To see the other types of publications on this topic, follow the link: Knowledge for its own sake.
Books on the topic 'Knowledge for its own sake'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 books for your research on the topic 'Knowledge for its own sake.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse books on a wide variety of disciplines and organise your bibliography correctly.
1
David, Owen. The walls around us: Home improvement for its own sake. Villard Books, 1991.
Find full text
2
Taptiklis, Theodore. Unmanaging: Opening up the organization to its own unspoken knowledge. Palgrave Macmillan, 2008.
Find full text
3
Unmanaging: Opening up the organization to its own unspoken knowledge. Palgrave Macmillan, 2008.
Find full text
4
Dimkpa, Anthony C. The self-consciousness of Jesus Christ: An analysis of its main christological trends. Pleasant Word, 2010.
Find full text
5
Verloo, Nanke, and Luca Bertolini, eds. Seeing the City. Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463728942.
Full textAbstract:
The city is a complex object. Some researchers look at its shape, others at its people, animals, ecology, policy, infrastructures, buildings, history, art, or technical networks. Some researchers analyse processes of in- or exclusion, gentrification, or social mobility; others biological evolution, traffic flows, or spatial development. Many combine these topics or add still more topics beyond this list. Some projects cross the boundaries of research and practice and engage in action research, while others pursue knowledge for the sake of curiosity. This volume embraces this variety of perspectives and provides an essential collection of methodologies for studying the city from multiple, interdisciplinary, and transdisciplinary perspectives. We start by recognizing that the complexity of the urban environment cannot be understood from a single vantage point. We therefore offer multiple methodologies in order to gather and analyse data about the city, and provide ways to connect and integrate these approaches. The contributors form a talented network of urban scholars and practitioners at the forefront of their fields. They offer hands-on methodological techniques and skills for data collection and analysis. Furthermore, they reveal honest and insightful reflections from behind the scenes. All methodologies are illustrated with examples drawn from the authors own research applying them in the city of Amsterdam. In this way, the volume also offers a rich collection of Amsterdam-based research and outcomes that may inform local urban practitioners and policy makers. Altogether, the volume offers indispensable tools for and aims to educate a new generation of interdisciplinary and transdisciplinary-minded urban scholars and practitioners.
6
Allegretti, Umberto, ed. Democrazia partecipativa. Firenze University Press, 2010. http://dx.doi.org/10.36253/978-88-8453-548-1.
Full textAbstract:
Democrazia partecipativa. Esperienze e prospettive in Italia e in Europa analyses the practices of participatory democracy as an essential resource for emerging from the recession and for the development of European countries. The 26 Italian and foreign authors who have collaborated on the research and in the experiences documented in this book objectively appraise the features, demands, difficulties and successes of the same, attempting to map out a path for their expansion in Italy and in Europe. The book is conceived for all those who wish to expand their knowledge in this new sphere of relations between civil society and the institutions, and to engage in initiatives that enhance the condition of the public sector and the way in which it responds to the growing capacities and demands of the citizens.
7
Fish, Stanley. Save the World on Your Own Time. Oxford University Press, 2008. http://dx.doi.org/10.1093/oso/9780195369021.001.0001.
Full textAbstract:
What should be the role of our institutions of higher education? To promote good moral character? To bring an end to racism, sexism, economic oppression, and other social ills? To foster diversity and democracy and produce responsible citizens? In Save the World On Your Own Time, Stanley Fish argues that, however laudable these goals might be, there is but one proper role for the academe in society: to advance bodies of knowledge and to equip students for doing the same. When teachers offer themselves as moralists, political activists, or agents of social change rather than as credentialed experts in a particular subject and the methods used to analyze it, they abdicate their true purpose. And yet professors now routinely bring their political views into the classroom and seek to influence the political views of their students. Those who do this will often invoke academic freedom, but Fish suggests that academic freedom, correctly understood, is the freedom to do the academic job, not the freedom to do any job that the professor so chooses. Fish insists that a professor's only obligation is "to present the material in the syllabus and introduce students to state-of-the-art methods of analysis. Not to practice politics, but to study it; not to proselytize for or against religious doctrines, but to describe them; not to affirm or condemn Intelligent Design, but to explain what it is and analyze its appeal." Given that hot-button issues such as Holocaust denial, free speech, and the Israeli-Palestinian conflict are regularly debated in classrooms across the nation, Save the World On Your Own Time is certain to spark fresh debate--and to incense both liberals and conservatives alike--about the true purpose of higher education in America.
8
Dyke, John C. Van. Nature For Its Own Sake: First Studies In Natural Appearances. Kessinger Publishing, LLC, 2006.
Find full text
9
author, Dellabough Robin, ed. An audience of one: Reclaiming creativity for its own sake. Portfolio, 2018.
Find full text
10
Dyke, John C. Van. Nature For Its Own Sake: First Studies In Natural Appearances. Kessinger Publishing, LLC, 2007.
Find full text
11
Baker, Victoria J. Education for its own sake : the relevance dimension in rural areas. 1989.
Find full text
12
Campbell, Ian W. Knowledge and the Ends of Empire. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501700798.001.0001.
