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Journal articles on the topic 'Epistemological foundations'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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9

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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10

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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11

Ladov, Vsevolod A. "Logical foundations of epistemological criticism of relativism." Vestnik Tomskogo gosudarstvennogo universiteta. Filosofiya. Sotsiologiya. Politologiya, no. 4(36) (December 1, 2016): 129–43. http://dx.doi.org/10.17223/1998863x/36/14.

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12

Thalos, Mariam. "The Common Need For Classical Epistemological Foundations." Monist 77, no. 4 (1994): 531–53. http://dx.doi.org/10.5840/monist199477429.

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13

Red’ko, Vladimir G. "Epistemological foundations of investigation of cognitive evolution." Biologically Inspired Cognitive Architectures 18 (October 2016): 105–15. http://dx.doi.org/10.1016/j.bica.2016.10.001.

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14

Montazeritabar, Marziyehsadat. "Epistemological Foundations of Natural Sciences in Islam." Open Journal of Philosophy 09, no. 02 (2019): 63–71. http://dx.doi.org/10.4236/ojpp.2019.92006.

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15

Cooling, Trevor. "The Epistemological Foundations of Modern Religious Education." Journal of Christian Education os-37, no. 3 (September 1994): 37–50. http://dx.doi.org/10.1177/002196579403700305.

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16

Lane, Jan-Erik. "The Epistemological Foundations of Public Choice Theory." Scandinavian Political Studies 13, no. 1 (March 1990): 65–82. http://dx.doi.org/10.1111/j.1467-9477.1990.tb00105.x.

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17

Egan, Robert. "Epistemological Foundations for A Theology of Sin." Heythrop Journal 57, no. 3 (January 28, 2016): 553–67. http://dx.doi.org/10.1111/heyj.12318.

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18

Brown-Collier, Elba, and Randall Bausor. "THE EPISTEMOLOGICAL FOUNDATIONS OF THE GENERAL THEORY." Scottish Journal of Political Economy 35, no. 3 (August 1988): 227–41. http://dx.doi.org/10.1111/j.1467-9485.1988.tb01048.x.

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19

Le Moigne, Jean Louis. "Towards new epistemological foundations for information systems." Systems Research 2, no. 3 (September 1985): 247–51. http://dx.doi.org/10.1002/sres.3850020308.

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20

Laszlo, Alexander. "The epistemological foundations of evolutionary systems designa." Systems Research and Behavioral Science 18, no. 4 (July 6, 2001): 307–21. http://dx.doi.org/10.1002/sres.426.

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21

Andreoletti, Mattia, Paola Berchialla, Giovanni Boniolo, and Daniele Chiffi. "Introduction: Foundations of Clinical Reasoning—An Epistemological Stance." Topoi 38, no. 2 (November 30, 2018): 389–94. http://dx.doi.org/10.1007/s11245-018-9619-4.

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22

Nodoushani, Omid. "Epistemological foundations of management theory and research methodology." Human Systems Management 19, no. 1 (February 3, 2000): 71–80. http://dx.doi.org/10.3233/hsm-2000-19108.

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Beginning in the 1980s, some management researchers began to question the hegemonic position of the positivist epistemology in management and organizational studies. The “good old” scientific research methodology in management and organizational studies which is characterized by careful sampling, precise measurement, and sophisticated design and analysis in the test of hypotheses derived from tentative general laws. Examining the epistemological foundations of management theory and research methodology, this paper explores the roots of positivist epistemology, its evolution, basic presuppositions, and general assumptions through the development of three paradigms – the idea of social science, the unity of science movement, and the behavioral science revolution.
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23

Bruni, L. "Vilfredo Pareto and the Epistemological Foundations of Choice Theory." History of Political Economy 33, no. 1 (March 1, 2001): 21–49. http://dx.doi.org/10.1215/00182702-33-1-21.

