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Journal articles on the topic 'Practical knowledge and epistemology'
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1
Annas, Julia. "Moral Knowledge as Practical Knowledge." Social Philosophy and Policy 18, no. 2 (2001): 236–56. http://dx.doi.org/10.1017/s0265052500002971.
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In the area of moral epistemology, there is an interesting problem facing the person in my area, ancient philosophy, who hopes to write a historical paper which will engage with our current philosophical concerns. Not only are ancient ethical theories very different in structure and concerns from modern ones (though with the rapid growth of virtue ethics this is becoming less true), but the concerns and emphases of ancient epistemology are very different from those of modern theories of knowledge. Some may think that they are so different that they are useful to our own discussions only by way of contrast. I am more sanguine, but I am quite aware that this essay's contribution to modern debates does not fall within the established modern traditions of discussing moral epistemology.
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Campbell, Lucy. "An epistemology for practical knowledge." Canadian Journal of Philosophy 48, no. 2 (2018): 159–77. http://dx.doi.org/10.1080/00455091.2017.1341073.
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AbstractAnscombe thought that practical knowledge – a person’s knowledge of what she is intentionally doing – displays formal differences to ordinary empirical, or ‘speculative’, knowledge. I suggest these differences rest on the fact that practical knowledge involves intention analogously to how speculative knowledge involves belief. But this claim conflicts with the standard conception of knowledge, according to which knowledge is an inherently belief-involving phenomenon. Building on John Hyman’s account of knowledge as the ability to use a fact as a reason, I develop an alternative, two-tier, epistemology which allows that knowledge might really come in a belief-involving and an intention-involving form.
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Queirós, Paulo Joaquim Pina. "Reflections for a nursing epistemology." Texto & Contexto - Enfermagem 23, no. 3 (2014): 776–81. http://dx.doi.org/10.1590/0104-07072014002930013.
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Based on a literature review, we propose to reflect on the nature of nursing knowledge, resulting in a synthesis. Human responses unfold on a stage of unpredictability, with the complexity of human beings and contexts, requiring robust conceptual framework for their understanding. The dialogic, hologramatic and recursive organizational principles are a starting point for understanding the facilitating action of transition processes for welfare. The answers to welfare and health problems, beyond the simple transfer of knowledge, are structured by and for practical action in a swinging movement from practice to theory and back to practice. Nursing finds the epistemological field as a practical human science with public and private knowledge, a process of translation in which knowledge is produced and implemented in a hermeneutical spiral.
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І. М., Savytska. "Social epistemology as a possibility of solving modern problems of scientific knowledge." HUMANITARIAN STUDIOS: PEDAGOGICS, PSYCHOLOGY, PHILOSOPHY 11, no. 4 (2020): 121–29. http://dx.doi.org/10.31548/hspedagog2020.04.121.
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The article is devoted to the analysis of the specifics of trends in the development of modern epistemology and the peculiarities of the methodology of sociohumanitarian cognition in the context of determining the values and priorities of society. The problems of social epistemology are revealed, the depth of this issue, its openness to further research is shown. It is proved that the context of social epistemology helps to look in a new way at the fundamental values for society, at the theoretical and practical issues of social conditionality of cognition and knowledge. An overview of its basic concepts and problems is given, an analysis of the relations of social epistemology with other social sciences and humanities is made, examples of its application in situational research are demonstrated, its theoretical origins and a number of the most important discussions are reconstructed. The contribution that makes this direction to modern philosophy is shown. The theoretical significance of social epistemology is determined by the central role of society in the process of knowledge formation. Its practical importance is due to its possible role in the restructuring of social institutions focused on the storage, processing and production of information. The analysis shows that the methodology of social cognition should be based on the principles of objectivity, unity of logical and historical, social theory and practice.
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Mazurek, Marica. "Tourism Epistemology, Innovation and Brand Knowledge." Folia Turistica 56 (June 30, 2021): 0. http://dx.doi.org/10.5604/01.3001.0014.8959.
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Purpose. The aim of this paper is to explain changes which have been implemented into research on tourism studies and brand management as one tool of innovation in marketing and branding during a period of time, and especially, to discuss the reason why a more holistic approach to tourism studies is in demand. Method. The methodological approach to this study is based on secondary research of existing literature, dealing with different methodological approaches to tourism studies and destination branding as well as the innovative literature focused on the methodological questions and new trends in research on innovation. Findings. A synergy of different viewpoints regarding economic, social and environmental development, which is embedded also in tourism development, has to be taken into account. Tourism development needs to accept the rules of socially responsible activity, not only considering it a phenomenon of value creation and economic growth. This fact influences studies on tourism and the approach to tourism, competitiveness, management and branding. Research and conclusions limitations. The diffusion of new knowledge, approaches, changes in a society, has impact on the shift of paradigms, methods and methodologies applied for branding in tourism. It significantly influences the paradigmatic and methodological approaches, as well as the applied research methods as a result of blending different disciplines. The limitations might be in an approach from a different cultural point of view and their contribution to this field. Practical implications. A new approach to managerial practices in tourism destinations and to research on tourism managerial practices may be an avenue for improving the competitiveness of tourism destinations. Originality: This paper is based on an attempt to look at tourism development, destination branding and innovations in a more complex and holistic manner, the originality being in this innovative view. Type of paper: Research paper.
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Bohl, Kenneth. "Intellectual virtue and virtue epistemology: Leveraging knowledge for sustainable results." Development and Learning in Organizations: An International Journal 34, no. 1 (2019): 21–24. http://dx.doi.org/10.1108/dlo-05-2019-0121.
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Purpose The purpose of this paper is to introduce virtue epistemology as a complementary approach to how we learn and make wise decisions within organizations. Design/methodology/approach Drawing on a philosophic history of intellectual virtue and recent research into virtue epistemology, this article presents an applied theoretical approach for practitioners to use in developing a more robust learning environment. Findings With robust market and operational databases of information, organizations continue to face the difficult decision of what this data means and what they can do with it. This article suggests intellectual virtue as a tool to develop appropriate knowledge, informed practical actions and sustainable outcomes. Practical implications Volatility, uncertainty, complexity and ambiguity have led to increasing rates of change in organizations. Organizations rely increasingly on their ability to observe, analyze, interpret and ultimately make decisions and act in ways that ensure sustainable results. This article provides an alternative perspective to complement traditional problem solving and decision-making processes. Originality/value There is currently limited research into the applicability of intellectual virtue or virtue epistemology to the field of organizational development and learning.