Full textAbstract:
This book investigates the connections between knowledge production and policy formation on the Kazak steppes of the Russian Empire. Hoping to better govern the region, tsarist officials were desperate to obtain reliable information about an unfamiliar environment and population. This created opportunities for Kazak intermediaries to represent themselves and their landscape to the tsarist state. Because tsarist officials were uncertain of what the steppe was, and disagreed on what could be made of it, Kazaks were able to be part of these debates, at times influencing the policies that were pursued. This book tells a story that highlights the contingencies of and opportunities for cooperation with imperial rule. Kazak intermediaries were at first able to put forward their own idiosyncratic views on whether the steppe was to be Muslim or secular, whether it should be a center of stock-raising or of agriculture, and the extent to which local institutions needed to give way to imperial institutions. It was when the tsarist state was most confident in its knowledge of the steppe that it committed its gravest errors by alienating Kazak intermediaries and placing unbearable stresses on pastoral nomads. From the 1890s on, when the dominant visions in St. Petersburg were of large-scale peasant colonization of the steppe and its transformation into a hearth of sedentary agriculture, the same local knowledge that Kazaks had used to negotiate tsarist rule was transformed into a language of resistance.
13
Stroud, Barry. Perceptual Knowledge and the Primacy of Judgement. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198809753.003.0009.
Full textAbstract:
This chapter argues that judgement, or belief, is the key to understanding the possibility of perceptual knowledge. It suggests that any adequate account of human perception should explain, at least in general, how our perceiving what we do can give us the kind of knowledge we all know we have of the world around us. Awareness of things, even repeated awareness of things of the same kind, does not on its own give you the resources for having beliefs about them that are either true or false. To understand how perception can provide us with knowledge we must understand the connection between what we perceive and the possibility of thought and belief about what we perceive. This chapter contends that being capable of judgement is a condition of knowing something about the world by perception.
14
Huschka, Sabine. Dance in Search of Its Own History. Edited by Mark Franko. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199314201.013.46.
Full textAbstract:
This chapter explores the methods of appropriating and reactivating past knowledge of European dance practices, focusing on contemporary choreographic approaches funded by the German national program Tanzfonds Erbe (Kulturstiftung des Bundes). Eyeing three distinct productions—Jochen Roller’s The Source Code (2012), Christina Ciupke and Anna Till’s undo, redo and repeat (2013), and Henrietta Horn’s rendition of Mary Wigman’s Le Sacre du Printemps (2013)—the inquiry focuses on the reflective possibilities disclosed by reenactment. To seek the remains of dance historicity across bodies, “witnesses,” notes, and digital media, the chapter analyzes the different approaches to actualizing choreographic knowledge of the past in the modes of occupying vacancies—reaching into an open wound of loss (death). Since every act of remembering is placed between the past and the present, the logic of reenactment constitutes in dance a staged act of activated memory continually carrying out the work of its own self-assertion.
15
Peach, Ken. Just Managing. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198796077.003.0017.
Full textAbstract:
In this chapter, three aspects of management are discussed: first, the need for managers to behave in an ethical manner; second, the need for managers to avoid stress and, if it is unavoidable, to manage it; third, the business of management, that is, budgeting, accounts, audits, grant management and space management. Management is not an end in itself; it is a means to an end. In this case, the end is science–the pursuit of knowledge–for its own sake, for the advancement of society, or both. Good and effective management of science is essential if science is to be able to achieve its full potential, to make sure that the scientists have the resources, equipment, space and time to facilitate their science and are as little troubled by the burdens of bureaucracy as possible.
16
Holbrook, J. Britt. Peer Review, Interdisciplinarity, and Serendipity. Edited by Robert Frodeman. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198733522.013.39.
Full textAbstract:
Peer review remains the tool of choice for research evaluation. But can peer review judge interdisciplinary research and societal, as well as scholarly, impact? Or should metrics for scholarly impact and altmetrics for societal impact replace peer review? “Peer Review, Interdisciplinarity and Serendipity” argues that peer review should be redesigned to maximize serendipity, conceived as ‘sagacity regarding opportunity’. Rather than using peer review to promote the pursuit of academic knowledge for its own sake (and then scrambling to adapt it to interdisciplinary and transdisciplinary demands), this alternative suggests using peer review for communication among academics (from whatever discipline) and between academics and other members of society.
17
Payne, Andrew. Teleology and the Parts of the Soul. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198799023.003.0006.
Full textAbstract:
This chapter seeks to describe the particular sort of psychic conflict that allows Socrates to distinguish different parts of the soul. In Republic 4 Socrates argues that the soul has roughly the same parts as the best city. The resulting parts of the soul (appetite, spirit, and desire) are described as capable of acting for such ends as pleasure, honor, and knowledge. The function of the rational part, calculation, is described in detail. Two sorts of unity between parts of the soul are described. A weak unity characterizes a soul whose parts are capable of helping each other carry out their own tasks but often interfere with each other. A strong unity characterizes the virtuous soul whose parts actively help each other achieve their different ends. In the virtuous soul, each part acts for the sake of achieving the end of strong unity.
18
Moss, Sarah. Probabilistic Knowledge. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198792154.001.0001.
