Relevant bibliographies by topics / Epistemology

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Academic literature on the topic 'Epistemology'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 March 2025

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Journal articles on the topic "Epistemology"

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Medina Bejarano, Roberto. "Reflexiones en torno al género y la epistemología." Revista Grafía- Cuaderno de trabajo de los profesores de la Facultad de Ciencias Humanas. Universidad Autónoma de Colombia 12, no. 1 (January 10, 2015): 32. http://dx.doi.org/10.26564/16926250.534.

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ResumenEl presente documento tiene como objetivo presentar una mirada, desde el paradigma emergente, sobre la relación, género y epistemología. El documento se encuentra organizado de la siguiente manera: en primer lugar, se presenta un breve recorrido que pone en evidencia la lucha del movimiento feminista por la conquista de la ciudadanía. Luego, se exponen algunos aportes del feminismo al proceso de construcción de la epistemología emergente, y finalmente, cierra el texto con algunas conclusiones momentáneas.Palabras Clave: Mujer, patriarcado, epistemología, institución, andrógino, conocimiento.********************************************************************Reflections on gender and epistemologyAbstractThis document aims to have a look, from the emerging paradigm, the relationship, gender and epistemology. The document is organized in the following manner: first of all, presents a brief tour that highlights the struggle of the feminist movement by the conquest of citizenship. Then, are exposed some contributions of feminism in the process of construction of the emerging epistemology, and finally, the text end with some momentary conclusions.Keywords: Women, patriarchy, epistemology, institution, androgynous, knowledge.********************************************************************Reflexões sobre gênero e epistemologiaResumoEste documento visa dar uma olhada, a partir do paradigma emergente, o relacionamento, o gênero e a epistemologia. O documento está organizado da seguinte forma: em primeiro lugar, apresenta uma breve turnê que destaca a luta do movimento feminista pela conquista de cidadania. Em seguida, algumas contribuições do feminismo são expostas ao processo de construção da epistemologia emergente, e finalmente, fecha-se o texto com algumas conclusões momentáneas.Palavras chave: Mulheres, patriarcado, epistemologia, instituição andrógino, conhecimento.
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Kahmann, Ana Paula, and Éder Da Silva Silveira. "SABEDORIA OU EPISTEMOLOGIA? perspectivismo, corazonar e estar: questões para pensar a educação ameríndia." Cadernos de Pesquisa 25, no. 3 (October 11, 2018): 87. http://dx.doi.org/10.18764/2178-2229.v25n3p87-104.

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De natureza qualitativa e bibliográfica, o presente artigo apresenta uma reflexão teórico-filosófica que parte do seguinte problema: qual categoria seria mais pertinente para se pensar a educação ameríndia: epistemologia ou sabedoria? Para buscar possíveis respostas a este questionamento, o objetivo é analisar três conceitos: o perspectivismo, de Eduardo Viveiros de Castro; o corazonar, de Patricio Guerrero Arias; e o estar, de Rodolfo Kusch. Estes conceitos referem-se aos modos de conhecer/aprender dos povos da América. A análise possibilitou apresentar razões pelas quais a concepção de sabedoria ou sabedorias xamânicas torna-se mais pertinente para as investigações sobre a educação ameríndia do que a concepção ocidental de epistemologia. Entende-se que a categoria sabedoria engloba a epistemologia, mas, não se restringe à dimensão cognitiva do conhecimento. Os aprendizados dos saberes também ocorrem nos rituais que se constituem, desse modo, na principal instituição educativa nas culturas ameríndias.WISDOM OR EPISTEMOLOGY? perspectivism, corazonar and be: questions to think about Amerindian educationAbstract: Of qualitative and bibliographical nature, this article presents a theoretical- philosophical reflection that starts from the following problem: which category would be more pertinent to think Amerindian education: epistemology or wisdom? To find possible answers to this questioning, the objective is to analyze three concepts: the perspectivism, by Eduardo Viveiros de Castro; corazonar, by Patricio Guerrero Arias; and be, by Rodolfo Kusch. These concepts refer to the ways of knowing/learning of the peoples of America. The analysis made it possible to present reasons why the conception of wisdom or shamanic wisdom becomes more pertinent to the investigations of Amerindian education than the Western conception of epistemology. It is understood that the category of wisdom encompasses epistemology, but is not restricted to the cognitive dimension of knowledge. The learning of knowledge also occurs in the rituals, which constitute, in this way, the main educational institution in Amerindian cultures.Keywords: Amerindian education. Wisdom. Epistemology. Perspectivism. Corazonar. Be.SABIDURÍA O EPISTEMOLOGÍA? perspectivismo, corazonar y estar: cuestiones para pensar la educación ameríndiaResumen: De carácter cualitativo y bibliográfico, el presente artículo presenta una reflexión teórico-filosófica que parte del siguiente problema: ¿cuál categoría sería más pertinente para pensar la educación amerindia: ¿epistemología o sabiduría? Para buscar posibles respuestas a ese cuestionamiento, el objetivo es analizar tres conceptos: el perspectivismo, de Eduardo Viveiros de Castro; el corazonar, de Patricio Guerrero Arias; y el ser, de Rodolfo Kusch. Estos conceptos se refieren a los modos de conocer / aprender de los pueblos de América. El análisis posibilitó presentar razones por las cuales la concepción de sabiduría o sabidurías xamânicas se vuelve más pertinente para las investigaciones sobre la educación amerindia que la concepción occidental de epistemología. Se entiende que la categoría sabiduría engloba la epistemología, pero no se restringe a la dimensión cognitiva del conocimiento. Los aprendizajes de los saberes también ocurren en los rituales, que se constituyen, de ese modo, en la principal institución educativa en las culturas amerindias.Palabras clave: Educación Amerindia. Sabiduría. Epistemología. Perspectivismo. Corazonar. Estar.
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Santos, Breno Ricardo Guimarães, and Pedro Merlussi. "Virtue epistemology - Epistemologia da virtude." Intuitio 8, no. 1 (July 31, 2015): 325. http://dx.doi.org/10.15448/1983-4012.2015.1.19738.