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Reed, Baron. "REASONS FOR REASONS." Episteme 12, no. 2 (2015): 241–47. http://dx.doi.org/10.1017/epi.2015.27.
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ABSTRACTHilary Kornblith explores the prospects for reasons eliminationism, the view that reasons ought not to be regarded as being of central importance in epistemology. I reply by conceding that reasons may not be necessary for knowledge, in at least some cases, but I argue that they are nevertheless vitally important in epistemology more broadly. Their importance stems from being necessary, not for knowledge but for us, given that we are social agents with practical concerns. In that sense, we have (social and practical) reasons for (having a practice of giving and receiving epistemic) reasons.
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Miracchi, Lisa. "When Evidence Isn't Enough: Suspension, Evidentialism, and Knowledge-first Virtue Epistemology." Episteme 16, no. 4 (2019): 413–37. http://dx.doi.org/10.1017/epi.2019.34.
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AbstractI motivate and develop a novel account of the epistemic assessability of suspension as a development of my knowledge-first, virtue-epistemological research program. First, I extend an argument of Ernest Sosa's for the claim that evidentialism cannot adequately account for the epistemic assessability of suspension. This includes a kind of knowledge-first evidentialism of the sort advocated by Timothy Williamson. I agree with Sosa that the reasons why evidentialism fails motivate a virtue-epistemological approach, but argue that my knowledge-first account is preferable to his view. According to my account, rational belief is belief that manifests proper practical respect for what it takes to know. Beliefs are the only primary bearers of epistemic evaluation since they are the only candidates for knowledge. However, suspension can manifest a derivative kind of practical respect for what it takes to know. Thus, we can explain why the same sort of assessment is applicable to both belief and suspension (epistemic rationality), and why belief has a privileged claim to these properties. Lastly, I'll look at Sosa's and Williamson's treatments of Pyrrhonian skepticism, which treats a certain kind of suspension as the epistemically superior practice, and argue that my account provides a better anti-skeptical response than either of their approaches.
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Goldman, Alvin I. "Group Knowledge Versus Group Rationality: Two Approaches to Social Epistemology." Episteme 1, no. 1 (2004): 11–22. http://dx.doi.org/10.3366/epi.2004.1.1.11.
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Social epistemology is a many-splendored subject. Different theorists adopt different approaches and the options are quite diverse, often orthogonal to one another. The approach I favor is to examine social practices in terms of their impact on knowledge acquisition (Goldman 1999). This has at least two virtues: it displays continuity with traditional epistemology, which historically focuses on knowledge, and it intersects with the concerns of practical life, which are pervasively affected by what people know or don't know. In making this choice, I am not blind to the allure of alternative approaches. In this paper I explain and motivate the knowledge-centered approach by contrasting it with a newly emerging alternative that has a definite appeal of its own. According to this alternative, the chief dimension of social epistemological interest would be rationality rather than knowledge.
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Bigirimana, Stanislas. "Beyond the thinking and doing dichotomy: integrating individual and institutional rationality." Kybernetes 46, no. 9 (2017): 1597–610. http://dx.doi.org/10.1108/k-10-2016-0275.
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Purpose The purpose of this paper is to introduce a dynamic and integrative epistemology as a substitute to normative epistemology. Design/methodology/approach A philosophical argument based on the critique of literature. Findings Normative epistemology implies that knowing leads to certainty, and it has to be objective and universal because it is an accurate representation of reality. Dynamic and integrative epistemology uphold that knowing leads to accumulating insights though information processing. Knowing is a unified but fourfold process of experiencing, understanding, judging and acting (Lonergan, 1990). It occurs at four levels of consciousness: the empirical, the intellectual, the evaluative and the pragmatic (Lonergan, 1990). Dynamic and integrative epistemology extends rationality, knowledge and intelligence to non-humans because institutions have substantive, structural, behavior and teleological dimensions and processes that enable them to process information, i.e. to know. Research limitations/implications Translating a conceptual paper into practical action, organizational structuring or product design can be difficult. Practical implications Extending the concept of rationality to non-humans implies realizing that human abilities are limited and need to be augmented by proper institutional design and artificial tools. Social implications The design of intelligent organizations, societies and artificial tools. Originality value Normative epistemology which considers reason and faith, empirical (experience) and rational (understanding), positive (facts) and ideal (principles, representations or wishes), physical (objects) and “mental” (ideas or concepts), practice and theory, knowledge (episteme) and opinion (doxa), reflection and action as opposed and mutually exclusive can be replaced by a dynamic and integrative epistemology which puts emotional, intellectual, evaluative and pragmatic dimensions of human knowing in an order of succession through a unified but yet differentiated process which can be augmented by non-human “experts”.
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Akmaluddin, Muhammad. "THE EPISTEMOLOGY OF SHARḤ HADITH IN AL-ANDALUS IN THE SECOND TO THE THIRD CENTURY AH: A BOOK STUDY OF TAFSÎR GHARÎB ALMUWAṬṬA BY ‘ABD AL-MALIK BIN ḤABÎB". Jurnal Ushuluddin 26, № 2 (2018): 113. http://dx.doi.org/10.24014/jush.v26i2.5374.
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The fuqahâ’ (Legal Scholars) and muḥadditsûn (Hadith experts) have constructed theepistemology of Sharḥ Hadith in al-Andalus by its use and application. Interpreting Hadithby understanding the reality and context in al-Andalus provides a comparative understandingfor society to better get the messages of the Hadith, rather than focus on its transmission andvalidity rules. Such approach is taken considering the situation and condition in al-Andalusdemand the dissemination of practical knowledge, not theoretical knowledge as in Masyriq (theEast) where the people have achieved deeper knowledge. The epistemology developed by ‘Abdal-Malik bin Ḥabîb (d. 238/852) in the second to the third century AH gives an illustration thatSharḥ Hadith is developed in its epistemic corridor. Basically, the study of Sharḥ Hadith in Al-Andalus does not only have a passive role in the domination of Islamic centrist in the Masyriq,but also play an active role in interpreting various situations and conditions in the region.The relation of power between the Mâlik School and local knowledge in the epistemology ofSharḥ Hadith hadith are productive, producing practical and principle-based knowledge forthe people in al-Andalus
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Bolbol, I. H. M. "The Phenomenon of Reading and Knowledge." Minbar. Islamic Studies 12, no. 2 (2019): 540–56. http://dx.doi.org/10.31162/2618-9569-2019-12-2-540-556.