Full textAbstract:
Traditional philosophical discussions of knowledge have focused on the epistemic status of full beliefs. This book argues that in addition to full beliefs, credences can constitute knowledge. For instance, your .4 credence that it is raining outside can constitute knowledge, in just the same way that your full beliefs can. In addition, you can know that it might be raining, and that if it is raining then it is probably cloudy, where this knowledge is not knowledge of propositions, but of probabilistic contents. The notion of probabilistic content introduced in this book plays a central role not only in epistemology, but in the philosophy of mind and language as well. Just as tradition holds that you believe and assert propositions, you can believe and assert probabilistic contents. Accepting that we can believe, assert, and know probabilistic contents has significant consequences for many philosophical debates, including debates about the relationship between full belief and credence, the semantics of epistemic modals and conditionals, the contents of perceptual experience, peer disagreement, pragmatic encroachment, perceptual dogmatism, and transformative experience. In addition, accepting probabilistic knowledge can help us discredit negative evaluations of female speech, explain why merely statistical evidence is insufficient for legal proof, and identify epistemic norms violated by acts of racial profiling. Hence the central theses of this book not only help us better understand the nature of our own mental states, but also help us better understand the nature of our responsibilities to each other.
19
Williamson, Timothy. Acting on Knowledge. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198716310.003.0008.
Full textAbstract:
This chapter develops and refines the analogy between knowledge and action in Knowledge and its Limits. The general schema is: knowledge is to belief as action is to intention. The analogy reverses direction of fit between mind and world. The knowledge/belief side corresponds to the inputs to practical reasoning, the action/intention side to its outputs. Since desires are inputs to practical reasoning, the desire-as-belief thesis is considered sympathetically. When all goes well with practical reasoning, one acts on what one knows. Belief plays the same local role as knowledge, and intention as action, in practical reasoning. This is the appropriate setting to understand knowledge norms for belief and practical reasoning. Marginalizing knowledge in epistemology is as perverse as marginalizing action in the philosophy of action. Opponents of knowledge-first epistemology are challenged to produce an equally systematic and plausible account of the relation between the cognitive and the practical.
20
Foley, Richard. The Humanities and Sciences Are Different. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190865122.003.0001.
Full textAbstract:
This chapter argues that inquiries in the sciences and humanities have different aims and the values informing these inquiries are also different. It maintains, in particular, that there are four major differences: (1) the sciences value findings that are not limited to particular locations, times, or things, but in the humanities universal generalizations aren’t so valued, nor should they be; (2) the sciences treasure findings that are as independent as possible of the perspectives of those conducting the inquiry, whereas this is not in general appropriate in the humanities; (3) the sciences aim to be wholly descriptive, but the humanities are also often concerned with prescriptive claims, which give expression to values; and (4) the sciences are organized around the importance of increasing the stock of collective knowledge, whereas in the humanities individual insight is highly valued for its own sake, independently of its ability to generate consensus.
21
Brown, Jessica. Knowledge, Chance, and Practical Reasoning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198801771.003.0007.
Full textAbstract:
This chapter considers well-known objections to fallibilism from practical reasoning and the infelicity of concessive knowledge attributions. In reply, it argues that, in fact, fallibilism and infallibilism face similar puzzles and have the same broad options of response. Since the fallibilist and the infallibilist each take their views to allow that most of our ordinary claims to knowledge are correct, they both face the puzzle that, as stakes rise, one no longer seems to be in a good enough epistemic position to rely on what one knows in one’s practical reasoning. Further, it argues that they both have the same broad options of reply to this puzzle, depending on what notion of probability they hold is relevant to practical reasoning. Relatedly, they have the same broad options for explaining the infelicity of concessive knowledge attributions of the form ‘I know that p, but it might be that not-p’.
22
Curzer, Howard. Aristotle and Moral Virtue. Edited by Nancy E. Snow. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199385195.013.14.
Full textAbstract:
Aristotle explains what virtues are in some detail. They are dispositions to choose good actions and passions, informed by moral knowledge of several sorts, and motivated both by a desire for characteristic goods and by a desire to perform virtuous acts for their own sake. Each virtue governs a different sphere of human life, but all virtues are conducive to happiness. Aristotle maintains that virtuous acts lie in a mean relative to the situation. I sketch Aristotle’s account of virtue, and briefly answer some questions raised by his list of virtues. Aristotle asserts that virtue is acquired through habituation and teaching. Its acquisition presupposes natural aptitude as well as certain goods of fortune. Although Aristotle addresses the questions of how virtuous actions are identified, how they are related to morally right actions, and how his ethics is grounded, I argue that he does not provide clear answers.
23
Wedgwood, Ralph. Plato’s Theory of Knowledge. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198817277.003.0003.
Full textAbstract:
Several contemporary epistemologists have been intrigued by the discussion of the distinction between knowledge and correct opinion in Plato’s Meno (97a–98b); a number of them have suggested that Plato is appealing to the idea that to know a proposition one must be ‘safe from error’ regarding that proposition. In fact, although there is evidence that Plato assumes that knowledge requires something like safety, this passage in the Meno imposes a different requirement on knowledge—namely, what Robert Nozick called ‘adherence’, the requirement that knowledge must resiliently ‘adhere’ to the truth. Adherence is much more controversial than safety, but it seems that Plato accepted both, and it is argued that he was right to do so. Both adherence and safety can be understood in a ‘contextualist’ manner, but it seems that Plato rejects contextualism in favor of understanding both conditions in their most demanding form.
24
Fraihat, Ibrahim, and Bill Hess. For the Sake of Peace or Justice? Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190628567.003.0004.
