Relevant bibliographies by topics / Epistemological foundations

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Epistemological foundations'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Epistemological foundations"

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Novellino, Michele. "Transactional Psychoanalysis: Epistemological Foundations." Transactional Analysis Journal 35, no. 2 (April 2005): 157–72. http://dx.doi.org/10.1177/036215370503500206.

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Martínez Miguélez, Miguel. "Fundamentos Epistemológicos de la Bioética." Argumentos de Razón Técnica, no. 19 (2016): 13–26. http://dx.doi.org/10.12795/argumentos/2016.i19.01.

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Moser, Paul K. "The foundations of epistemological probability." Erkenntnis 28, no. 2 (March 1988): 231–51. http://dx.doi.org/10.1007/bf00166444.

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Martin, Silvia L., and Rajshekhar G. Javalgi. "Epistemological foundations of international entrepreneurship." International Entrepreneurship and Management Journal 14, no. 3 (April 27, 2018): 671–80. http://dx.doi.org/10.1007/s11365-018-0517-4.

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Oppy, Graham. "Epistemological Foundations for Koons' Cosmological Argument?" European Journal for Philosophy of Religion 2, no. 1 (March 21, 2010): 107–25. http://dx.doi.org/10.24204/ejpr.v2i1.353.

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Some people—including the present author—have proposed and defended alternative restricted causal principles that block Robert Koons’ ‘new’ cosmological argument without undermining the intuition that causation is very close to ubiquitous. In ‘Epistemological Foundations for the Cosmological Argument’, Koons argues that any restricted causal principles that are insufficient for the purposes of his cosmological argument cause epistemological collapse into general scepticism. In this paper I argue, against Koons, that there is no reason to suppose that my favourite restricted causal principle precipitates epistemological collapse into general scepticism. If we impose the same kinds of restrictions on causal epistemological principles and on principles of general causation, then we cannot be vulnerable to the kind of argument that Koons develops.
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Israel-Jost, Vincent. "The Epistemological Foundations of Scientific Observation." South African Journal of Philosophy 30, no. 1 (January 2011): 29–40. http://dx.doi.org/10.4314/sajpem.v30i1.64409.

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KOLOSOV, Igor, and Konstantin Elizarovich SIGALOV. "Epistemological Foundations Of Early Legal Utilitarianism." WISDOM 14, no. 1 (March 24, 2020): 31–44. http://dx.doi.org/10.24234/wisdom.v14i1.302.

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This article analyzes the aggregate of reality cognition methods used in certain theories in the history of ethics and legal thought that are based on the principle of utility. The objective of this article is to provide a full study of the methodology of the utilitarianism to determine the place of the methodology in the establishment of utilitarianism, and also to expand the understanding of the development of legal utilitarianism, origin of ethics and legal prerequisites for the emergence of legal utilitarianism. The article used methods such as universal reality cognition methods, general scientific methods, such as the historical method, formal and logic (dogmatic) method, analysis, synthesis and others and specific (specifically scientific) methods. The main result of the article is the justification that the emergence of utilitarianism is conditioned, inter alia, by the synthesis of the empirical and theoretical methodology. efore that, the application of purely empirical or purely theoretical methodologies for considering the state and legal phenomena through the prism of utility did not lead to the creation of a separate branch of philosophy, ethic and legal thought – utilitarianism. The main conclusion of this article is that the "moral arithmetic" created under classical utilitarianism and later developed in the contemporary utilitarianism,based on which it is possible to compute the utility of this or that action (totality of actions), contradicts such universal legal values as justice, defense, enforcement of rights and freedoms, principle of equality, and the moral values, and, therefore, cannot be supported.
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Colby, Mark. "The Epistemological Foundations of Practical Reason." Inquiry 42, no. 1 (March 1999): 25–47. http://dx.doi.org/10.1080/002017499321615.

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Harman, Willis. "The epistemological foundations of science reconsidered." New Ideas in Psychology 9, no. 2 (January 1991): 187–95. http://dx.doi.org/10.1016/0732-118x(91)90023-f.

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Gushchin, Yan Denisovich, Roman Vladimirovich Maslov, and Vasiliy Alexandrovich Friauf. "Epistemological Foundations of Kantianism Pedagogical Model." Manuskript, no. 7 (March 2021): 1393–97. http://dx.doi.org/10.30853/mns210267.

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Dissertations / Theses on the topic "Epistemological foundations"

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Tanabe, Juichiro. "Buddhist philosophy and the epistemological foundations of conflict resolution." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4910.