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The article deals with the Muslim view on reading and its role in the intellectual and practical life of humans. The author provides an analysis of the theological perception of this skill. He stresses the fact that that reading opens the “door of knowledge”. In its turn, the phenomenon of knowledge and its boundaries is one of the most important categories in Muslim epistemology. Therefore, the author considers the phenomenon of reading and its importance in the study and further development of such disciplines as linguistics, literature, rhetoric. Adequate understanding of the text by its recipient is not always a straightforward process. Therefore, the potential mistakes, which emerge during this process as well as the ways of their rectification receive a detailed analysis and subsequent recommendations.
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Stierand, Marc, and Laura Zizka. "Reflecting on hospitality management education through a practice lens." Quality Assurance in Education 23, no. 4 (2015): 353–63. http://dx.doi.org/10.1108/qae-04-2015-0013.
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Purpose – The purpose of this paper is to reflect on hospitality management education from a “practice epistemology” and discuss how a connecting of savoir (theoretical knowledge or “knowing”), savoir-faire (knowing how to do tasks, i.e. task-related skills) and savoir-être (knowing how to be, i.e. behavior) can develop into practical knowledge. Design/methodology/approach – The purpose of the paper is achieved through novel reading of the literature on practical knowledge and formativeness applied to a higher education context. Findings – The paper suggests that it is only through the creation of context that a sensation of practicing for students can be provided, which ultimately may lead to practical knowledge. Context must be actively created through situations that invite participation to explore the logic of practice. Therefore, savoir should be treated as “organizing knowing” and savoir-faire and savoir-être as “practicing knowing” to do and to be, respectively. The terms savoir, savoir-faire and savoir-être were chosen for this paper, as they were the common reference terms used in hospitality (master-) apprenticeship systems in Europe. Originality/value – The value of the paper is a personal reflection on a practice epistemology for hospitality management education from the perspective of two academic faculty members who have been practitioners in the hospitality industry and who regularly teach hospitality executives.
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Carpenter, Amber D. "Ranking Knowledge in the Philebus." Phronesis 60, no. 2 (2015): 180–205. http://dx.doi.org/10.1163/15685284-12341283.
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Socrates’ concise examination of intelligence in the Philebus is framed with the odd ambition to discover which knowledges are more closely related to knowledge. If we take Plato’s epistemology here to be ‘paradeigmatist’, this and other oddities of the passage disappear; we can then read it as articulating that paradigm, setting procedural as well as objectual constraints on perfect knowledge. While all cognitive disciplines, however lowly, aim at this perfect knowledge, most necessarily fall short of this ideal. This explains Socrates’ extraordinary inclusiveness and simultaneous ambivalence about the cognitive value and success of ordinary crafts, for the paradeigmatist can grant or withdraw knowledge-claims flexibly, but not arbitrarily, and without equivocation on ‘knowing’. In the Philebus, this provides an understanding of everyday cognitive practices as beneficial and good, apart from their practical usefulness, and it illuminates one aspect of the Philebus’ claim that pleasures are themselves truth-apt, and truth-aiming.
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Shestopal, A. V., and V. I. Konnov. "Practical epistemology: the role of peer review in organizing scientific research." MGIMO Review of International Relations, no. 1(34) (February 28, 2014): 198–207. http://dx.doi.org/10.24833/2071-8160-2014-1-34-198-207.
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The article considers peer review as the main procedure for demarcating scientific knowledge from other kinds thereof, which do not meet the criteria set for research results. The authors examine the history of peer review, which has first been used in early scientific journals and then has become one of the key approaches to distributing funds for research in science foundations, such as the U.S. National Science Foundation. The article also considers the role of peer review in the legal process, wherein observance of this procedure can be seen as the main criteria, which separates scientific evidence from mere testimony. The description of the main elements of the peer review procedure is based on the "Statement of principles for scientific merit review" the summary of the results of the Global Summit on Merit Review, which brought together heads of science funding organizations from more than 50 countries. The Statement listed the following principles: expert assessment, transparency, impartiality, appropriateness, confidentiality, integrity and ethical considerations. Although these principles are seen as a way to guarantee efficient peer review one has to consider the peculiarities of a particular research area, first of all the differences between social and natural sciences. Accordingly the article gives an overview of key traits of peer review in the social sciences and humanities. The authors also consider the main procedural elements - preparation of individual reviews, consideration by panels, anonymity of reviewers. Finally the article addresses the problems of peer review such as non-transparent process, elitism in selecting reviewers, conservativeness of decisions, and possible ways of handling these problems.
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Krasovec, Primoz. "Neoliberal epistemology: From the impossibility of knowing to human capital." Filozofija i drustvo 24, no. 4 (2013): 63–83. http://dx.doi.org/10.2298/fid1304063k.
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Today?s discussions on education policy mostly consist of uncritical shuffling of allegedly neutral and merely technical or practical notions such as life-long learning, learning to learn or problem-solving and are based on similarly uncritical acceptance of socio-economic theories of the knowledge society, which is supposed to present an objective framework of education reforms. The aim of this article is to sketch the history of mentioned notions and to present a critique of theories of the knowledge society through an analysis of its tacit political content. To this aim, we took upon early neoliberal epistemology (Hayek and Polanyi) as well as its transition towards theories of human capital (Drucker and Machlup).
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Anderson, Joshua. "Knowledge and Assertion." European journal of analytic philosophy 16, no. 1 (2020): 33–52. http://dx.doi.org/10.31820/ejap.16.1.2.
