grant, 2007). ...
In addition to natural curiosity, science is characterized by a number of psychological processes and perceptions. Among the psychological features, scientific enquiry relates to uncovering-or discovering-aspects of a world perceived as hidden from humans. A speculative theoretical model is presented, suggesting the evolution of science reflects psychological repercussions of wearing clothes. Specifically, the natural world is perceived as hidden due to the presence of clothing. Three components of scientific enquiry may arise from clothing: detachment from sensual experience, a perception that the world is veiled in mystery, and an intellectual desire to uncover the hidden structure of nature. Rather than beginning with the emergence of Homo sapiens, the proposed connection with clothing implies that psychological foundations for science began to develop during the last ice age, with the invention of complex clothes that fully covered the human body. After the end of the last ice age, elements of scientific thinking began to emerge in societies where clothing was worn routinely for psychosocial reasons, including modesty. Notably, a scientific attitude was essentially absent in hunter-gatherer communities where nakedness remained the norm. This novel perspective aims to advance the history and philosophy of science, revealing the emergence of science as a situated phenomenon contingent on humans being covered.
... Largely due to Einstein's rising celebrity, the result over time favoured the scientific worldview. The second was the so-called 'two cultures' controversy in the 1960s, in which the English literary academic FR Leavis lambasted the writer CP Snow (1959), who had advocated more scientific education in schools. In China at the time of the Snow-Leavis debate, ideology had assumed commanding heights, with Marxism determining a planned economy and technology an afterthought. ...
This paper investigates the role of digital technologies in transforming China's self-image. It focuses on the use of extended reality (XR) in ceremonial events and art exhibitions. The paper offers two case studies. The first study, Beijing 8-Minute Show (2018), a multimedia performance at the closing ceremony of the Pyeongchang Winter Olympic Games, set the scene for what was called the Science and Technology Winter Olympics in 2022. The second study, Blueprints (2020), was a multimedia exhibition in the UK by the artist Cao Fei, which drew attention to a future of increased alienation, loss of privacy and digital surveillance. In the paper, the framework of a ‘techno-cultural imaginary’ shows how China's self-image is increasingly tied to modernisation. The paper demonstrates how the ‘two cultures’, science and the arts, have converged in policy thinking. In this reset, China's so-called cultural confidence is re-energised by digital platforms, echoing the description of Digital China. Sino-futurism, originally used in relation to Chinese sci-fi literature, provides a stepping-off point to imagine the future, which is alternatively characterised as techno-utopian (within China) and dystopian (in the West). Drawing on the qualitative analysis of publicly available interviews, media reports, online comments and close reading of the art content, the paper argues that XR allows the government to present Digital China as a positive blueprint for human progress. Meanwhile, XR is capable of generating critical stories about China, which contradict the message the government seeks to cultivate with its public diplomacy and propaganda campaigns.
... Yet the "ecology of seeing" that emerged, to borrow their term, was more-thannatural; it was artificial, and its ontology enfolded the built environment, too. Against architecture's regnant anthropocentrism (Dobraszczyk 2023), students from across the "two" (Snow 1959) or rather "three" (Cross 1982) academic cultures learned "how space impacts how humans and animals interact," as one student recollected. Urban design was no simple medium for their rendezvous, but rather an active participant in the entanglement and disentanglement of species-constitutive, one might say. ...
... According to Snow, this was a cause for concern in the decades after the Second World War because the artistic-humanistic culture was getting far too much attention and funding and the scientific culture far too little attention and funding. (Snow, C. P., 1959) Snow made such a compelling case for awarding a much higher priority and substantially more funding for the sciences and a scientific education in educational institutions in Great Britain, Europe, and the western world that a seismic shift began to occur away from the arts, humanities, and an artistic-humanistic education and towards the sciences and a scientific education. It was not long after this that the sciences became known and dealt with in most educational institutions in Britain, Europe, and the western world as "hard subjects," while the arts and humanities were seen and treated as "soft subjects." ...
