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Dissertations / Theses on the topic 'Practical knowledge and epistemology'
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1
De, Freitas Tony Michael. "Epistemology and the use of scripture in pastoral care and counselling." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20316.
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Thesis (DTh)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: This dissertation explores the topic of epistemology and the use of Scripture in pastoral care and
counseling. It examines the epistemological foundations of all theology and ministry in order to
provide clarity and guidance for pastoral care within our current early twenty-first century
context. The key problem that is implied in the topic ‘Epistemology and the use of Scripture in
pastoral care and counseling’ is the following: What normative and methodological role should
the Bible play in the counseling situation and what is the basis for this role? This problem
essentially deals with the interaction between biblical and extra-biblical data in the pastoral
encounter and how they are to be related. The following dynamics exist in systemic
relationship: understanding and use of Scripture; epistemological foundations; theological
method; ministry practices.
The key assumption is that theology and pastoral care must deal with epistemological concerns,
and that failure to do so has negative consequences. An indissoluble link exists between theory
and practice: the elements of epistemology, methodology and practice should be consistent and
in line with each other. This serves as a vital criterion for the integrity and validity of the various
theories and practices that are examined and proposed in this dissertation.
Pastoral care and biblical counseling are examined in terms of these dynamics.
Comprehensiveness in epistemology, basic theological method, and pastoral practice is
recommended. This is proposed as the best response to specific challenges posed by our
current postmodern and pluralistic context.
This research argues that it is possible to have a comprehensive and inclusive approach to
knowledge, with a related comprehensive and organic practice of biblical counseling, while
retaining an emphasis on the uniqueness of Jesus Christ and the key normative role of the
Scriptures, all within a valid epistemological grounding.
The issue of validation or warrant for this proposal is neither strictly foundational nor relative. It
exists somewhere in between and finds its locus ultimately in God. Such a stance is firmly
placed within the dynamics of faith as it interacts with reason and experience. There is therefore
no ultimate, empirical proof that can be given, but this is true for knowledge and truth claims in
all disciplines and realms of knowledge.
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Hoover, Katherine McKibben. "Women's social constructions of everyday life an epistemology of food preparation and practical knowledge /." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000120.
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Pistorova, Stacey L. "Project Study Group: A Narrative Inquiry into how Individual Epistemological Beliefs and Teaching Practices are affected by Participation in a Study Group Implementing the Project Approach." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1384296285.
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Byrne-Armstrong, Hilary, of Western Sydney Hawkesbury University, and Faculty of Social Inquiry. "Dead certainties and local knowledge : postculturalism, conflict and narrative practices in radical/experiential education." THESIS_FSI_XXX_Byrne-Armstrong_H.xml, 1999. http://handle.uws.edu.au:8081/1959.7/563.
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This thesis documents the development of a narrative epistemology and an associated pedagogic practice around the conflicts that occur in experiential learning settings. The thesis traces a progressive shift away from individualistic accounts of conflicts and dilemmas in learning being primarily embedded in psychological spaces, to a recognition of the importance of the social space - the cultural discourses that shape our everyday activity and interactions. This recognises that conflict is not simply a consequence of difference arising from personality, or other psychological factors, but a consequence of prevailing cultural narratives that instruct/construct us into the identities that we are. This pedagogic practice involves a change from internalising conversations to externalising conversations, thus keeping the discursive space open to the different stories, which are usually silenced by prevailing taken-for-granted explanations. For me, it is this refusal of what we are (i.e. our culturally bestowed identities), and a critique of the forces that shape us, that opens spaces within the social fabric to enable different stories to be heard and appreciated and creates opportunites for new, radical learning to occur.<br>Doctor of Philosophy (PhD)
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Byrne-Armstrong, Hilary. "Dead certainties and local knowledge : poststructuralism, conflict & narrative practices in radical/experiential education /." [Richmond, N.S.W.] : Faculty of Social Inquiry, University of Western Sydney, Hawkesbury, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030527.123920/index.html.
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IdELSON, Marc. "Undo the math : Managerial and organizational cognition theoretical and practical implications of cross-cultural and cross-disciplinary semiotic gaps." Phd thesis, HEC, 2011. http://pastel.archives-ouvertes.fr/pastel-00713645.
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In a critical management study, drawing on Aristotelian analysis of language (Aristotle, 2000; Benveniste, 1966), (Crosby, 1997)'s historical analysis of the emergence of what he coins modern society's pentametric mentalit��, (Jorion, 2009)'s anthropological exposition of the West's invention of Truth and (objective) Reality, and following, albeit with a much more limited scope, in the footsteps of Hellenist philosopher Jullien's forays into Chinese thought (Jullien, 1995, 2009), numbers, space and time are revealed as semiotically-grounded social constructs and philological methods --revealing semiotic gaps (Cruse, 2004; Lyons, 1995)-- shed light unmatched by past multicultural surveys (Hofstede, 1983; House, Hanges, Javidan, Dorfman, & Gupta, 2006).From this, are defended the merits of exercising self-doubt, open-mindedness, and unlearning capability, whilst in cross-cultural and crossdisciplinary contexts, and awareness of cross-cultural and cross-disciplinary cognitive gaps at the individual, team, group and organizational levels.Anchored epistemologically in Popperian falsifiability (Popper, 2002), Kuhnian scientific progress (Kuhn, 1996) and Porter's sociologicaltreatise on our trust in numbers (Porter, 1995), the author joins the debate on the nature of social science. What this thesis' empirical findings reveal in the context of mathematically supported model-building in the realm of social science is explored; that social scientists and business practitioners model-building is blindsided to the socially constructed nature of mathematics (Berger & Luckmann, 1966; Jorion, 2009) is pondered; how post-Newtonian theoretical physics builds new theory by building new math is evoked; mathematically sound alternatives to Peano arithmetic and Euclidean geometry that have not been explicitly dismissed or considered by social scientists is exposed; independent and superficially paradoxical attempts to theorize organizations with various bodies ofmathematics are reconciled --notably (Bitbol, 2009; Donaldson, 2010); and development principles towards a phenomenologicallygrounded mathematics corpus are yielded. Next, how a social network perspective applied conjointly at the semantic and cultural levels of analysis may usefully extend and bring insights to standard qualitative content analysis is put forward. To illustrate the practical implications of this thesis, one fertile ground is focused upon and a loss-less method to merge indwelled information systems is posited. Empirically illustrating the Aristotelian breakdown of language into its component parts (and the special role numbers, space, and time play in Western discourse and language), a methodology is described for nonloss post-merger integration of organizational knowledge that builds both on (Codd, 1970, 1972, 1974; Date et al., 2003; Fagin, 1977, 1979, 1981) database normalization from the field of Information Management in Computer Science, and on (Nonaka, 1994)'s SECI dynamic model of knowledge creation fromthe field of Knowledge Management in Business Administration Studies. This methodology, coined Archnormalization by the author,introduces the sociologically-grounded concept of Attribute-free Entities. Finally, further avenues of research are outlined that ultimately lie beyond the scope of this thesis.
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Idelson, Marc. "Undo the math : Managerial and organizational cognition theoretical and practical implications of cross-cultural and cross-disciplinary semiotic gaps." Thesis, Jouy-en Josas, HEC, 2011. http://www.theses.fr/2011EHEC0002/document.