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The aim of this research is to expand the framework of contemporary conflict resolution by constructing a complementary relationship between Western epistemologies and a Buddhist epistemology. Despite its evolution and development through self-reflexivity and self-critique, contemporary conflict resolution established upon Western epistemologies has confined the understanding of human mind to social/cultural orientations and left a comprehensive and qualitative analysis of the potential of individual human mind underdeveloped. Buddhist epistemology, the central theme of which is to address human suffering that is mainly psychological and subjective, makes a critical analysis of human subjectivity in terms of how it can be become a root cause of suffering including conflict and how it can be addressed by gaining an insight into the social/cultural construction of human subjectivity. The argument of the thesis is that when a socially/culturally-oriented view of human mind and a deeper and more profound view of human mind are combined together, we can engage in a qualitatively richer and deeper analysis of the psychological and subjective dynamics of conflict resolution.
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Hjartarson, Freida Amelia. "Epistemological foundations of traditional native education according to Algonquian elders." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/10004.

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The purpose of this study is to define traditional Native education for three Algonquian speaking nations using ethnographic skills of cognitive anthropology. An understanding of traditional Native education from a First Nations' perspective through dialogue using individual audio-taped interviews and an audio-taped group consensus-building dialogue is provided. The Algonquian elders involved are from the Algonquin, Cree and Ojibway Nations. Ten case studies and a group consensus-building conversation with elders constitutes this study. Each case study contains an individual audio-taped dialogue transcription with contextual remarks. The audio-taped dialogues and group consensus-building conversation are transcribed and analyzed using verbal protocol techniques. The emergent themes across the interviews and group consensus-building dialogue are analyzed and the findings tabulated. Six female elders and four male elders whose ages cover a fifty year age span, is the composition of the ten case studies. Nine elders, two women and seven men make up the membership of the group dialogue. Some of the participating elders conveyed their thoughts using the assistance of a translator. Consensus emerges across the individual dialogues and group interview. Elders tell of the existence of a different epistemology for Algonquian speakers that originates in the circle of life and is represented by the medicine wheel. In the cosmology of the circle each person is a whole world and a member of the larger circles of life; the family, the community, the world and the universe. According to the elders the concept of traditional Native education and the process of traditional Native education are embedded in the medicine wheel. Traditional Native education includes learning the Algonquian customs, traditions, values and beliefs and languages. Traditional Native education is the process of acquiring a First Nation identity. The importance of the land to all First Nations People is a recurring theme across all the dialogues. Elders disclose that the land holds knowledge and wisdom, and that it is capable of offering direction. They also iterate the interconnectivity of all of life in the recorded dialogues. No apparent difference in the thought patterns of the contributing Algonquian elders to this study is evident. This study has implications for First Nations' education in particular and for education in general. First, it gives direction to educators involved in educating First Nations children pointing out the need to provide traditional Native education and delineating the components of such an education. Second, it indicates that different epistemologies exist for First Nation Peoples and non-First Nations People and suggests ways of bridging the cultural differences to encourage understanding amongst all people. Third, it offers direction to educators involved in developing cross-cultural education programs.
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Sheridan, Timothy Michael. "Being a hermeneutic of the gospel : hermeneutical and epistemological foundations for a missional ecclesiology." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19913.