While the arts and the sciences are among the most important activities in life and the world, a severe disharmony exists between them at present due to the fact that the sciences are seen and treated primarily as “hard activities” and “the basics in life” while the arts are often seen and treated by many people and organizations as “soft activities” and “the frills in life.’ Over the last few decades, this has resulted in substantial increases in funding for the sciences and significant decreases in funding for the arts, thereby creating a destructive rift or imbalance between the arts and sciences that must be corrected as soon as possible by “doubling down” of the development of the arts and recognizing that they have a crucial role in the world of the future by enhancing education and culture very considerably and a great deal else. This can be achieved in a multitude of ways, such as treating the arts as ends in themselves as well as means to other ends, expanding knowledge, understanding, and awareness in the world of all the arts’ many diverse aspects and manifestations, using artistic symbols, metaphors, myths, and legends to enhance our appreciation and respect for all the different cultures and civilizations in the world in breadth and depth, and shining the spotlight on the natural environment and all its diverse elements and species by taking advantage of the unique features of all the various arts and art forms and most notably music. This can assist us in coming to grips with the environmental crisis, achieving ecological sustainability, reducing the severe inequalities that exist in income and wealth in the world through more sharing and caring, and most of all, making the world a much more humane and harmonious place by unleashing the greatest strength of the arts of all, namely bringing a great deal more spirituality, compassion, feeling, emotion, sensitivity, and reverence into the world.
... Perspectives from both hard and soft sciences had to be combined with the idea in mind to overcome this distinction and cooperate on a shared important topic as equals. On this topic, see the famous work of Charles Percy Snow [34]. Also, Oliver Sacks in his autobiographical book romantically reminds to the reader the times when humanities and sciences were not sharply distinguished but worth of the same consideration; as a testament to that, chemists and scientists of the 19 th century wrote about chemical components as well as poems in Chapter XI, Humphry Davy: a chemical poet [35]. ...
This paper explores a brand-new interdisciplinary approach applied to an enduring problem: the communication of severe diagnoses. The moment when physicians explain the diagnosis to patients and their relatives is sensitive, particularly for a disease that is rarely diagnosed early. The first part of the article is dedicated to the context of this delicate doctor-patient interaction. With this framework in mind, the paper delves into the innovative interdisciplinary methodology developed in the pilot study Communi.CARE, conducted in a hospital in Northern Italy, which focuses on the diagnosis of pancreatic ductal adenocarcinoma (PDAC). SARS-CoV-2 impact on the study development is highlighted. The study aims to explore the topic by combining different areas of expertise, including medicine, philosophy, sociology, and psychology. The contribution of philosophy is here presented as essential: it has a leading role in the conception of the study, its development, and the elaboration of results. It is shown throughout the study, from methodology to the analysis of results. Strengths and weaknesses of the methodology are discussed. In conclusion, further philosophical considerations on effective and ethical communication in this delicate context are recommended.
... Subsequently, "scientists" was coined to refer to a distinct and self-respecting group of individuals (Kim, 2010). This specialisation of science, in recent centuries, has led to a profound separation between specialised scientific and technical knowledge and general intellectuals in modern Western societies (Snow, 1959). ...
This chapter explores the concept of the “scholar” among the Chinese, tracing its development from the influence of Confucianism to its contemporary practice. Confucianism profoundly shaped Chinese culture and defined the scholar’s traditional role by emphasising virtue, learning, and pursuing knowledge. In imperial China, scholars attained prestige by mastering Confucian classics in civil service exams embodying moral principles while serving as officials. Major reforms in the early twentieth century modernised education by replacing exams with a Western-inspired system.
While redefining Chinese scholars, this diversified pathways to scholarship and expanded recognised contributions beyond officialdom. The scholar is now understood more broadly as one specialising in expertise that enriches society. As China engages globally, its scholars navigate an interconnected world by strategically blending the continuity of cultural values with adaptation. This chapter analyses the scholar’s shifting definitions and expectations resulting from combining societal and educational transformations over centuries.
... (p. 21) Regarding the transdisciplinarity mentioned by Lundström et al. [117], it is important to remember that almost six decades ago, Charles P. Snow [118] remarked in his emblematic book of 1963, "The Two Cultures and the Scientific Revolution" (1963), that the educational system and social life are characterized by a division between two cultures: the arts and the humanities on the one hand and the sciences on the other. Half a century later, Tedesco [119] emphasized the same need to build bridges between the humanities and science, arguing that in the context of the information society, we are obliged to introduce more scientific information into citizen behavior and more ethical responsibility in the training of scientists. ...