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24

Siebert, Sabina, Graeme Martin, and Branko Bozic. "Research into employee trust: epistemological foundations and paradigmatic boundaries." Human Resource Management Journal 26, no. 3 (February 26, 2016): 269–84. http://dx.doi.org/10.1111/1748-8583.12103.

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25

White, Kevin, and Evan Willis. "Positivism resurgent: the epistemological foundations of evidence-based medicine." Health Sociology Review 11, no. 1-2 (January 2002): 5–15. http://dx.doi.org/10.5172/hesr.2002.11.1-2.5.

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26

Nadin, Mihai. "Reassessing the Foundations of Semiotics." International Journal of Signs and Semiotic Systems 2, no. 1 (January 2012): 1–31. http://dx.doi.org/10.4018/ijsss.2012010101.

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What justifies a discipline is its grounding in practical activities. Documentary evidence is a necessary, but not sufficient, condition for viability. This applies to semiotics as it applies to mathematics, physics, chemistry, computer science, and all other forms of questioning the world. While all forms of knowledge testify to the circularity of the epistemological effort, semiotics knowledge is doubly cursed. There is no knowledge that can be expressed otherwise than in semiotic form; knowledge of semiotics is itself expressed semiotically. Semiotics defined around the notion of the sign bears the burden of unsettled questions prompted by the never-ending attempt to define signs. This indeterminate condition is characteristic of all epistemological constructs, whether in reference to specific knowledge domains or semiotics. The alternative is to associate the knowledge domain of semiotics with the meta-level, i.e., inquiry of what makes semiotics necessary. In a world of action-reaction, corresponding to a rather poor form of causality, semiotics is not necessary. Only in acknowledging the anticipatory condition of the living can grounding for semiotics be found. This perspective becomes critical in the context of a semiotized civilization in which the object level of human effort is progressively replaced by representations (and their associated interpretations).
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27

Meisels, Marlene V. "Philosophical and epistemological foundations of a post-structural writing lesson." Princípios: Revista de Filosofia (UFRN) 26, no. 51 (September 30, 2019): 13–34. http://dx.doi.org/10.21680/1983-2109.2019v26n51id15629.

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In the world of research or instruction, operating from different philosophical and epistemological traditions results in very different kinds of classrooms. I use a post-structural perspective to show how a teacher could conduct a college developmental writing lesson. Included is an overview of post-structural theory. I suggest one way to accommodate diversity in the classroom is by building both teachers’ and students’ awareness of epistemological positions, because some positions empower students more than others. Another reason for examining epistemologies is to cultivate awareness of the social, religious, political, and other assumptions or agendas with which we enter the classroom.
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28

Gulevsky, Alexey, and Yuri Doronin. "On the Epistemological Foundations of War as a Social Phenomenon." Logos et Praxis, no. 1 (December 2020): 51–62. http://dx.doi.org/10.15688/lp.jvolsu.2020.1.6.

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The article analyzes the epistemological foundations of the war. According to the authors, the idea of war is the result of previous cognitive and mental activity of a person. War as a form of struggle involves the use of special knowledge and thinking abilities. A field of specialized knowledge appeared, called the art of war, and then military science. War turned out to be one of the most important spheres of human activity, requiring high achievements in the field of science. Abstract thinking made it possible, by introducing generalized concepts and images ("enemy", "homeland", "good", "evil", "bravery", etc.), to create a categorical field that allows waging a war for certain generalized interests that differ from the private ones. War has a rational motive, goal, methods and means, process, result, and implies a reflexive understanding of the warfare results. Planning and waging war requires a person to search for logical connections, identify patterns and cause-and-effect relationships when solving complex creative tasks and organizing activities in a changing environment. The belligerents strive for the efficient use of funds and the conclusion of peace on reasonable terms. In this sense, war can be seen as a form of a rational solution to social problems.
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29

Finn, V. K. "Epistemological foundations of the JSM method for automatic hypothesis generation." Automatic Documentation and Mathematical Linguistics 48, no. 2 (March 2014): 96–148. http://dx.doi.org/10.3103/s0005105513060058.