Full textAbstract:
Chapter 4, by Ibrahim Fraihat and Bill Hess, examines three of the major transitional justice measures used globally in the context of pre- and post-Arab Spring experiences in the region. Examining the use of prosecutions, amnesties, and commissions of inquiry in both periods, they argue that there is a propensity for governments to select mechanisms that pursue either justice, i.e. criminal accountability, or peace, i.e. amnesty, but achieve neither. Drawing upon experiences from Algeria, Iraq, and Morocco, they argue that each government chose its own approach to consolidate power, and that the tendency to use only one mechanism rather than several affected the possibility of achieving peace with justice. This, they argue, is substantiated as well by academic quantitative and qualitative studies suggesting that the use of more than one mechanism, and in particular the use of amnesties along with trials, is correlated with positive change in the key indicators of democracy and human rights.
25
James, Henry. The Aspern Papers and Other Stories. Edited by Adrian Poole. Oxford University Press, 2013. http://dx.doi.org/10.1093/owc/9780199639878.001.0001.
Full textAbstract:
There's no baseness I wouldn't commit for Jeffrey Aspern's sake.’ The poet Aspern, long since dead, has left behind some private papers. They are jealously guarded by an old lady, once his mistress and muse, a recluse in an old palazzo in Venice, tended by her ingenuous niece. A predatory critic is determined to seize them. What can he make of the younger woman? What are his motives? What are the papers worth and what is he prepared to pay? In all four stories collected here, including ‘The Death of the Lion’, ‘The Figure in the Carpet’, and ‘The Birthplace’, the figure of the artist is central. Extraordinarily prophetic, James explores the emergent new cult of the writer as celebrity, and asks, who cares about the work for itself? Can the man behind the artist ever truly be known, and does our knowledge explain the act of creativity? This new edition includes extracts from James's Prefaces and Notebooks which shed light on the genesis of the stories.
26
Connolly, Michael. SAGE & THYME. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0024.
Full textAbstract:
Unhelpful communication behaviours by nurses are known to block patients with cancer from thinking for themselves and so a new approach to training emotional support has emerged from practice. Foundation-level communication skills, including patient-centredness, are being taught in the United Kingdom within a three-hour workshop. Within it, teachers of communication skills are attempting to bridge the gap between published knowledge and clinical practice, using a structured and sequential model known as SAGE & THYME. The model is described as a starter kit to help health workers to listen carefully and practice patient-centred care. The elements of the model and the workshop are described. Published data of self-reported outcomes from workshop participants suggest that learning happens, beliefs change, confidence grows, and willingness to discuss emotional concerns increases. Dissemination of the workshop throughout the United Kingdom appears to be practical, though further research into the impact on patient outcomes is needed.
27
Make It Safe. CSIRO Publishing, 2010. http://dx.doi.org/10.1071/9780643100237.
Full textAbstract:
All people involved with preparation of food for the commercial or retail market need a sound understanding of the food safety risks associated with their specific products and, importantly, how to control these risks. Failure to control food safety hazards can have devastating consequences for not only the consumer, but also the food manufacturer. 
 Make It Safe provides practical guidance on how to control food safety hazards, with a specific focus on controls suitable for small-scale businesses to implement. 
 Small businesses make up around two-thirds of businesses in Australia’s food and beverage manufacturing industry. This book is aimed at those small-scale businesses already in or considering entering food manufacture. Those already operating a small business will develop a better understanding of key food safety systems, while those who are in the ‘start-up’ phase will gain knowledge essential to provide their business with a solid food safety foundation while also learning about Australian food regulations relevant to food safety. The content will also be useful for students studying food technology or hospitality who wish to seek employment in the manufacturing industry or are planning on establishing their own manufacturing operation.
 Illustrated in full colour throughout, Make It Safe outlines the major food safety hazards – microbial, chemical and physical – which must be controlled when manufacturing all types of food products. The control of microbial hazards is given special emphasis as this is the greatest challenge to food manufacturers. Topics covered include: premises, equipment, staff, product recipes, raw ingredients, preparation, processing, packaging, shelf-life, labelling and food recalls. Key messages are highlighted at the end of each chapter.
28
Wears, Robert, and Kathleen Sutcliffe. Still Not Safe. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190271268.001.0001.
Full textAbstract:
Patient safety suddenly burst into public consciousness in the late 1990s and became a “celebrated” cause in the 2000s. It has since gradually faltered, and little improvement has been noted over almost 20 years. Both the rise and fall of patient safety demand explanation. Medical harm had been known long before the 1990s, so why did it suddenly become popular? And why were safety efforts ineffective? The authors propose that this rise was due to a discursive shift that reframed “medical harm” into “medical error” in the setting of anxiety about industrialization and great change in healthcare. The “error” framing, with its inherent notion of agency, was useful in advancing the agenda of a technocratic, managerial group of health professionals and diminishing the authority of the old guard based on clinical expertise. The fall was due to this “medicalization” of safety. Health professionals and managers with little knowledge of safety science came to dominate the patient safety field, crowding out expertise from the safety sciences (e.g., psychology, engineering) and thus keeping reform under the control of the healthcare establishment. Operating with a sort of delusional clarity, this scientific-bureaucratic cabal generated a great deal of activity but made little progress because they failed to engage with expertise in the safety sciences. Twenty years after sudden popularity, there is general agreement that little of value has been achieved. The future of patient safety is in doubt, and radical reform in approaches to safety will be required for progress to be made.
29
Legaspi, Michael C. Job the True Sage. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190885120.003.0004.
