Journal of
Systemics, Cybernetics and Informatics
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ISSN: 1690-4524 (Online)


Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.

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Published by
The International Institute of Informatics and Cybernetics


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Academia.edu
(A Community of about 40.000.000 Academics)


Honorary Editorial Advisory Board's Chair
William Lesso (1931-2015)

Editor-in-Chief
Nagib C. Callaos


Sponsored by
The International Institute of
Informatics and Systemics

www.iiis.org
 

Editorial Advisory Board

Quality Assurance

Editors

Journal's Reviewers
Call for Special Articles
 

Description and Aims

Submission of Articles

Areas and Subareas

Information to Contributors

Editorial Peer Review Methodology

Integrating Reviewing Processes


Transdisciplinary Communication as a Meta-Framework of Digital Education
Rusudan Makhachashvili, Ivan Semenist
(pages: 1-6)

Multidisciplinary Learning Using Online Networking in Biomedical Engineering
Shigehiro Hashimoto
(pages: 7-12)

Augmented Intelligence for Advancing Healthcare
Mohammad Ilyas
(pages: 13-19)

A Transdisciplinary Approach to Refereeal
Russell Jay Hendel
(pages: 20-25)

The Impact of Convictions on Interlocking Systems
Teresa Henkle Langness
(pages: 26-33)

Collaborative Convergence: Finding the Language for Trans-Disciplinary Communication to Occur
Cristo Leon, James Lipuma
(pages: 34-37)

Bridging the Gap Between the World of Education and the World of Business via Standards to Develop Competences of the Future at Universities
Paweł Poszytek
(pages: 38-42)

Multidisciplinary Learning for Multifaceted Thinking in Globalized Society
Shigehiro Hashimoto
(pages: 43-48)

From Spirituality to Technontology in Education
Florent Pasquier
(pages: 49-52)

Differentiated Learning and Digital Game Based Learning: The KIDEDU Project
Eleni Tsami
(pages: 53-57)

Emerging Role of Artificial Intelligence
Mohammad Ilyas
(pages: 58-65)

Practicing Transdisciplinarity and Trans-Domain Approaches in Education: Theory of and Communication in Values and Knowledge Education (VaKE)
Jean-Luc Patry
(pages: 66-71)

Reflexive Practice for Inter and Trans Disciplinary Research in the Third Millennium
Maria Grazia Albanesi
(pages: 72-76)


 

Abstracts

 


ABSTRACT


Ambiguous Tacit Knowledge With a Thematic Focus Based on Japanese Social Culture: An Excellent Source of Qualitative Data Analysis and Interpretation for Systematic Search of Meaning

Tomomi Kubota, Masahiro Arimoto


Based on the social culture of Japan and how educational trends of the 1980s became the prototype for the organizational culture of schools, some schools have rejected the formative assessments that flourished at the time and have consistently used complex assessments. The purpose of this study is to explore the nature of children's learning from individualized narrative data. In this paper, we use data from a record of integrated learning at Ina Elementary School in Nagano, Japan, which documents the learning of a single child, with peer group dynamics and teacher support, to examine how teachers perceive children's learning from children's statements. The method of analysis of this data was conducted using NVIVO, a qualitative analysis tool, based on a frame grounded in the concept of "relationship" (kankei in Japanese). The data were categorized from the children's statements (narratives), and the learning records were coded and interpreted for meaning. To visualize, at various levels (individual, peer, classroom), we used Peter Senge's learning organization. The results show that children at Ina Elementary School learn directly from learning resources. And teachers work together with them toward the learning resources. In this form of learning, the teacher nurtures the competencies that are invisible and difficult to measure in children, with the teacher’s tacit knowledge. Therefore, it is very difficult to visualize children's learning. For this reason, we can approach the essence of children's learning.

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