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Thesis (DTh)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: The church in the West is facing a crisis of identity. Who are we as the church and what is our purpose in the world today? The recovery of a missional ecclesiology in the West is an urgent task. The aim of this study is to contribute to this work on a missional ecclesiology by focusing on the need for the church to grow its capacity to discern missional vocation. This study‘s central question: ―How can the church in the West discern its missional vocation?‖ The first chapter considers how global realities are forcing the church to re-examine its missional identity and vocation. In addition, the local realities in which this study is situated are highlighted, with particular emphasis on the realities that demand discernment. The chapter concludes with consideration of historical developments in hermeneutics, in particular the development of a missional hermeneutic. The emergence of a missional hermeneutic is important in the church‘s discernment. The second chapter ―puts on‖ a missional hermeneutic to aid in this discernment of missional vocation. Dwelling in the biblical story with this lens, and so allowing the story to renew our understanding of the role and identity of God‘s people, will shape our missional discernment. The third chapter focuses on the contemporary cultural context in its North American expression, in which the church must forge its missional identity. A retelling of the cultural story of the West demonstrates the challenges, both old and new, facing the church. Two important movements are already seeking to answer the question of how the church discerns missional vocation. The fourth chapter engages the important conversations that are happening within both the Emergent and Missional Church movements. These conversations encompass a wide diversity of theological traditions and backgrounds, but are held together by a common desire to discern what a missional ecclesiology means for the West. Particular themes that are important for discernment are highlighted as these conversations are engaged. Finally, the questions of the early chapters converge on the crux of this study: a framework for discernment, articulated in detail in the fifth chapter. Building on important examples, both Western and African, this affirmative-antithetical model of discernment is offered as a broad ―lens‖ for reflective churches seeking to discern their missional vocation. The final chapter then practices discernment in six key areas facing the church in the West today, at times using for illustration the local context in which this study is situated. These parting thoughts seek to both recognize the challenge facing missional churches, and point to encouraging dialogue already happening among those seeking to do the same.
AFRIKAANSE OPSOMMING: Die kerk in die Weste beleef ʼn identiteitskrisis. Wie of wat is die kerk en wat is haar doel vandag? ʼn Misssionale ekklesiologie is in die lig hiervan ʼn noodsaaklikheid. Die studie beoog om ʼn bydrae te lewer tot die ontwikkeling van ʼn missionale ekklesiolgie. Dit wil fokus op die kerk se behoefte om geloofsonderskeidend missionale roeping beter te verstaan. Vandaar die sentrale vraag wat die studie stel: ―Hoe kan die kerk in die Weste sy missionale roeping onderskei?‖ Die eerste hoofstuk kyk hoe globale werklikhede die kerk tans forseer om sy missionale identiteit en roeping in heroorweging te neem. Die konteks waarin die studie plaasvind word beskryf met die oog op die vraag watter geloofsonderskeidende uitdagings hulle stel. Die hoofstuk hanteer ook hermeneutiese ontwikkelinge wat bygedra het tot die ontwikkeling van ʼn missionale hermeneutiek. ʼn Missionale hermeneutiek is belangrik vir geloofsonderskeiding. Die tweede hoofstuk werk met ʼn missionale hermeneutiek as dit geloofsonderskeidend die kerk se huidige roeping en uitdagings wil formuleer. As sodanig wandel dit in die Bybel se verhaal om die identiteit van die volk van God te verstaan. Laasgenoemde is ʼn voorwaarde vir enige missionale onderskeidingsproses. Die derde hoofstuk fokus op die huidige konteks van die Noord-Amerikaanse kultuur en die uitdaging wat dit vir missionale identiteit stel. ʼn Oorsig oor die verhaal van die Westerse kultuur demonstreer die ou en nuwe uitdagings waarvoor die kerk gestel word. Twee belangrike bewegings probeer antwoorde op dié uitdagings vind. Die vierde hoofstuk hanteer die gesprekke in die Ontluikende (Emergent) en Gestuurde Gemeente (Missional Church) bewegings. Die gesprekke vind plaas teen die agtergrond van ʼn wye verskeidenheid teologiese tradisies maar het in gemeen dat hulle probeer onderskei wat ʼn missionale ekklesiologie in die Weste behels. Belangrike temas in die proses van geloofsonderskeiding word belig in die bespreking van die twee bewegings. Ten slotte vloei die vrae van die vorige hoofstukke saam om die fokus van die studie aan die orde te stel: ʼn raamwerk vir geloofsonderskeiding. Hoofstuk vyf. Belangrike voorbeelde uit die Weste en uit Afrika word gebruik as ʼn lens om ʼn bevestigende-antitetiese geloofsonderskeidings-model voor te stel wat kerke kan help om hulle missionale roeping te ontdek. Die laaste hoofstuk pas geloofsonderskeidende beginsels toe op ses sleutelareas wat die kerk in die Weste moet aanspreek. Praktiese voorbeelde uit die konteks waar die studie gedoen is illustreer wat bedoel word. Met dié voorbeelde en gedagtes word die uitdagings waarvoor missionale gemeentes staan op die spits gedryf en word almal wat reeds deel is van die dialoog, uitgenooi om dit voort te sit.
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Ghossein, Mohamad. "Reason and Revelation In Islamic Political Theology: The Epistemological Foundations of Al-Ghāzālī’s Theocracy." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42129.