Full textAbstract:
In the book of Job, wisdom is contested. In the speeches of the friends, wisdom is a program based on a pious alignment with divine justice as manifest in the sacred, social, and cosmic orders. In the figure of Job, the reader is invited to reconsider the nature of piety on which this understanding of wisdom is based. Job raises the possibility that piety is a form of integrity that yields a different relation to order. Accordingly, piety does not consist in a knowledge of order that leads to a prosperous life but rather in the determination to hold one’s place within the order, to remain true to the inner dictates of one’s pious life. To do so is to inhabit an order in which the strange inexplicability of this determination is coordinated to the strangeness of the cosmos itself and to the will of an inscrutable God.
30
Lenfle, Sylvain, and Christoph Loch. Has Megaproject Management Lost Its Way? Edited by Bent Flyvbjerg. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198732242.013.2.
Full textAbstract:
This chapter illustrates the management of uncertainty, of stakeholders, and of contractors, and then draws on history—the Manhattan Project to develop the atomic bomb, and Cold War-era space and defense projects such as Polaris and Apollo—to show that knowledge of how to overcome these issues has long existed and could be used effectively in some megaprojects today. For example, Manhattan Project manager General Groves realized that big unforeseeable uncertainties in designing atomic weapons required discrete project management skills including flexibility, but these techniques have since been pushed aside in a managerial push for control that became the phased-planning or “stage-gate” process philosophy. While some successes in the 1940s and 1950s may not be repeated today with the same managerial methods, because stakeholder complexity was lower at a time when huge projects served “national priorities,” it is argued that some mid-twentieth-century managerial techniques would help improve modern megaprojects.
31
McGlynn, Aidan. Mindreading Knowledge. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198716310.003.0004.
Full textAbstract:
Is knowing a mental state in its own right, as believing is, or is it, at best, a mental state in an attenuated sense due to being a species of belief? Jennifer Nagel has recently contended that there is a strong empirical case for the former view of knowledge, arguing indirectly for this conclusion by drawing on work in developmental and comparative psychology that she takes to suggest that the concept of knowledge is acquired before the concept of belief. This chapter critically reassesses the bearing of the relevant empirical results and argues that they present a messy, complicated, and inherently inconclusive picture of when children and other creatures acquire the concepts in question. It concludes that the available empirical evidence does not support Nagel’s conceptual priority claim, let alone her further metaphysical conclusions about the nature of knowledge.
32
Foley, Richard. The Value of Knowledge and the Gettier Game. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198724551.003.0022.
Full textAbstract:
Recent literature on the nature of knowledge is filled with stories in which a subject has a true belief but intuitively seems not to have knowledge. All these stories can be understood in the same way. They are all ones in which the subject is ignorant of something important about the situation, and this ignorance can be used to explain why the subject lacks knowledge. Knowledge is a matter of having accurate and comprehensive enough information, where the test of enough is negative. One cannot lack important true beliefs. This way of thinking about knowledge has the additional advantage of dissolving puzzles about the value of knowledge and true belief, puzzles that other accounts of knowledge find it surprisingly difficult to handle.
33
Otis, Laura, ed. Literature and Science in the Nineteenth Century. Oxford University Press, 2009. http://dx.doi.org/10.1093/owc/9780199554652.001.0001.
Full textAbstract:
‘It has been said by its opponents that science divorces itself from literature; but the statement, like so many others, arises from lack of knowledge.’ John Tyndall, 1874 Although we are used to thinking of science and the humanities as separate disciplines, in the nineteenth century that division was not recognized. As the scientist John Tyndall pointed out, not only were science and literature both striving to better 'man's estate', they shared a common language and cultural heritage. The same subjects occupied the writing of scientists and novelists: the quest for 'origins', the nature of the relation between society and the individual, and what it meant to be human. This anthology brings together a generous selection of scientific and literary material to explore the exchanges and interactions between them. Fed by a common imagination, scientists and creative writers alike used stories, imagery, style, and structure to convey their meaning, and to produce work of enduring power. The anthology includes writing by Charles Babbage, Charles Darwin, Sir Humphry Davy, Charles Dickens, George Eliot, Michael Faraday, Thomas Malthus, Louis Pasteur, Edgar Allan Poe, Mary Shelley, Mark Twain and many others, and introductions and notes guide the reader through the topic's many strands. ABOUT THE SERIES: For over 100 years Oxford World's Classics has made available the widest range of literature from around the globe. Each affordable volume reflects Oxford's commitment to scholarship, providing the most accurate text plus a wealth of other valuable features, including expert introductions by leading authorities, helpful notes to clarify the text, up-to-date bibliographies for further study, and much more.
34
Ben-Haim, Yakov. Optimization and Its Limits. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198822233.003.0004.
Full textAbstract:
Innovation dilemmas often result from seeking optimal—that is, minimal or maximal—outcomes. However, uncertainty sometimes makes outcome optimization infeasible or unwise. Human progress originates in our thirst for improvement. However, our ability to predict the outcome quality of the options is limited when our knowledge is severely curtailed. We simply can’t know which option will be optimal. Furthermore, seeking the best outcome sometimes becomes a moral imperative of its own, regardless of substantive needs. Optimization is then a goal in itself, leading to misuse of an otherwise worthy idea. We begin by discussing the modern paradigm of optimization—the laws of physics—and then discuss three ways in which seeking optimal solutions may go astray. After distinguishing between substantive and procedural optimization, we will see that outcome optimizers inadvertently minimize the robustness against uncertainty.