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Broncano, Fernando. "Sinopsis de "Conocimiento expropiado"." Quaderns de Filosofia 9, no. 2 (November 29, 2022): 11. http://dx.doi.org/10.7203/qfia.9.2.22951.

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Summary of Conocimiento expropiado Resumen: El libro Conocimiento expropiado trata varios de los temas nucleares de la epistemología política. Parte de la hipótesis de que en la interacción entre posiciones epistémicas y posiciones sociales se producen daños epistémicos que producen daños sociales. El marco teórico del libro es la epistemología de virtudes extendida a los aspectos sociales. Desde estos dos puntos de vista examino temas como la injusticia epistémica, las ignorancias estructurales, la opresión epistémica y las relaciones entre epistemología y orden social democrático. Abstract: The book Conocimiento expropiado deals with several of core issues of political epistemology. It starts from the hypothesis that in the interaction between epistemic positions and social positions epistemic certain harms are produced that amount to social harms. The theoretical framework of the book is virtue epistemology extended to social aspects. From these two points of view, I examine issues such as epistemic injustice, structural ignorances, epistemic oppression and, finally, the relations between epistemology and democratic social order. Palabras clave: Epistemología política, injusticia epistémica, epistemología y democracia. Keywords: Political epistemology, epistemic injustice, epistemology and democracy.
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Al Ma'mun, Hakam. "Hubungan Epistemologi Keislaman Muhammad Abid Al-Jabiri dengan Tipologi Penafsiran Al-Qur’an." Journal of Islamic Civilization 3, no. 2 (February 22, 2022): 135–48. http://dx.doi.org/10.33086/jic.v3i2.2252.

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This article examines the thoughts of Muhammad Abid Al-Jabiri, an Islamic thinker from the Maghrib region (Morocco). Abid Al-Jabiri made a classification of Islamic epistemology, namely bayani, burhani and 'Irfani.The existence of this epistemology turns out to have continuity with the treasures of al-Qur'an interpretation. To find the point of continuity, this study uses a descriptive-analytical method by elaborating the data contained in Al-Jabiri's work. Through the analysis of each epistemology and use of the Qur'an, the writer finds plans between one another. Based on the research conducted, the writer found similarities between Al-Jabiri's Islamic epistemology and the typology of the Qur'an. First, the epistemology of bayani has similarities with the typology of fiqh-style interpretation which tends to accommodate texts based on narration. Second, Burhani's epistemology finds its relevance with a philosophical-scientific typology of interpretation based on rationality. Third, the epistemology of 'irfani patron is a typology of isyari-style interpretation which is more of an esoteric aspect. The three Islamic epistemologies of Muhammad Abid Al-Jabiri form a typology of interpretation that can make it easier for interpretation scholars to have the dominance of reason that plays a role in a product of the Qur'an. Artikel ini menjelaskan pemikiran Muhammad Abid Al-Jabiri seorang pemikir Islam yang berasal dari wilayah Maghrib (Maroko). Abid Al-Jabiri membuat klasifikasi terhadap epistemologi keislaman yakni bayani, burhani dan ‘Irfani. Keberadaan epistemologi ini ternyata memiliki kesinambungan dengan khazanah tafsir al-Qur’an. Untuk mencari titik kesinambungan tersebut, maka penelitian ini menggunakan metode diskriptif-analitis dengan mengelaborasi data yang terdapat pada karya Al-Jabiri. Melalui analisis terhadap karakteristik masing-masing epistemologi dan kecenderungan penafsiran al-Qur’an ini kemudian penulis menemukan kesesuaian antara satu dengan lainnya. Berdasarkan penelitian yang dilakukan penulis menemukan kesamaan antara epistemologi keislaman Al-Jabiri dengan tipologi penafsiran al-Qur’an. Pertama, epistemologi bayani mempunyai kesamaan dengan tipologi tafsir bercorak fiqih yang lebih cenderung mengakomodir teks-teks yang berbasis kepada periwayatan. Kedua, epistemologi burhani menemukan relevansinya dengan tipologi tafsir bercorak falsafi-saintifik yang berbasis kepada rasionalitas. Ketiga, epistemologi ‘irfani patronnya adalah tipologi tafsir bercorak isyari yang lebih mengedepankan aspek esoteris. Ketiga epistemologi keislaman Muhammad Abid Al-Jabiri tersebut membentuk tipologi tafsir yang dapat memudahkan para pengkaji tafsir untuk menandai dominasi nalar yang berperan dalam sebuah produk penafsiran al-Qur’an.
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González, Alberto Matías, and Orlando Fernández Aquino. "DESAFÍOS EPISTEMOLÓGICOS DE LA EDUCACIÓN SUPERIOR EN EL SIGLO XXI." Cadernos de Pesquisa 25, no. 1 (April 24, 2018): 11. http://dx.doi.org/10.18764/2178-2229.v25n1p11-22.