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In this thesis, I explore the epistemological dimensions in the political thought of Abū Ḥāmid al-Ghazālī (d. 1111), a renowned Muslim theologian and philosopher, famous for the refutation of the peripatetic tradition by means of a thoroughgoing skepticism. His reflections on human understanding and the cognitive faculties led him to the following conclusion: since reason is not self-sufficient, humanity must abide by revealed laws. While al-Ghazālī maintains that strict obedience is necessary for certain commoners, he arrives at such theocratic conclusions by way of investigating human nature as well as metaphysical claims. In brief, al-Ghazālī’s claim that humans must abide by revelation is grounded on two interrelated themes which are prevalent across his texts: (1) his view that God’s power over the universe is unlimited and (2) his claim that humans are entirely feeble before His omnipotence. In this sense, al-Ghazālī’s theology stands out as a negative philosophy; it is his use of philosophy that eventually undercuts independent philosophy, thus demanding that all persons submit to a higher source of truth, God’s revelation. Alternatively, al-Ghazālī proposes a mystical doctrine to address humanity’s perceptive shortcomings, claiming that the ascetic experience is the best means to attaining knowledge of the divine. I argue that, by pursuing a systemic inquiry into the nature of creation, which leads up to this mysticism, al-Ghazālī occasionally elevates reason to the ranks of revelation. This is because he arrives at this conclusion not by way of revelation, but through independent philosophical reflection and inquiry, one that makes use of particular theological notions. His skeptical refutation of certain philosophical doctrines is followed by his mysticism. In the later stages of my thesis, I extrapolate from this study to make larger claims about the nature of theocratic regimes. In the final analysis, I re-examine his theological and philosophical concepts to demonstrate how they are transposed to his political thought. I argue that al-Ghazālī’s key theological notions strongly shape his main political writings, though he tones down the philosophical and mystical jargon. While addressing the rulers, al-Ghazālī hopes that they could adopt the humility of the ideal ascetic man he has in mind. In brief, al-Ghazālī articulates a politics of humility to warn against tyrannical practice by appealing to the importance of the heart. Lastly, though this thesis deals with al-Ghazālī’s theological corpus, I also contribute to the literature on reason and revelation. I demonstrate that the theological may also contain reason at its foundation, especially when appealing to universal questions about humanity’s welfare.
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Seoudi, Iman A. "The Resource Capability Competence Perspective in Strategic Management: A Re-Appraisal of the Epistemological and Theoretical Foundations." Cleveland, Ohio : Case Western Reserve University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=case1230652283.

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Thesis (Ph.D.)--Case Western Reserve University, 2008
Ecomonics Department, Weatherhead School of Management Abstract Title from OhioLINK abstract screen (viewed on 10 April 2009) Available online via the OhioLINK ETD Center
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Wertz, Monnie Huston. "Epistemological Developmental Level and Critical Skill Thinking Level in Undergraduate University Students." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7986.

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Epistemological development and its relationship to critical thinking has been postulated in educational psychology since the 1970’s. By empirically examining epistemological development in relationship to thinking critically, a richer understanding of overall student development and instructional needs could be achieved. By taking into account a student’s epistemological development, issues unique to these stages could inform how to most effectively work with students to promote critical thinking development. The purpose of this study was to explore the potential relationship between collegiate epistemological development and critical thinking skills by examining differences in critical thinking skills at different levels of epistemological development. The hypothesis of the study was that students reporting an epistemological level of either Absolutist or Evaluativist would have higher critical thinking scores than students reporting a Multiplist level. The instruments employed were the Cornell Critical Thinking Test (CCTT) and the Kuhn epistemological instrument. The study population of 157 students was taken from a medium-sized private institution in the southeastern United States. The data indicated that the majority of the study population, 87%, identified as the Multiplist level of epistemological development, according to Kuhn’s definitions. Overall critical thinking scores for the sample was lower than expected but still within reported ranges. Analysis of variance tests were performed on the data and failed to indicate a statistically significant relationship in overall epistemological developmental level and four of the five individual epistemological judgement domains. This finding was not anticipated, challenges current theoretical understanding of this relationship, and indicates a need for further investigation of the nature of the relationship between critical thinking and epistemological development in the higher educational setting.
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Ellery, Karen. "Epistemological access in a science foundation course: a social realist perspective." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1021309.