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Dans une étude critique, s'appuyant sur l'analyse aristotélicienne du langage (Aristote, 2000a; Benveniste, 1966), sur l'émergence historique de ce que (Crosby, 1997) appelle la mentalité pentamétrique de la société moderne, sur l'exposé anthropologique de (Jorion, 2009) de l'invention par l'Occident des concepts de Vérité et de Réalité (objective), et, s’inspirant, sur un plan plus limité, des incursions dans la pensée chinoise du philosophe helléniste Jullien (Jullien, 1995, 2009), il est démontré que les nombres, l'espace et le temps sont des constructions sociales sémiotiques ; et exposé que les méthodes philologiques, en révélant les fossés sémiotiques (Cruse, 2004; Lyon, 1995), apportent un éclairage absent des études multiculturelles traditionnelles (Hofstede, 1983; Maison, Hanges, Javidan, Dorfman, et Gupta, 2006). De là, sont mis en avant les bien-fondé de (a) l'exercice du doute de soi, de l'ouverture d'esprit, et de la capacité de désapprendre dans les contextes interculturels et interdisciplinaires, et de (b) la prise de conscience des fossés sémiotiques entre cultures et entre disciplines et leur impact sur la cognition des individus, des équipes, des groupes et des organisations. Ancré épistémologiquement dans la réfutabilité poppérienne (Popper, 2002) et le paradigme kuhnien du progrès scientifique (Kuhn, 1996), partant du traité sociologique sur la confiance sociétale en les nombres (Porter, 1995), l’auteur se joint au débat sur la nature des sciences sociales. Ces constats empiriques éclairent l’activité de modélisation dans les sciences sociales. Exposant que la qualité de construction sociale des mathématiques (Berger & Luckmann, 1966b; Jorion, 2009) est en pratique ignorée à la fois par les chercheurs en sciences sociales et les praticiens des affaires, sont évoquées (a) la façon dont la théorie physique post-newtonienne avance en construisant de nouvelles algèbres, et (b) les alternatives théoriquement licites à l'arithmétique de Péano et la géométrie euclidienne qui n'ont pas été explicitement rejetées ou considérées dans les modélisations sociales. Des tentatives indépendantes et superficiellement paradoxales de théorisation des organisations avec divers outils mathématiques —en particulier (Bitbol, 2009; Donaldson, 2010)— sont ensuite conciliées. Puis, des principes de développement d’un corpus mathématique phénoménologiquement fondé et spécifique aux sciences sociales sont exprimés. Ensuite, est exposé comment une double perspective de réseaux sociaux, appliquée conjointement aux niveaux sémantique et culturel, peut utilement étendre l'analyse qualitative de discours. Pour illustrer les implications pratiques de cette thèse, un terrain fertile est retenu ; une méthodologie d’intégration post-fusion de la connaissance organisationnelle sans perte d'information, proposée. Jouant du rôle particulier des énumérations, des informations spatiales, et des informations temporelles dans le discours et la langue occidentaux (Aristote, 2000a; Benveniste, 1966), une méthodologie, qui s'appuie à la fois sur la normalisation de base de données du domaine des systèmes d’information (Codd, 1970, 1972, 1974; Date, Darwen, & Lorentzos, 2003; Fagin, 1977, 1979, 1981) et du modèle dynamique de création de connaissances SECI (Nonaka, 1994) du domaine de la gestion des connaissances en sciences de gestion, est décrite. Cette méthodologie, baptisée Archinormalisation par l’auteur, introduit le concept sociologiquement ancré d’Entité sans Attribut.Enfin, de nouvelles voies de recherche sont évoquées<br>In a critical management study, drawing on Aristotelian analysis of language (Aristotle, 2000; Benveniste, 1966), (Crosby, 1997)’s historical analysis of the emergence of what he coins modern society’s pentametric mentalité, (Jorion, 2009)’s anthropological exposition of the West’s invention of Truth and (objective) Reality, and following, albeit with a much more limited scope, in the footsteps of Hellenist philosopher Jullien’s forays into Chinese thought (Jullien, 1995, 2009), numbers, space and time are revealed as semiotically-grounded social constructs and philological methods —revealing semiotic gaps (Cruse, 2004; Lyons, 1995)— shed light unmatched by past multicultural surveys (Hofstede, 1983; House, Hanges, Javidan, Dorfman, & Gupta, 2006).From this, are defended the merits of exercising self-doubt, open-mindedness, and unlearning capability, whilst in cross-cultural and crossdisciplinary contexts, and awareness of cross-cultural and cross-disciplinary cognitive gaps at the individual, team, group and organizational levels.Anchored epistemologically in Popperian falsifiability (Popper, 2002), Kuhnian scientific progress (Kuhn, 1996) and Porter’s sociologicaltreatise on our trust in numbers (Porter, 1995), the author joins the debate on the nature of social science. What this thesis’ empirical findings reveal in the context of mathematically supported model-building in the realm of social science is explored; that social scientists and business practitioners model-building is blindsided to the socially constructed nature of mathematics (Berger & Luckmann, 1966; Jorion, 2009) is pondered; how post-Newtonian theoretical physics builds new theory by building new math is evoked; mathematically sound alternatives to Peano arithmetic and Euclidean geometry that have not been explicitly dismissed or considered by social scientists is exposed; independent and superficially paradoxical attempts to theorize organizations with various bodies ofmathematics are reconciled —notably (Bitbol, 2009; Donaldson, 2010); and development principles towards a phenomenologicallygrounded mathematics corpus are yielded. Next, how a social network perspective applied conjointly at the semantic and cultural levels of analysis may usefully extend and bring insights to standard qualitative content analysis is put forward. To illustrate the practical implications of this thesis, one fertile ground is focused upon and a loss-less method to merge indwelled information systems is posited. Empirically illustrating the Aristotelian breakdown of language into its component parts (and the special role numbers, space, and time play in Western discourse and language), a methodology is described for nonloss post-merger integration of organizational knowledge that builds both on (Codd, 1970, 1972, 1974; Date et al., 2003; Fagin, 1977, 1979, 1981) database normalization from the field of Information Management in Computer Science, and on (Nonaka, 1994)’s SECI dynamic model of knowledge creation fromthe field of Knowledge Management in Business Administration Studies. This methodology, coined Archnormalization by the author,introduces the sociologically-grounded concept of Attribute-free Entities. Finally, further avenues of research are outlined that ultimately lie beyond the scope of this thesis
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Thorndike, Ashley P. "Articulating Dance Improvisation: Knowledge Practices in the College Dance Studio." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275069682.
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Hothersall, Steven. "Knowledge of and for social work : a philosophical, professional and methodological inquiry." Thesis, University of Dundee, 2015. https://discovery.dundee.ac.uk/en/studentTheses/71e60363-7910-4c67-a5e0-d2ae97417588.
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This thesis explores the ways in which professionals (in particular, social work professionals) define, produce, transfer, use, develop and disseminate knowledge of and for their profession and their practice. The thesis considers the issue(s) of professional knowledge from three related but distinct perspectives: philosophical, methodological and professional. From a philosophical perspective, the thesis articulates and examines the underpinning principles of epistemology and considers to what extent the professional social work knowledge debate has been informed by reference to these, and whether the application of appropriate epistemic principles has anything to offer the professions(s) in terms of its knowledge requirements. Methodologically, the thesis is informed by the history of the philosophy of science regarding the nature of inquiry. These considerations provide a clear paradigmatic rationale and context for the utilisation of a mixed-methods approach to the empirical content, with Q-Factor analysis being the quantitative method of choice, supported by semi-structured interviews. From a professional perspective, the thesis explores the views of those professionals actively engaged in those processes of defining, producing, transferring, using, developing and disseminating knowledge of and for social work. These three perspectives are here combined to provide a means by which the views and understandings of professionals can be articulated in meaningful ways and used to inform future discussion and practice regarding professional knowledge forms. The findings within this thesis reveal the differing ways professional social workers both theorise about and engage with knowledge in its many and varied forms. The findings also highlight the ways in which influences external to the individual affect how knowledge is, or is not used, and how some forms of knowledge appear to have preferential status. The conclusions suggest ways of responding to and addressing these issues by reference to a new pragmatic epistemology for the profession(s), which takes cognisance of the contemporary professional zeitgeist.
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Cordingley, Kevin John. "How do occupational therapists practising in forensic mental health know? : a practice epistemology perspective." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/12205.
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My research explored the knowledge of occupational therapists practising in forensic mental health. There is no ‘gold standard’ evidence in this practice area but other forms of evidence, including experience and “intuition”, are used in practice. My research aimed to identify the knowledge formed from and used in this practice area. My research design used qualitative methodology that was informed by American pragmatist, social constructivist and post-modern theory. In particular, I used grounded theory and situational analysis to generate and to analyse the data. The practitioners were three occupational therapists working in various forensic services in one London based NHS trust. My data was generated longitudinally over eight to twelve months, where the practitioners participated in email and face-to-face interviews. The critical incident technique and the critical decision method enabled practitioners to describe and explain their knowledge about one patient with whom they were working over the interviews. The practitioners also reflected upon participating in the research. My findings demonstrated that the practitioners’ knowledge was created from practice through the interaction of three categories. First, steps of practice were structures through which knowledge was generated about the service user. Second were rules for practice where expectations had to be met. Unpredictable situations and knowledge gaps prevented meeting expectations, so new knowledge was created from practice to meet them. The third category was a blend of the practitioners’ personal and professional experiences and emotions. Practitioners created a connection with service users in order to build a therapeutic relationship, alongside creating a nuanced narrative with their service users, which helped to build empathy. In conclusion, the practitioners in my research used various forms of knowledge in practice. My thesis contributes to existing scholarship by supporting a practice epistemology approach. Thus knowledge for occupational therapy in forensic mental health is created from practice.
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Nousala, Susu, and susnousala@econ-km com. "Tacit knowledge networks and their implementation in complex organisations." RMIT University. Aerospace, Mechanical and Manufacturing Engineering, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070209.095245.
