Principles of Liberty: Worksheet Chp. 5 (Hirzel, 2015)
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This is a worksheet describing the application of universal principles of ethics.
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Principles of Liberty: Worksheet Chp. 5 (Hirzel, 2015)
- 1. Principles of Liberty Worksheets Chp 5: Doctoral Candidate: Tabea Hirzel Program: Doctorate of Diplomacy/ Political Economy University: SMC University, Zug, Switzerland Date: 12.30.2011 This is a worksheet describing the application of universal principles of ethics.
- 3. 19/11/17 1. Introduction Affirmation Problem (noetic tension) Summary Discussion Conclusion Recommendation self Epistemological gap (linear time, self) Synchronicity of experience Prototype Framework for democratic governance Learning for democracy ideal Ontological gap (objectivity, abstract- ideal, absolute) Meaning in context Design considerations Designing Utopia/ Research is design Learning for peace other Otherness/mat. limitation (certainty, circular time) Audience & identity (ritual, footing)=power Historiography as politics Negotiation the vision/ Historiography is research Validity of data world Existential limitation (personal vs. absolute being) Engagement (responsibility)=validity Game-based research Governance as game Integration of data
- 4. 19/11/17 1. Summary Data Narrative Discourse Transcendence
- 5. 19/11/17 2. Summary: Limits to creativity ● Synchronicity of experience ● Meaning in context ● Overcoming material limitations ● Overcoming existential limitations
- 6. 19/11/17 2.1 Synchronicity of experience ● Epistemological gap: from data to narrative ● The arrow of time ● The historical concept of event
- 7. 19/11/17 2.2. Meaning in context ● Ontological gap: from biography to historiography ● The angulation starting point of the triangulation of past, present and future time is intersubjective encounter ● Fact is “posited […] meaning” by which historians can “make (real!) history” and history real!
- 8. 19/11/17 2.3. Material limitations ● Medium ● Otherness: from historiography to national story ● the tension between meaning and certainty (the event as product of encounter)
- 9. 19/11/17 2.4. Existential limitations ● World: from an account of the past towards a vision of the future (limitations by existence = fiction or science) ● the tension between personal and ideal being (limitations by time) – The use of time
- 10. 19/11/17 2. Discussion Prototype Design Collaboration Universalization
- 11. 19/11/17 3. Discussion ● Prototype ● Design considerations ● The collaborative narrative ● Game-based research
- 12. 19/11/17 3.1. Prototype ● Story form ● Choices ● Coding (hermeneutic/empirical) ● Measurements
- 13. 19/11/17 3.2. Design considerations ● Research as game (Crawford, 1984) ● General (Rohit Kahre, 2006): reduce, reuse, recycle ● Dynamics (Baur & Kaltenböck, 2011): 11 Design Principles (for data and use) ● Degrees (James, 2014) : Four Levels of Abstraction (doing, acting, relating, being) ● Dimentions (Fallman, 2008): Interactive Design Research Triangle (practice, studies, exploration)
- 15. 19/11/17 3.4. Game-based research ● Ontology of the narrative process ● Semantic web
- 16. 19/11/17 4. Conclusion Democracy Utopia Vision Governance
- 17. 19/11/17 4. Conclusions ● Framework for democratic governance ● Designing Utopia ● Negotiating the vision ● Governance as a game
- 18. 19/11/17 4.1. Democratic governance ● Historiography is politics
- 19. 19/11/17 4.2. Designing Utopia ● Research is design
- 20. 19/11/17 4.3. Negotiating the vision ● Historiography is research
- 21. 19/11/17 4.4. Governance as game ● Historiographic research for political (self-)regulation
- 22. 19/11/17 5. Recommendations Democracy Peace Universality Applicability
- 23. 19/11/17 5. Recommendations ● Learning for democracy ● Learning for peace ● Real-world data validation ● Real-world data integration
- 24. 19/11/17 5.1. Learning for democracy ● Politics in direct democratic societies ● Historiography, digital storytelling and politics
- 25. 19/11/17 5.2. Learning for peace ● Democratic learning ● Digital narrative in education
- 26. 19/11/17 5.3. Real-world data validation ● Validity of empirical data (historiography)
- 27. 19/11/17 5.4. Real-world data integration ● Integration of research in every day life (continuous learning)
Hinweis der Redaktion
- In the section (pp. ff.), it was described how the empirical data of this research were linked into a narrative that could serve as a discursive tool for transcending individual personality into a social constitution. As a result, the research framework, its dynamics and the sample data were presented in form of a prototype of an interactive online application offering the possibility for future reproduction of the research process by others as part of a peer evaluation.
- In addition, in section (pp. ff.), the technical details of the prototype were discussed along its major design elements and critically evaluated for the possibility of a cooperative and interactive application within a broader research community. Furthermore, requirements for theoretical and pragmatic universalization were reviewed.
- The next section,(pp. ff.), dealt with the conception and application of historiography as a political activity which had a special role in democratic governance. In continuance, from the complex process of data analysis and manipulation in the design-based approach exposed in Chapter 4, social research was gleaned as an activity of designing a utopian image of the world in which plural visions had to be negotiated and anchored in the concrete reality of existence. As a conclusion, cooperative and narrative historiographical research was proposed as mean for political (self-)regulation which was validated by the plural and discursive character of the research activity rather than by objective facts and rules of law.
- In the last section, (pp. ff.) historiography as a form of digital story telling was suggested as a learning approach for building democratic societies and learning for peace. In this context, two major variables could be evaluated in further investigations; individual ethical performance in relation to politco-economic success of communities, respectively societies. Moreover, specially virtual environments of the new Semantic web promised to improve data validity in historiographic research and quasi immediate integration of scientific knowledge into real-world applications. The further development of the prototype presented here displayed a variety of future applications and related scientific inquiries. Described in here, were the possibility to integrate the Dramatica Theory of Story fully into the game-based research design of this prototype. This would allow the evaluation of relations between literature and historiography, psychology and cognitive science, as well as the testing and connection of different standards in learners performance.