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This dissertation examines how educational practices of a multidisciplinary, integrated science foundation course, Introduction to Science Concepts and Methods (ISCM), at Rhodes University in South Africa, enable and/or constrain epistemological access to a range of mainstream science disciplines. Students in the ISCM course are mainly African, working-class, first-generation higher education learners whose home language is seldom English. This study is motivated firstly by poor success of working-class African students in higher education in South Africa in general and in the sciences in particular, and secondly by the need for closely theorised, empirical work to guide necessary transformational change that will contribute to equity and, thus, to greater social justice. Since I teach in ISCM and coordinate the programme in which it is located, I also have a personal and professional interest in improving my own practice. Conceptually the study draws on Morrow’s (2007, 2009) and various literacy theorists interpretations of the concept of epistemological access, which in this study is about becoming and being a participant in an academic practice by virtue of learning both the knowledge as well as the norms, values and beliefs that constitute the practice. Theoretically and analytically the study draws on Maton’s (2014a) Legitimation Code Theory (LCT) and on various aspects of Bernstein’s (2000) code theory work. Codes are the organising principles or ‘rules of the game’ of practices and code theory is premised on the idea that power and control in education systems manifest themselves through the structural and interactional aspects of educational practices, and therefore have the capacity to include or exclude. Analysing educational practices using code theory enables characterisation of the practices, highlights their underpinning principles, and allows for their effects to be considered. This layered approach to analysis indicates that a critical realist depth ontology serves as an underlabourer to code theory. The desired ‘effect’ of educational practices in this study, is students gaining epistemological access to science, or science disciplines, in higher education. The overall approach is a single, in-depth, qualitative case study with a primary focus on what is legitimated in ISCM educational practices (curriculum, pedagogy, assessment) and how students respond to these practices. A lesser focus is how ex-ISCM students are responding to educational practices in the first-year, first-semester Cell Biology, Chemistry, Earth Sciences and Physics mainstream courses, and whether they are attaining epistemological access. To examine educational practices in ISCM and mainstream courses data from document analysis, interviews, observations and critical reflections are analysed through developing external languages of description. The two LCT code dimensions of Specialisation (what or who specialises a practice) and Semantics (how meaning relates to context and empirical referents) are used to examine curriculum, Bernstein’s (2000) framing of the regulative and instructional discourses are drawn on in considering pedagogy, and an adapted cognitive process level model assists in analysing assessment practices. To examine student responses to educational practices Bernstein’s (ibid.) concept of acquisition of recognition and realisation rules is used. Since ISCM serves the dual purpose of developing scientific conceptual knowledge, as well as supporting student learning in an academic context, a complex picture of practices and underpinning codes emerges. Based on epistemological concerns of developing students as scientists, ISCM legitimates an epistemic-context knowledge code and a rhizomatic/worldly curriculum code. If students produce the legitimated epistemic-context scientific ‘text’, they have attained epistemic access. Based on axiological concerns of the learning context, ISCM also legitimates a learning-context knower code. By producing the legitimate learning-context ‘text’ of an autonomous, self-regulated science learner, students demonstrate they have attained learning-context access. Both forms of access are key for student success, and combined they constitute epistemological access. The findings of the study indicate that framing and legitimation of educational practices in ISCM, by most accounts, should be promoting epistemological access. When epistemological access is not attained in ISCM it is suggested this is likely due to both a code clash at the learning-context level and competing code demands between epistemic-context and learning-context concerns. Poor access in mainstream courses appears to be exacerbated by both a narrow-based knowledge code and little or no support for a learning-context knower code. The study concludes by outlining a two-tiered conceptual model of epistemological access in the sciences based on the mutually integrative components of epistemic- and learning-context access. Because of inequitable outcomes in science mainstream courses at Rhodes University based on race and/or class I argue for far-reaching transformative pedagogies throughout the faculty, and in the broader South African science higher education sector, that address and accommodate issues of diversity and difference. This should include, amongst other things, a weakening of epistemic relations to create space for a strengthening of learning-context social relations. This is not a suggestion to move away from a science knowledge code, which I argue is based on powerful knowledge to which all students must gain access, but instead a shift in emphasis to better support previously educationally disenfranchised students and to understand in a more rigorous manner what epistemological access means to them as individuals. In light of the recent disruptive and angry student calls for decolonisation of the curriculum, this is an urgent imperative.
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Bachyrycz, David John. "The epistemological foundation of transcendental phenomenology Husserl and the problem of knowledge /." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/642698939/viewonline.

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Redondo, Cecile. "Etude didactique des praxéologies de l'éducation au développement durable : des fondements épistémologiques des pédagogies de l’EDD." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0472.