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It is difficult for organizations to effectively manage personal knowledge so it can be mobilized, shared, and rewarded to benefit the organization. These difficulties occur particularly in large geographically dispersed, hierarchical organizations. The management of developing, identifying successful practices, building up and maintaining tacit knowledge, requires an understanding of how these ideas have emerged within the organization through a Tacit Knowledge Exchange (TKE) process. Identification and understanding of TKE characteristics is difficult as they are invisible (tacit). The TKE process in action requires the adoption of multiple methods and approaches employed simultaneously. A series of cases study instances were used as a basis for the methodology, each contributing specific aspects of the methodology. The initial three case study instances, each yielded specific characteristics regarding tacit knowledge exchange and networking. The findings from the initial three case study instances were tested in a large hierarchical, complex engineering organization. This final case study instance, prototyped a methodology to graphically codify, index and build up in-house tacit knowledge abilities through mapping staff knowledge. The final case study instance allowed for investigations into what these TKE characteristics of a complex organization would utilize To date, specific TKE characteristics have not been well understood. This research contributed to specific understanding of the identification TKE characteristics and network structures. The outcome of the research provided a graphical structure identifying who would be likely to possess the kind of knowledge they need to find. The interview process was an important facilitator to precondition the knowledge bearers for sharing, thus locating key
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English, Mackenzie Evan. "Exploring How Middle School Students' Epistemologies in Practice Change Across Time with Varying Content Areas And Knowledge Product Contexts." Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1404396002.
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Alsterdal, Lotte. "The Duke of Uncertainty -Aspects of Professional Skill." Doctoral thesis, KTH, Industrial Economics and Management, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3251.
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<p><i>The Duke of Uncertainty - Aspects of Professional Skill</i>is a dissertation whose title is a literary metaphor designedto draw attention to encounters with unforeseen problems anddilemmas at work.</p><p>The first part of the dissertation presents the skill andtechnology tradition that has developed over the last twentyyears through explorative case studies. These have covered theskills of various occupational groups, such as processoperators in the paper-and-pulp and chemicals industries,managers and systems engineers working on real timeapplications in specialized knowledge intensive firms as wellas doctors and nurses.</p><p>The theoretical perspective is the epistemology of skillfocusing on the phenomenon of tacit knowledge. This has itsroots in Wittgenstein's philosophy of language as developed bythe philosophers Allan Janik and Kjell S. Johannessen.</p><p>The methodological framework develops indirect analogicalthinking which is a prerequisite for knowledge based onexperience, through exemplification.</p><p>The empirical part of the work shows knowledge offamiliarity among members of an occupational group with lowformal training but extensive practical experience, namelyassistant nurses. A comparative analysis is undertaken inrelation to previous case studies in the field of skill andtechnology aimed at occupational groups with high formaleducational qualifications.</p><p>A particular aspect to which attention is drawn is therhythm in work that unites occupational groups regardless ofeducational background. Occupational skill is treated as acapacity developed to find rhythm in action when confrontedwith situations that are hard to handle. The dissertationconsiders aspects that can be tried out in other occupationalarenas and paves the way for identifying phenomena in workinglife that hinder the development of rhythm in work.</p><p>The dissertation contributes to the setting-up ofundergraduate-level training for groups of people who have notpreviously had access to higher education, and aims tointroduce new aspects into the development of analoguethinking.</p><p><b>Key words</b>: practical versus theoretical knowledge, skillof epistemology, tacit knowledge, comparative case study,literary metaphor, analogical thinking, indirect method,occupational training.</p>
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Linse, Charlotta. "Ambiguity at the heart of design work : Sensing and negotiating ambiguity in knowledge-creation work." Doctoral thesis, KTH, Industriell Management, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-206508.
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Ambiguities have long intrigued design and new product development (NPD) researchers: The fascination seems rooted in an endeavor to understand how design outcomes may be created despite the ambiguous nature of such work. There are several classic contributions on how to categorize, avoid and approach ambiguities. Some of the newer theories have also pointed to benefits arising from temporarily sustaining ambiguity. Little research has considered how ambiguities emerge, how ambiguities are sensed by practitioners, and the actions the practitioners take, either to harness or to reduce the generative and transformative power of ambiguity, however. This is unfortunate, since ambiguities are at the heart of such knowing-work. If one does not know how to sense the emergence of ambiguities and act to reduce or harness their generative and transformative power, i.e. negotiate ambiguity, the work might become unproductive, confused, uncreative, and might require more energy and attention. The purpose of this research is to portray how ambiguities emerge and are negotiated in knowing-work. This is achieved by drawing on two cases of design and NPD work, from practice epistemology. The results indicated that the emerging ambiguities changed in the ongoing work, some being reduced, others becoming obsolete or persisting. The results also included five generalized actions to negotiate ambiguity: (1) constructing points of references, (2) mediating between perspectives, (3) anchoring in expertise, (4) disarming future resistance, and (5) creating shared visions. This research has concluded that the very essence of design work concerns the emergence and fading away of ambiguity. The actions taken to negotiate ambiguity mediates the emergence of the design outcome. This research makes two contributions: first, it illustrates how ambiguities open up design work by creating a space for action; second, it illustrates how actions to negotiate ambiguity maneuver in this space for action.<br>Den typ av arbete som tar sig an utvecklandet av nya produkter och tjänster omges ofta av oklarhet kring vad som skall skapas, hur den framtida marknaden ser ut samt vilka utmaningar som kommer att framträda under arbetets gång. Sådana oklarheter har studerats i design- och produktutvecklingsforskning, ofta under antagandet att oklarheterna bör undvikas och minimeras. Dock finns det även nyare forskning som pekar mot att oklarheter kan vara fördelaktiga i arbetet. Forskningen är dock begränsad vad gäller hur oklarheterna framträder i arbetet, hur praktiker förnimmer dessa oklarheter, samt hur en kan ta sig an dessa oklara situationer för att söka reducera eller dra nytta av potentialen i oklara situationer. Detta är olyckligt, då oklarhet ligger i skapandearbetets kärna. En sådan begränsad kunskapsbildning leder till förenklade antaganden kring oklarhetens roll i design- och produktutvecklingsarbete. Därtill får det rent praktiska konsekvenser då designkonsulternas praktik och yrkeskunnande delvis är höljd i dunkel, genom att deras förmåga att förnimma och förhandla oklarhet tidigare förbisetts. Syftet med denna forskning är således att studera hur oklarheter framträder samt förhandlas i skapandearbete, genom att stödja sig på empiriska studier av arbetet i två designkonsultföretag, utifrån ett praktikperspektiv. Resultaten visar både att oklarheter uppkommer och försvinner kontinuerligt i arbetet, samt beskriver fem förhandlingsaktiviteter: (1) skapa referenspunkter; (2) medla mellan perspektiv; (3) förankra i expertis; (4) avväpna framtida motstånd; och (5) skapa gemensamma visioner. Slutsatserna visar på att oklarheter skapar tolkningsutrymme i arbetet: i tvetydighetens många tolkningar öppnas ett utrymme för skapande och möjlighet till omtolkning. Därtill framkommer att förhandlingsaktiviteterna manövrerar i detta tolkningsutrymme, genom att nyttja eller minska oklarhetens många tolkningar.<br><p>QC 20170508</p>
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Pautal, Éliane. "Enseigner et apprendre la circulation du sang : analyse didactique des pratiques conjointes et identifications de certains de leurs déterminants : trois études de cas à l'école élémentaire." Thesis, Toulouse 2, 2012. http://www.theses.fr/2012TOU20115/document.
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Cette thèse propose d’examiner des situations d’enseignement et d’apprentissage autour de la circulation du sang au cycle 3 de l’école élémentaire française de façon à en inférer des éléments susceptibles de les déterminer. Les analyses didactiques sont menées dans le cadre de la Théorie de l’Action Conjointe en Didactique (Sensevy et Mercier, 2007) qui modélise l’action humaine en situation didactique comme une série de jeux d’apprentissage. Il s’agit de comprendre quelques uns des déterminants de ces jeux : le rapport aux objets de savoir du professeur, son épistémologie pratique et son activité adressée. La recherche propose de poursuivre l’exploration des déterminants du côté des élèves en examinant leur rapport aux objets de savoir et leur rapport à l’apprendre (Charlot, 1997). Pour cela, on procède à l’analyse ascendante de pratiques conjointes dans trois classes de CM2 dans lesquelles évoluent trois professeurs de formation initiale contrastée : un ayant une formation en psychologie, un de formation littéraire et un ayant une formation de biologiste. Les résultats obtenus montrent une grande complexité dans les déterminants professoraux due à l’imbrication de blocs de déterminants qui laissent plus ou moins de place, selon les classes, à l’expression et la prise en compte des rapports aux objets de savoir des élèves. L’influence de ces derniers sur l’action conjointe par leur rapport aux objets de savoir est variable selon leur rapport à l’apprendre. Ces éléments apportant une meilleure compréhension des pratiques de classe peuvent fournir des pistes pour la formation des enseignants et des points d’appui pour l’évolution des pratiques enseignantes<br>This essay try to examin teaching and learning situations around circulatory system in primary french school (level 6) with the purpose to infer factors which could give determination of them. We do didactic analysis in Joint Action Didactic Theory (Sensevy and Mercier, 2007) who modelise human action in didactic situation like a set learning games. We have to understand some of games déterminants : teacher relationship to knowledge, practic epistemology and adressed activity. The research offer to continue student determinants exploration inspecting student relationship to knowledge and student knowlegde approach (Charlot, 1997). For that, we do bottom up analysis of joint practices in three clasrooms (CM2) with three teachers of contrasted initial background : a psychology background, a litterary and a scientific bakground.Results show a very important complexity of teacher determinants on account of very closely interlinked bundle of determinants who let more or less space in the classrooms for expression and taking into consideration students relationship to knowledge. Student impact on joint action by relationship to knowledge varies among knowledge approach. Those elements can give a better understanding of classroom practices and suggested some indications for training teachers and to focus on teacher practices evolution
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Oliveira, Ayra Lovisi. "Atividade epistemológica da prática pedagógica do professor de educação física." Universidade Federal de Juiz de Fora, 2013. https://repositorio.ufjf.br/jspui/handle/ufjf/1152.