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Acudir a la epistemología es una práctica necesaria para el desempeño de la Educación Superior, más si se trata de la universidad en una sociedad cambiante, con interrogantes que echan por tierra lascreencias con las que se han diseñado los sistemas educativos. El objetivo ha sido analizar la mudanza paradigmática que está ocurriendo en la actualidad en las ciencias, y en particular en la concepción del papel social de la Universidad, marcada por el surgimiento de epistemologías emergentes como el Pensamiento Complejo, el Movimiento Ciencia, Tecnología y Sociedad, la Epistemología del Sur y la Epistemología de Segundo Orden. El método ha sido el análisis hermenéutico de las fuentes consultadas. El resultado ha sido una visión sintética de la trasformación epistemológica en curso contenida en tendencias de pensamento que, a pesar de sus diferencias, presentan coincidencias que muestran una ruptura con la epistemologia positivista tradicional, la cual ha sido el sostén de formas de educación que han quedado obsoletas.EPISTEMOLOGICAL CHALLENGES OF HIGHER EDUCATION IN THE 21ST CENTURYAbstractReturn to the epistemology is a necessary practice for the performance of Higher Education, still more so in the case of the university in the mutant society with question that play by land the beliefs considered in the design of the educative systems. The objective of this study was to analyze the paradigmatic change that is happening currently in the sciences, and in particular in the conception of the social role of the University, marked by the emergence of emerging epistemologies such as Complex Thought, the Movement Science, Technology and Society, the Epistemology of the South and the Epistemology of the Second Order. The method was the hermeneutic analysis of the consulted sources. The result was a synthetic vision of the still in progress epistemological transformation expressed in trend of thought tendencies that, despite their differences, present coincidences that show a rupture with the traditional positivist epistemology, which has been the support of forms of education that are obsolete.Keywords: Positivism. Higher education. Epistemology.DESAFIOS EPISTEMOLÓGICOS DA EDUCAÇÃO SUPERIOR NO SÉCULO XXIResumoRetomar a epistemologia é uma prática necessária para o desempenho da Educação Superior, mais ainda em se tratando da universidade numa sociedade mutante com interrogações que jogam por terra as crenças consideradas no desenho dos sistemas educativos. O objetivo deste estudo foi analisar a mudança paradigmática que está acontecendo na atualidade nas ciências e, particularmente, na concepção do papel social da universidade, marcada pelo aparecimento de epistemologias emergentes como o Pensamento Complexo, o Movimento Ciência, Tecnologia e Sociedade, a Epistemologia do Sul e a Epistemologia de Segunda Ordem. O método foi a análise hermenêutica das fontes consultadas. O resultado foi uma visão sintética da transformação epistemológica em curso expressa em tendências de pensamento que, apesar de suas diferenças, apresentam coincidências que mostram uma ruptura com a epistemologia positivista tradicional, a qual tem sido a base de formas de educação que estão obsoletas.Palavras-chaves: Positivismo. Educaçao Superior. Epistemologia.
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Gómez-Alonso, Modesto. "Against a Nomic Virtue Epistemology." Análisis. Revista de investigación filosófica 3, no. 2 (February 1, 2017): 283. http://dx.doi.org/10.26754/ojs_arif/a.rif.201621573.

