Relevant bibliographies by topics / Knowledge philosophies

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

Academic literature on the topic 'Knowledge philosophies'

Author: Grafiati
Published: 10 January 2023
Last updated: 28 January 2023

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Journal articles on the topic "Knowledge philosophies"

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Vityaev, E., and K. Rennolls. "Philosophies and methodologies for knowledge discovery." Intelligent Data Analysis 12, no. 2 (April 16, 2008): 145–46. http://dx.doi.org/10.3233/ida-2008-12201.

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Burnett, Craig M., and Lydia Tiede. "Voter Knowledge of Candidates’ Judicial Philosophies." Justice System Journal 36, no. 1 (December 31, 2014): 49–62. http://dx.doi.org/10.1080/0098261x.2014.989787.

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Hussein, Adan. "Philosophies of Education, Knowledge and Curriculum & Instruction." American Journal of Art and Design 6, no. 3 (2021): 60. http://dx.doi.org/10.11648/j.ajad.20210603.11.

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Kasten, Joseph E. "Knowledge Strategy." International Journal of Strategic Information Technology and Applications 3, no. 1 (January 2012): 1–14. http://dx.doi.org/10.4018/jsita.2012010101.

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Knowledge strategy is defined as the set of guidelines and philosophies that guide an organization’s knowledge-based activities, such as knowledge gathering, development, storage, and utilization. Much of the early literature describing knowledge strategy suggests that its role in the organization is to drive, and be driven by, organizational structure and the human resources and technology strategies. This paper derives a model that places the firm’s knowledge strategy as a mitigating factor between the decisions made by management and the manner in which they are communicated to the rest of the organization. The present research is an update to a previously published paper and extends the research that first generated the metaphor of the KS as a lens.
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Qi, Jing, Catherine Manathunga, Michael Singh, and Tracey Bunda. "Micro histories of intercultural knowledge exchange: Tao Xingzhi’s educational poetry." History of Education Review 48, no. 1 (June 3, 2019): 2–14. http://dx.doi.org/10.1108/her-05-2017-0010.

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Purpose The purpose of this paper is to provide a micro historical account of the work of a key Chinese educational reformer, Tao Xingzhi (1891–1946), who transformed educational ideas from John Dewey to effect social and cultural change in 1920s–1940s China. Design/methodology/approach This paper examines English and Chinese language sources, including Tao’s poetry, to present a fresh analysis of Tao’s epistemological life history. It draws upon transnational historical approaches to chart the multidirectional circulation of progressive education philosophies around the globe. It also explores some conceptual dimensions of Chinese historical thinking and historiographical strategies. Findings Tao Xingzhi engaged in critical intercultural knowledge exchange in implementing educational reforms in China. He blended and critiqued Chinese and Deweyian educational philosophies to create unique educational reform, which involved reversing some of Dewey’s approaches as well as adapting others. Originality/value This paper foregrounds Tao Xingzhi’s agency in transforming some of Dewey’s ideas in the Chinese context and challenges studies that adopt an “impact-response” approach to Tao’s contribution, which suggest a one-way flow of knowledge from a “modern” West to a “traditional” China. It brings hitherto unexplored Chinese language sources to an English-speaking audience, particularly Tao’s poetry, to gain new historical insights into Tao’s educational reforms. It contributes to transnational understandings of the multidirectional flows of knowledge about Progressive educational philosophies around the world.
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Chestnov, Ilya L'vovich. "Legal Reality as Itemof Postclassic Law Philosophies." Russian Journal of Legal Studies 6, no. 2 (June 15, 2019): 28–34. http://dx.doi.org/10.17816/rjls18476.

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The writer show important of philosophical understanding of the law existence. The legal philosophy is searching the ground of juridical science. Philosophy of science is not like a separate area of knowledge, existed closer with this scientific discipline, but her high level- the level of her grounds. In this level occur “contact” between worldview, philosophy and this scientific discipline. Philosophical knowledge (with ideological and everyday knowledge subjected to philosophical ref lection) used for ontological and epistemological substantiation of science. Philosophy of science (like her according level) is not a science, but the knowledge and without this knowledge, science (and juridical science) is impossible. In this case the legal philosophy is the high level of jurisprudences provided ontological and methodological justification of law. Exactly legal philosophy allows juridical discipline come in “meta-legal” area, only from legal philosophy possible explication of legal grounds.Post-classical philosophy formulates the following picture of legal reality: 1) law is created (constructed) by people;2) law is conditioned by historical and socio - cultural context; 3) law is multifaceted, potentially inexhaustible in its external manifestations, phenomenon; 4) law exists in the sign form and practices (behavioral and discursive, mental) people. Post-classic right philosophy is characterized by anthropology and practical orientation.Legal reality formulated by people and reproduced by their practices. The study of exactly how this happens is an important task of post - classical philosophy of law. This approach differs significantly from the classical one and is an adequate analysis of law in post-modern, global society.
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McLarty, Michael H. "An Examination of Modern Psychology Through Two Philosophies of Knowledge." Psychological Record 40, no. 2 (April 1990): 273–88. http://dx.doi.org/10.1007/bf03399564.