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30

Spano, Shawn. "John Locke and the epistemological foundations of Adam Smith's rhetoric." Southern Communication Journal 59, no. 1 (December 1993): 15–26. http://dx.doi.org/10.1080/10417949309372918.

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31

Van Dyck, Maarten. "On the epistemological foundations of the law of the lever." Studies in History and Philosophy of Science Part A 40, no. 3 (September 2009): 315–18. http://dx.doi.org/10.1016/j.shpsa.2009.06.001.

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32

Rylander, Anna. "Design Thinking as Knowledge Work: Epistemological Foundations and Practical Implications." Design Management Journal 4, no. 1 (October 2009): 7–19. http://dx.doi.org/10.1111/j.1942-5074.2009.00003.x.

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33

Niyazi, Mohammad. "The epistemological foundations of reaching Qurb (proximity) in Sahifa Sajjadiyya." Kom : casopis za religijske nauke 8, no. 3 (2019): 49–63. http://dx.doi.org/10.5937/kom1903049a.

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34

Arévalo Briones, Karina Patricia, Edgar Vicente Pastrano Quintana, and Yamilka Sosa Oliva. "Epistemological foundations for competency-based assessment of pre-professional practice." Espirales Revista Multidisciplinaria de investigación 5, no. 38 (July 4, 2021): 59–74. http://dx.doi.org/10.31876/er.v5i38.785.

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The Republic of Ecuador, and in particular the State Technical University of Quevedo (UTEQ), demands the training of highly qualified professionals, according to the demands of society. In this context, pre-professional practice constitutes an essential means to achieve these expectations, based on taking into account the Pedagogical Model by Competences. Faced with these challenges, in Ecuador, the training of competent professionals committed to social development is today a necessity. Training graduates capable of facing the challenges of technological development in their jobs is a priority, both for Higher Education and for the entities that employ qualified human capital in the country. It concludes by stating that it constitutes a challenge for the UTEQ, the conception and application of results that arise in the area of ​​Pedagogical Sciences, to favor an adequate development of the evaluation by competencies of pre-professional practices
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35

MacDONALD, PAUL K. "Useful Fiction or Miracle Maker: The Competing Epistemological Foundations of Rational Choice Theory." American Political Science Review 97, no. 4 (November 2003): 551–65. http://dx.doi.org/10.1017/s000305540300087x.

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Rational choice theorists have not clearly articulated their epistemological positions, and for this reason, their arguments in favor of rational choice theory are inconsistent, contradictory, and unpersuasive. To remedy this problem, I describe how two of the main positions in the philosophy of science, instrumentalist-empiricism and scientific-realism, act as competing epistemological foundations for rational choice theory. I illustrate how these philosophical perspectives help political scientists (1) understand what is at stake in the theoretical debates surrounding the rationality assumption, self-interest, and methodological individualism, (2) identify inconsistencies in the epistemological positions adopted by rational choice theorists, and (3) assess the feasibility and desirability of a universal theory based on the rationality assumption.
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Schmidt H., Ludwig. "Del asentimiento al consentimiento informado. Fundamentos ontológicos y axiológicos." Argumentos de Razón Técnica, no. 19 (2016): 163–75. http://dx.doi.org/10.12795/argumentos/2016.i19.10.

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37

Sunter, Andrew F. "TWAIL as Naturalized Epistemological Inquiry." Canadian Journal of Law & Jurisprudence 20, no. 2 (July 2007): 475–507. http://dx.doi.org/10.1017/s084182090000429x.