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Previous issue date: 2013-03-19<br>CNPq - Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>Esta dissertação inscreve-se no âmbito dos estudos que se interessam pela epistemologia da prática pedagogia. Tem por objetivo geral desvelar a Atividade Epistemológica da Prática Pedagógica dos Professores de Educação Física, revelar seus saberes, compreender como estes incorporam, produzem, utilizam, aplicam e os transformam em função dos limites e dos recursos inerentes às suas atividades de trabalho em suas práticas cotidianas. Também visa compreender a natureza desses saberes, assim como o papel que desempenham tanto no processo de trabalho docente quanto em relação à sua identidade profissional. A pesquisa foi dividida em três estudos, e buscou compreender por meio da etnografia pós-estruturalista e de entrevistas semi-estruturadas de dois professores de Educação Física como se dá a produção dos saberes docentes. Visitamos a literatura da área em busca de aporte teórico para nosso trabalho e em seguida realizamos um levantamento das produções relacionadas à área da epistemologia da Educação Física em dois periódicos, buscando a interlocução com nosso objeto. Detectamos nessa busca que não existiam trabalhos relacionados ao nosso objeto. Realizamos assim uma reflexão sobre os termos que envolvem nossa pesquisa, sobre a utilização do termo atividade epistemológica em detrimento da epistemologia, optamos assim por utilizar a atividade epistemológica da prática pedagógica que consiste na busca por entender de forma con(s)ciente com a lógica da produção dos saberes docentes, nas inter-relações com o contexto que legitimam (ou não) esses saberes, e compreender o que os constitui e como são constituídos pelos docentes. Ao analisarmos a produção dos saberes dos docentes observados encontramos um dos professores no início da carreira que nos revela um saber criativo e inventivo, com bases teóricas determinadas. Saber sistematizado, baseado na cultura corporal de movimento, e organizado de maneira a ensinar os conteúdos em sua íntegra e a facilitar o processo de ensino-aprendizagem. Deduzimos que a constituição desses saberes se dá de diferentes formas: formação inicial, história de vida, uso das tecnologias, contato com os colegas, entre outros. E, principalmente, que o uso da internet tem sido a base para romper com as formas tradicionais das aulas de Educação Física(EF) e inovar. E o outro docente que, apesar de se encontrar
no final da carreira, rompe com o paradigma que versa que o professor nessa fase apresenta um imobilismo e um desinvestimento. O professor demonstra um interesse em “correr atrás” do conhecimento, contudo se baseia em uma produção teórica da EF publicada na década de 1980. Apresenta uma preocupação em refletir a sua prática e diversificar os conteúdos e atividades. Para, através das aulas, utilizando-se da cultura corporal de movimento como meio e não como fim, formar os alunos para a vida em sociedade. E tem nos seus saberes experienciais principal fonte de embasamento. Assim concluímos que os professores observados produzem saberes. Saberes personalizados que carregam as marcas das suas histórias de vida, da sua formação inicial, do contato com os colegas, da personalidade, das suas experiências. E que esses saberes são pessoais e localizados.<br>This work falls within the scope of studies interested in the epistemology of practice pedagogy. It aims to unveil the Epistemological Activity Pedagogical Practice of Physical Education Teachers reveal their knowledge, understand how they incorporate, manufacture, use, apply and transform according to the limits and resources inherent in their work activities in their practices everyday. It also aims to understand the nature of this knowledge, as well as their role both in the process of teaching and in relation to their professional identity. The research was divided into three studies, and sought to understand through poststructuralist ethnography and semi-structured interviews two physical education teachers how is the production of teaching knowledge. We visited the area in search of the literature of theoretical for our work and then we did a survey of productions related to the field of epistemology of Physical Education in two journals, pursuing the dialogue with our object. Detected in this search there were no work related to our object. Conducted thus a reflection on the terms involving our research on the use of the term epistemological activity at the expense of epistemology, so we chose to use the epistemological activity of teaching practice which consists in seeking to understand so con (s) aware of the logic production of knowledge teachers in the interrelations with the context that legitimate (or not) this knowledge, and understand what is and how they are constituted by teachers. When analyzing the production of knowledge of teachers observed teachers found an early career that reveals a knowledge creative and inventive, with certain theoretical bases. Systematized knowledge, based on the culture of body movement, and organized way to teach the content in its entirety and to facilitate the process of teaching and learning. We deduce that the constitution of knowledge occurs in different forms: initial training, life history, use of technology, connect with colleagues, among others. More importantly, the use of internet has been the basis for breaking with traditional forms of physical education classes (EF) and innovate. And another
teacher who, despite being at the end of career breaks with the paradigm that addresses the teacher in this phase presents a stagnation and disinvestment. The teacher demonstrates an interest in "chase" of knowledge, but is based on a theoretical production of EF published in the 1980s. Presents a concern to reflect your practice and diversify the content and activities. For, through classes, using the culture of body movement as a means and not an end, to train students for life in society. And have in their main source of experiential knowledge foundation. Thus we conclude that the observed teachers produce knowledge. Personalized knowledge that carry the marks of their life stories, their initial training, contact with colleagues, personality, their experiences. And these are personal and localized knowledge.
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Knopes, Julia. "The Social Construction of Sufficient Knowledge at an American Medical School." Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1544043617644668.
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Svartheden, Joakim. "Kriget och katedern : Officersutbildningen, omdömet och det okända." Thesis, Södertörns högskola, Centrum för praktisk kunskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-33527.
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The purpose of this thesis has been to illustrate the conditions for development of judgement-based professional skill, by means of institutionalised officer training. The study has been based on two questions: 1) What is, in the context of the exercise of the officer profession and the military school environment, the nature and epistemological foundations of the judicious action? 2) In what way can institutionalised officer training ensure the development of the judgment of future military leaders?This study is presented in the form of a scientific essay, departing from a personally experienced dilemma, which subsequently gets subjected to personal reflection as well as theoretical analysis, in which the author acts as both the subject and the object. The explo-ration has its starting point in the assumption that there is a decisive difference between knowing-that, knowing-how and knowing what, of which especially the latter requires judge-ment. Through a survey of the epistemological concepts of Aristotle and of Maria Hammarén applied to the professional skill of the officer and the military school environment, it is estab-lished that the judicious action is an indispensable part of the professional skill and that per-sonal judgement in its turn is a trained ability, first of all shown in action. A conclusion in this respect is that an officer needs the ability to make judicious decisions based on intuition as well as on analytical thinking, depending on the situation. The author puts Hammarén’s ideas of professional skill being developed through a combination of experience and reflection preferably organised in a reflecting practice, in the context of the military teacher.Another conclusion is that the judgement in (not least the military) professional skill in fact is the sound judgement, i.e. the ability to make and implement ethically well-founded decisions. This subject is further explored in relation partly to Hannah Arendt’s ideas of the role of sound judgement in a bureaucratic organisation, and partly to moral philosophical theories, put in the context of military professional skill and school environment. A conclu-sion is that the ethical education must aim at developing the willingness to do good, as well as the eye for judging what actions being morally right in a certain situation.The author also presents possible methods for establishing a reflective praxis within a military school environment.
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Tanswell, Fenner Stanley. "Proof, rigour and informality : a virtue account of mathematical knowledge." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/10249.