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AbstractIn Judgment and Agency, Ernest Sosa argues for a particular methodology –what he calls ‘metaphysical analysis’– whose aim is to provide a speci c sort of explanation of knowledge –a metaphysical explanation–. As I read it, this revolutionary step points to the bulk of the ontological dispositional web that necessarily sustains a virtue epistemology, contributes to a proper understanding of accidentality in epistemology, and breaks the hold of Humean contingency. I will argue that Sosa’s account of the constitution of knowledge is not only able to rule out apparent counterexamples to a robust virtue epistemology, as well as to combine rational integration and knowledge explanation, but that also breaks the Pyrrhonian (and internalist) impasse. I will also argue that a principled distinction between cases of knowledge and cases of mimicking is unavailable to anti-luck virtue epistemologists, so that they face a dilemma between their theory collapsing into a robust virtue epistemology or its collapsing into a form of nomic virtue epistemology. What binds anti-luck virtue epistemologies and nomic theories together is a common problem in binding, one that is absent from a theory, such as Sosa’s theory, that locates knowledge in the domain of higher-order competences and rational guidance. Keywords: Anti-luck virtue epistemology; dispositional directedness; Humean contingency; mimics; nomic necessities. Resumen:En Judgment and Agency, Ernest Sosa defiende una metodología específica –a la que denomina ‘análisis metafísico’– cuya función es la de proporcionar una explicación particular del conocimiento –una explicación metafísica–. Se trata de un procedi- miento signi cativo, que apunta a la red disposicional que necesariamente sostiene a la epistemología de virtudes, contribuye a la comprensión adecuada de la acciden- talidad en epistemología, y rompe el dominio de la contingencia humeana. En este artículo argumento que la explicación que Sosa proporciona de la constitución del conocimiento, además de evitar aparentes contraejemplos para una epistemología de virtudes robusta y de combinar la explicación del conocimiento y la integración racional, es una herramienta fundamental para contrarrestar las intuiciones pirrónicas (e internistas). También argumento que la ‘epistemología de virtudes anti-suerte’ es incapaz de establecer una diferencia razonada entre casos de conocimiento y casos de acierto accidental debidos a la intervención de bloqueadores epistémicos (mimics), de forma que dicha teoría solo puede optar entre una epistemología de virtudes robusta y una epistemología de virtudes nómica. Es el problema de la combinación adecuada de los factores que contribuyen al conocimiento aquello que vincula epistemología de virtudes nómica y epistemología de virtudes anti-suerte. Dicho problema no existe en teorías como la de Sosa, teorías para las que el conocimiento es explicable en función de competencias de segundo orden y guía racional apropiada.Palabras Clave: Bloqueadores epistémicos; contingencia humeana; direccionalidad disposicional; epistemología de virtudes anti-suerte; necesidades nómicas.
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Jubaedah, Siti, and Ela Hikmah Hayati. "Epistemologi Positivisme Auguste Comte." Indonesian Journal of Islamic Theology and Philosophy 6, no. 2 (December 25, 2024): 121. https://doi.org/10.24042/ijitp.v6i2.24108.

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Abstract;The purpose of this research is to examine Auguste Comte's postivism epistemology consisting of social positivism, evolutionary positivism and critical positivism, all of which will be discussed with ethical values in science. This research uses literature method with epistemology approach. This research shows that Auguste Comte has shown that in the development of the human soul, both individually and as a whole, there is progress. That progress will be achieved, when the development comes, at the time called positive.Keywords:Auguste Comte; Critical; Epistemology; Evolutioneri; Social Positivism. Abstrak;Tujuan penelitian ini untung mengkaji Epistemologi postivisme Auguste Comte yang terdiri dari positivisme sosial, positivisme evolusioner dan positivisme kritis yang ketiganya akan dibahas dengan nilai-nilai etis dalam ilmu sains. Penelitian ini menggunakan metode kepustakaan dengan pendekataan epistemology. Dari penelitian ini menunjukkan hasil bahwa Aguste Comte telah menunjukkan bahwa didalam perkembangan jiwa manusia, baik secara individual maupun secara keseluruhan, terdapat suatu kemajuan. Kemajuan itu akan dicapai, pada saat perkembangan datang, pada saat yang disebut positif. Kata Kunci: Auguste Comte; Epistemologi; Positivisme Sosial; Evolusioner; Kritis.
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Valcarenghi, Emerson Carlos. "Filosofia analítica tradicional vs. filosofia naturalista/experimental, intuição conceitual vs. conceptômetro: quem vence a disputa?" Analytica - Revista de Filosofia 20, no. 2 (November 24, 2017): 81–100. http://dx.doi.org/10.35920/arf.v20i2.13938.

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Abstract: In the present paper, I argue against a naturalistic conception of epistemology. I do this by showing, among other things, that conceptual intuition, which constitutes the proper method of the analytic conception of epistemology, is methodologically superior to the best method available to naturalistic epistemology.Resumo: Nós argumentamos aqui contra uma concepção naturalista de epistemologia. Nós o fazemos mostrando, entre outras coisas, que a intuição conceitual, que é o método próprio da concepção analítica de epistemologia, é superior metodologicamente ao melhor método disponível à epistemologia naturalista.
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Stroud, Barry. "Epistemology, the History of Epistemology, Historical Epistemology." Erkenntnis 75, no. 3 (October 19, 2011): 495–503. http://dx.doi.org/10.1007/s10670-011-9337-4.

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Dissertations / Theses on the topic "Epistemology"

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Palermos, Spyridon Orestis. "Extending cognition in epistemology : towards an individualistic social epistemology." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7972.