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In the literature on assertion, there is a common assumption that having the knowledge that p is a sufficient condition for having the epistemic right to assert that p—call this the Knowledge is Sufficient for Assertion Principle, or KSA. Jennifer Lackey has challenged KSA based on several counterexamples that all, roughly, involve isolated secondhand knowledge. In this article, I argue that Lackey’s counterexamples fail to be convincing because her intuition that the agent in her counterexamples both has knowledge and do not have the epistemic right to assert is wrong. The article will progress as follows: In section 2, I present Lackey’s argument. In section 3, I suggest some more general reasons for doubting that the agent in her counterexamples actually has knowledge. I then show that from a virtue theoretic and Edward Craig’s practical explication of knowledge perspectives the agent in Lackey’ s counterexamples does not know. Since the agent in Lackey’s counterexamples does not have knowledge, she has failed to convincingly prove that KSA is false. In section 4, I conclude by suggesting that, at most, what Lackey’s counterexamples demonstrate is a problem with a simplistic evidentialist and/or process reliabilist epistemology.
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Sorensen, Roy A. "Thought Experiments And The Epistemology Of Laws." Canadian Journal of Philosophy 22, no. 1 (1992): 15–44. http://dx.doi.org/10.1080/00455091.1992.10717269.
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The aim of this paper is to show how thought experiments help us learn about laws. After providing examples of this kind of nomic illumination in the first section, I canvass explanations of our modal knowledge and opt for an evolutionary account. The basic application is that the laws of nature have led us to develop rough and ready intuitions of physical possibility which are then exploited by thought experimenters to reveal some of the very laws responsible for those intuitions. The good news is that natural selection ensures a degree of reliability for the intuitions. The bad news is that the evolutionary account seems to limit the range of reliable thought experiment to highly practical and concrete contexts. In the fifth section, I provide reasons for thinking that we are not as slavishly limited as a pessimistic construal of natural selection suggests. Nevertheless, I promote the idea that biology is a promising source of predictions and diagnoses of thought experiment failures.
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Bohman, James. "Toward a critical theory of globalization." Concepts and Transformation 9, no. 2 (2004): 121–46. http://dx.doi.org/10.1075/cat.9.2.05boh.
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One of the central ideas of both Critical Theory social theory and of pragmatist theories of knowledge is that epistemic and normative claims are embedded in some practical context. This “practical turn” of epistemology is especially relevant to the social sciences, whose main practical contribution, according to pragmatism, is to supply methods for identifying and solving problems. The problem of realizing the democratic ideal under modern social conditions is not only an instance of pragmatist inspired social science, pragmatists would also argue that it is the political context for practical inquiry today, now all the more pressing with the political problems of globalization. Despite weaknesses in the pragmatist idea of social science as the reflexive practical knowledge of praxis, a pragmatic interpretation of critical social inquiry is the best way to develop such practical knowledge in a distinctly critical or democratic manner. That is, the accent shifts from the epistemic superiority of the social scientist as expert to something based on the wider social distribution of relevant practical knowledge; the missing term for such a practical synthesis is what I call “multiperspectival theory.” As an example of this sort of practical inquiry, I discuss democratic experiments involving “minipublics” and argue that they can help us think about democracy in new, transnational contexts.
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Migge, Bettina. "Review of Sidnell (2005): Talk and practical epistemology: The social life of knowledge in a Caribbean community." Journal of Pidgin and Creole Languages 23, no. 2 (2008): 371–74. http://dx.doi.org/10.1075/jpcl.23.2.15mig.
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Klimska, Agnieszka. "The Idea of Sustainable Development in Reflection on the Meaning of Knowledge and Cognition." Problemy Ekorozwoju 15, no. 2 (2020): 93–98. http://dx.doi.org/10.35784/pe.2020.2.10.
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In the case of philosophical justifications of sustainable development it is important to work out epistemological standpoints, adequate to the problems considered in the areas of particular development concepts based on speculative, theoretical knowledge as well as on practical one related to activity and serving its purposes. Epistemology must correlate with the problems that are their material object as well as with goals and cognitive and practical tasks that they (concepts) have to deal with. The present article makes an attempt at presenting reflection on knowledge and cognition by indicating the epistemological basis of the concept of sustainable development. It will endeavor to draw attention to the need of shaping the attitude of the knowing subject, to facilitate adequate understanding of what we commonly address as sustainability and implementing the proposals of sustainable development and verification of the related sources of cognition.
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Stevenson, Leslie. "Opinion, Belief or Faith, and Knowledge." Kantian Review 7 (March 2003): 72–101. http://dx.doi.org/10.1017/s1369415400001746.
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Kant famously said he 'had to deny knowledge (Wissen) in order to make room for faith (Glaube)’ (B xxx). But what exactly was his conception of Glaube, and how does it fit into his epistemology? In the first Critique it is not until the concluding Method section that he explicitly addresses these issues. In the Canon of Pure Reason he lists three questions that sum up ‘all interest of my reason’: What can I know? What should I do? What may I hope? (A 805/B 833). Kant here put hope on the agenda of philosophy. In his essays on history he argued that we can hope for secular progress in the development of human culture; but in his moral and religious philosophy he was also concerned with eschatological hopes that we can perfect our characters in a life after death, and that the moral governor of the universe will ensure that happiness is eventually proportionate to virtue. About immortality and the existence of God, his constant refrain is that we can have only a practical kind of faith (Glaube).
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Falzer, Paul R. "The diminution of experience: Epistemology's effect on practical knowledge." Journal of Family Psychology 2, no. 4 (1989): 451–65. http://dx.doi.org/10.1037/h0080512.
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García Gutiérrez, Antonio. "Desclassification in knowledge organization: a post-epistemological essay." Transinformação 23, no. 1 (2011): 05–14. http://dx.doi.org/10.1590/s0103-37862011000100001.
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The contents of the digital network stem from different forms, logics and cultures of knowledge. Once on the Net, however, they are all submitted to unifying formats and logics provided by digital technology itself. A technology is, first of all, the product of a given culture. Every culture and identity classifies and names all kinds of material and symbolic objects. Nowadays, the West is the one culture that has taken upon itself the task of global classification supported by its own digital networks. Classification is an epistemological tool provided by modern rationality whose internal structures and modes of inference are derived from metonymic, dichotomic and analogical reductions of the diversity of current worlds. In this paper, a kind of practical Hermeneutics, called "declassification", is introduced and proposed as the route to a knowledge which overcomes organizational epistemology. Declassification is an open system that installs logical pluralism in the core of understanding and enunciation processes through meta-cognitive tools.