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This thesis is about the nature of proofs in mathematics as it is practiced, contrasting the informal proofs found in practice with formal proofs in formal systems. In the first chapter I present a new argument against the Formalist-Reductionist view that informal proofs are justified as rigorous and correct by corresponding to formal counterparts. The second chapter builds on this to reject arguments from Gödel's paradox and incompleteness theorems to the claim that mathematics is inherently inconsistent, basing my objections on the complexities of the process of formalisation. Chapter 3 looks into the relationship between proofs and the development of the mathematical concepts that feature in them. I deploy Waismann's notion of open texture in the case of mathematical concepts, and discuss both Lakatos and Kneebone's dialectical philosophies of mathematics. I then argue that we can apply work from conceptual engineering to the relationship between formal and informal mathematics. The fourth chapter argues for the importance of mathematical knowledge-how and emphasises the primary role of the activity of proving in securing mathematical knowledge. In the final chapter I develop an account of mathematical knowledge based on virtue epistemology, which I argue provides a better view of proofs and mathematical rigour.
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Havemose, Karin. "Konsten att uppfinna hjulet två gånger : om uppfinnandets teknik och estetik." Doctoral thesis, Kungliga Tekniska högskolan, Institutionen för industriell ekonomi och organisation, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-8083.
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“There is no need to reinvent the wheel” – a cliché, often told when you want to come up with something new that in someway can be connected to something that already exist. This study shows the opposite – that inventions emanate from what is given. It can be a detail, a problem in a thing - a wheel - or a situation that catches the inventor’s attention. It is something that seeks a solution or something that generates an idea, a hint or a clue of something new and useful. The art of invention emerges from the ability and skill to broaden the seeing and put thinking, substance and tradition into motion. An old radio dial generates a new ergonomic steering wheel. The connection of memories between a chestnut, a cello and an early morning at a water pump creates three works of art. The epistemology of this study is based on a dialogue between voices from different times and traditions. Some voices are normative examples, drawn from a dialogue between Swedish inventors. The others are those of philosophers from the Age of Enlightenment, fetched from their original writings. Through that dialogue, perspectives and ideas of inventors and classical philosophers meet and are compared. A deeper understanding thus emerges that shows the essence of invention and in fact the essence of all creative work: i) Freedom – in thought and in action ii) Dialogue - to test and try new ideas and things in the ever changing circumstances. iii) Doubt - not taking established fact and assumptions for granted iv) Action – testing and breaking established praxis and rules. The study also illustrates the need for an alternative scientific form and expression concerning studies in the fields of invention, innovation and other practical work. Invention can not be captured or shaped by exact measurements, concepts, definitions or abstract models. It takes place in the borderland between fact and fiction, where technique, aesthetics and philosophy are one working entity. The strive for knowledge is endless and without limits and it is nurtured by wondering, searching and ambiguity. With inspiration from the dialogue seminar method used within KTH Advanced Programme in Reflective Practice – this study point out the actuality and vitality in using the classical philosophical writings, dialogue and analogical thinking as a scientific method within higher education.
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Ash, Malcolm. "Knowledge that counts : an examination of the theory practice gap between business and marketing academics and business practitioners examined in respect of their respective epistemic stances." Thesis, University of Derby, 2014. http://hdl.handle.net/10545/333867.
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This work examines and presents evidence for the existence of a gap in epistemological views between academic and practice marketers. Few if any academics would seem to challenge the ‘gap’ premise but the importance of any gap and its nature are issues about which little agreement exists. The intractable nature of the academic practitioner gap has a long history of interesting and diverse debate ranging from Dewey’s argument about the true nature of knowing to contributions based on epistemic adolescence, ontological differences and more pragmatic suggestions about different tribes. Others include the rigour versus relevance issue, failures in curriculum or pedagogy and a clash between modernist and postmodernist epistemologies. Polanyi’s description of tacit versus explicit knowledge further extends the debate as do issues of knowledge creation and dissemination in particular through Nonaka. Irrespective of approach actual evidence for a gap was largely based on argument rather than empirical proof. This work address that lack. The intractability of the gap suggests that it is at root, epistemic. To identity the existence of a gap in such terms a domain specific epistemic questionnaire developed by Hofer was used. A factor analytic process extracted a common set of factors for the domain of marketers. Five epistemic factors were identified. Three of these showed significant difference in orientation between practitioners and academics confirming that the theory practice gap is tangible and revealing an indication of its nature Broadly results from factor analysis with interpretation informed by factor item structure and prior theoretical debate suggests that academics and practitioners views on knowledge and how they come to know share similarities and differences. Academics are more likely to see knowledge as stable, based on established academic premise legitimized from academy. Practitioners are more likely to see knowledge as emerging from action, as dynamic and legitimised by results. Other significant findings included the emergence of dialogue as a means of closing the gap, and the emergence of a group of academics with significant practice experience termed here as, hybrids, who are located in the Academy but mostly share their epistemic views with practitioners. Correlation analysis showed that academic propensity to engage in dialogue with practice moved academic factor scores towards practitioners. This shows that dialogue has a clear role in both perpetuating the gap in its absence or reducing it. Fundamentally dialogue plays a clear role in bridging the two epistemologies and in providing for additional epistemic work. Finally a solution to bridging the gap has been proposed. The model called dialogic introspection melds dialogue and introspection to create epistemic doubt, the volition to change and a means of resolution. The model avoids prescription of what form knowledge should take but instead adopts a stance similar to more mature disciplines like medicine in which the status of academic work is enhanced in line with its relevance to practice which itself is embodied in dialogue. This approach recognizes the centrality of epistemology as shaping the conditions necessary for recognizing epistemologies as hierarchies in which the epistemology most capable of additional epistemic work is the most desirable. Such an epistemology would have the capacity to add epistemic work and reinforces Nonaka’s call for epistemology to be recognized as central to knowledge creation.
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Basoukos, Antonios. "Science, practice, and justification : the a priori revisited." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17358.
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History is descriptive. Epistemology is conceived as normative. It appears, then, that a historical approach to epistemology, like historical epistemology, might not be epistemically normative. In our context here, epistemology is not a systematic theory of knowledge, truth, or justification. In this thesis I approach epistemic justification through the vantage point of practice of science. Practice is about reasoning. Reasoning, conceived as the human propensity to order perceptions, beliefs, memories, etc., in ways that permit us to have understanding, is not only about thinking. Reasoning has to do with our actions, too: In the ordering of reasoning we take into account the desires of ourselves and others. Reasoning has to do with tinkering with stuff, physical or abstract. Practice is primarily about skills. Practices are not mere groping. They have a form. Performing according to a practice is an activity with a lot of plasticity. The skilled performer retains the form of the practice in many different situations. Finally, practices are not static in time. Practices develop. People try new things, some of which may work out, others not. The technology involved in how to go about doing things in a particular practice changes, and the concepts concerning understanding what one is doing also may change. This is the point where history enters the picture. In this thesis I explore the interactions between history, reasoning, and skills from the viewpoint of a particular type of epistemic justification: a priori justification. An a priori justified proposition is a proposition which is evident independent of experience. Such propositions are self-evident. We will make sense of a priori justification in a context of regarding science as practice, so that we will be able to demonstrate that the latter accommodates the normative character of science.
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Seo, Eunhee. "Teaching Assistants' (TAs) Personal Epistemologies and Their Instructional Practices in U.S. Universities: A Mixed Methods Investigation of International TAs and U.S. TAs." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/21769.
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CITE/Language Arts<br>Ed.D.<br>Current teacher education research calls for investigation of the "missing paradigm," the connection between teachers' conceptions of knowledge and learning and their instructional practices. This call has been heeded in the scholarship on personal epistemology that reveals the role of knowledge in learning and instruction within and across various socio-cultural contexts. This study extends the work on the relationship between teachers' personal epistemologies and instructional practices to a previously unexamined population: international and U.S. Teaching Assistants (TAs).
Employing a two-phase explanatory mixed methods approach, this study examines the relationship between personal epistemologies and instructional practices of two teaching assistant (TA) groups, international and U.S.-born, in U.S. university contexts. In the first phase of the study, an epistemological beliefs survey was conducted with two groups of TAs, 106 international and 50 U.S.-born, at four large research universities in the Mid-Atlantic States. Their answers were analyzed with a focus on the relationship between group variables and seven dimensions of personal epistemologies. Building on the initial quantitative study results, in the second phase, a qualitative case study was carried out to investigate the relationship between epistemic positions and teaching practices for four TAs representing international and domestic TA groups within two academic disciplines at a public research university in Philadelphia, PA. Forty four undergraduate student data from focus-group interviews and surveys also were collected to examine the relationship between TAs' instructional practices and student opinions about their teaching.
The quantitative results showed a significant group difference in the knowledge beliefs domain and the relational views domain (p < .001). In general, ITAs held a higher degree in their beliefs about certainty of knowledge than did US TAs. In addition, US TAs assumed a closer relationship with their students than did the ITAs, while unlike common assumptions, US TAs assumed a higher degree of status differentiation from students than did ITAs.