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van Koningsveld, P. S. "Toegepaste vergelijkende godsdienstwetenschap in het voortgezet onderwijs: Contouren van een cursus ter versterking van sociale cohesie en burgerschap." NTT Journal for Theology and the Study of Religion 61, no. 4 (November 18, 2007): 281–90. http://dx.doi.org/10.5117/ntt2007.61.281.koni.

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The author argues that there are at present three good reasons to introduce education about religions and philosophies of life as a compulsory subject in all European secondary schools: (1) the growing complexity of religions and life philosophies in European societies; (2) the weakening role of traditional religious institutions in the transmission of religious knowledge to the next generations; (3) the growing number of social conflicts thought to be related to religious issues. In the view of the author, the educational programme should consist of three parts, with specific application of each of these parts to the religious history of the Netherlands. Part 1 would have to deal with the historical separation between State and Religion and the origin of the prevailing constitutional principles concerning religions and philosophies of life. Part 2 would deal with the origin of the Netherlands as a Protestant State and with the the social and political emancipation of Catholicism and Judaism in the history of the Netherlands. Part 3 would focus on the history of philosophies of life and religions in the Netherlands after the Second World War, and especially with Islam. At the end of his article, the author criticizes the lack of knowledge and understanding of Islam, prevailing in important Dutch text books used at secondary schools.
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Mastracci, Sharon. "Book Review: Public Administration: Traditions of Inquiry and Philosophies of Knowledge." Review of Public Personnel Administration 35, no. 4 (November 11, 2015): 406–10. http://dx.doi.org/10.1177/0734371x15615452.

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Demiroz, Fatih. "Book Review: Public Administration: Traditions of Inquiry and Philosophies of Knowledge." American Review of Public Administration 43, no. 1 (December 4, 2012): 130–32. http://dx.doi.org/10.1177/0275074012462451.

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Dissertations / Theses on the topic "Knowledge philosophies"

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Cairns, Carolyn Jane. "In pursuit of excellence: uncovering the knowledge, philosophies, and expert practice of the classical ballet master." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/4052.

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This thesis explores the professional practice of two highly accomplished expert teachers, ‘masters’ of classical ballet, with the aim of providing an understanding of their expertise. A qualitative case study methodology was used to illuminate the masters’ knowledge acquisition and teaching practices. Data collection comprised interviews with the masters and a sample of their students, and teaching observations of the masters at work. A metaphoric conceptual framework of a three-act ballet performance has been used to present the thesis. This dance-related metaphor was chosen: firstly, because it keeps the ballet context in focus; secondly, because it allows for the leading roles to be those of the masters, and their students, and; thirdly because it provides a fitting way to highlight key themes that emerged from the data analysis. Furthermore, just as an entire three-act ballet needs to be experienced in order to fully understand its story, so too, all three acts of the thesis ‘performance’ must be read in order to appreciate the complexity and inter-connected nature of the masters’ practice. Part One (The Programme) provides the foundation work of the thesis (introduction, literature review, methodology, and methods). Part Two includes The Performance, with the Prologue presenting biographic narratives for both masters and each of the three acts revealing key dimensions of the masters’ practice. Act One explores their knowledge acquisition, professional philosophies and beliefs. Act Two explores their professional orientations. Act Three illuminates their expertise in action, within the class and rehearsal environment. Important themes include the recognition that, for the masters, learning and teaching develop over a lifetime and are inspired by an immense passion and dedication for ballet and its teaching. Also, a master brings to the art- form his/her own individuality, and creativity, and actively contributes to ballet’s historical continuum through his/her professional legacy of practice. While some of the findings support aspects already described in the literature about expertise, the use of a domain-specific case study establishes this support, and illuminates a new perspective with much needed evidence. A Grand Finale concludes the study, with the development of a prototypical view of the professional practice of a classical ballet master. Such a prototype has the potential to inform researchers of exemplary practice in other art forms, and more importantly, to highlight the essential characteristics of exemplary ballet masters.
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Andersson, Ida. "Balance of music education : chartering verbal and non verbal knowledges in the philosophies of music teachers in South Africa." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-1488.

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This thesis discuss how balance between declarative and procedural knowledge can be reached in music education. The purpose is to shine light on how balance between different kinds of knowledge shows itself in South African music teachers descriptions of their ways of teaching. The main focus lies in how non verbal and verbal knowledge present itself in the teacher's philosophies. The categorisation of different kinds of knowledge from the book Music Matters by David Elliott is used to distinguish the main question in the analysis. This categorisation suggests there are five categories of knowledge of where one is verbal and four non verbal. Seven teachers are included in the study and the results show that there are some difficulties in the process of balancing verbal and non verbal knowledges in their teaching situations. The difficulties is shown largely between the desire to teach through non verbal methods and the traditional way of teaching that is more directed towards verbal knowledge and the fact that it is the easiest and quickest way to use spontaneously in the teaching situations. The thesis concludes that despite the fact that there are areas of development in balancing knowledges in teaching situations, there is more elements of the philosophical theories discovered in reality than expected. The pattern show that the teacher's philosophical reflections present more gaps individually than put together which results in the reflection that if teachers use the knowledge and experience among each other in a larger extent, balance between different kinds of knowledge is more easily approached than when doing it on their own.
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Kirby, Anne Louise. "Synthesising a context-specific approach to Native American narratives : an analysis of philosophies of knowledge and cross-cultural communication in Native American and academic contexts." Thesis, Swansea University, 2005. https://cronfa.swan.ac.uk/Record/cronfa42283.