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Shijun, Tong. "Dialectics as immanent critique. Or, dialectics as both ontology and epistemology with a practical intention." Filozofija i drustvo 32, no. 1 (2021): 29–39. http://dx.doi.org/10.2298/fid2101029s.
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This response to Asger S?rensen?s paper From Ontology to Epistemology: Tong, Mao and Hegel is made on the basis of a reflection on the author?s intellectual development with special reference to the idea of ?dialectics?. This development is mainly composed of three periods, in which the author formed his strong antipathy toward dialectics as a mere tool of power (in the 1970s), learnt to understand the importance of ?dialogical logic? in providing conceptual tools for human knowledge of a type of reality which is both objective and subjective - human practices (in the 1980s) - and attempted to understand the ?dialectics of rationalization? by integrating ?dialectics? in the Western tradition of Critical Theory with the Chinese tradition of ?dialectics? systematically interpreted by Feng Qi (1915-1995) since the 1990s.
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Chmielewski, Adam. "Evolutionary aesthetics as a meeting point of philosophy and biology." Acta Societatis Botanicorum Poloniae 81, no. 2 (2012): 67–73. http://dx.doi.org/10.5586/asbp.2012.015.
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Metaphysics, or the knowledge of what there is, has been traditionally placed at the pinnacle of philosophical hierarchy. It was followed by theory of knowledge, or epistemology. Practical knowledge of proper modes of conduct, ethics, came third, followed by aesthetics, treated usually in a marginal way as having to do only with the perception of the beautiful. The hierarchy of philosophical disciplines has recently undergone a substantial transformation. As a result, ethics has assumed a central role. The aim of this paper is to suggest that the hierarchy of philosophical disciplines is not yet complete and that one further step needs to be taken. According to the claim advocated here, it is not metaphysics, epistemology or ethics, but aesthetics that is the first and foremost of all philosophical disciplines. This claim is argued for by references to findings of evolutionary aesthetics, especially to Charles Darwin's idea of sexual selection as elaborated in The Descent of Man. I also argue that Darwinian approach to morality is, and should be, derivable from an Darwinian aesthetics which lies at the core of his conception of sexual selection.
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Hiim, Hilde. "Ensuring Curriculum Relevance in Vocational Education and Training: Epistemological Perspectives in a Curriculum Research Project." International Journal for Research in Vocational Education and Training 4, no. 1 (2017): 1–19. http://dx.doi.org/10.13152/ijrvet.4.1.1.
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This article addresses challenges regarding relevance in vocational education and training (VET) curricula. Recent research on Norwegian VET shows that the educational content is not sufficiently related to the students' needs for qualification in the actual vocations. I will present a new curriculum research project aimed at investigating and improving the vocational relevance in Norwegian VET. An important part of the project is to investigate epistemological perspectives on how vocational knowledge is constituted and developed, and consequences for the curriculum. The article presents results from these epistemological investigations. I will argue that the relevance problem relates to a one-sided rationalist epistemology in which a main idea is that vocational knowledge consists of theoretical principles and procedures to be applied in practical situations. This idea influences educational traditions and structures, and leads to a separation between theoretical and practical subjects and learning arenas. From a pragmatic epistemological perspective, it can be argued that vocational knowledge is contextual and holistic, and consists of complex wholes of physicality, motor skills, intellectual understandings, values, and verbalized concepts. To ensure curriculum relevance, a curriculum is needed in which authentic practical work is the base, and subjects are integrated with students' practical work experience.
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Dahlin, Bo. "Bildning till verklighet och icke-representationell." Studier i Pædagogisk Filosofi 1, no. 1 (2012): 55. http://dx.doi.org/10.7146/spf.v1i1.5723.
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<em><span style="font-family: CronosMM-It_408_10_; font-size: x-small;"><span style="font-family: CronosMM-It_408_10_; font-size: x-small;"><font face="CronosMM-It_408_10_" size="2"><div>This paper explores the educational significance of the critique of representationalism. As it includes the notion of non-representational knowledge, Rudolf Steiner’s epistemology is introduced and further linked to elements in Bergson and Deleuze. Humboldt’s idea of Menschenbildung as the central function of knowledge is brought in, since both Humboldt and Steiner emphasise knowledge as mediating the interplay between self and world, producing a deeper sense of reality. Such an education must respect the living nature of genuine concepts as well as the aesthetic aspects of learning. After a note on the educational abuse of language in discursive closures, some traits of Steiner’s practical pedagogy are presented as possible practical implications.</div></font></span></span></em>
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Remer, Gary. "Hobbes, the Rhetorical Tradition, and Toleration." Review of Politics 54, no. 1 (1992): 5–33. http://dx.doi.org/10.1017/s0034670500017162.
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Scholars disagree about whether or not there was a break between Hobbes's earlier, humanistic period and his later, scientific period. This article contends that, when judged on the epistemological level, Hobbes broke with his humanist past by exchanging the probability of the humanists' rhetorical epistemology for the certainty of scientific knowledge. Hobbes believed that only certainty could shield against the anarchy of civil war. Hobbes's rejection of the humanists' epistemology had practical consequences for the issue of religious toleration. The humanists, like the ancient rhetoricians, turned to consensus as the criterion of truth. By relying on consensus, the humanists were able to reduce the area of intolerance; only those beliefs on which there existed a broad-based agreement of the Christian faithful were viewed as essential. Hobbes's rejection of the humanists' epistemology, which included their concept of consensus, also entailed his rejection of their particular defense of toleration. Nevertheless, since Hobbesian political theory is, in principle, neutral on the question of toleration, there is nothing in the logic of Hobbes's argument that would preclude a greater degree of toleration, based on the sovereign's prudential assessment of existing circumstances.
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Navarro, Jesús. "Acting in Order to Know, Knowing in Order to Act: Sosa on Epistemic and Practical Deliberation." Disputatio 8, no. 43 (2016): 233–52. http://dx.doi.org/10.2478/disp-2016-0014.