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Third World Approaches to International Law (TWAIL) scholarship provides a trenchant critique of the contemporary international law regime, using concrete historical and cultural evidence to demonstrate that the central doctrines of international law are highly Eurocentric and, therefore, not representative of the values and beliefs of a large portion of the world’s population. Nevertheless, there is almost no recognition of TWAIL’s intellectual contribution in mainstream international law scholarship. It is only in rare cases that mainstream scholars make the effort to directly respond to Twailian critiques. And in these rare cases, TWAIL is positioned as just another “radically critical” post-modern approach to international law. The marginalization of TWAIL scholarship is frustratingly counterproductive, as recent developments in the international order offer unparalleled challenges for populations in the South. Further, Southern perspectives are conspicuously absent from the mainstream international law discourse. TWAIL seeks to represent marginalized world-views and incorporate them into this discourse. My project is to reinterpret the insights of TWAIL so as to make them more palatable to mainstream scholars with modernist theoretical commitments. I will argue that many TWAIL scholars should be understood to subscribe to the same methodological commitments as “naturalized epistemologists” because they are interested in the causes of belief-claims, prioritizing an etiological examination of international law doctrine and scholarship over substantive analytical critique. More specifically, TWAIL promotes a suspicious stance towards belief-claims that have problematic, hidden, and/or misrepresented foundations. I will conclude that TWAIL’s critique of international law is most reminiscent of a “hermeneutics of suspicion,” which is the interpretive approach famously embraced by Marx, Nietzsche, and Freud. Such an approach, while undeniably critical, falls squarely within the modernist philosophical tradition. According to TWAIL, practitioners and scholars of international law should engage in self-reflection and critically examine the epistemological foundations of their beliefs and doctrinal claims. If such practitioners and scholars agree that international law should be based on intellectual and moral commitments that reflect its global subject matter and not just its European history, then there is significant space for the insights of TWAIL in mainstream scholarship.
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38

Moggia, Danilo. "The Constructivist Integrative Model: A New Proposal." Revista de Psicoterapia 28, no. 108 (November 1, 2017): 125–47. http://dx.doi.org/10.33898/rdp.v28i108.205.

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This work presents the epistemological and theoretical foundations of a recently developed model of psychotherapy: the constructivist integrative model (CIM). Rather than being another integrative model among the variety of available proposals, CIM is aimed at offering a methodology that allows constructivist therapists to integrate different elements of work, derived from constructivist and social constructionist diverse models, insuring epistemological, theoretical, and technical coherence. From explaining the foundations of the model, their clinical applications are derived: case formulation and general guidelines for psychotherapeutic practice. Finally, new potential developments and future applications are discussed.
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39

Odegard, Douglas. "Foundations for Claiming Knowledge." Canadian Journal of Philosophy 16, no. 4 (December 1986): 613–33. http://dx.doi.org/10.1080/00455091.1986.10717139.

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One reasonably familiar argument for epistemological scepticism maintains that knowledge requires foundations and that we rarely, if ever, have such foundations. The conclusion of this argument is that we rarely, if ever, have knowledge. A second, less ambitious sceptical argument is that philosophers cannot justifiably say that they have knowledge unless their statement is based on foundations and that we never have such foundations. The conclusion of this argument is not that we never have knowledge, but that philosophers are never justified in saying that they have knowledge. The scepticism is Pyrrhonic, rather than Academic, and merely attempts to counter knowledge assertions, not establish that they are false. It tries to show that in most cases the best response we can give to ‘Do we have knowledge?’ is to remain indifferent.
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Gutas, Dimitri. "Certainty, Doubt, Error: Comments On the Epistemological Foundations of Medieval Arabic Science1." Early Science and Medicine 7, no. 3 (2002): 276–88. http://dx.doi.org/10.1163/157338202x00153.

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AbstractThe article comments on the epistemological foundations of medieval Arabic science and philosophy, as presented in five earlier communications, and attempts to draw some guidelines for the study of its social history. At the very beginning the notion of "Islam" is discounted as a meaningful explanatory category for historical investigation. A first part then looks at the applied sciences and notes three major characteristics of their epistemological approach: (a) they were functionalist and based on (b) experience and (c) observation. The second part looks at the theoretical sciences and notes that their epistemology was based on (a) geo
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41

Vasyl, LAGUTIN. "ONTOLOGICAL AND EPISTEMOLOGICAL FOUNDATIONS OF ECONOMIC SCIENCE OF THE XXI CENTURY." Herald of Kyiv National University of Trade and Economics 130, no. 2 (April 15, 2020): 21–35. http://dx.doi.org/10.31617/visnik.knute.2020(130)02.