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This dissertation considers the tension between Native American and academic philosophies of knowledge and its implications for Native American literary and film criticism. Native American epistemologies tend to value knowledge that is experiential, implicit and reflected upon over a long period within a culturally meaningful environment. Academic epistemologies tend to value knowledge that can be fixed and communicated unambiguously in research papers. The research analyses the potential and limitations of three existing critical frameworks - interruptive storytelling,conversive and tribal-specific within a cross-cultural context, and considers which elements of each method might contribute to mediating between Native American and academic philosophies of knowledge. The "interruptive storytelling" approach exposes the interlocutor's preconceptions and the limits on their understanding, initiating an "internal" dialogue that frustrates closure and mimics the openness of Native American narratives, but requires a level of reflexivity difficult for "outsider" researchers to achieve. The "conversive" approach seeks meaningfulness within the interconnections between all elements of the universe and democratises the critical process by undermining academic authority, but fails to acknowledge the rights of Native storytellers to limit access into their narratives. The "tribal-specific" approach inhibits the imposition of Eurocentric critical theories onto Native American texts, enabling narratives to be evaluated within a framework determined by tribally-specific aesthetics, but has limited potential in cross-cultural environment. By combining the most useful elements of each approach and applying them to context-specific readings of the films of Victor Masayesva and George Burdeau the research synthesises a new flexible critical approach that considers narratives not only within the context of their production, but also the context of their performance and enables the development of "reflexive resonance" in researchers that respects tribal epistemologies while conforming to standards of scholarly research.
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Braverman, Charles. "Kant, philosophe français du XIXe siècle : entre science, philosophie et épistémologie." Thesis, Université de Lorraine, 2017. http://www.theses.fr/2017LORR0399.

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Les études kantiennes peuvent se pencher sur l’œuvre de Kant, mais aussi sur sa réception et la manière dont le kantisme a contribué à faire surgir des réflexions philosophiques originales. Cette thèse explore cette deuxième voie, à travers le prisme particulier des circulations entre science, philosophie et épistémologie. Il s’agit de rendre compte de la manière dont des savants ont compris et utilisé Kant, au XIXe siècle en France. Ampère, Brunschvicg, Comte, Couturat, Gergonne, Lacroix, Léchalas, Littré, Milhaud, Poincaré, Renouvier, Rey, Ribot, Paul Tannery, Wronski et Wyrouboff sont quelques exemples de penseurs plus ou moins connus ayant une formation scientifique et faisant usage de Kant. Toutefois, plutôt que de proposer une suite rhapsodique d’études consacrées à ces savants, cette thèse suit les principaux réseaux de circulations des images et usages du kantisme tout au long du XIXe siècle en France. De l’Académie de Berlin aux revues francophones de la fin du siècle, une institutionnalisation des références à Kant se met progressivement en place et elle implique de nombreuses interfaces entre science, philosophie et épistémologie. Kant est utilisé notamment pour souligner l’activité du sujet dans la constitution de la connaissance et pour poser le problème épistémologique de la correspondance des représentations avec la réalité. Ainsi, le réalisme est mis en tension. Plusieurs savants s’emparent du kantisme pour construire des options philosophiques originales repensant les liens et les oppositions entre empirisme, idéalisme et scepticisme. Par exemple, un réalisme structural associé à une réflexion sur la croyance et sur les probabilités émerge dès le début du XIXe siècle. On le retrouve, sous des formes variées, chez Ampère, Cournot ou encore Tannery. Par ailleurs, le kantisme sert de creuset philosophique pour penser le fondement des sciences. La géométrie et l’arithmétique sont au centre des débats. C’est particulièrement vrai à la fin du siècle, avec la renaissance des géométries non-euclidiennes et le développement des liens entre mathématiques et logique. Ces problématiques ont des racines plus anciennes et les matrices des usages de Kant émergent dès le début du siècle. Enfin, il n’est pas rare d’observer que les savants utilisent Kant dans des analyses portant sur la mécanique rationnelle ou encore sur la cosmologie. De manière générale, la présente étude rend compte de la manière dont les références à Kant fonctionnent pour penser ces sciences. En définitive, il s’agit de manifester que Kant est un acteur français décisif de l’épistémologie et de la philosophie des sciences de tout le XIXe siècle
Kantian studies can look at Kant’s body of work, as well as the way it was received and how it has contributed to the emergence of original philosophical reflections. This thesis examines the latter path, through the peculiar prism of circulation between science, philosophy and epistemology. The goal is therefore to show how scholars understood and used Kant. Ampère, Brunschvicg, Comte, Couturat, Gergonne, Lacroix, Léchalas, Littré, Milhaud, Poincaré, Renouvier, Rey, Ribot, Paul Tannery, Wronski and Wyrouboff are but a few examples of more or less renowned thinkers with a scientific education who used Kant. However, rather than offering a litany of studies dedicated to these scholars, this thesis follows the main circulation networks of pictures and uses of Kantianism all through the XIX century in France. From the Prussian Academy of Sciences to the Francophone reviews at the end of the century, references to Kant were being more and more institutionalized, which implied many interactions between science, philosophy and epistemology. However, Kant was notably used to acknowledge the importance of the subject’s activity in constituting knowledge and to raise the epistemological issue of correspondence between representations and reality. The concept of realism was then given a bit of a stretch. Several scholars seized Kantianism to build up original philosophical options, which rethought the connections and oppositions between empiricism, idealism and skepticism. For instance, a form of structural realism associated with a reflection on belief and probabilities appeared as soon as the beginning of the XIX century. It can be found, for example, under various forms in Ampère, Cournot or even Tannery. Moreover, Kantianism was used as a philosophical melting pot to think out the founding principles of sciences. Geometry and arithmetic were at the heart of the debates. It was especially the case at the end of the century, thanks to the rebirth of Non-Euclidian geometries and the development of links between mathematics and logic. However, these problematics had roots that were older and the matrices of Kant’s uses emerged as soon as the beginning of the century. Finally, it is not uncommon to observe that scholars used Kant to think out rational mechanics or even cosmology. As such, this study reports how references to Kant worked to think out these sciences. According to these perspectives, Kant is indeed an influential actor in epistemology and philosophy of science in the XIX century in France
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Tribe, John Douglas Arthur. "The philosophic practitioner : tourism, knowledge and the curriculum." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10019144/.