Socioscientific issues represent an innovative approach within the realm of STEM education as they integrate real-world problems, promote critical thinking, and encourage interdisciplinary learning, thus preparing students to address complex societal challenges through scientific inquiry. The objective of this scoping review was to analyze the use of SSIs in science lessons. A database search of Web of Science and Scopus focused on articles published between 2013 and 2023. When applying the inclusion and exclusion criteria, a total of 106 articles were selected. The scoping review revealed a focus on socioscientific issues within high school and undergraduate curricula, particularly pertaining to environmental, genetic, and health-related concerns, as well as localized SSIs. A variety of methodological approaches, predominantly qualitative, were applied to capture the educational dynamics of integrating socioscientific issues into pedagogy. Inquiry-based learning emerges as a preferred pedagogical model, stimulating student engagement with real societal challenges. The educational resources employed encompass both conventional texts and digital tools, such as data mapping and visualization software, facilitating a multifaceted comprehension of SSIs. Pedagogical techniques are diverse, incorporating argumentation, role-playing, and digital media to enrich the teaching and learning experience. Nevertheless, the incorporation of socioscientific issues faces obstacles, including resistance to pedagogical innovation, the inherent complexity of the topics, and the demand for specialized teacher training.
... Even if "numbers don't lie," students learn that statistics can easily mislead. And they better appreciate that the best advice in dealing with statistics is to "Take care!" Teaching statistical literacy may even help bridge Snow's (1959) two-culture divide. ...
While symbols are often used in the teaching of mathematics and statistics, it is import-ant to acknowledge how important and integral ordinary English is in interpreting, presenting and communicating the data and in describing mathematical relationships. This paper argues that students’ skill with basic grammatical concepts and vocabulary from elementary grades through high school can enhance their quantitative literacy — their computational thinking — and augment their understanding of quantitative operations. The recommendations in this paper are prompted by observed deficiencies in college-level students who failed the entry-level critical thinking exam or who had difficulty dealing with ratios in a statistical literacy course. Recommendations range from having students study common prepositions as early as third grade to teaching statistical literacy alongside Algebra 2 in tenth grade. Student evaluations following a grammar-based statistical literacy course confirm the value of using ordinary English in improving their quantitative literacy.
... A central aim of this approach to interdisciplinarity was the effort to bridge the widely perceived gaps between natural and technical with the social sciences and cultural studies. We might now say this was an attempt to overcome the "two cultures" divide described by C.P. Snow at just this time (Snow, 1961); the historical background to Snow's iconic lecture cannot be discussed here. However, the creators of CS made no effort at first to establish a new discipline; each group remained affiliated with the discipline or complex of disciplines from which it came. ...
The paper attempts to place the emergence of cognitive science (CS) as an interdisciplinary research program in historical context. A broad overview of the institutional and intellectual situations during the early postwar period is presented, focusing primarily on psychology and artificial intelligence (AI). From an institutional perspective, the paper shows that although computers and computer science were closely linked with weapons research during World War II, the postwar creation of cognitive science had no military connection, but was largely enabled by small grants from private foundations, though the RAND Corporation was involved to a limited extent. From an epistemic perspective, the paper shows: (1) that neobehaviourist learning theory was not replaced by, but flourished parallel to cognition-oriented psychology in the 1950s, because they were located in different sub-disciplines; (2) that the key theoretical inputs into CS were developed separately at first, and each group remained affiliated with the discipline or complex of disciplines from which it came. A certain tension remained at the core of the project between the machine dreams of the emerging AI community and the idea of autonomous mental processes central to cognitive psychology.
... Euler baut seinen Argumentationsgang auf den Vortrag "The Two Cultures and the Scientific Revolution" von C. P. Snow (1961) und die Skizzierung des sich in den Folgejahren anschließenden Diskurses zu diesem Vortrag auf. Bei aller nach Euler berechtigten Kritik am Vortrag Snows teilt er dessen These der "two cultures". ...