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L’éducation au développement durable (EDD) se développe dans une multiplicité de contextes et de configurations et appelle un renouveau pédagogique par le développement de formes pédagogiques innovantes, participatives, alternatives (aux formes classiques). Ces modes didactiques et pédagogiques sont utilisés de façon souvent spontanée par les acteurs, pour qui il apparaît alors difficile de les mettre en œuvre et de les justifier. Nous faisons l’hypothèse qu’une fragilité de connaissances des niveaux didactique et pédagogique influence la qualité de la diffusion et celle des praxéologies en jeu. Quels sont les fondements épistémologiques de ces techniques pédagogiques ? Nous questionnons le choix et la diffusion des praxéologies pédagogiques de l’EDD et leur instrumentation par les acteurs de terrain dans la perspective didactique et méthodologique proposée par la théorie anthropologique du didactique (TAD). Les résultats font apparaître l’importance de la construction d’un modèle praxéologique de référence pour une meilleure connaissance du phénomène du développement durable (DD) et de sa mise en œuvre dans un cadre éducatif
Education for sustainable development (ESD) is developing in a multiplicity of contexts and configurations and calls for a pedagogical renewal through the development of innovative, participative, alternative (with classical forms) educational forms. These didactic and pedagogical methods are often used spontaneously by the actors, for whom it appears difficult to implement and justify them. We hypothesize that a fragility of knowledge at the didactic and pedagogical levels influences the quality of diffusion and that of the praxeologies involved. What are the epistemological foundations of these pedagogical techniques? We question the choice and dissemination of pedagogical praxeologies of ESD and their instrumentation by the actors in the field in the didactic and methodological perspective proposed by the anthropological theory of didactics (TAD). The results highlight the importance of building a praxeological model of reference for a better knowledge of the phenomenon of sustainable development (SD) and its implementation in an educational setting
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Osborne, Laura. ""It's my time now" : an exploration of the relationship between Foundation degree students' epistemological beliefs and their emerging identities as learners." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/9946.

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This thesis is an exploratory case study that investigates the epistemological beliefs of students’ on a Foundation degree in Teaching and learning, and the possible influence of these beliefs on their learning. Critical realism provides the theoretical context for this case study through a multi-phase approach. This study explores the students’ beliefs of knowledge, knowing and learning through the employment of questionnaires and in-depth interviews which reveals the stories and experiences of five of the students. The research data suggests there is an apparent relationship between personal epistemological beliefs and the engagement with learning in higher education for these students. Moreover it emerged that there were personal transformations in their attitudes and beliefs towards knowledge, knowing and learning that had a profound impact on their self-belief. The changes can be attributed, in part, to the students’ capacity for change-readiness and openness to learning mediated by the situated and contextualised nature of the learning environment. Findings from this case study are not generalisable due to its specificity to one particular setting and small number of participants. However, a conceptual model of the relationship between students’ epistemological beliefs and transformation is offered exposing the complexity of social phenomena in real-life settings. The findings are discussed within the context of previous research. As part of my own learning, and in harmony with the theme of learning and change of the participants, I have also explored my learning changes as a result of engaging in my doctoral studies.
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Books on the topic "Epistemological foundations"

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Communication theory: Epistemological foundations. New York: Guilford Press, 1996.

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Boff, Clodovis. Theology and praxis: Epistemological foundations. Maryknoll, N.Y: Orbis Books, 1987.

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Steffe, Leslie P., ed. Epistemological Foundations of Mathematical Experience. New York, NY: Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4612-3178-3.

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Dore, Isaak I. The epistemological foundations of law: Readings and commentary. Durham, N. C: Carolina Academic Press, 2007.

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Choudhury, Masudul Alam. The epistemological foundations of Islamic economic, social, and scientific order. Ankara: Statistical, Economic, and Social Research and Training Centre for Islamic Countries, 1995.

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Penta, Gerard C. Marshall McLuhan and educational theory: An inquiry into the epistemological and aesthetic foundations of learning style. Ann Arbor, Mich: UMI, 1995.

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Nabudere, D. Wadada. The epistemological and methodological foundations for an all-inclusive research paradigm in the search for global knowledge. [Harare]: African Association of Political Science, 2002.

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Cooling, Trevor James. The epistemological foundations of contemporary religious education: A study with special reference to the evangelical Christian tradition. Birmingham: University of Birmingham, 1986.

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Back to things in themselves: A phenomenological foundation for classical realism : a thematic study into the epistemological-metaphysical foundations of phenomenological realism, a reformulation of the method of phenomenology as noumenology, a critique of subjectivist transcendental philosophy and phenomenology. Boston: Routledge & K. Paul, 1987.