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Tourism is an important and growing activity in the world. It produces significant impacts not only on businesses and the economy, but also on people and the planet. Tourism education at university level has grown just as rapidly as its target phenomenon. However, a vocationalist orthodoxy, focusing predominantly on business and the economy, is evident in the emerging curricula. Recent curriculum proposals in the tourism literature describe partial framings that legitimate this vocationalist trend. This thesis addresses concerns about what should be taught. Its initial review of methodological approaches to the design of the tourism curriculum finds that a philosophical approach to the problem is lacking. It therefore adopts such a philosophical approach and initially situates the curriculum amidst its related concepts of tourism and tourism knowledge. Here, the frill possible extent of, and contest for, the curriculum is revealed. Different types of knowledge, and alternative ideas of tourism compete for representation in the curriculum. Partial framings leave significant areas of the tourism world underrepresented in the curriculum. The thesis proposes principles for the ordering of a comprehensive curriculum for tourism higher education. The framework proposed comprises four key domains where vocational action is complemented by vocational reflection, liberal reflection and liberal action. The tourism world in which graduates are prepared for action is thereby extended from a narrow business setting to include tourism's wider society. This framework enables the case to be made, and the content outlined, for a tourism higher education which educates philosophic practitioners. These would be graduates who deliver efficient and effective tourism services whilst at the same discharging the role of stewardship for the development of the wider tourism world in which these services are delivered.
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MUNIZ, ANA CRISTINA OLIVEIRA. "BODY AND KNOWLEDGE IN NIETZSCHE: FROM ANIMAL MAN TO BEAST-PHILOSOPHER." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24898@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
O projeto de rompimento com a metafísica se constitui como o primeiro passo para aquilo que Nietzsche se coloca como sendo sua tarefa: o favorecimento da aparição de um certo tipo de cultura e de um certo tipo de homem . Assim, a crítica nietzschiana servirá à exposição sobre como se perpetuou o desprezo pelo corpo no âmbito do conhecimento filosófico, a partir da construção de sistemas conceituais erigidos com base na crença na ideia de verdade e em uma atitude de negação da vida. Para Nietzsche, todo conhecimento se dá como apropriação interpretativa da experiência, que tem na dinâmica pulsional sua regência afetiva. Pelo método genealógico, Nietzsche problematiza o descompasso corpo-pensamento como tendo origem no salto do animal-homem ao homem-animal-cultural. Do bicho-homem à besta-filósofo, o conhecer se dá como expressão e desdobramento da vontade de poder.
The project break with metaphysics is constituted as the first step in what Nietzsche puts it as his task: favoring the appearance of a certain type of culture and a certain kind of man. Thus, Nietzsche s critique will serve exposure was perpetuated on contempt by the body within the philosophical knowledge from the construction of conceptual systems erected based on belief in the idea of truth and an attitude of denial of life. For Nietzsche, all knowledge is given as an interpretive appropriation of experience that has in instinctive dynamic its affective regency. By genealogical method, Nietzsche discusses the mismatch body-thought to have originated on the heel of the animal-man to cultural-animal man. From nimal-man to beast-philosopher, the knowledge takes place as an expression and unfolding the will to power.
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Poellinger, Roland [Verfasser], and Godehard [Akademischer Betreuer] Link. "Concrete causation : about the structures of causal knowledge / Roland Poellinger. Betreuer: Godehard Link." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2012. http://d-nb.info/1054295077/34.

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Fujita, Kojiro. "Pour une philosophie de la subjectivation. Etude sur Michel Foucault." Thesis, Paris Est, 2015. http://www.theses.fr/2015PESC0002/document.