Zusammenfassung
Mit dem Jahr 1999 ist der Beginn eines neuen Abschnitts der Technikentwicklung und Techniknutzung der Menschheit verbunden. In diesem Jahr wird der erste persönliche digitale Assistent auf den Markt gebracht, der über ein eingebautes Mobilfunkmodem verfügt. Damit wird das Zeitalter der mobilen Endgeräte (insbesondere Tablet-Computer und Smartphones) eingeläutet. Im selben Jahr erscheint die Habilitationsschrift von Peter Euler, die im Zentrum dieses Beitrages in der Rubrik „Nachgefragt/Wiederentdeckt“ steht und die sich der Frage nach dem Verhältnis von Technik und Bildung widmet. Angesichts der technischen Entwicklungen innerhalb der letzten Jahrzehnte stellen sich die Fragen nach dem Verhältnis von Mensch und Technik im Allgemeinen, und was Mensch-Sein in einer technisierten Gesellschaft bedeutet und bedeuten sollte im Besonderen. Wenn sich die Theorieentwicklung der Sozialen Arbeit auf die aufgeworfenen Fragen beziehen will, dann drängt sich die Auseinandersetzung mit der kritischen Bildungstheorie Eulers aufgrund ihrer theoretischen Vielschichtigkeit und Reflexionstiefe auf. Der Beitrag stellt Eulers Bildungstheorie und dessen Antworten auf die aufgeworfenen Fragen skizzierend vor und diskutiert deren Aktualität.
... Analyzing digital humanities collaborations poses a particular challenge because, within humanities, the myth of the lonely scholar who goes to archives alone and writes their singleauthored monograph in the solitude of their study room is still prevalent. As pointed out, it is precisely in digital humanities that a certain bridge is constructed between the two cultures described long ago famously by Charles Percy Snow (1959). In a digital humanities teamwork, different skills and sets of expertise are joined, and common goals and research techniques are negotiated not only at the project's beginning but continuously throughout the course of it. ...
A widely shared recognition over the past decade is that the methodology and the basic concepts of science and technology studies (STS) can be used to analyze collaborations in the cross-disciplinary field of digital humanities (DH). The concepts of trading zones (Galison, 2010), boundary objects (Star and Griesemer, 1989), and interactional expertise (Collins and Evans, 2007) are particularly fruitful for describing projects in which researchers from massively different epistemic cultures (Knorr Cetina, 1999) are trying to develop a common language. The literature, however, primarily concentrates on examples where only two parties, historians and IT experts, work together. More exciting perspectives open up for analysis when more than two, more nuanced and different epistemic cultures seek a common language and common research goals. In the DECRYPT project funded by the Swedish Research Council, computational linguists, historians, computer scientists and AI experts, cryptologists, computer vision specialists, historical linguists, archivists, and philologists collaborate with strikingly different methodologies, publication patterns, and approaches. They develop and use common resources (including a database and a large collection of European historical texts) and tools (among others a code-breaking software, a hand-written text recognition tool for transcription), researching partly overlapping topics (handwritten historical ciphers and keys) to reach common goals. In this article, we aim to show how the STS concepts are illuminating when describing the mechanisms of the DECRYPT collaboration and shed some light on the best practices and challenges of a truly cross-disciplinary DH project.
... One of the landmark studies in this area is Stanley Milgram's experiments, which demonstrated the powerful influence of authority on individuals' willingness to obey commands (Milgram, 1974). Snow (1961) points to its importance when he writes, "a longer and more sombre history of humanity reveals more horrible acts perpetrated in the name of obedience." Obedience serves numerous productive functions. ...