The findings of the qualitative phase of the study revealed that the relationship between TAs' epistemic positions and instructional practices was not fully consistent. In the case of the US TAs, much of the inconsistency of the relationship is explained by the lack of pedagogical knowledge and pedagogic skills, which would enable them to exercise control over the types of instructional approaches that they wanted to implement at a discourse level in class. ITAs' instructional practices were more closely aligned with learning strategies that they had developed through educational experiences in their home countries and with their generalized assumptions about attitudes of U.S. students toward learning. The results also show that ITAs are as qualified and competent instructors in teaching of undergraduate students as US TAs are, and that ITAs' teacher-centered approaches are well received by the students who expect explanation, guidance, direction, and reinforcement on the part of their instructors. In addition, the analysis of TAs' epistemic positions revealed domain specificity as well as group differences to be major compounding factors affecting TAs' professed epistemologies. Pedagogic as well as theoretical implications of the study are discussed.<br>Temple University--Theses
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Glick, Ephraim N. "Practical knowledge and abilities." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/55177.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 2009.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 115-118).<br>The thesis is an exploration of the relations between know-how, abilities, and ordinary knowledge of facts. It is shown that there is a distinctively practical sort of know-how and a corresponding interpretation of 'S knows how to [phi]', and that this special sort of know-how, while possessing representational content, is not simply ordinary knowledge-that. The view rests on a novel distinction between two interpretations of the Intellectualist slogan, familiar from the work of Gilbert Ryle, that know-how is a kind of knowledge-that. The distinction allows us to clarify the issues that are at stake in the debate and see the possibility of a position that combines aspects of both Intellectualism and anti-Intellectualism. An entailment from knowhow to a certain sort of ability is defended, and it is shown that the present view preserves the possibility of appealing to know-how to block Frank Jackson's "knowledge argument" against physicalism.<br>by Ephraim N. Glick.<br>Ph.D.
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Matthews, P. "Social epistemology and online knowledge exchange." Thesis, University of the West of England, Bristol, 2015. http://eprints.uwe.ac.uk/25677/.
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This document summarises the submitted research which has investigated online knowledge exchange and related it to the philosophical field of social epistemology. The broad aims have been: firstly to investigate what social epistemology theory can offer in the way of guidance and evaluative frameworks for the design of knowledge systems; and secondly, to determine what the empirical study of knowledge exchange platforms can tell us about epistemology as emerging from online practice. The submitted work consists of six papers that are a mixture of review/position papers and reports of empirical investigation. These have been published in information science journals and conference proceedings. However, following the established tradition of information science, the work is positioned as being cross disciplinary in ambition. After introducing the submitted papers and the inspiration for the research, the main theoretical positions of the research are outlined and justified. These were a naturalised social epistemological position, inspired by Alvin Goldman, but widened to a situated and systems-oriented view. The naturalised view of epistemology allows for consideration of evidence from psychology, and here some key theories in social and cognitive psychology are outlined. Finally, as the subject is human-computer-human interaction, the sociotechnical setting is established. Further, the main platforms of study in the empirical work — social question answering systems — are introduced and described. The main methodology and research approaches followed are presented next. A mixed methods philosophy was deemed suitable for this area of research and — alongside the review work — the broad web science method of combining network and data investigation with qualitative methods is justified. Review work included early collaborations with an information scientist and a philosopher which helped to bring together and clarify epistemological and sociotechnical themes. The discussion section presents some of the main themes and conclusions of the submitted work, including: 1) The identification of knowledge patterns and practices online; 2) Criteria for online knowledge exchange distilled from the social epistemology literature; 3) Some triangulations where theory from philosophy and psychology seemed to corroborate and serve to explain online behaviour; 4) Socio-temporal aspects to online knowledge exchange that are perhaps under developed in philosophy but apparent in practice; 5) Credibility cues and bias, seen as crucial to a rounded study of user interaction with online sources; and finally 6) Interventions suggested by the research which would aim to raise the quality and effectiveness of social media knowledge systems. Finally, conclusions and suggestions for further work are presented. These follow on from the submitted strands of research and present possibilities for how the work may be extended and improved upon. In common with the research, these combine philosophy, modelling, interaction design and qualitative methods. Such a combination is seen as essential to developing an enhanced understanding of how the web serves and could serve as a platform for human knowledge.
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York, Brian D. "Practical Skepticism: Sextus Empiricus and Zhuangzi." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1398426220.
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Bergström, Jonathan. "Group Belief and Justification : Analyzing Collective knowledge." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-129338.
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Hannon, Michael. "A practical explication of knowledge." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648326.
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Alexander, George Shepard. "Practical knowledge and artroom design." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28912.
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Field research methodology was employed to describe how the personal practical knowledge of three art teachers has helped shape their junior secondary artrooms. Through interviews, photographic analysis, and participant observation a description of each site is provided to show that some aspects of each teacher's practical knowledge find expression in the artroom environment. Each artroom had its own distinctive features, but what held these three sites in common was the way in which practical knowledge functioned in the design of the flexible elements of the room's environment. Each teacher employed specific coping strategies to manage the classroom and increase their sense of comfort in their professional role. An image of an artroom was held by each teacher which both directly and indirectly influenced their decisions about artroom design. The findings were used to construct a conceptual framework relating practical knowledge and the artroom to the teacher's personal history and the limitations imposed on the artroom by school life and the room's physical limitations.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Leaves 275 to 280 do not exist<br>Graduate
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Reaber, Grant. "Topics in probabilistic epistemology." Thesis, University of Aberdeen, 2014. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=227601.
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Three related topics in probabilistic epistemology are studied. 1. Issues in the theory of rationality raised by cases in which eithermultiple doxastic attitudes would be warranted if you had them or none would. 2. The concept of credential deference, which lies behind David Lewis's Principal Principle, Bas van Fraassen's Reflection Principle, et al., is analyzed. Particular interest comes from considering agents who are not always certain what their own credences are. 3. The concept of conditional probability. It is argued that the ratio formula for conditional probability functions as an analytic constraint on what can count as conditional probability, yet the abiding interest of the concept stems from the different concrete relations that (often imperfectly) model this formula. The chapter traces the appearance of these concrete relations through the early centuries of probability theory, in which conditional probability went unrecognized as a distinct concept.
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Matheson, Jonathan D. "Epistemology and evidence an analysis of Alvin Plantinga's reformed epistemology /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
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Bierman, Lea. "Equestrian knowledge : its epistemology and educative contribution /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17583.pdf.
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Church, Ian M. "Virtue epistemology and the analysis of knowledge." Thesis, University of St Andrews, 2012. http://hdl.handle.net/10023/3118.
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This thesis centers on two trends in epistemology: (i) the dissatisfaction with the reductive analysis of knowledge, the project of explicating knowledge in terms of necessary and jointly sufficient conditions, and (ii) the popularity of virtue-theoretic epistemologies. The goal of this thesis is to endorse non-reductive virtue epistemology. Given that prominent renditions of virtue epistemology assume the reductive model, however, such a move is not straightforward—work needs to be done to elucidate what is wrong with the reductive model, in general, and why reductive accounts of virtue epistemology, specifically, are lacking. The first part of this thesis involves diagnosing what is wrong with the reductive model and defending that diagnosis against objections. The problem with the reductive project is the Gettier Problem. In Chapter 1, I lend credence to Linda Zagzebski's grim 1994 diagnosis of Gettier problems (and the abandonment of the reductive model) by examining the nature of luck, the key component of Gettier problems. In Chapter 2, I vindicate this diagnosis against a range of critiques from the contemporary literature. The second part involves applying this diagnosis to prominent versions of (reductive) virtue epistemology. In Chapter 3, we consider the virtue epistemology of Alvin Plantinga. In Chapter 4, we consider the virtue epistemology of Ernest Sosa. Both are seminal and iconic; nevertheless, I argue that, in accord with our diagnosis, neither is able to viably surmount the Gettier Problem. Having diagnosed what is wrong with the reductive project and applied this diagnosis to prominent versions of (reductive) virtue epistemology, the final part of this thesis explores the possibility of non-reductive virtue epistemology. In Chapter 5, I argue that there are three strategies that can be used to develop non-reductive virtue epistemologies, strategies that are compatible with seminal non-reductive accounts of knowledge and preserve our favorite virtue-theoretic concepts.
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Fleming, Christopher J. "Theoria : performance and epistemology /." [Richmond, N.S.W.] : University of Western Sydney, Hawkesbury, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030527.091228/index.html.
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Fricker, Elizabeth. "Knowledge and language." Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303535.
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Hatzinikolaou, Nikolaos S. "The epistemology of Saint Gregory Palamas." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.