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Cette thèse cherche à mettre en lumière la philosophie de la subjectivation chez Michel Foucault. Dans notre perspective, le premier Foucault (d’Histoire de la folie à Les mots et les choses) a essayé de surmonter la philosophie du sujet pour avancer une pensée de l’anonymat, mais le dernier Foucault (de L’archéologie du savoir à Histoire de la sexualité) a tenté de reprendre au-delà de cet anonymat le problème du sujet jusqu’à élaborer finalement le concept de subjectivation. Ainsi, notre thèse se demande comment le dernier Foucault a continué à réexaminer le sujet dans trois domaines anonymes, savoir, pouvoir et éthique, et ce pour dégager de ce parcours foucaldien ce qu’on pourrait appeler au fond la philosophie de la subjectivation. Cette philosophie consiste donc en trois éléments : la logique de la subjectivation, la politique de la subjectivation et l’éthique de la subjectivation. Dès lors que la plupart des études existantes se sont attachées à cette dernière, notre thèse se consacre prioritairement aux deux premières : la première partie de la thèse traite la logique de la subjectivation pour montrer notre existence dans le système du savoir, et la deuxième traite la politique de la subjectivation pour montrer notre existence dans celui du pouvoir. Ces recherches ne peuvent plus s’accomplir par les pensées traditionnelles (réalisme de l’objectivité scientifique, phénoménologie de la subjectivité transcendantale, épistémologie des formes idéales, herméneutique du sens fondamental, etc.), jamais étrangères à la philosophie du sujet, mais seulement par la pensée foucaldienne elle-même, bien destinée à celle de la subjectivation. Cette thèse lit ainsi la pensée foucaldienne par celle-ci elle-même pour en dégager la philosophie de la subjectivation. Elle aboutit cependant non seulement à montrer le concept de subjectivation, mais aussi à trouver paradoxalement ce qu’on pourrait appeler la « contre-subjectivation
This thesis seeks to shed light on the philosophy of the subjectivation in the work of Michel Foucault. From our perspective, the early Foucault (from Madness and Civilization to The Order of Things) strived to overcome the philosophy of the subject in order to advance a thought of anonymity, but the later Foucault (from The Archaeology of Knowledge to The History of Sexuality) attempted to take up the problem of the subject again beyond that anonymity so as to finally elaborate the concept of subjectivation. Hence, our thesis inquires how the later Foucault continued to re-examine the subject in three anonymous domains – knowledge, power and ethics –, in order to extract from Foucault’s works what one can finally call the philosophy of the subjectivation. Thus this philosophy consists of three elements: the logic of the subjectivation, the politics of the subjectivation and the ethics of the subjectivation. Since most existing studies are related to the later element, our thesis is primarily devoted to the former two. The first half of the thesis addresses the logic of the subjectivation to reveal our existence in the system of knowledge, and the second half deals with the politics of the subjectivation to reveal our existence in that of power. Theses researches can no longer be accomplished by traditional thoughts (realism of scientific objectivity, phenomenology of transcendental subjectivity, epistemology of ideal forms, hermeneutics of fundamental meaning, etc.), which are never foreign to the philosophy of the subject, but only by Foucault’s thought itself, which is well destined to the philosophy of the subjectivation. Thus, our thesis reads Foucault’s thought by this same thought itself in order to extract the philosophy of the subjectivation from there. However, ultimately, it not only explores the concept of subjectivation, but also paradoxically sheds light on what one can call the “counter-subjectivation”
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Karakas, Tahir. "Nietzsche et William James : réformer la philosophie." Thesis, Reims, 2012. http://www.theses.fr/2012REIML003.

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L'ambition de cette thèse est de faire dialoguer deux pensées philosophiques qui au premier abord semblent radicalement différentes : la première phase, essentiellement américaine, du mouvement pragmatiste, et d'autre part, un penseur atypique, qui présente la particularité de se détourner de la quasi-totalité de la tradition philosophique antérieure. Par leur inscription géographique, par leur manière de procéder, ces deux pensées semblent appartenir à des mondes radicalement disjoints.Que pourraient se dire nos deux philosophes-« psychologues », Nietzsche et William James au sujet de la philosophie elle-même ? Leurs paroles pourraient-elles se croiser quelque part dans un univers philosophique âgé de plus de deux millénaires ? Ces deux philosophes, l'un inventeur du terme du « bon européen » et l'autre, considéré comme le philosophe américain par excellence et en même temps le plus européen des philosophes américains, ont-ils quelques mots à partager ? Que peut-il y avoir en commun chez ces deux philosophes, sauf à être considérés par Mussolini comme ses maîtres de philosophie à côté de Sorel ?Et enfin, dans quelle mesure peut-on parler d'un pragmatisme nietzschéen ? Ya-t-il des éléments dans la pensée de Nietzsche nous permettant de faire un rapprochement entre sa pensée et le pragmatisme jamesien ? Si la réponse à la question est positive, jusqu'où peuvent aller les similarités de leurs positions philosophiques ? C'est à ces questions que nous essayons de répondre dans cette étude
The object of this thesis is to open a dialogue between two philosophical thoughts, which, at first glance, seem to be fundamentally different in many respects: on the one hand, the earlier period of pragmatist movement mainly represented by William James; and on the other,an atypical philosopher who has the distinction of turning away from all the previous philosophical tradition, Friedrich Nietzsche. The central questions of these two philosophers and their way of practicing philosophy represent two philosophical worlds radically different. However, several philosophers and authors have already drawn some interesting analogies between Nietzsche and James without debating the issue in depth. What could say our two “psychologists” philosophers, Nietzsche and James about philosophy itself? Their words might they intersect somewhere in a philosophical universe older than two millennia? These two philosophers, one the inventor of the term "good European" and the other, considered as the American philosopher par excellence and also the most European of American philosophers; do they have a few words to share? What can there be in common between these two philosophers, except to be considered by Mussolini as his philosophical masters alongside Sorel?And finally, to what extent one can speak of a Nietzscheanpragmatism? These are some of the questions that we address in this thesis in order to initiate the debate between Nietzsche and James
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Sahota, Jaspal Peter. "Generative knowledge : a pragmatist logic of inquiry articulated by the classical Indian philosopher Bhaṭṭa Kumārila." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/54213/.