Why is it that many people obey when they feel coerced? People focus so much on being good followers that they become unaware of the consequences of their actions. Various experiments about “obedience to authority” have been taken place in the past decades. Stanley Milgram, a social psychologist conducted his famous obedience experiments in the early 1960s. His aim was to study the willingness of participants to obey authority figures, even when it involved harmful actions against others. The current study aimed to investigate the difference of age and gender differences in relation to obedience to authority. Age factor was not examined in Milgram’s original experiment. The research regarding age differences in obedience is suggestive of demarcation in level of obedience. This work aims to show a new way to understand gender difference in obedience, and wish to open a gate of age differences in obedience study. Are males more likely to obey to authority? Will gender affect obedience ? The research in existence is mixed point of view in relation to males and females related to obedience. Thus with this aim in mind present study was carried out on 150 working employees ( Non-teaching staff); males (n=75) and females (n=75), with the age range of 34-64 (M=40.88 age), (SD=5.37); early middle age (34–44) and late middle age (45- 64) across Punjabi University, Patiala. The aim of the study was to investigate the difference between age, gender and obedience, examining whether obedience vary across different age groups and gender wise. The Organizational Obedience Scale (Capan & Uzuncarsili, 2022) was administered to the working staff with the Cronbach alpha is .79. The questionnaire was translated into native language Punjabi and was certified and validated by the experts (Dept. of Psychology, Punjabi University, Patiala) with the reliability of .78. The obtained data was analysed with the latest version IBM SPSS 29. The data collected was analysed with descriptive analysis, and t- test. There was significant differences in scores of male and female on the basis of obedience. Another findings there was significant difference due to age in obedience. Later middle aged people more obey. By examining the interplay between age, gender, and obedience, this work aims to inform develop interventions that mitigate potential risks associated with destructive obedience.
... The salient contributions of Freed's AI and Human Thought and Emotion are twofold. On the one hand, Freed's call for the inclusion of creative writers and literary experts in the traditional AI team echoes C. P. Snow's (1959) critique of the segregation of arts and science. Freed's bold anthropic AI proposal alerts his readers to the possibilities that the humanities discipline may bring to future AI advances. ...
Sam Freed’s AI and Human Thought and Emotion is a pioneering venture into the possibility of programming an anthropic model of artificial intelligence grounded on the author’s philosophical reflection on the accuracy-oriented and optimisation-driven making of AI. In critique of the rationalist tradition of AI development and expurgation of introspection from cognitive science, this book draws heavily upon phenomenology to argue for the necessity of incorporating human non-linear thinking processes into the technical design of AI. Freed’s conceptual revolution enters a substantive dialogue with Hubert Dreyfus’s What Computers Can’t Do to offer an answer to the impossibility of formalising human introspection, which is conventionally deemed unprogrammable under the ostracism of human subjectivity from the science discipline and anti-scientism that pervades the intellectual circle of the humanities.
Imagine that you can summarize and analyze the “Great Unread”, all the works of literature in human history, but only by feeding it through a “Black Box”, an algorithm that nobody fully understands. Does the output have explanatory value? If so, what kind?
A filosofia é aquela ‘’busca do saber’’ da parte do homem visando melhorar o conhecimento sobre aquilo que está em volta de si e criar instituições que possibilitem uma vida melhor. Neste artigo procuramos demonstrar que a cultura é produção espiritual e material do homem dentro de uma Comunidade e como tal identifica essa mesma comunidade (Cassierer 1968. Herder 1971). No nosso entender na cultura estão expressas todas as dimensões antropológicas do homem, a dimensão existencial, intelectiva, decisória e Accional. A filosofia intervém e acompanha o processo de formação cultural do homem através da assimilação daqueles valores que contribuem para a sua plena realização. Partindo das noções subjectivas e objectivas da cultura, este artigo procura fazer uma leitura da relação entre filosofia, como saber consciente do homem e cultura como fruto da inteligência do homem. Na leitura filosófica é possível notar os fundamentos da cultura, suas características e concluir que Moçambique é um conjunto de culturas e nenhuma pode reclamar a supremacia em relação com a outra, mas apenas uma complementaridade e o princípio de complementaridade pode ser usado também na relação com as outras culturas que vem de fora de Moçambique. O critério metodológico para o estudo filosófico de uma cultura moçambicana passa necessariamente na resposta às perguntas: até que ponto ela responde as condições da existência do homem? Responde inteligentemente as suas decisões e as põem em prática através das suas acções?