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Sheppard, Christine. "Course design and student epistemology." Thesis, University of Surrey, 1990. http://epubs.surrey.ac.uk/603/.
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Bin, Che Mentri Mohd Khairul Anam. "Avicenna on knowledge." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/31234.
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This thesis presents the first scholarly attempt to provide a systematic study—by way of rational reconstruction—of Avicenna’s philosophical analysis of knowledge. The analysis is centred on the well-known but ill-researched epistemic notions of apprehension (taṣawwur) and judgement (taṣdīq) that Avicenna consistently claims to be the necessary and sufficient conditions for anyone to be regarded as having knowledge. The study, however, begins with an account of Avicenna’s philosophical programme and its primary philosophical assumption, namely, his metaphysical realism. I argue that this assumption is the most fundamental principle from which emerge all strands of his thought and by which all his philosophical views are unified into a single philosophical system. Thus, I argue that it is with a clear view of his metaphysical realism and the broader philosophical programme which grows out of it that we can make fully sense of Avicenna’s philosophical analysis of knowledge and his epistemology in general. Bearing this in mind, I proceed with a systematic and rational reconstruction of Avicenna’s epistemic concepts of apprehension and judgement and followed then by his conception of truth (al-haq), which is implicit in his epistemic notion of judgement. Given that for Avicenna, as we shall see, it is only true judgement that can be counted as knowledge. Furthermore, a truly realist philosophical account of knowledge, or epistemology in general, must make a contact with psychology. I provide therefore an account of Avicenna’s psychological explanations of all the mental processes that involved in knowing. This includes his account of epistemic faculties—such as consciousness, sense perception, mind, and reason—and all the kinds of knowledge that these faculties yield to human beings. With the completion of my attempt at a systematic and rational reconstruction of Avicenna’s philosophical account of knowledge in terms of the epistemic notions of apprehension, judgement, and truth, I close the study by way of summarising his analysis of knowledge in modern form. And, lastly, I suggest that given the fact that this thesis is the first scholarly attempt at a systematic study of Avicenna’s philosophical analysis of knowledge, I should like it to be seen as a prolegomenon to develop rigorous arguments for his analysis as the basis for a tenable alternative to the traditional account of knowledge.
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Gordon, Emma Catherine. "Understanding in contemporary epistemology." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/6408.
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My main aim is to contribute to the exploration of the nature of the epistemic state of understanding. It seems that the most productive way in which this might be done is by (i) investigating what sort of conditions must be fulfilled in order for one to understand, and (ii) comparing understanding’s place in certain contemporary debates to the place that knowledge has in those debates. Regarding conditions for understanding, I will argue that there are two types of understanding that are most relevant to epistemology—objectual understanding and atomistic understanding. I will contend that atomistic understanding is entirely factive while objectual understanding is moderately factive, that objectual understanding admits of degrees, that both types involve some sort of grasp of explanatory relations, that both possess a measure of luck immunity, and that both are cognitive achievements with instrumental, teleological, contributory and (crucially) final value. It must be stressed that the general accounts of both types of understanding that I attempt to provide are not supposed to be exhaustive sets of necessary and sufficient conditions—I remain particularly open to the possibility that there are further necessary conditions that are as yet undiscovered, especially for objectual understanding. Regarding understanding’s place in contemporary debates, it is perplexing that existing work does not capitalise on the thought that treating understanding in conjunction with many of the most prominent issues in recent epistemology is a worthwhile project that could yield interesting and important results. I will summarise understanding's potential significance for a number of these topics, looking at all of the following (in varying degrees of detail): factivity, coherentism, norms of assertion, the transmission of epistemic properties, epistemic luck, the nature of cognitive achievement, and epistemic value. This last topic is one that I think is particularly important to an investigation into understanding, because it is quite plausible that there is a particularly strong revisionist theory of epistemic value focused on understanding. Such a view would be one on which knowledge is not finally valuable, but one by way of which we could nonetheless explain why we might pre-theoretically think that knowledge is finally valuable. Since revisionist views often involve a claim that we should think of a different, closely related epistemic state as distinctively valuable, it is natural to consider understanding as a prime candidate for the focus of such a theory.
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Holst, Cathrine. "Feminism, epistemology & morality." Bergen : University of Bergen, 2005. http://catalog.hathitrust.org/api/volumes/oclc/77564206.html.
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Kessler, William B. "The idea of reflection in Christian epistemology." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
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Dyck, Timothy Lee. "Experientialist epistemology : Plantinga and Alston on Christian knowledge." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36919.
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This study examines Christian experientialist epistemology as articulated of late by Alvin Plantinga especially and also William Alston. It situates their approach to the epistemic status of Christian belief claims within the overall outlook they have respectively developed on what features generally legitimate beliefs as being rationally responsible or even qualify some true beliefs as constituting knowledge. First to be taken up is Plantinga's journey from considering the deontological justification for basic belief in God to making his own externalist proposal for warranted belief at large. Next up for consideration is Alston's accent on adequate grounds and reliable process, attending as well to his stance on perceptual immediacy and belief-forming or doxastic practices in general. The study then looks at his case for Christian mystical practice as a dependable perceptual doxastic habit. Also treated is Alston's support for the process of forming Christian beliefs on testimony and his contention that these practices are realist and partly amenable to evaluation drawing on standards used also outside them. Then comes extended analysis of Plantinga's recent lengthy claim that, courtesy of special divine provisions, core Christian convictions can enjoy warrant even in the face of frequently alleged defeaters.<br>While Alston's reliabilist epistemology is not as strong as Plantinga's package on appropriate proper function, his appreciation for the communal contribution to second-level knowledge is an important supplement. He offers more perspective on the status of Christian belief overall. Plantinga's model suffers from some internal tensions which admit better resolution than he has yet supplied. His response to religious pluralism is a solid one within his framework. Like Alston, Plantinga unabashedly appeals to theology to indicate doxastic propriety, but could do so in a way more sensitive to hermeneutical challenges. Yet Plantinga's and Alston's realism is an attempt to honor the distance between God's knowledge and that of believers.
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Gao, Jie. "Belief, knowledge and action." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/33111.
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In this thesis, I explore a number of epistemological issues concerning the relations between knowledge, belief and practical matters. In particular, I defend a view, which I call credal pragmatism. This view is compatible with moderate invariantism, a view that takes knowledge to depend exclusively on truth-relevant factors and to require an invariant epistemic standard of knowledge that can be quite easily met. The thesis includes a negative and a positive part. In the negative part (Ch. 1-4) I do two things: i) I critically examine some moderate invariantist accounts of the intuitive influence of practical factors on knowledge ascriptions, and ii) I provide a criticism of the idea that knowledge is the norm of practical reasoning. In Chapter 1, I provide a general overview of the issues that constitute the background for the views and arguments defended in my thesis. In particular, I provide a thorough discussion of two aspects of the relation between knowledge and practical matters: one is constituted by the practical factors' effects on knowledge ascriptions; the other is the intuitive normative role of knowledge in the regulation and assessments of action and practical reasoning. In Chapter 2, I consider and criticize Timothy Williamson's account according to which an alleged failure to acknowledge the distinction between knowing and knowing that one knows generates the intuition that knowledge ascriptions are sensitive to practical factors. In Chapter 3, I argue against the idea that practical reasoning is governed by a knowledge norm. The argument generalizes to other candidate epistemic norms of practical reasoning. In Chapter 4, I criticise a number of accounts which explain effects of practical factors on knowledge ascriptions in terms of the influence of practical factors on belief. These include the accounts of Brain Weatherson, Dorit Ganson, Kent Bach and Jennifer Nagel. In the positive part of the thesis (Ch. 5-6), I develop and argue for credal pragmatism, an original account of the nature and interaction of different doxastic attitudes and the role of practical factors in their rational regulation. On this view, given a certain fixed amount of evidence, the degree of credence of an adaptively rational agent varies in different circumstances depending on practical factors, while the threshold on the degree of credence necessary for outright belief remains fixed across contexts. This account distinguishes between two kinds of outright belief: occurrent belief, which depends on the actual degree of credence, and dispositional belief, which depends on the degree of credence in normal circumstances. In Chapter 5, I present the view and I show how credal pragmatism can explain the practical factors' effects on knowledge ascriptions. In Chapter 6, I develop a fallibilist account of several features about knowledge ascriptions including i) why in folk epistemological practices knowledge is often taken to be a necessary and sufficient epistemic condition for relying on a proposition in practical reasoning; ii) concessive knowledge attributions and related data; and iii) the infallibilist intuition that knowledge excludes error possibilities.
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Kelp, Christoph F. F. "A minimalist approach to epistemology." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/242.