35
Frank, David John, and John W. Meyer. The University and the Global Knowledge Society. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691202051.001.0001.
Full textAbstract:
The university is experiencing an unprecedented level of success today, as more universities in more countries educate more students in more fields. At the same time, the university has become central to a knowledge society based on the belief that everyone can, through higher education, access universal truths and apply them in the name of progress. This book traces the university's rise over the past hundred years to become the cultural linchpin of contemporary society, revealing how the so-called ivory tower has become profoundly interlinked with almost every area of human endeavor. The book describes how, as the university expanded, student and faculty bodies became larger, more diverse, and more empowered to turn knowledge into action. Their contributions to society underscored the public importance of scholarship, and as the cultural authority of universities grew they increased the scope of their research and teaching interests. As a result, the university has become the bedrock of today's information-based society, an institution that is now implicated in the solution to every conceivable problem. But, as the book also shows, the conditions that helped spur the university's recent ascendance are not immutable: eruptions of nationalism, authoritarianism, and illiberalism undercut the university's universalistic and rationalistic premises, and may threaten the centrality of the university itself.
36
Moyar, Dean. Absolute Knowledge and the Ethical Conclusion of the Phenomenology. Edited by Dean Moyar. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199355228.013.9.
Full textAbstract:
Hegel wrote in The Science of Logic that the deduction of the concept of science was accomplished at the end of the Phenomenology of Spirit in ‘Absolute Knowledge.’ This chapter links the deduction claim to the metaphor of a ladder to science that Hegel discusses in the Phenomenology Preface, and to the sublation of the form of objectivity that is the focus of ‘Absolute Knowledge.’ It argues that this reconciliation of self-consciousness with objectivity coincides with the task of unifying the theoretical and practical domains. Once one appreciates that Hegel’s goal is such a unification, one can see why he holds that the agent of conscience is already quite close to possessing absolute knowledge. The agent’s knowledge in deliberation, together with the agent’s relation to other agents in the process of recognizing action on conscience, has the same conceptual form as the complete theoretical object, the expanded version of the Concept, or inferential objectivity.
37
Nagel, Jennifer. 1. Introduction. Oxford University Press, 2014. http://dx.doi.org/10.1093/actrade/9780199661268.003.0001.
Full textAbstract:
Knowledge always belongs to some individual or group and the knowledge of a group may go beyond the knowledge of its individual members. The ‘Introduction’ focuses on the kind of knowledge that is a link between a person and a fact. What is it for someone to know something, rather than merely believe it? Is there a difference? Knowledge links a subject to a truth. This feature of ‘knowing that’ is called factivity: we can know only facts, or true propositions. It is assumed that truth is objective, or based in reality and the same for all of us. But knowledge has still further requirements, beyond truth and confidence.
38
Leigh, Fiona, ed. Self-Knowledge in Ancient Philosophy. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198786061.001.0001.
Full textAbstract:
In a tradition inspired by the Delphic injunction to ‘know thyself’, ancient philosophical works contain a variety of treatments of self-knowledge—of knowing the content of certain kinds of one’s own thought, or knowing one’s own status as a knower or moral agent. This book draws together contributions from an international collection of scholars working in ancient philosophy, and explores self-knowledge in ancient thought in Plato, Aristotle, Hellenistic thinkers, and Plotinus, noting continuities and discontinuities with its contemporary counterpart. The nature and structure of ancient self-knowledge is investigated in different thinkers—whether it is higher-order or a kind of self-presence, consists in a synoptic view or is diachronic, is arrived at directly via self-perception or some other kind of grasp, or mediated by dialogue or friendship with others. So too the book enquires into the relation of self-knowledge to virtue or tranquillity, either as a condition on attaining that state, or a result of the agent’s development, resulting from a process of effortful reflection.
39
Millikan, Ruth Garrett. Linguistic Signs. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198717195.003.0013.
Full textAbstract:
The semantic meaning of a linguistic form is its intentional content. Parts of sentence meaning that have traditionally been thought to be determined by speaker intentions—the resolution of ambiguity and vagueness, the reference of proper names, indexicals, demonstratives, and anaphors—are actually settled by public semantics. True descriptive language carries natural information that matches semantic content, so it can be understood by an interpreter in the same way that ordinary non-intentional infosigns are understood; no recognition of speaker intentions is required. But true descriptive language also carries much additional information the understanding of which is supplied by speakers and hearers from their own prior knowledge.
40
Webster OAM, Joan. Essential Bushfire Safety Tips. CSIRO Publishing, 2012. http://dx.doi.org/10.1071/9780643107816.
Full textAbstract:
By the author of the acclaimed The Complete Bushfire Safety Book, the latest edition of Joan Webster OAM’s Essential Bushfire Safety Tips has been revised and updated. The book deals with people's fears and concerns about bushfires in general, and the maze of official safety policies in the wake of Victoria's 2009 Black Saturday bushfires. Its concise and straightforward style clears a path of understanding through the tangle of conflicting opinions and misconceptions.
 It identifies the shortcomings and likely adverse repercussions of some of these policies, defines the actions necessary for people to stay safe during a bushfire – and their homes to remain intact – and sets out safe procedures.