In public discourse, there is a tendency for arts and science—or, more broadly, academic research—to be cast as irreconcilable at best and oppositional at worst. However, the explication of trauma, resilience and wellbeing in creative writing is as much a matter of science communication as literary practice. It involves writing down the bones of the phenomena that researchers chart and treat, exploiting the narrative and poetic properties of such endeavours, and making explicit both cognition and affect, empirical evidence and felt experience. It is evident in fictional worldmaking, creative nonfiction, poetry, and in hybrid works such as narratives that combine memoir and scholarship. Such diverse approaches to literary expression do not necessarily aim to extend theory or present experimental data, but to provide opportunities for alternative ways to view and review such material content, and explicitly incorporate imaginative and evocative engagements. At their best, such writings enact a form of affective, micro–macro testimony that has the potential to demystify scholarly findings, personalise and humanise related issues, confront denial and minimisation, and build bridges between what C.P. Snow named the “two cultures”. This paper begins by considering Snow’s advice to rethink how science and literature operate, and moves on to discuss hybrid and multiple lines of knowledge and practice—in fiction, memoir and personal writing, and healing workshops—that can build bridges across knowledge domains and social cultures, and afford recovery from personal, community and environmental trauma.
Renato De Fusco has repeatedly stated that interior architecture does not exist. The essay briefly traces the development of this idea, focusing on the theories that subsume De Fusco’s Storia dell’arredamento (1985) and how the binomial envelope/enclosure, defined by him in the semiotic-structuralist vision of architecture, leaves no doubt to misunderstandings: furnishing concerns the faces of the enclosure, but with Le Corbusier it loses its raison d’être, and from now on we will only speak of architecture or design.
The aim of this text is a critical analysis of current developments and potential applications of quantitative methods in film studies. Within its scope, a concise reconstruction of the methodological foundations, historical development, and key achievements of statistical, experimental, and digital humanities tools in relation to audiovisual media research is conducted. This involves a review of the phenomena that have developed so far as well as a philosophical consideration of the sources, consequences, and potential limitations of quantitative thinking in an area traditionally occupied by the humanities. Quantitative methods are not considered here as a replacement for existing paradigms, but rather as their complement, extension, and often inspiration. This allows to understand the current transformations but also integrate them with traditional research approaches, and identify the pitfalls and difficulties associated with this paradigm shift.
The ‘Grievance Studies Affair’, a deceptive publishing project launched in 2017, offers a revealing lens through which to see beyond simplifying polarizations and establish more constructive relations among geography's wide range of ‘epistemic cultures’. This article places the Grievance Studies Affair in the context of other hoaxes and spoofs and draws upon speech act theory to pin down how such deceptive publications are supposed to work. The core of the argument concerns the epistemological interpretation of instances where writings purported by their authors to be ‘nonsense’ have nevertheless been seen by other scholars – even when it is clear that a hoax or spoof was intended – as sense-bearing, valuable, or potentially fruitful. These instances shed fresh light on two epistemological issues: the role of authorial intention in academic arguments, and how much we really need to know about other epistemic cultures to form serious judgments about them. Attending to these points can enhance the possibility of respectful and constructive conversations between epistemic cultures in geography.
This study discusses the integration of artificial intelligence (AI) and machine learning (ML) in medical reasoning and decision-making, with a focus on the challenges and opportunities associated with the massive consumption of data required for training AI systems, and contrasts this with the limited data typically available to medical practitioners. We advocate for a balanced approach that includes small data and emphasize the importance of maintaining the art of clinical reasoning amid technological advancements. Finally, we highlight the potential of multidisciplinary research in addressing the complexities of medical reasoning and suggest the necessity of careful abstraction and conceptual modeling in AI applications.
Selected classic 19th-and 20th-century fictional texts, I argue, function as imaginative precursors of material fusions, either by prosthetic integration in the sense of repurposed imperfection or by internalizing genetic perfection, creating homo crispr. E.T.A. HOFFMANN’s dark literary tale The Sandman (1816), MARY SHELLEY’s gothic proto-science fiction Frankenstein (1818), VILLIER DE L’ISLE-ADAM’s fin de siècle Tomorrow’s Eve (1886), and ANGELA CARTER’s carnivalesque The Passion of New Eve (1977) position the artificial other as both an externalization of the human desire for perfection in an uncanny act of autoerotic, poetic-scientific self-fertilization and as a reverse image of the composite self. They not only disrupt the perception of the other as external, but the subtexts, I contend, pre-empt this fusion of self and other that, in the logic of 21st-century discourse’s revaluation of imperfection, diversity, and dis/abilities, life sciences seek to realize with the imminent spectre of homo crispr’s dissolved material self/other boundaries.