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Law from anarchy to Utopia: An exposition of the logical, epistemological and ontological foundations of the idea of law, by an inquiry into the nature of legal propositions and the basis of legal authority. Delhi: Oxford University Press, 1986.

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Book chapters on the topic "Epistemological foundations"

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Hook, Genine A. "Epistemological Foundations." In Sole Parent Students and Higher Education, 17–33. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59887-5_2.

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Leman, Marc. "Epistemological Foundations." In Music and Schema Theory, 171–85. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-85213-8_12.

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Mahner, Martin, and Mario Bunge. "Epistemological Fundamentals." In Foundations of Biophilosophy, 61–135. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-662-03368-5_3.

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Craig, William Lane. "The Epistemological Foundations of SR." In The Tenseless Theory of Time, 54–81. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-017-3473-8_3.

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Dahlgrün, Malte H. "The Broad Foundations of Adaptationist-Computational Evolutionary Psychology." In Epistemological Dimensions of Evolutionary Psychology, 19–68. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1387-9_2.

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Pellerey, Roberto. "Thomas Aquinas: Natural semiotics and the epistemological process." In Foundations of Semiotics, 81. Amsterdam: John Benjamins Publishing Company, 1989. http://dx.doi.org/10.1075/fos.21.06pel.

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Salazar, Gonzalo, and Seaton Baxter. "Ecological Design as an Ecology of Love: Epistemological and Ethical Implications." In Design Research Foundations, 453–72. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73302-9_21.

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Bowden, Bradley. "Intellectual Enlightenment: The Epistemological Foundations of Business Endeavor." In The Palgrave Handbook of Management History, 321–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-62114-2_84.

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Bowden, Bradley. "Intellectual Enlightenment: The Epistemological Foundations of Business Endeavor." In The Palgrave Handbook of Management History, 1–24. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-62348-1_84-1.

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Sauer, Tilman, and Ulrich Majer. "Epistemological Questions of Physics (1921 and 1923)." In David Hilbert's Lectures on the Foundations of Physics 1915-1927, 375–434. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/b12915_4.

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Conference papers on the topic "Epistemological foundations"

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Paavola, Sami, Lasse Lipponen, and Kai Hakkarainen. "Epistemological foundations for CSCL." In the Conference. Morristown, NJ, USA: Association for Computational Linguistics, 2002. http://dx.doi.org/10.3115/1658616.1658621.

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Garola, Claudio, Luigi Accardi, Guillaume Adenier, Christopher Fuchs, Gregg Jaeger, Andrei Yu Khrennikov, Jan-Åke Larsson, and Stig Stenholm. "An Epistemological Criticism to the Bell–Kochen–Specker Theorem." In FOUNDATIONS OF PROBABILITY AND PHYSICS—5. AIP, 2009. http://dx.doi.org/10.1063/1.3109971.

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Mora, Elba Consuelo León. "Epistemological Foundations for a Pedagogical Model Based on a Complex Perspective for a Superior Educational Organization." In ICEIT 2020: 2020 9th International Conference on Educational and Information Technology. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3383923.3383945.

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Lazarev, Victor L. "Epistemological foundations for generation of perspective competencies in the training of personnel for industrial and economic complex." In 2015 IV Forum Strategic Partnership of Universities and Enterprises of Hi-Tech Branches (Science. Education. Innovations). IEEE, 2015. http://dx.doi.org/10.1109/ivforum.2015.7388242.

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de Castro, Larissa Leão, and Terezinha de Camargo Viana. "THE PSYCHOANALYTIC THOUGHT OF HÉLIO PELLEGRINO (1924-1988): INITIAL REFLECTIONS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact068.

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"This theoretical study is part of a doctoral thesis and aims to investigate how the psychoanalytic thinking of Hélio Pellegrino - the Brazilian psychoanalyst, poet and writer - is structured and its ethical and political implications in the formation of psychoanalysis. We note the importance of thematic research, since there is no scientific publication that has as its object of study a systematic analysis of the author's psychoanalytic production. Furthermore, investigations of this kind contribute to the establishment of a reference bibliography on psychoanalysis in Brazil. That said, this research was developed and completed through a study of a large part of his psychoanalytic production, which is under the custody of the personal archives of the Museum of Brazilian Literature, at the Casa Rui Barbosa Foundation (FCRB). In this work, we outline some elements of the analysis found in his work, whose focus is on reflecting on the epistemological, conceptual and practical foundations of psychoanalytic theory. It has, as a constant concern, the analysis of the problems that structure Brazilian society, observed through his own reading of the Oedipus complex, the constitution of subjectivity and the social pact, in general, and in Brazil, in particular. As such, he discusses the explicit commitment of psychoanalysis in transforming the serious social problems faced by Brazil, which are related to the serious structural problems of international capitalism, and which are also reflected in the problems of the development of psychoanalytic institutions around the world."
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Martínez Carrasco, Robert. "Authentic experiential work in the socialisation of undergraduate students: an EHEA-framed epistemological consideration." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4979.