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This thesis investigates the svataḥ-prāmāṇyam doctrine of the 7th century Indian philosopher Bhaṭṭa Kumārila, based on an analysis of this doctrine as presented in the Bṛhaṭ-ṭīkā and in the Śloka-vārttika. The original contribution of this thesis consists in a novel interpretation of Kumārila's claim which diverges from the interpretations of the classical Indian commentators as well as those of recent scholarship by John Taber and Dan Arnold. Rather than a phenomenological or Reidean epistemology, this research argues that Kumārila provides a normative epistemology. In contrast to the interpretation of Dan Arnold, which roots justification and truth in the phenomenological fact of mere awareness which is undefeated, it is argued here that Kumārila articulates a normative process which mandates the believer to strengthen her beliefs through a purposive and goal-oriented process. The thesis begins with a consideration of the notion of svabhāva, to which Kumārila appeals, making a dispositional essentialist reading of this term, as a real causal power or disposition which is the essence of an entity conditional on its existence. It is then argued that Kumārila's claim concerns the manifestation of a competence. The operational dichotomy between pramāṇa and non-pramāṇa is compared to that between Good and Bad Cases in epistemological disjunctivism. It is shown that Kumārila articulates a belief protocol by analogy with normative processes in generative grammar and in legal and ritual interpretation. An antifoundationalist defence of this protocol and its applicability to the case of beliefs formed from Vedic testimony is provided. It is suggested that Kumārila's claim engages more closely with Sosa's notion of aptness than with any notion of justification.
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Books on the topic "Knowledge philosophies"

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Public administration: Traditions of inquiry and philosophies of knowledge. Washington, D.C: Georgetown University Press, 2010.

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Philosophies of Sāṁkhya and locke: Views on matter and self. Delhi: Sundeep Prakashan, 2006.

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Classification of knowledge in Islam: A study in Islamic philosophies of science. Cambridge, U.K: Islamic Texts Society, 1998.

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Collins, Randall. The sociology of philosophies: A global theory of intellectual change. Cambridge, Mass: Belknap Press of Harvard University Press, 1998.

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Meisami, Sayeh. Knowledge and Power in the Philosophies of Ḥamīd al-Dīn Kirmānī and Mullā Ṣadrā Shīrāzī. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71192-8.

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van, Steenberghen Fernand. Philosophie fondamentale. Longueuil, Québec: Le Préambule, 1989.

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Strasser, Peter. Philosophie der Wirklichkeitssuche. Frankfurt am Main: Suhrkamp, 1989.

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La philosophie cognitive. Paris: L'Harmattan, 2001.

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Simmel, Georg. Philosophie et société. Paris: Librairie philosophique J. Vrin, 1987.

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Pinet, Patrice. Pasteur et la philosophie. Paris: L'Harmattan, 2004.

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Book chapters on the topic "Knowledge philosophies"

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Bunge, Mario. "Knowledge Pyramids or Rosettes?" In Evaluating Philosophies, 167–71. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4408-0_18.

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Koller, John M. "Knowledge and Reality: Nyaya-Vaisheshika." In Oriental Philosophies, 70–82. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-08237-7_7.

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Ogunnaike, Oludamini. "Islamic Philosophies of Education in Africa." In The Palgrave Handbook of African Education and Indigenous Knowledge, 421–49. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38277-3_21.

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Jackson, Emily A. Bernhard. "Philosophies, Skepticism, and Morals: a Background in Enlightenment." In The Development of Byron's Philosophy of Knowledge, 13–31. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230290563_2.

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Collins, Randall. "Reflexivity and Social Embeddedness in the History of Ethical Philosophies." In The Sociology of Philosophical Knowledge, 155–78. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-015-9399-1_7.

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Kendig, Catherine. "Grounding Knowledge and Normative Valuation in Agent-Based Action and Scientific Commitment." In Philosophies and Sociologies of Bioethics, 41–64. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92738-1_3.

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Ado, Abdoulkadre, and Ogechi Adeola. "Management Philosophies and Knowledge Transfer in China-Africa Partnerships." In International HRM and Development in Emerging Market Multinationals, 128–48. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003057130-7.

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McLauchlan, Jimmy, and Helen Farley. "A Fast Track to Knowledge: Using Virtual Reality for Learning in Prisons." In Histories and Philosophies of Carceral Education, 229–51. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86830-7_11.

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Abdi, Ali A. "Reconstructing African Philosophies of Education: Historical and Contemporary Analyses." In The Palgrave Handbook of African Education and Indigenous Knowledge, 201–13. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38277-3_9.