The ubiquitous digital transformation across various sectors has significantly impacted the humanities and necessitated a shift in how scholars approach research, teaching, and engagement with their disciplines. This paper explores the historical context of digital transformation in the humanities, examining early resistance to computers and the gradual integration of digital tools from the 1950s onwards. It surveys the current landscape and highlights the ubiquity of digital technologies in daily life and their influence on humanities research and practices, particularly in language and literary studies. The discussion extends to the specific transformations within these fields, with illustrations on how digitalisation has led to new language forms and revolutionised literary analysis. Further, the paper identifies both opportunities and challenges presented by digital technologies, such as access to large digital archives, innovative data analysis methods, and the potential over-reliance on technology that risks diminishing the human element central to the humanities. It also addresses emerging trends and technologies that are shaping the future of humanities scholarship, and emphasizes the need for interdisciplinary collaboration and the acquisition of digital competencies by humanities scholars. For humanities scholars to adapt to these changes, the paper advocates educational reforms and research innovations that incorporate digital tools and methodologies. It underscores the importance of balancing digital advancements with the preservation of humanistic values, to ensure that the humanities continue to provide critical insights into the human experience in the digital age. This comprehensive examination concludes with a call for humanities scholars to embrace digital technologies while maintaining their commitment to the core principles of their disciplines.
In the 1980s, the spread of personal computers gave impetus to the birth of a varied computer-based art scene. While traditional techniques prevail in the art system, computer art represents an experimental field in which the image is the product of mathematical formulas and algorithms. Artists, critics and art historians have described it as a new type of art, the latest encounter between humanistic and scientific culture. Moreover, since the computer is a scientific research machine – from astronomy to geometry, from medicine to physics – digital images stand between artistic invention and scientific evidence.
In parallel with W. Heisenberg and E. Schrödinger, but independently from them, also P.A.M. Dirac developed a formalization of quantum mechanics. In this chapter, we will present Dirac’s general and abstract version of quantum mechanics together with his new—and now universally adopted—formalism. We will proceed by making a discussion on the equivalence of the two theories of quantum mechanics—the one proposed by M. Born, Heisenberg and P. Jordan, which exploited a matrix approach, and the one developed by Schrödinger, with his wave interpretation. Finally, we will discuss in some detail the probabilistic interpretation of the wavefunction provided by M. Born with some observations on its physical implications.
This paper discusses the thirteen stories in Nick Gevers's anthology, Extraordinary Engines, as exemplary texts for considering steampunk as a form of historical representation. Despite their cavalier attitude towards conventional history, the stories are found to adopt specific strategies of historical representation in order to work through metafictional concerns about the relationship between the present and the past, the origins of the conventions of genre fiction, and the idea of progress itself.
The perceived schism between art and science has long been a subject of discussion, notably articulated by C.P. Snow as the "two cultures." In his opinion, this division could be solved by creative chances. This article aims to explore the answer to this question how does the intersection of art and science become achievable? Theatre, as an art form, stands as the most compatible meeting ground between these disciplines. Examining the extensive history of theatre reveals numerous instances where theatre offers opportunities for bridging the profound gap between these seemingly disparate disciplines. This exploration categorizes this intersection into distinct levels: 1) Science plays 2) Postdramatic science plays 3) Technological theatre. Through an analysis of these levels, it becomes evident that all disciplines alternately complement and enhance one another. At the initial level, plays act as platforms to educate audiences on scientific theories, exemplified by Carl Djerassi's works. Scientific concepts, such as the uncertainty principle, also influence the construction of these plays, akin to Michael Frayn's 'Copenhagen'. The second level referred to by Kristin Shephard-Barr as ‘post-dramatic science plays’ deepens the fusion of science and art. At this level, text does not play a central role in constructing the theatre, instead, the scientific theories shape the form of the performance. Scientific theories act as a blueprint for the play's structure. Furthermore, playwrights actively engage with scientists to enhance their understanding and incorporate scientific concepts into their work, such as the cooperation of Luca Ronconi and John D. Barrow. As a result, the intertwining of art and science deepens at each level, ultimately culminating in the third level: technological theatre. In technological theatre which is referred to as digital theatre in contemporary performances, technology plays a key role in the performance which necessitates the collaboration between artists and engineers. performances are regarded as a new form of art that we call “scientific art”. “scientific art” is an inseparable combination of technological science and performative arts. This level represents a direct intersection, serving as a vital bridge across the perceived cultural gap. However, the success of this evolution heavily relies on establishing a foundation of mutual cooperation and trust between artists and scientists.