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The aim of the present thesis is to reconcile two opposing intuitions; one originating from mainstream individualistic epistemology and the other one from social epistemology. In particular, conceiving of knowledge as a cognitive phenomenon, mainstream epistemologists focus on the individual as the proper epistemic subject. Yet, clearly, knowledge-acquisition many times appears to be a social process and, sometimes, to such an extent—as in the case of scientific knowledge—that it has been argued there might be knowledge that is not possessed by any individual alone. In order to make sense of such contradictory claims, I combine virtue reliabilism in mainstream epistemology with two hypotheses from externalist philosophy of mind, viz., the extended and distributed cognition hypotheses. Reading virtue reliabilism along the lines suggested by the hypothesis of extended cognition allows for a weak anti-individualistic understanding of knowledge, which has already been suggested on the basis of considerations about testimonial knowledge: knowledge, many times, has a dual nature; it is both social and individual. Provided, however, the possibility of distributed cognition and group agency, we can go even further by making a case for a robust version of antiindividualism in mainstream epistemology. This is because knowledge may not always be the product of any individual’s cognitive ability and, thereby, not creditable to any individual alone. Knowledge, instead, might be the product of an epistemic group agent’s collective cognitive ability and, thus, attributable only to the group as a whole. Still, however, being able—on the basis of the hypothesis of distributed cognition—to recognize a group as a cognitive subject in itself allows for proponents of virtue reliabilism to legitimately apply their individualistic theory of knowledge to such extreme cases as well. Put another way, mainstream individualistic epistemologists now have the means to make sense of the claim that p is known by S, even though it is not known by any individual alone.
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Matheson, Jonathan D. "Epistemology and evidence an analysis of Alvin Plantinga's reformed epistemology /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Barnes, Allison. "Empathy and epistemology." Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/10905.

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Løkke, Håvard. "Early Stoic epistemology." Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404344.

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Deugo, Dwight L. (Dwight Lorne) Carleton University Dissertation Computer Science. "Computational evolutionary epistemology." Ottawa, 1993.

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Rysiew, Patrick William. "Contextualism in epistemology." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289063.

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Traditional epistemology is universalistic, in that it proceeds on the assumption that we can fully specify conditions making for the correctness of attributions of knowledge (/justified belief) without adverting to 'context'. In Chapter 1 examples are adduced which cast doubt on this assumption, since they seem to show that the very 'contents' of such attributions are 'context-dependent'. But even if some form of 'contextualism' is thereby shown to be correct, if we are to avoid resting content with the foregoing near-platitudinous observation, we need to address the following two questions: How exactly should we conceive of "context"? And in what way, exactly, does context affect the 'content' of those attributions? More precisely, does context affect what is literally expressed by a given knowledge-attributing sentence (as the semantic contextualist claims) or does it affect what the speaker means by the utterance of that sentence (as the pragmatic contextualist maintains)? Here it is argued that 'context' is a psychological notion, referring to the psychology of the speaker (perhaps qua member of some larger group). Further, it is argued that in addition to its being favored both by a correct understanding of the notion of context itself and by methodological considerations, pragmatic contextualism avoids the intractable problems faced by the semantic contextualist. Finally, the broader implications for epistemology of the foregoing results are explored, and their application to non-epistemological theories/areas are indicated.
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Wunderlich, Mark E. "Incomparability in epistemology." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289737.

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Epistemologists are interested in what makes beliefs well justified. Even before considering competing theories of epistemic justification, however, we should ask what sort of valuational structure we are trying to explain. If, as far as epistemic justification is concerned, beliefs are like bank accounts, then all beliefs are comparable: just as in any bank account there must be more, less, or as much money as in any other, one belief must be better, worse, or as good as any other. Contemporary epistemologists take for granted the assumption that beliefs are comparable in the same way that bank accounts are comparable: bank accounts have balances, sprinters have personal bests for the 100-meter dash, and beliefs have degrees of justifiedness. Alternatively, we could understand the justificatory status of a belief to be more like the expensiveness of a restaurant. Consider a concept of restaurant expensiveness on which the expensiveness of a restaurant is determined by the range of prices for meals at that restaurant. If meals at Restaurant A are 25 to 50 and meals at B are 10 to 20, then A is more expensive than B. Restaurant C, however (30 to 40), is neither more nor less expensive than A. Nor is it equally expensive, for there are restaurants that are more expensive than C that are not more expensive than A (like D, 45 to 50). Some evaluative concepts, like this concept of restaurant expensiveness, do not reduce values to single numbers. If epistemic justification is like this, then there may be pairs of beliefs such that neither is better justified than the other, but nor are they equally well justified. Such beliefs would be incomparable. While incomparability is familiar in the ethics literature, it has not previously been explored in epistemology. I discuss the implications of allowing for incomparability in epistemology, both for theories of epistemic justification and theories of knowledge.
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Tyson, Paul G. "Transcendence and Epistemology." Thesis, -, 2005. https://eprints.qut.edu.au/2003/1/2003.pdf.