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Meisami, Sayeh. "Mullā Ṣadrā on Knowledge and the Imamate." In Knowledge and Power in the Philosophies of Ḥamīd al-Dīn Kirmānī and Mullā Ṣadrā Shīrāzī, 125–83. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71192-8_4.

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Conference papers on the topic "Knowledge philosophies"

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Kleese and Zygmont. "Machine intelligence: an examination of two rival philosophies-knowledge-based expert systems vs. neural networks." In IEEE International Conference on Systems Engineering. IEEE, 1989. http://dx.doi.org/10.1109/icsyse.1989.48640.

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Wang, Li, and Fernanda Leite. "Knowledge Discovery of Spatial Conflict Resolution Philosophies in BIM-Enabled MEP Design Coordination Using Data Mining Techniques: A Proof-of-Concept." In ASCE International Workshop on Computing in Civil Engineering. Reston, VA: American Society of Civil Engineers, 2013. http://dx.doi.org/10.1061/9780784413029.053.

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Botsis, Ch, G. Anagnostides, and N. Kokavesis. "Seismic Design of Cylindrical and Spherical Storage Tanks According to API and Eurocode: A Difficult Merge in Design Philosophies." In ASME 2003 Pressure Vessels and Piping Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/pvp2003-2109.

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Herein a comprehensive review and comparison of the parameters used in design of cylindrical tanks according to API 650 and Eurocodes is presented. API 650 is extensively used in many countries, including Greece, for the design of storage tanks. The European Community has developed a set of structural design codes named Eurocodes. They are the gathering and combination of existing design knowledge of many member states. Some of these codes are already mandatory in many member states, whereas others are still under discussion and improvement. The design of storage tanks is covered in the last editions of Eurocodes. It was found that the seismic design according to Eurocodes is more conservative that of API 650. As compared to API 650, the thickness of the first, second, and third courses of storage tanks needs to be increased by 15% or 20% on average, when the seismic design requirements of Eurocodes is used. Similarly the thickness of the bottom plate under the first course, must also be increased to comply with the seismic design requirements of Eurocodes. Most likely Eurocodes will be mandatory in the European Union, and therefore it is important to study and discuss the main differences between API 650 and Eurocodes. Undoubtedly API 650 is a historic and well-tested code. It has been applied in the design of storage tanks all over the world, however compliance with local and European laws is required to issue an installation license.
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Burguete Gil, Carmen. "Restoration of the stained glass windows of the British Cemetery of Valencia." In HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Valencia: Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.15138.

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Light is a phenomenon that, due to its mysticism, has often been used by different religions and philosophies. In art, this phenomenon is directly related to stained glass windows. In the Middle Ages they were made by glaziers who followed artisanal techniques. These techniques were developed in the heyday of stained glass, but afterwards they were on the verge of disappearing for several centuries. In the 19th century stained glass reappeared but the lack of knowledge about the original artisanal techniques was a great problem. Nowadays, the same problem has to be faced, stained glass windows are features worthy of preservation, but their construction and therefore their maintenance require artisanal techniques which are now disappearing. An example of the reappearance of these skills can be found in the restoration of the stained glass windows of the British Cemetery of Valencia by a special employment centre, run by specialists and carried out by artisans in glass work. This paper will present the work carried out in the recovery of this part of the Valencian traditional heritage, presenting all the stages, such as disassembly, repair and replacement. In addition, this paper will explore the results of the work, restoring the splendour of the windows to the buildings in which they are placed.
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Reich, F., F. Otremba, and A. Würsig. "Fail-Safe? A Study About the Integrity of Safety Valves for Tanks for Dangerous Goods." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62204.

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In Europe, tanks designed on different safety philosophies are used for transporting one and the same liquid dangerous goods (Krautwurst, 2011). Owing to this circumstance, the BAM was commissioned by the BMVBS to conduct a research project designed to analyse and assess the equipment of tanks. Furthermore in these project were researched some failure mechanism of pressure relief devices (PRD). Based on the knowledge gained, possible solutions were worked out under safety-relevant aspects that would benefit tank transport by providing a lower hazard potential. Besides looking at the mode of operation and the construction of PRV, their blow-off characteristics and total flow rate are considered from a safety engineering point of view. Based on in-depth studies, a concept for and the further approach to examinations of the failure limits of PRD, especially of spring loaded relief valves, was developed and comprehensively described in the report “The use of safety devices, particularly safety valves, on transport containers” (Pötzsch, Reich, & Jochems, 2011). The purpose of this study was to investigate failure causes of safety valves by normal modes and accidental fire heat loads. A series of investigations for different influences using safety valves for tanks were obtained. Testing vibration modes and corrosion presents some design limits. Experimental study of a pressure vessel engulfing in fire identify significant design limits. The complete set of results provides direct information of fail-safe modes and discusses the usage.
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Fosu, Agyei. "Technology versus Quality Education in an Underdeveloped Region: A Case Study of UNISA Students in Former Ciskei Homeland in Eastern Cape." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3780.