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Abstract The questions ‘Do I know p?’ and ‘shall I take p as a reason to act?’ seem to belong to different domains — or so claims Ernest Sosa in his Judgment and Agency (2015), the latest version of his virtue epistemology. According to Sosa, we may formulate the first question in a purely epistemological way — a matter of knowledge “full stop” —, while the second one is necessarily intruded by pragmatic factors — a matter of “actionable knowledge”. Both should be answered, in his view, considering the reliability of my belief, but the former could be faced in total abstraction from my personal practical concerns. In this paper I dispute Sosa’s view, and claim that no purely epistemic level of knowledge “full stop” is conceivable, at least within a reliabilist framework. A case is put forward in order to show that some given belief may not be considered as reliable by itself, as a token, but always as a member of a type, belonging to some class of reference of other beliefs. And the relevant class of reference may only be chosen considering personal practical interests.
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Alker, Hayward R. "The Dialectical Logic of Thucydides' Melian Dialogue." American Political Science Review 82, no. 3 (1988): 805–20. http://dx.doi.org/10.2307/1962492.
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If the realist tradition has underappreciated the formalizable quality of Thucydides' scientific investigations, neorealist teachers and writers have generally failed to see the normative and dramatical features of Thucydides' political science, each an expression of his dialectical epistemology and ontology. Nicholas Rescher's partial formalization of dialectics as a controversy-oriented approach to knowledge cumulation and Kenneth Burkes dramaturgical approach to textual understanding are both shown to fit Thucydides' argumentation in the Melian dialogue. Thus argumentation produces new knowledge about the inner determinants of Athenian imperialism; simultaneously it dramatically reveals the constituting practical rationale of Athenian actions to be unjust. Once Thucydides' determining essences of power politics are properly uncovered, their false “eternal, mathematical necessity” can be appropriately criticized. A case is thus suggested for a “neoclassical polimetrics” more fundamentally grounded in “political argumentation” about practical choices in particular contexts than in ahistorical laws, inductive statistics or deductive mathematics.
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De Brito, Rodrigo Pinto. "Sexto Empírico: ética, linguagem e epistemologia do século II d.C. em Alexandria." CODEX – Revista de Estudos Clássicos 4, no. 1 (2016): 40. http://dx.doi.org/10.25187/codex.v4i1.2851.
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<p>Este artigo trata dos seguintes tópicos da filosofia cética de modalidade pirrônica: ética, linguagem e epistemologia, conforme pensados pelo médico alexandrino do século II d.C. Sexto Empírico, seu principal expoente. Recorremos à interpretação de Myles F. Burnyeat, Michael Frede e Jonathan Barnes para elucidar a questão da viabilidade prática da vida cética, problema que tem sido a principal réplica ao ceticismo desde o ataque cético à filosofia da <em>Stoa</em>. Levando então em consideração o acirrado debate ocorrido entre as principais filosofias do período Helenístico, propusemos uma investigação sobre como se articulam o problema do conhecimento e de sua aquisição, da filosofia prática e da atitude discursiva do cético para compreender a réplica de Sexto ao argumento de que o cético se auto-refuta.</p><div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><strong>Sextus Empiricus: ethics, language and epistemology of the second century a.C. in Alexandria </strong></p><p><strong>Abstract</strong></p><p><span>This paper deals with the following topics of the sceptical philosophy of the Pyrrhonic kind: ethics, language and epistemology, as thought by the Alexandrian medic of the second century A.C. Sextus Empiricus, which was the main exponent of the Pyrrhonism. We use the interpretations of Myles F. Burnyeat, Michael Frede and Jonathan Barnes to elucidate the problem of the practical viability of the sceptical life, which has been the main reply to the scepticism since the sceptical attack to the Stoic philosophy. Considering then the strained debate happened between the main philosophies of the Hellenistic period, we propose an investigation about how the problem of the knowledge and his acquisition articulates himself with the problems of the practical philosophy and of the sceptical’s discursive attitude, this all is necessary to comprehend the Sextus’ reply to the argument of the sceptical self-refutation. </span></p><p><strong>Keywords: </strong><span>practical philosophy; knowledge; Sextus Empiricus; Pyrrhonism </span></p></div></div></div>
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Irwansyah, Dedi. "Teaching English at Indonesian Islamic Higher Education: An Epistemological Perspective." Dinamika Ilmu 18, no. 1 (2018): 1–13. http://dx.doi.org/10.21093/di.v18i1.1120.
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English Language Teaching (ELT) practices are strongly underpinned by an epistemological view. Different beliefs on what constitute as sources of knowledge and methods of knowledge acquisition bring about different instructional implications. The case is true within the context of ELT at Indonesian Islamic higher education where the desired goals of the English teaching are not only for mastering language skills and pedagogy but also for strengthening Islamic faith and nurturing virtuous action. This research, therefore, aims to provide a description of how the decision makers and ELT practitioners at the Islamic higher education view the Islamic epistemology conceptually and practically. It addresses an attitude toward the epistemological contestation between Islam and West, as well as the strategies of integrating Islamic epistemology into English language instruction. A case study with a qualitative technique of data collection was conducted. Four decision makers, with a formal educational background of Islamic epistemology, and three ELT practitioners were involved as the research participants. The findings show that: First, ELT has its roots in Quranic revelation and prophetic tradition. Second, the Islamic epistemology and the Western epistemology ought to be interconnected rather than to be put within a contestation framework. Third, the Islamic epistemology should be integrated, explicitly or implicitly, into the curriculum, teaching materials, classroom scenario, assessment, academic atmosphere, and research policy. It is recommended that ELT practitioners responsibly explore the notion of Qur'an as the basis of linguistics and language pedagogy, and creatively accommodate the issues of locality and particularity into their instructional activities.
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Smith, Marlaine C., Peggy L. Chinn, and Leslie H. Nicoll. "Knowledge for Nursing Practice: Beyond Evidence Alone." Research and Theory for Nursing Practice 35, no. 1 (2021): 7–23. http://dx.doi.org/10.1891/rtnp-d-20-00095.