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42

Berg-Schlosser, Dirk. "Comparative Area Studies: Epistemological and Methodological Foundations and a Practical Application." Vestnik RUDN. International Relations 20, no. 2 (December 15, 2020): 288–302. http://dx.doi.org/10.22363/2313-0660-2020-20-2-288-302.

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In recent decades, area studies have been transformed from mostly descriptive ethnographic and historical accounts to theory-oriented and analytical approaches. They retain some of their depth and cultural specificity, but have been widened in a comparative sense to come up with some broader social scientific explanations. This has been enhanced by more recent systematic comparative methods such as “Qualitative Comparative Analysis” (QCA) and related procedures, which are particularly suitable for medium-N studies of specific regions at the macro-level and cross-area analyses in contrast to more common statistical approaches. This paper discusses the epistemological background of this approach as well as recent methodological developments. As an illustration, it provides an example of an ongoing large international “cross-area” research project concerned with successful democratic transformations in different world regions and more recent threats to democratic stability and some of their underlying causes. Here, in particular, the relationships between level of socio-economic development and liberal democracy (the “Lipset hypothesis”) and the effects of “good governance” in terms of the World Bank indicators on democratic stability are investigated. This is done on the basis of selected “cross-area” cases with the help of both crisp-set and fuzzy-set QCA. In this way, both the utility of this approach for “medium-range theorizing” in the social sciences and possible practical-political applications are demonstrated.
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Johnston, William. "The Shifting Epistemological Foundations of Cholera Control in Japan (1822-1900)." Extrême-Orient, Extrême-Occident, no. 37 (September 1, 2014): 171–96. http://dx.doi.org/10.4000/extremeorient.339.

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Martinez, Jean‐Philippe. "Beyond Ideology: Epistemological Foundations of Vladimir Fock's approach to Quantum Theory." Berichte zur Wissenschaftsgeschichte 42, no. 4 (December 2019): 400–423. http://dx.doi.org/10.1002/bewi.201900008.

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Makinen, Juha. "Reflecting on the Epistemological and Ontological Foundations of Web-Based Teaching." International Journal of Knowledge, Culture, and Change Management: Annual Review 6, no. 5 (2006): 97–108. http://dx.doi.org/10.18848/1447-9524/cgp/v06i05/49605.

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Ellerbrock, Mike, and Marjorie Norton. "Epistemological Foundations of Teaching and Learning through the Land-Grant System." Review of Agricultural Economics 22, no. 1 (June 2000): 218–27. http://dx.doi.org/10.1111/1058-7195.t01-1-00015.

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Carveth, Donald L. "The Epistemological Foundations of Psychoanalysis: A Deconstructionist View of the Controversy." Philosophy of the Social Sciences 17, no. 1 (March 1987): 97–115. http://dx.doi.org/10.1177/004839318701700105.

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48

Vuillemey, Guillaume. "Epistemological foundations for the assessment of risks in banking and finance." Journal of Economic Methodology 21, no. 2 (April 3, 2014): 125–38. http://dx.doi.org/10.1080/1350178x.2014.907438.

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49

Siejk, Kate. "AN ASPECT OF MULTICULTURAL RELIGIOUS EDUCATION: RE‐VISIONING OUR EPISTEMOLOGICAL FOUNDATIONS." Religious Education 88, no. 3 (June 1993): 434–50. http://dx.doi.org/10.1080/0034408930880307.

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50

Mehta, Tapan, Murat Tanik, and David B. Allison. "Towards sound epistemological foundations of statistical methods for high-dimensional biology." Nature Genetics 36, no. 9 (August 30, 2004): 943–47. http://dx.doi.org/10.1038/ng1422.

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