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Aim/Purpose: This paper seeks to show how University of South Africa (UNISA) is using technology to connect lecturers, tutors and students of [UNISA] in an underdeveloped region in South Africa (SA) to reduce cost and time of travelling to access information, tutorials and help [available] in designated centers, hence making quality and higher education more accessible and less costly. Background: This empirical study gives evidence to back the effectiveness, helpfulness and cost reduction of using technology as a medium of making quality and higher education accessible to under developed regions. Methodology Quantitative and purposeful sampling was deemed appropriate for the study, whereby 200 questionnaires was developed and specifically distributed to UNISA students from former Ciskei towns at East London Tutorial Center. Contribution: The paper is about the usage of mobile technology for knowledge creation and dissemination, instruction and learning, The data generated and presented add to the knowledge base about underdeveloped countries. This data and the conclusions reached based the analysis could be of interest to researchers, university administrators, politicians, planners and policy makers in underdeveloped countries. Findings: Evaluation of the overall effectiveness, helpfulness and cost reduction of e-tutorials show a slight advantage over the face-face tutorials. Recommendations for Practitioners: In the quest for ways and means of making quality and higher education accessible to underdeveloped regions, no matter which medium is chosen, the periodic measurement of success in terms of effectiveness, helpfulness, and cost implication in relation to the learner cannot be over looked. Recommendation for Researchers: More work needs to be done to check the effectiveness of technology as an efficient medium to provide access to quality and higher education to underdeveloped regional economies. Impact on Society The results could have significant implications for raising the level of education and advancing employment equity by improving the delivery and accessibility to quality and higher education to underdeveloped regional economies. Future Research: The analysis of cost efficiency and effectiveness done in this work is just representative of one point of view: the student one of accessibility and cost. There is, however, need in future work to research the implications for the institutions of higher education (in terms teaching design, curriculum design, knowledge of individual learning types, need for change in and rate of change in knowledge view, learning philosophies), individual stakeholders, and the competitive repositioning of society.
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Itham Mahajan, Rajini. "THE INEVITABLE ORDER: Revisiting the Calibrated Biomimetics of Le Corbusier’s Modulor." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.895.

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Abstract: Biomimetics is a philosophy in Architecture that addresses issues not through mimicry but by understanding the rules governing natural forms. Biomimetics has gained popularity in the past few decades but it would be more apposite to state that this philosophy may have had its origins many years previously in the conceptualization of the Modulor, as Le Corbusier strived to unite Mathematics, Physiology & Design. Common knowledge shows that disturbed by application of generic Imperial and Standard systems of measurements, the Modulor was ideated to help perceive the built environment as a physical extension of the human body. Le Corbusier’s attempt to develop a harmonious scale towards the measurement of the absolute has been criticized for adopting industrial efficiency; though alienating human emotion was farthest from Corbusier’s thought. What then is the architectural paradox in comprehending The Modulor as the universal proportioning system- racial differences in anthropometry, mechanizing architectural built forms within and without or simply an apprehension of losing mannerisms in architecture? Trying to unravel the mysteries of nature through analytics of the numbering system, Corbusier was consumed by the all-pervasive need to find answers to eternal questions in scientific spirituality. This paper explores the inevitable order of Le Corbusier’s universe, revisiting the conceptualization of the Modulor, its relevance to architectural philosophies in general and Biomimetics in particular and the universal application of the same as a governing factor in Design methodologies. Keywords: Le Corbusier, Biomimetic, Modulor, Universal Application, Design. DOI: http://dx.doi.org/10.4995/LC2015.2015.895
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Ummi Masruroh, Siti, Nurul Faizah Rozy, Kusmana, Velia Handayani, Asep Saepudin Jahar, and Dewi Aprilia Ningrum. "Knowledge Base System (KBS) Uses Ternary Grid in Islamic Philosophers." In 2020 8th International Conference on Cyber and IT Service Management (CITSM). IEEE, 2020. http://dx.doi.org/10.1109/citsm50537.2020.9268870.

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Fadaie, Gholamreza. "The Influence of Classification on World View and Epistemology." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3279.

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Worldview as a kind of man's look towards the world of reality has a severe influence on his classification of knowledge. In other words one may see in classification of knowledge the unity as well as plurality. This article deals with the fact that how classification takes place in man's epistemological process. Perception and epistemology are mentioned as the key points here. Philosophers are usually classifiers and their point of views forms the way they classify things and concepts. Relationship and how one looks at it in shaping the classification scheme is critical. The classifications which have been introduced up to now have had several models. They represent the kind of looking at, or point of view of their founders to the world. Aristotle, as a philosopher as well as an encyclopedist, is one of the great founders of knowledge classification. Afterwards the Islamic scholars followed him while some few rejected his model and made some new ones. If we divide all classifications according to their roots we may define them as human based classification, theology based classification, knowledge based classification, materialistic based classification such as Britannica's classification, and fact based classification. Tow broad approaches have been defined in this article: static and dynamic. The static approach refers to the traditional approaches and the dynamic one refers to the eight way of looking toward objects in order to realize them. The structure of classification has had its influence on epistemology, too. If the first cut on knowledge tree is fully defined, the branches would usually be consistent with it.
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Bodrov, A. A., and V. M. Ramzaev. "Philosophic aspects of developing new knowledge under data intellectual analysis (Big Data)." In Information Technology and Nanotechnology-2015. Image Processing Systems Institute, Russian Academy of Sciences, Samara, Russia, Samara State Aerospace University, Samara, Russia, 2015. http://dx.doi.org/10.18287/1613-0073-2015-1490-338-345.

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