Medicine is a discipline that embraces the sciences and the humanities. However, society has a perception that there has been a decline in empathy between doctors and patients. This decline is mirrored by an apparent drop in medical students’ empathy during their training. There is now a need to examine the humane education of the doctor. Drama, on the other hand, has been used in medical education to enhance empathy in students and doctors. A description of empathy is followed by a discussion of the relevance of Shakespeare’s plays in inspiring empathy. Further chapters, each interrogating a Shakespeare play, examine aspects of the concept of empathy and give practical tips on how to integrate a study of Shakespeare into medical education. This book argues that a study of Shakespeare’s plays might reduce the current empathy gap in medical practice by inspiring an empathic patient–doctor relationship.
This chapter presents the argument that moving from disembodied rationality to embodied reason to study economic life requires connecting perception, cognition, and action; coupling organism and environment; and overcoming the opposition between rationality and emotion. This links the theoretical and empirical literature on embodiment to economists such as Smith and Keynes. The role of metaphor, conceptual blending, language, artifacts, and habitus in the making of the self and economic life is highlighted. In doing so, the “Hayek paradox” is resolved by showing that abstraction is not opposed to embodiment but enabled by it, and, in contrast to behavioral and experimental economics, embodiment is not portrayed as a source of disturbances to (market-based) rationality posited by a disembodied normative standard. The chapter proposes the dialectic of inward and outward embodiment as a fundamental principle of embodied reason, and traces it back to Hegelian philosophy to ground the theory of economic agency and institutional action.
ABSTRACT
This chapter summarizes the Scientific Meta-Meta-Paradigm (i.e., All-Disciplinary Matrix) of Evolutionary Culturology. The (supra-Kuhnian) Scientific Meta-Meta-Paradigm of Evolutionary Culturology studies the universal (1) units, (2) scale-levels, (3) mechanisms, and (4) Three Laws of evolution, across all substrates. This scientific Meta-Meta-Paradigm includes: The standard scientific Problem-Solution Model as applied in Evolutionary Culturology; Definitions of key concepts in Evolutionary Culturology; Evolutionary Culturology’s Meta-Meta-Scientific: Aims, Methods (Protocols), Methods of Measuring Information, Standards, a list of core Models (also expanded in other chapters), Observational facts, Laws of Cultural Evolution, Assumptions, Criteria (of units, scale-levels, and phenomena in culture), Questions, Unsolved Scientific Problems, Implications, Applications, and finally Predictions of Evolutionary Biology, versus Predictions of Evolutionary Culturology. Works on Science examined include Kuhn (1962), Popper (1981), Toulmin (1972), Lakatos (1978), Chalmers (2013), and also Simonton (2004) on Creativity in Science, and Meta-science (2019). Evolutionary Culturology is a meta-meta-Science of all domains and disciplines.
Keywords: Science, meta-science, meta-meta-science, Evolutionary Culturology, Applied Evolutionary Epistemology, Biological Evolution, Bio-cultural Evolution; Cultural Evolution, Creativity, Consilience, Convergence, All-Disciplinary Scientific Matrix, Informatics, Informetrics, Scientific Meta-Meta-Paradigm, fractal HOLON/partons
In an era dominated by digital transformation, public authorities globally face a profound challenge in effectively managing and governing the burgeoning volumes of information under their purview. Using specific case study of teacher attendance monitoring system (TAMS) in State of Meghalaya, this chapter seeks to explore the landscape of information governance within the context of public authorities in India. As the country undergoes significant advancements in digital infrastructure and governance, understanding the nuances of information governance becomes imperative for ensuring transparency, accountability, and optimal service delivery. This chapter aims to provide a comprehensive analysis of the current state of information governance in Indian public authorities, identifying key challenges, proposing strategic solutions, and offering insights into the potential impact on public administration and citizen engagement.
ResearchGate has not been able to resolve any references for this publication.