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Where epistemology and transcendence are considered compatible, two approaches to truth are pursued. A Platonistic approach sees transcendence as the grounds of all true knowledge, whilst an Aristotelian approach sees natural human knowledge as providing inferential lodging places for speculative knowledge about transcendent truth. This paper argues: firstly, that the Aristotelian approach does not work; secondly, that the Platonistic approach does work; thirdly, that the failure of the Aristotelian approach has resulted in the death of truth at the hands of modern epistemological foundationalism, and; fourthly, that the Platonistic approach is able to displace post/modern scepticism regarding knowing transcendent truth.
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Miller, Seth T. "Toward an aesthetic epistemology| Transforming thinking through cybernetic epistemology and anthroposophy." Thesis, California Institute of Integral Studies, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621053.

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The complexity, subtlety, interlinking, and scale of many problems faced individually and collectively in today's rapidly changing world requires an epistemology--a way of thinking about our knowing--capable of facilitating new kinds of responses that avoid recapitulation of old ways of thinking and living. Epistemology, which implicitly provides the basis for engagement with the world via the fundamental act of distinction, must therefore be included as a central facet of any practical attempts at self/world transformation. We need to change how we think, not just what we think. The new epistemology needs to be of a higher order than the source of the problems we face.

This theoretical, transdisciplinary dissertation argues that such a new epistemology needs to be recursive and process-oriented. This means that the thoughts about thinking that it produces must explicitly follow the patterns of thinking by which those thoughts are generated. The new epistemology is therefore also phenomenological, requiring the development of a reflexivity in thinking that recursively links across two levels of order--between content and process. The result is an epistemology that is of (and for) the whole human being. It is an enacted (will-imbued) and aesthetic (feeling-permeated) epistemology (thinking-penetrated) that is sensitive to and integrative of material, soul, and spiritual aspects of ourselves and our world. I call this kind of epistemology aesthetic, because its primary characteristic is found in the phenomenological, mutually fructifying and transformative marriage between the capacity for thinking and the capacity for feeling.

Its foundations are brought forward through the confluence of multiple domains: cybernetic epistemology, the esoteric epistemology of anthroposophy (the spiritual science of Rudolf Steiner), and the philosophy of the implicit as developed by Eugene Gendlin.

The practice of aesthetic epistemology opens new phenomenal domains of experience, shedding light on relations between ontology and epistemology, mind and body, logic and thinking, as well as on the formation (and transformation) of identity, the immanence of thinking in world-processes, the existence of different types of logic, and the nature of beings, of objects, and most importantly of thinking itself and its relationship to spirit.

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Devitt, Susannah Kate. "Homeostatic epistemology : reliability, coherence and coordination in a Bayesian virtue epistemology." Thesis, Rutgers, The State University of New Jersey, 2013. https://eprints.qut.edu.au/62553/1/62553c.pdf.

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How do agents with limited cognitive capacities flourish in informationally impoverished or unexpected circumstances? Aristotle argued that human flourishing emerged from knowing about the world and our place within it. If he is right, then the virtuous processes that produce knowledge, best explain flourishing. Influenced by Aristotle, virtue epistemology defends an analysis of knowledge where beliefs are evaluated for their truth and the intellectual virtue or competences relied on in their creation. However, human flourishing may emerge from how degrees of ignorance are managed in an uncertain world. Perhaps decision-making in the shadow of knowledge best explains human wellbeing—a Bayesian approach? In this dissertation I argue that a hybrid of virtue and Bayesian epistemologies explains human flourishing—what I term homeostatic epistemology. Homeostatic epistemology supposes that an agent has a rational credence p when p is the product of reliable processes aligned with the norms of probability theory; whereas an agent knows that p when a rational credence p is the product of reliable processes such that: 1) p meets some relevant threshold for belief (such that the agent acts as though p were true and indeed p is true), 2) p coheres with a satisficing set of relevant beliefs and, 3) the relevant set of beliefs is coordinated appropriately to meet the integrated aims of the agent. Homeostatic epistemology recognizes that justificatory relationships between beliefs are constantly changing to combat uncertainties and to take advantage of predictable circumstances. Contrary to holism, justification is built up and broken down across limited sets like the anabolic and catabolic processes that maintain homeostasis in the cells, organs and systems of the body. It is the coordination of choristic sets of reliably produced beliefs that create the greatest flourishing given the limitations inherent in the situated agent.
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Books on the topic "Epistemology"

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Pritchard, Duncan. Epistemology. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-52692-2.

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Philosophy, Royal Institute of, ed. Epistemology. Cambridge: Cambridge University Press, 2009.

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Ernest, Sosa, and Villanueva Enrique, eds. Epistemology. Boston, MA: Blackwell Publishing, 2004.

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Fumerton, Richard A. Epistemology. Oxford, UK: Blackwell Pub., 2005.

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John, Hawthorne, ed. Epistemology. Malden, MA: Blackwell Publishers, 2005.