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ObjectiveFor the past 30 years there has been a growing emphasis on evidence as the primary or exclusive basis for nursing practice.MethodsCritical examination of literature related to evidence-based practice from the 1990s to the present.ResultsThis review of the nursing literature from the 1990s to the present reveals that in the midst of the movement to promote evidence-based practice as the gold standard, there have been persistent expressions of concern. These concerns are (a) lack of alignment of evidence-based practice with nursing's disciplinary perspective; (b) wrongful privileging of empirical knowledge over other sources of knowledge; (c) underappreciation of the complexity of practice and practice wisdom;(d) possibilities of evidence-based practice thwarting innovation and creativity;(e) vulnerabilities of empirical evidence to be flawed, inconsistent, and influenced by competing interests; (f) situational realities that limit access to and critical appraisal of evidence that access to and critical appraisal of evidence is not feasible or practical; and (g) lack of relationship of evidence-based practice to theory.ConclusionsWe call for a recalibrated practice epistemology that promotes a greater appreciation for the myriad sources of knowledge for nursing practice, and offer recommendations for international change in education, literature, scholarship, and public media.
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Hill, Thomas E. "Hypothetical Consent in Kantian Constructivism." Social Philosophy and Policy 18, no. 2 (2001): 300–329. http://dx.doi.org/10.1017/s0265052500002995.
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Epistemology, as I understand it, is a branch of philosophy especially concerned with general questions about how we can know various things or at least justify our beliefs about them. It questions what counts as evidence and what are reasonable sources of doubt. Traditionally, episte-mology focuses on pervasive and apparently basic assumptions covering a wide range of claims to knowledge or justified belief rather than very specific, practical puzzles. For example, traditional epistemologists ask “How do we know there are material objects?” and not “How do you know which are the female beetles?” Similarly, moral epistemology, as I understand it, is concerned with general questions about how we can know or justify our beliefs about moral matters. Its focus, again, is on quite general, pervasive, and apparently basic assumptions about what counts as evidence, what are reasonable sources of doubt, and what are the appropriate procedures for justifying particular moral claims.
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Powell, Chris. "Improving success with information technology using an organizational epistemology." Online Journal of Applied Knowledge Management 6, no. 1 (2018): 159–86. http://dx.doi.org/10.36965/ojakm.2018.6(1)159-186.
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There may be a disconnect between technology as-created and as-used that could lie at the foundation of frequent failure in cost, schedule, and/or performance of Information Technology/Information Systems (IT/IS). This can perhaps be reconciled through a focus on the socially constructed and emergent nature of IT as it enters and is used by an organization. A structured and facilitated dialog technique, by focusing on properly perceiving human felt needs in addition to technological aims, may improve the process of technology realization. This paper starts with an analysis of IT/IS failure factors using case studies. Then, a theoretical framework is derived to attempt to address the systemic failure factors. This is then made practical by creating a conceptual decision framework for management to use in framing complex investment decisions including IT/IS. The framework elements achieve an organizational epistemology, or knowledge framework, that can potentially facilitate more accurate acquisition and development of the system-as-created, and perhaps lay the foundation for subsequent transition into a system-as-used that an organization can use in the manner needed and intended. In addition, this epistemology may underlie the process and products of successful IT/IS architecture.
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Littlejohn, Clayton. "Truth, knowledge, and the standard of proof in criminal law." Synthese 197, no. 12 (2017): 5253–86. http://dx.doi.org/10.1007/s11229-017-1608-4.
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AbstractCould it be right to convict and punish defendants using only statistical evidence? In this paper, I argue that it is not and explain why it would be wrong. This is difficult to do because there is a powerful argument for thinking that we should convict and punish defendants using statistical evidence. It looks as if the relevant cases are cases of decision under risk and it seems we know what we should do in such cases (i.e., maximize expected value). Given some standard assumptions about the values at stake, the case for convicting and punishing using statistical evidence seems solid. In trying to show where this argument goes wrong, I shall argue (against Lockeans, reliabilists, and others) that beliefs supported only by statistical evidence are epistemically defective and (against Enoch, Fisher, and Spectre) that these epistemic considerations should matter to the law. To solve the puzzle about the role of statistical evidence in the law, we need to revise some commonly held assumptions about epistemic value and defend the relevance of epistemology to this practical question.
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John, Stephen. "Security, Knowledge and Well-being." Journal of Moral Philosophy 8, no. 1 (2011): 68–91. http://dx.doi.org/10.1163/174552411x549363.
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AbstractThis paper investigates whether being “physically insecure” (being at risk of not continuing to meet one's physical needs in the future) should be thought of as a constituent of current wellbeing. In §1, it is argued that we cannot understand the value of security in terms of “freedom from fear”. In §2, it is argued that the reliablist approach to epistemology can help us to construct an account of why physical security is valuable, by relating security to the conditions of agency for practically and epistemically limited animals. In §3, this argument is compared with other attempts to understand the value of physical security. In §4, the relationship between security and threats of rights violation is clarified. In §5, the epistemic analogy of §2 is used to suggest a difference between the concepts of “security” and “capability”.
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Muench, John. "Balint work and the creation of medical knowledge." International Journal of Psychiatry in Medicine 53, no. 1-2 (2017): 15–23. http://dx.doi.org/10.1177/0091217417745288.
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Michael Balint’s pioneering work in primary care was not simply the application of psychodynamic theory to the complex problems and relationships encountered by clinicians. Rather, Balint’s work was part of a wider conversation in Western epistemology that had already begun to break down the enlightenment rationalist agenda. Since the time of Descartes, we sought to find certain truth through decontextualizing and abstracting problems, and through separation of the observer from the thing observed, with a focus on finding universal timeless laws that could be generalized. By the mid-1950s, it was clear that this agenda was insufficient to answer important questions about what it means to be human and to live a healthy and happy life. Balint’s experiment was a return to a method of knowledge creation that is case based, narrative, local, timely, particular, and especially considers specific contexts for finding solutions to problems. For current healthcare reform efforts to be effective, we must include Balint's focus on the context of the doctor, patient, and their relationship, as well as development of practical wisdom (i.e. Aristotelian phronesis) that we know in medicine as professional judgment. The case study method of the Balint group is one of the few and best formal methods to teach and practice this way of knowing.
