The Practice of Theoretical Curiosity

Zuss, Mark

doi:10.1007/978-94-007-2117-3

Cited by 24 publications

(15 citation statements)

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“…Curiosity is heavily associated with all aspects of human development, which derives the process of learning and the desire to acquire knowledge and skills [64]. Curiosity, as a behavior and emotion are attributed over millennia as the driving force behind human development [65].…”

Section: Curiositymentioning

confidence: 99%

Art in the Age of Social Media: Interaction Behavior Analysis of Instagram Art Accounts

Kang

Chen

Kang³

2019

Informatics

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Instagram is the top preferred social media platform in the art world, however, we know little about the features of the most-liked artworks, and what role does the interaction between artists and followers play in the most-liked artworks? This study used quantitative and qualitative methods to examine the interaction between artists and followers on Instagram and the features of the most-liked artworks. Data from 706 artists’ accounts 497,649 posts on Instagram and 35 questionnaires. The results reveal that likes and comments were greatly influenced by interactions, with confusion and curiosity being a big reason to engage. The artist’s life experience and interaction with the followers had a positive influence on the most-liked artworks. Interaction with followers does not have much impact on their artistic creation, although artists expect more likes. Our study expands the research of mobile social media interaction in the art world, which is of great significance for the research on the interactive psychology of artwork and digital marketing communications on social media. The findings can also support future research on citizen curators and sociology analytics research areas.

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Section: Curiositymentioning

confidence: 99%

Art in the Age of Social Media: Interaction Behavior Analysis of Instagram Art Accounts

Kang

Chen

Kang³

2019

Informatics

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“…Common to these psychological approaches is that they regard curiosity as a neutral concept and divide it into subcategories, such as epistemic, perceptual or diverse. On the other hand, several authors from other disciplines point out the historical dynamic of the concept (Benedict, 2001;Blumenberg, 1972;Kenny, 2004;Zuss, 2012). For this reason, I wish to present a short overview of how the moral status and values associated with curiosity have changed in different contexts.…”

Section: Changes In the Value Aspect Of Curiositymentioning

confidence: 99%

“…According to the educational theorist Zuss (2012), this nurturing of curiosity is not a neutral endeavour but one dependent on power structures. This analysis has shown that, in the four documents, curiosity is understood primarily from the perspective of its competence value for learning and often where it pertains to the learning area of natural science.…”

Section: Tracing Curiosity With a Value Perspectivementioning

confidence: 99%

Tracing Curiosity with a Value Perspective

Menning

2017

Nordisk tidsskrift for pedagogikk og kritikk

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Several have challenged the idea that the act of educating is a neutral endeavour. Following this line of thought, this article intends to examine a common concept often taken for granted: curiosity. The aim of this article is to explore the notion of curiosity in an early-childhood-educationand-care (ECEC) context in Norway in order to provide new perspectives on how value aspects of curiosity are communicated in official documents. Four ECEC documents from different organisational levels will be analysed. Informed by qualitative content analysis with a conceptdriven strategy, this document analysis seeks to explore connections between the notion of curiosity and prominent value fields in ECEC, such as competence, democracy and care. Analysis of the documents suggests that curiosity is a value-loaded notion here, one which often has a competence-related value and which is frequently understood as a tool for gaining knowledge, especially in natural science and mathematics. Other value aspects, such as nurturing democracy, are represented to a minor degree. At the same time, the documents do not include possible ethical aspects of curiosity, such as connections to interpersonal caring, nor do they mention any existential or intrinsic value. In the final discussion, the article therefore explores these possible alternatives.

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“…Curiosity is a key element in independent learning, which is related to the desire to achieve an optimal level of arousal [17]. Curiosity is characterized by an interest in an object that is found, looking for novelty in that object, and opening the desire to gain experience through deep exploration in order to solve problems [18], as well as the learning process undertaken to gain knowledge and skills are very closely related to all aspects of human development [19], so that curiosity becomes something that is important for all humans to meet the needs and challenges of life. Basically the development of curiosity has been done by many previous researchers including using inquiry-based learning approaches such as problem-based learning [20], building four models of logical associations between inquiry questions as a framework for open inquiry plans on subjects [21], the ability to discuss things with others will strengthen the curiosity of individuals [22], openness in thinking students will foster curiosity [23] and the state of flow in conducting activities can lead to curiosity.…”

Section: Introductionmentioning

confidence: 99%

The Curiosity of Education Faculty Students in Learning

Hartini,

Kartadinata,

et al. 2019

IJEAT

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In this study we described the curiosity of education faculty students in learning based on aspects of interest, noveltyseeking, the openness of experience and exploration. We used cross-sectional survey with a quantitative approach to collect data and to measure curiosity in learning we used questionnaire. The participants were 286 spread across 9 study programs in the faculty of education. The results showed that students sometimes have a curiosity in learning. This condition explained the curiosity of students in learning tends to be in the medium category and tends to be low because the number of students who are rare and never curiosity in learning more than students who often and always curiosity in learning.

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The Practice of Theoretical Curiosity

Cited by 24 publications

References 0 publications

Art in the Age of Social Media: Interaction Behavior Analysis of Instagram Art Accounts

Art in the Age of Social Media: Interaction Behavior Analysis of Instagram Art Accounts

Tracing Curiosity with a Value Perspective

The Curiosity of Education Faculty Students in Learning

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