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McInerny, Dennis Q. Epistemology. Elmhurst, Pa: Priestly Fraternity of St. Peter, 2007.

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Ernest, Sosa, and Villanueva Enrique, eds. Epistemology. Boston: Blackwell Publishers, 2004.

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Fumerton, Richard A. Epistemology. Malden, Mass: Blackwell, 2006.

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W, Perrett Roy, ed. Epistemology. New York: Garland, 2001.

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Alvarez, Eliseo. Epistemology. Princeton, NJ: Films for the Humanities and Sciences, 2004.

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Book chapters on the topic "Epistemology"

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Falmagne, Rachel Joffe. "Epistemology." In Encyclopedia of Critical Psychology, 596–99. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_95.

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Buckland, Luke, and Clark Chinn. "Epistemology." In Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_256-2.

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O’Donnell, R. M. "Epistemology." In Keynes: Philosophy, Economics and Politics, 81–105. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-07027-5_6.

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Garrett, Richard. "Epistemology." In The Philosophical Legacy of Behaviorism, 69–88. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9247-5_3.

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Koskinen, Kaj U., and Rainer Breite. "Epistemology." In Uninterrupted Knowledge Creation, 25–30. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57303-4_4.

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Hetherington, Stephen. "Epistemology." In History of Philosophy in Australia and New Zealand, 379–411. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6958-8_14.

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Young, Gerald. "Epistemology." In Adult Development, Therapy, and Culture, 247–58. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4757-9015-3_12.

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Buckland, Luke, and Clark Chinn. "Epistemology." In Encyclopedia of Science Education, 398–401. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_256.

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Romero, Gustavo E. "Epistemology." In Scientific Philosophy, 51–70. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97631-0_4.

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Amariglio, Jack, and David F. Ruccio. "Epistemology." In Routledge Handbook of Marxian Economics, 14–28. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315774206-2.

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Conference papers on the topic "Epistemology"

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Fierro, Constanza, Ruchira Dhar, Filippos Stamatiou, Nicolas Garneau, and Anders Søgaard. "Defining Knowledge: Bridging Epistemology and Large Language Models." In Proceedings of the 2024 Conference on Empirical Methods in Natural Language Processing, 16096–111. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.emnlp-main.900.

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Kim, Minsu, and James Thorne. "Epistemology of Language Models: Do Language Models Have Holistic Knowledge?" In Findings of the Association for Computational Linguistics ACL 2024, 12644–69. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.findings-acl.751.

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Jeon, Sophia M., Ian Descamps, and David Hammer. "Affect, meta-affect, and epistemology in an introductory physics lab." In 2024 Physics Education Research Conference, 206–11. American Association of Physics Teachers, 2024. http://dx.doi.org/10.1119/perc.2024.pr.jeon.

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Karbowski, Arthur, and Robert Fraher. "Designed Epistemology." In 14th International Conference of the European Academy of Design, Safe Harbours for Design Research. São Paulo: Editora Blucher, 2021. http://dx.doi.org/10.5151/ead2021-174.

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Tsvetkov, Angel Metodiev. "Sociology and epistemology." In 2nd International e-Conference on Studies in Humanities and Social Sciences. Belgrade: Center for Open Access in Science, 2018. http://dx.doi.org/10.32591/coas.e-conf.02.10115t.

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Shulga, E. N. "Bioharmeneutics and Epistemology." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-11-2018-86.

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Alfano, M., S. Cunningham, W. Meulemans, I. Rutter, M. Sondag, B. Speckmann, and E. Sullivan. "Social network-epistemology." In 2018 IEEE 14th International Conference on e-Science (e-Science). IEEE, 2018. http://dx.doi.org/10.1109/escience.2018.00073.

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Jones, Derek, Philip Plowright, Leonard Bachman, and Tiiu Poldma. "Introduction: Design Epistemology." In Design Research Society Conference 2016. Design Research Society, 2016. http://dx.doi.org/10.21606/drs.2016.619.

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Lising, Laura J., Leon Hsu, Charles Henderson, and Laura McCullough. "Exploring the Intersections of Personal Epistemology, Public Epistemology, and Affect." In 2007 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2007. http://dx.doi.org/10.1063/1.2820916.

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Benkard, J. Philip. "An epistemology of APL." In the APL98 conference. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/327559.327619.

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Reports on the topic "Epistemology"

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Opper, Jeffrey M. Software Epistemology. Fort Belvoir, VA: Defense Technical Information Center, March 2016. http://dx.doi.org/10.21236/ad1005645.

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Gilman, Todd. Communicative Action as Feminist Epistemology. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6782.

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Gray, James W., and Paul F. Syverson. Epistemology of Information Flow in the Multilevel Security of Probabilistic Systems. Fort Belvoir, VA: Defense Technical Information Center, May 1995. http://dx.doi.org/10.21236/ada294336.

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Streva, Juliana. Aquilombar Democracy Fugitive Routes from the End of the World. Maria Sibylla Merian International Centre for Advanced Studies in the Humanities and Social Sciences Conviviality-Inequality in Latin America, June 2021. http://dx.doi.org/10.46877/streva.2021.37.