 Essential Bushfire Safety Tips reveals the scientific post-bushfire research into why people who stayed with their homes died during the Black Saturday fires, and shows that, despite the almost universal media reports that 'nothing could be done to save homes on such a day', many householders did, in fact, save their homes.
 Included are new chapters on township protection; shelters, refuges and bunkers; as well as new information on choices of home bushfire safety strategies; protective house design, furnishings and gardens; protection of animals; and first aid.
 This book fills the gap between bushfire authority brochures and long, in-depth books. Backed by scientific facts, it brings a message of hope and empowerment: that with appropriate knowledge, preparation and awareness, towns, homes and people can survive bushfires. 
 Set out in easy-to-access dot-point one-liners, it demystifies bushfire behaviour, explains how to prevent a bushfire from destroying houses, details the safe way to act at each stage of threat, describes weather factors and safe burning-off, details the benefits and hazards of staying, non-defensive sheltering, and evacuating, and how to make the decision on which course is best for you.
41
Landy, Joshua. To Thine Own Selves Be True-ish. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190698515.003.0007.
Full textAbstract:
This chapter presents the core challenge before Hamlet as that of achieving authenticity in the face of inner multiplicity. Authenticity—which this chapter will take to mean (1) acting on the (2) knowledge of (3) what one truly is, beneath one’s various masks and social roles—becomes a particularly pressing need under conditions of (early) modernity, when traditional forms of action-guidance are at least halfway off the table. But authenticity is highly problematic when the self that is discovered turns out to be multiple. Which self, exactly, should one be true to? Hamlet’s solution, this chapter suggests, is an “actor’s ethos,” in which each of his aspects is given its day in the sun, granted full commitment by means of what we now call “method acting.” That is what Hamlet learns from the players—and that too is what we stand to learn from Hamlet: not an idea but a method.
42
Munk Christiansen, Peter, Jørgen Elklit, and Peter Nedergaard, eds. The Oxford Handbook of Danish Politics. Oxford University Press, 2020. http://dx.doi.org/10.1093/oxfordhb/9780198833598.001.0001.
Full textAbstract:
This is the most comprehensive and thorough English language book on Danish politics ever. It is written by fifty authors, each of whom is an expert in and has contributed to the field that they write about. And why is Denmark an interesting topic for a handbook? In some respects, Danish political institutions and political life are similar to that of other small, North European countries such as the other Scandinavian countries and The Netherlands. However, in other respects, Danish politics is interesting in its own right. For instance, Denmark has a world record in minority governments. According to standard scholarly knowledge, this should result in unstable governments and a bad economy. This is not the case, however, since Denmark has a rather stable political system and a strong and robust economy among the strongest in Europe. The Danes have continued reservations towards the EU despite close to 50 years of EC/EU membership, and the Danes rejected the Maastricht Treaty in 1992. Still, the EU issue is handled in ways that do not call for large political battles. Also Denmark used to be known as a tolerant and liberal society; its Jews were almost all saved during the German occupation of the Second World War; it was the first country to legalize pornography and formally register same-sex couples. Yet recent Danish politics has also been associated with xenophobia and anti-Muslim sentiments. The handbook provides the reader with a detailed knowledge and understanding of almost all aspects of Danish politics.
43
Olfert, C. M. M. Plato on Practical Reason and Practical Knowledge. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190281007.003.0001.
Full textAbstract:
In Chapter 1, I argue that in a number of dialogues, Plato proposes that when we reason about what to do, we are equally and inseparably concerned with two sets of aims or concerns: grasping the truth and gaining knowledge on the one hand, and acting and acting well on the other. That is, from the perspective of practical reasoning, the goals of grasping the truth and gaining knowledge is inseparable from, and equally fundamental as, the goals of acting rationally and well. I argue that this Platonic idea is a plausible and worth examining both on its own terms, and because it has a legacy in Aristotle’s notion of practical truth. As I argue in the remainder of the Book, Aristotle uses his innovative conception of practical truth to formalize and make explicit the dual normative structure of practical reasoning suggested by Plato.
44
Anjum, Rani Lill, and Stephen Mumford. Are More Data Better? Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198733669.003.0012.
Full textAbstract:
A plausible candidate for a norm of science is that the more data the better, for theory generation, for example. Such a norm would be supported if causal inferences were inductive, for instance. This view is in tension, however, with the thesis that causation is singular and intrinsic, relying on no repetition elsewhere even though in some cases it is capable of producing it. From a singularist perspective, there are at least some instances where causal understanding comes from deep knowledge of single cases rather than superficial knowledge of many cases. At the same time, it seems clear that there can be a diminishing epistemic return in the gathering of more and more evidence of the same kind.
45
Iida, Takashi. Knowledge and Belief Through the Mirror of Japanese. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190865085.003.0003.
Full textAbstract:
The author considers three Japanese verbs that may be the counterparts of the English “know” and “believe.” As verbs of thinking, they typically form mental predicates, which are sensitive to the difference in grammatical person in Japanese. He also shows how difference in person is connected to aspectual properties of these verbs. Some Japanese verbs for mental activities may take two sentential complements, one for their objects and the other for their contents. It is argued that the verb shiru, a counterpart of “know,” is one such two-complement verb. It is suggested that the object complement of shiru must be a definite noun phrase, and it is the source of the factivity of shiru. The two-complement structure of shiru and other Japanese verbs suggests that a mental activity may have its own object, as well as its content, and it is important to consider their relation to each other.