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The European Higher Education Area (EHEA) is adamant about the role of employability in curriculum development and the overall education process of undergraduate students. This responds not only to the current emerging models of economic and social growth but also to an underlying epistemological shift regarding the very nature and characteristics of Education. This article provides the epistemological foundation of the said shift, arguing, from a post-positivist perspective, how authentic experiential work in the classroom may contribute to the progressive socialisation of students into their respective communities of practice, thus bridging the gap between the labour market and the education institutions.
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Rudolph, Stephan. "On a Mathematical Foundation of Axiomatic Design." In ASME 1996 Design Engineering Technical Conferences and Computers in Engineering Conference. American Society of Mechanical Engineers, 1996. http://dx.doi.org/10.1115/96-detc/dtm-1530.

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Abstract The axiomatic design approach and its two underlying postulates, the independence and the information axiom, introduced by Suh (1990) are based on the fundamental claim that “there are generalizable principles that govern the design process and that these in the form of the design axioms are general principles or self-evident truths that cannot be derived or proven to be true except that there are no counter-examples or exceptions” (adapted from (Suh, 1994)). This paper shortly describes a mathematical framework which allows replacing the independence and the information axiom with the so-called evaluation hypothesis (Rudolph, 1995a). This evaluation hypothesis is based on the technique of dimensional analysis known from physics and allows the straightforward derivation of expressions that in special cases match the above stated independence axiom. For the information axiom a different mathematical expression is obtained. The new theoretical approach has the advantage of possessing an epistemological foundation in form of four fundamental requirements for the evaluation model of a design object which can be motivated through a rational thought process. The two different model assumptions are compared, discussed and illustrated using a published axiomatic design reference example.
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Domingues, Felipe, Dijon de Moraes, and Regina Álvares Dias. "Design, global products and communication: The semiotics as an epistemological foundation for the analysis of objects of use." In 6th Information Design International Conference. São Paulo: Editora Edgard Blücher, 2014. http://dx.doi.org/10.5151/designpro-cidi-84.

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Ruecker, Lukas, and Warren P. Seering. "User-Oriented Intelligent Indexing and Retrieval in a Design Documentation System." In ASME 1992 International Computers in Engineering Conference and Exposition. American Society of Mechanical Engineers, 1992. http://dx.doi.org/10.1115/edm1992-0136.

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Abstract This paper presents results of our research in design documentation. We have focused on capturing design knowledge and experience generated in the product development process and on providing computational services that facilitate its use and re-use in concurrent and subsequent design activity. For this purpose we have developed a task- and domain-specific representation for semi-formal dialectical and qualitative reasoning in design. Here we will describe the types of retrieval operations possible within a documentation system, outline the epistemological foundation and the main ideas behind our representation, offer a preliminary analysis of the tradeoffs among expressiveness, computational power, tractability, and human usability in the framework we propose, and explain why we believe that our approach will indeed offer a significant improvement over current methods without a corresponding increase in cost.
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Makhovikov, Alexander Evgenievich. "ABOUT THE "REASONABILITY" OF THE MODERN RATIONAL ACTIVITY OF THE PERSON." In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-441/445.

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The thesis that the emergence of a new post-non-classical type of rationality in the information society has also led to the formation of a new meaning of "rationality" in the modern rational activity of the individual. Its specific feature is that this “rationality” turns into a kind of pragmatic matrix, the epistemological foundation of which, instead of objective true knowledge, is information. This inevitably leads to overcoming the differences between the real and the unreal, the authentic and the unauthentic, between the true and the false in the rational activity of the modern person. The concept of “rationality” for it now includes such meanings as heterogeneity, eclecticism, combining incompatible, pluralism and the right to the equal existence of different paradigms, as well as the ability to overcome binary thinking, where the boundaries of any ontological certainty are erased.
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