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This working paper approaches the current global crisis as a potential territoriality for radicalizing concepts and for learning with ongoing fugitive routes. Through nonlinear paths, I aim to examine the contours of the quilombo not only as a slavery-past event but as a continuum of anti-colonial struggle that invokes other forms of re-existence and convivial coexistence in Brazil. In doing that, this research draws attention to an Améfrica Ladina epistemology and a decolonial methodology embodied by living archives and oral histories.
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Teixeira, Mariana. Vulnerability: A Critical Tool for Conviviality-Inequality Studies. Maria Sibylla Merian Centre Conviviality-Inequality in Latin America, May 2022. http://dx.doi.org/10.46877/teixeira.2022.44.

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The aim of this working paper is to foster the concept of “vulnerability” as a critical tool for social theory in general and conviviality-inequality studies in particular. First, to clarify the concept, an analytical distinction is established between vulnerability as either an experiential structure shared by all persons (constitutive vulnerability) or as historical social injustice that detrimentally impacts some more than others (contingent vulnerability). The paper then explores the contrast between approaches to epistemic injustice theory and standpoint epistemology as two opposing views with regard to the political and epistemic potential of vulnerability. From this contrast, finally, a critique of one-sided conceptions shows us that, for vulnerability to have a productive and critical use, it must be grasped as fraught with ambiguity, implying both a contingent risk of subjection and a constitutive opening to otherness. It is this ambiguity that makes vulnerability a useful conceptual tool for grasping conviviality as inextricably connected to inequality
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Laguado Jaimes, Elveny. Estrategias de aprendizaje para historia y epistemología del cuidado de enfermería. Ediciones Universidad Cooperativa de Colombia, August 2021. http://dx.doi.org/10.16925/gcnc.16.

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Gracias a la nota de clase, los alumnos y profesores de Enfermería disponen de un material que les permitirá desarrollar estrategias para apropiarse de los aspectos relacionados con el origen de la enfermería y su influencia en el avance del cuidado como esencia del quehacer profesional. Los hechos históricos desde una mirada crítica y reflexiva permiten valorar y reconocer en las diferentes épocas de la historia situaciones del contexto social, político y económico que contribuyeron a los cambios para el presente de la profesión y los desafíos del futuro; esto debido a que la historia, como parte inherente de una sociedad, se escribe de manera permanente por los modos cambiantes de la humanidad. Hay un presente con legados históricos que fortalecen una profesión que está evolucionando constantemente en cuanto a construcción como ciencia, con los referentes teóricos que los alumnos identifican por primera vez. Asimismo, la forma como se comprende, valora e interpreta contribuirá a que se empoderen y lideren cambios en su práctica profesional y se fortalezca la calidad del cuidado y la identidad profesional.
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Enríquez Ochoa, Jully Viviana. Embarazo en adolescentes. Ediciones Universidad Cooperativa de Colombia, December 2022. http://dx.doi.org/10.16925/gcgp.68.

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La adolescencia es un camino a la independencia que puede llevar a diferentes situaciones problemáticas, ya sean sencillas o complejas. Un embarazo no deseado, por ejemplo, es una de una situación compleja que puede convertirse en un problema de salud pública y social. Este indicador, especialmente, refleja el resultado de la situación de un país en términos económicos, educativos, nutricionales y de acceso a los servicios de salud. El cuidado de enfermería durante el proceso de gestación debe ir más allá del cumplimiento o la aplicación de la Ruta de Atención Integral Materno Perinatal. Este cuidado se concibe como “la interacción que se ejerce entre el profesional de enfermería, la gestante, su hijo por nacer y la familia, donde comparten conocimientos, experiencias, habilidades y precepciones acerca del cuidado, generando compromisos para mantener la salud y calidad de vida”. En consecuencia, es importante establecer una relación terapéutica entre profesional de enfermería, paciente y familia, en función de permitir que el profesional establezca un plan de cuidados acorde con las necesidades reales de la gestante, con el fin de asegurar un curso adecuado del embarazo. Esta nota de clase busca facilitar la comprensión de la epistemología de enfermería, a través de una narración que cuenta la historia de una joven embarazada que ha pasado por diversas circunstancias, y donde se reflejan los patrones del conocimiento, como el empírico, ético, estético e intuitivo, dentro del marco de referencia de la teoría de Kristen Swanson.
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Paredes, Claudia Andrea, Clara Tatiana Verney, Marcela Granada, and Laura Gisella Tolosa. Lineamientos para la construcción de una propuesta pedagógica según perfil de los estudiantes de psicología inscritos en el curso de Epistemología de la Psicología en modalidad de Educación Virtual del programa de Psicología de la UNAD a partir de las Inteligencias Múltiples y los estilos de aprendizaje. Universidad Nacional Abierta y a Distancia, 2018. http://dx.doi.org/10.22490/ecsah.2850.

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