46
Nimmo, Graham, and Ben Shippey. Clinical skills in critical care. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199600830.003.0013.
Full textAbstract:
This chapter provides a framework for the learning and teaching of both technical and non-technical skills. There is a deliberate weighting towards decision-making and behavioural skills because of their prevalence in practice, the importance of delivering them reliably, and the need to increase their profile in our wards, classrooms, skills centres, and curricula. The practice of clinical intensive care requires the application of a huge range of clinical skills each of which has its own knowledge base and where each necessitates the acquisition of a technique. It is necessary to consider the application of these skills in the ‘messy’, sometimes chaotic environment of the intensive care unit where multiple critically-ill patients are simultaneously requiring individual input and at the same time relatives require support, learners need teaching, and time and attention are invested in the crucial processes of audit, quality improvement and research.
47
Food Handlers Manual. Instructor. Organización Panamericana de la Salud, 2017. http://dx.doi.org/10.37774/9789275119020.
Full textAbstract:
[Introduction]. Food-borne diseases (FBDs) are one of the most frequent public health problems in daily life. The hazards that cause FBD may occur in the different stages of the food chain (from primary production to the table). Independently from its origin, once the food reaches the consumer it may have an impact on public health and cause severe economic damage to the establishments devoted to its preparation and sale. These two events may cause loss of confidence and the closing down of a business. Fortunately, the measures for preventing food contamination are very simple and may be applied by anyone who handles food, by following easy rules for hygienic food handling. This Manual’s purpose is to provide to people who handle food, and particularly to food-handlers’ instructors, the information they need to facilitate the teaching of proper procedures to food workers. In addition, it seeks to provide basic information about food safety that Latin American and Caribbean countries may adapt to their own needs. The Manual is organized into three Modules and Appendixes focusing on the following topics: (1) food hazards; (2) FBDs; and (3) hygienic measures to prevent food contamination. The evaluation at the end, forms part of the Manual. Its purpose is to assess the knowledge learned during the course regarding the importance of hygienic food handling for public health.
48
Ichikawa, Jonathan Jenkins. Justification. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199682706.003.0005.
Full textAbstract:
This chapter articulates a knowledge first theory of doxastic justification—a belief is justified just in case it is relevantly similar to a possible instance of knowledge. In the terminology of the chapter, justification is “potential knowledge”. Relevant similarity is a matter of a matching of basic evidence and cognitive processing. This needn't be assumed to be a matter of the intrinsic; on the externalist approach to basic evidence given in Chapter 3, for one's belief to be justified is for there to be a possible knower who shares the same basic evidence—including factive perceptual states—and cognitive processing. The Appendix to Chapter 4 considers how the view extends to justified beliefs in necessarily false contents.
49
Zachmann, Karin, and Sarah Ehlers, eds. Wissen und Begründen. Nomos Verlagsgesellschaft mbH & Co. KG, 2019. http://dx.doi.org/10.5771/9783748903383.
Full textAbstract:
Evidence has become a key resource within our knowledge society. At the same time, during the course of the 20th century, negotiations on the validity of knowledge became a political and controversial phenomenon which has since shaped the multiple fields of science, technology, politics, medicine and society. As the diagnosis of a ‘post-factual age’ makes clear: knowledge will not be accepted in modern society per se; instead knowledge operators have to satisfy demands to give validity to their findings. But which practices should they apply for this purpose? How is the validity of knowledge negotiated in different public spheres? Using an interdisciplinary perspective, this anthology examines the dynamics of evidence practices. The authors cover examples from research in the fields of medicine, communication, the economy, science, technology and environmental studies. At the same time, they connect analysis from recent history with current phenomena. With contributions by Helena Bilandzic, Tommaso Bruni, Sarah Ehlers, Stefan Esselborn, Sascha Dickel, Kay Felder, Mariacarla Gadebusch Bondio, Christine Haßauer, Susanne Kinnebrock, Magdalena Klingler, Emilia Lehmann, Sabine Maasen, Ruth Müller, Jutta Roosen, Helmuth Trischler, Andreas Wenninger, Fabienne Will, Karin Zachmann
50
Bohdanowicz, Zbigniew. Klimatyczne ABC. Interdyscyplinarne podstawy współczesnej wiedzy o zmianie klimatu. Edited by Magdalena Budziszewska and Aleksandra Kardaś. University of Warsaw Press, 2021. http://dx.doi.org/10.31338/uw.9788323547303.
Full textAbstract:
In the face of the climate crisis, education based on the current scientific knowledge is an exceptionally urgent need. This textbook was created on the initiative of the scientists associated with the “UW for Climate” team, by 16 experts from the University of Warsaw and other academic centers, representing various fields of knowledge, such as physics, chemistry, biology, ecology, economics, psychology and engineering. Thus, it is an interdisciplinary textbook, just like the issue of climate change itself. The textbook is addressed to the university students interested in the basics of knowledge about climate change, regardless of the field of their study, as well as to the high school students and teachers. The individual topics of the “Climate ABC” are related to such areas of school knowledge as: physics, chemistry, biology and ecology, geography and social studies. The textbook also accompanies the online course under the same name offered by the University of Warsaw. The book is divided into four parts, presenting the mechanisms of global warming (part 1), its causes (part 2), consequences (part 3) and actions that can prevent the most negative effects of climate change (part 4).