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This thesis addresses the problem of the analysis of knowledge. The persistent failure of analyses of knowledge in terms of necessary and sufficient conditions is used to motivate exploring alternative approaches to the analytical problem. In parallel to a similar development in the theory of truth, in which the persistent failure to provide a satisfactory answer to the question as to what the nature of truth is has led to the exploration of deflationary and minimalist approaches to the theory of truth, the prospects for deflationary and minimalist approaches to the theory of knowledge are investigated. While it is argued that deflationary approaches are ultimately unsatisfactory, a minimalist approach to epistemology, which characterises the concept of knowledge by a set of platitudes about knowledge, is defended. The first version of a minimalist framework for the theory of knowledge is developed. Two more substantive developments of the minimalist framework are discussed. In the first development a safety condition on knowledge is derived from the minimalist framework. Problems for this development are discussed and solved. In the second development, an ability condition is derived from the minimalist framework. Reason is provided to believe that, arguably, the ability condition can avoid the problems that beset traditional analyses of knowledge. It is also shown that even if this argument fails, minimalist approaches to epistemology may serve to provide a functional definition of knowledge. Reason is thus provided to believe that minimalist approaches to epistemology can make progress towards addressing the problem of the analysis of knowledge.
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Tsakas, Elias. "Essays on epistemology and evolutionary game theory." Göteborg : Dept. of Economics, School of Economics and Commercial Law, Göteborg University, 2008. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016654920&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Eck, David Alexander. "The Encultured Mind: From Cognitive Science to Social Epistemology." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5472.
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There have been monumental advances in the study of the social dimensions of knowledge in the late twentieth and early twenty-first centuries. But it has been common within a wide variety of fields--including social philosophy, cognitive science, epistemology, and the philosophy of science--to approach the social dimensions of knowledge as simply another resource to be utilized or controlled. I call this view, in which other people's epistemic significance are only of instrumental value, manipulationism. I identify manipulationism, trace its manifestations in the aforementioned fields, and explain how to move beyond it. The principal strategy that I employ for moving beyond manipulationism consists of synthesizing enactivism and neo-Kuhnian social epistemology. Specifically, I expand the enactivist concept of participatory sense-making by linking it to recent conceptual innovations in social epistemology, such as the concept of immanent cogent argumentation.
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Grignon, Thomas. "« L’influence » comme prétention : contribution à une ethnosémiotique de l’expertise dans le conseil en communication." Thesis, Sorbonne université, 2020. http://accesdistant.sorbonne-universite.fr/login?url=http://theses.paris-sorbonne.fr/2020SORUL083.pdf.
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Situés au carrefour des industries de la médiatisation, les spécialistes du « conseil en communication » occupent une place d’intermédiaire stratégique et disputée. Ils évoluent au sein d’un espace professionnel aux contours instables, dans lequel des acteurs divers – et parfois éloignés du marketing et des relations publiques – interviennent pour faire valoir une définition singulière de ce que peut et de ce que doit faire le communicant. Réalisée sous convention CIFRE au sein d’une agence internationale de relations publiques qui fournit le terrain d’une enquête ethnographique, cette recherche documente le travail quotidien des consultants et met à l’épreuve d’une épistémologie pratique le modèle heuristique des prétentions communicationnelles. Les trois premiers chapitres discutent les enjeux d’une approche ethnosémiotique dans le champ de la communication organisationnelle. La thèse saisit l’expertise communicationnelle comme un lieu d’actualisation et de mise en circulation de conceptions de la communication (« influence », « engagement », « viralité »…) et l’entreprise comme un espace où s’élabore et se discute une théorie de la communication, traduite en un discours organisationnel (chapitre 4), investie dans des pratiques (chapitre 5), incarnée dans les équipements qui l’encadrent (chapitre 6) et l’instrumentent (chapitre 7). En considérant la variété des médiations qui interviennent dans la genèse des prétentions, la thèse rend compte des interactions entre les modèles explicites discutés à l’échelle de la profession, les modèles théoriques élaborés par la recherche, les modèles implicites qui informent la démarche expertale et ceux qui sont encapsulés dans ses instruments<br>Communication consultants hold a strategic, fought-after position as intermediaries at the crossroads of communications, media and creative industries. They operate in a constantly changing, ambiguous and highly competitive market, where diverse actors (at times distant from marketing and public relations sectors) intervene to push their own conception of what the communicator can and must do. Based on long-term participant observation in the French office of an international PR agency, this research considers the theoretical model of “communicational claims” (Jeanneret, 2014) through the lens of practical epistemology. It documents the daily work and constant efforts of consultants to impose a “paradigm of influence” in the communications sector. The thesis first discusses the theoretical and methodological issues of an ethno-semiotic approach in the field of organizational communication. It regards communication consulting as a space where practitioners create and circulate competing definitions of the communication processes, and the consultancies as spaces where a theory of communication is developed and translated into an organizational discourse, disseminated throughout professional practices and negotiated in context. This thesis considers the variety of mediations in the genesis of communicational claims (“influence”, “engagement”, “virality”...). It reveals the complex interactions between the explicit models discussed by the profession, the theoretical models developed by academic research, the implicit models which inform the expert’s intervention and the models that are encapsulated in instruments used
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Smith, Joshua A. "A relevant alternatives analysis of knowledge." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148869371.
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McHugh, Conor. "Self-knowledge in consciousness." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/3488.
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When you enjoy a conscious mental state or episode, you can knowledgeably self-ascribe that state or episode, and your self-ascription will have a special security and authority (as well as several other distinctive features). This thesis argues for an epistemic but nonintrospectionist account of why such self-ascriptions count as knowledge, and why they have a special status. The first part of the thesis considers what general shape an account of self-knowledge must have. Against a deflationist challenge, I argue that your judgments about your own conscious states and episodes really do constitute knowledge, and that their distinctive features must be explained by the epistemic credentials that make them knowledge. However, the most historically influential non-deflationist account—according to which such self-ascriptive judgments are based on introspective experiences of your conscious states and episodes— misconstrues the unique perspective that you have on your own conscious mind. The second part of the thesis argues that the occurrence in your consciousness of a state or episode of a certain type, with a certain content, can itself suffice for you to have a reason to judge that you are enjoying a state or episode of that type, with that content. Self-ascriptions made for such reasons will count as knowledge. An account along these lines can explain the special status of self-knowledge. In particular, I show that a self-ascription of a content, made for the reason you have in virtue of entertaining that content, will be true and rational, partly because it is an exercise of a general capacity, which I call “grasp of the first-/third-person distinction”, that is fundamental to our cognition about the world. A self-ascription of a particular type of conscious state or episode, made for the appropriate reason, will be true and rational in virtue of features distinctive of states or episodes of that type—features that contribute to determining which judgments are rational for a subject, without themselves being reasons that the subject has. I consider in detail the cases of perceptual experience and of judgment. The thesis concludes by arguing that this kind of account is well placed to explain how selfknowledge fulfills its central role in the reflective rationality that is characteristic of persons.
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Leemans, Annemie Daniel Gerda. "Contextualizing practical knowledge in early modern Europe." Thesis, University of Kent, 2016. https://kar.kent.ac.uk/60636/.
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The overarching topic of this dissertation is practical knowledge in early modern Europe. Practical knowledge is the know-how people have in order to make something, do something or obtain something. Textually speaking, this knowledge profiles itself as a prescription, recipe, secret, or formula. The areas of interest of practical knowledge are very wide from kitchen wisdom to medical panaceas. The main aim of this interdisciplinary study is to contextualize practical knowledge. By 'contextualizing' I mean studying different topics that are intrinsically intertwined with the subject. In this PhD dissertation the 1) origin or creation, 2) transmission or dissemination, and 3) use or consumption are key subjects for understanding the place of practical knowledge in early modern European society. These three topics are reflected in the six chapters. The first part, containing the first three chapters, deals with practical knowledge in general and the second part, containing the last three chapters, deals with a case study of a book called A Very Proper Treatise (1573). The first chapter of the first part, which is an introduction to the whole thesis, contains the historiography and theory about the subject concerning practical knowledge production and status. The second chapter studies transmission dynamics of practical knowledge, making use of the rhizome metaphor of Deleuze and Guattari and examining transmission dynamics in specialized environments, such as workshops and laboratories. In the third chapter of Part I, I develop the concept of mediators of practical knowledge, arguing that some people, either literary writers or practitioners, used the printing medium to earn in their living. As a consequence they are responsible for a major dissemination of practical knowledge. Part II of this PhD dissertation is conceived as a microapproach. In this part the study of the early English print A Very Proper Treatise (1573) finds its legitimate place. This Treatise about limning, or painting in books, will be examined through the same three lenses used in Part I: creation, dissemination, and consumption. In the first chapter the origin of the text of the book is examined. The following chapter examines the making or origin of the material book, where I argue that it is a printer's compilation. Finally, the consumption and consumers of the book will be studied in the third and last chapter.