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Heikkinen, Hannu L. T. "Developing pedagogical practices under umbrellas of different colours." Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 7, no. 2 (2019): 23–39. http://dx.doi.org/10.12697/eha.2019.7.2.02b.
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The aim of this article is to introduce different ways to conceptualise approaches aimed at improving practices by combining practitioners’ professional work and research. In historical terms, the oldest of these approaches is action research which was introduced in the 1940’s. Thereafter, approaches combining practical work with academic aspirations have been conceptualised in a number of ways, such as design research, translational research, developmental work research (DWR) and practitioner research, and their numerous versions and combinations. Secondly, the purpose of this paper is, from a philosophical and theoretical perspective, to examine the relationship between theoretical and practical aims of research by integrating Aristotle’s classical views on epistemology with the theory of knowledge and human interests of Jürgen Habermas. The methodological approach of this article is a theoretical and philosophical analysis of the literature.
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Tecun (Daniel Hernandez), Arcia, ‘Inoke Hafoka, Lavinia ‘Ulu‘ave, and Moana ‘Ulu‘ave-Hafoka. "Talanoa: Tongan epistemology and Indigenous research method." AlterNative: An International Journal of Indigenous Peoples 14, no. 2 (2018): 156–63. http://dx.doi.org/10.1177/1177180118767436.
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Story dialogue known as talanoa is increasingly finding its place as a Pacific research method. The authors situate talanoa as an Indigenous concept of relationally mindful critical oratory. Approaching talanoa from mostly a Tongan lens, it is argued that it can contribute to broader discussions of Indigenous research methods and epistemology. The authors address the talanoa literature that has defined it as an open or informal discussion, and respond to questions that have emerged from challenges in implementing it practically in academic research. Indigenous Oceanic thought is used to interpret talanoa as a mediation between relations of Mana (potency), Tapu ( sacred/restrictions), and Noa (equilibrium), which is a gap in the talanoa literature. Talanoa is grounded as a continuum of Indigenous knowledge production and wisdom present from the past that is adaptable to research settings. Centring Moana (Oceanic) epistemology in talanoa challenges dominant research methods to adapt to Indigenous paradigms, rather than attempting to Indigenize a Western one.
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Šribar, Renata. "“It’s not adequate, but otherwise they would not understand it”." Andragoška spoznanja 24, no. 3 (2018): 39–55. http://dx.doi.org/10.4312/as.24.3.39-55.
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The paper discusses the epistemic change in understanding the ‘sex’/gender dichotomy and its deconstruction; conceptual developments have not been adequately implemented in the basic categorical gender apparatus and its usage promoted by the European Commission’s studies and the integrated linguistic tools. The basic terms, sex and gender, are used interchangeably; even definitions where new concepts are introduced contradict each other. Mainstream gender policies have been slow in integrating new knowledge, although there is a trend to introduce a new gender category into the administration framework of EU states. The study aims at constituting the epistemic platform and a renewed gender related categorical apparatus to be used in the education sector. It resolves the inconsistencies present in various gender-focused studies by introducing the lowest common linguistic denominators supported by practical usage, EU political trends, and the contemporary epistemology of knowledge.
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Akmaluddin, Muhammad. "Developments of Ḥadīth Riwāya in al-Andalus (2nd - 3rd Centuries of Hijriyya)". Ulumuna 21, № 2 (2017): 228–52. http://dx.doi.org/10.20414/ujis.v21i2.5.
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This article examines the relations between Mālik schools and Andalusian scholars, the development of ḥadīth riwāyah and its relation with the social and cultural conditions in al-Andalus. Andalusian scholars, being influenced by views of Mālik b. Anas and his schools, made some tolerant standard for ḥadīth transmission. They did not make differences in narrative symbols and its hierarchy, except within the scope of the method. The validity of hadith is not solely determined by the strict criteria and subjective narrative, but also by the society and how they understand the narrative. There were social and cultural power relations with ḥadīth knowledge in al-Andalus that were influenced by critical and relative epistemology. Studies of hadith in al-Andalus focused more on the study of comprehension and meaning (sharh) of ḥadīth, which give practical benefit and applicable knowledge to the society. 
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Khairullin, Askar G., and Bulat A. Khairullin. "Social Life of Knowledge: Epistemological Analysis." Journal of History Culture and Art Research 6, no. 5 (2017): 229. http://dx.doi.org/10.7596/taksad.v6i5.1248.
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<p class="NormalWeb1">Epistemological theory which is considered to be the fundamental philosophy of cognition process, reveals itself as a possibility justification in a supra-individual, supra-personal, impersonal, transsubjective form, taking into consideration the content of objective knowledge. Epistemology also builds a cognitive drama as a stage action to achieve it. The purpose of the article is outlined in stage-by-stage consideration of the procedure for constituting the knowledge truth by social symbolic forms and exploring the contexts for the implantation of the cognition products into the cultural frame. The leading method in constituting truth is clarified through epistemological modeling of the ontogenetic and phylogenetic context of the of symbolic categorical forms formation and is comprehended through the operational and interactive aspect. The results of epistemological analysis are as follows: 1) at the micro level, the truth is positioned in the conceptual grid as "pragmatic coherence"; 2) at the macro level, truth is positioned in the conceptual grid as "practical correspondence"; 3) at the mega level, truth is positioned not as a process, but as an accomplished present state: the subject is absorbed not in searching, but staying in the truth. The significance of the research results seems to be that the driving force of mental activity is a constructive combination. Cognitive morphogenesis is carried out as a free combination of symbolic forms, governed by the rules of experimenting on own resources, the result of which is the development of the individual spiritual world. The lever is the logic of "the generation of meanings through the discrimination of meanings," which triggers autonomous autocatalytic processes.</p>
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Du Plessis, Hester, and Gauhar Raza. "Indigenous culture as a knowledge system." Tydskrif vir Letterkunde 41, no. 2 (2018): 85–98. http://dx.doi.org/10.4314/tvl.v41i2.29676.
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Complex concepts such as cultural identity, gender issues and the effects of colonialism, politics, and power structures on societies form part of the debate around indigenous culture as a knowledge system. This article makes a contribution to the debate by addressing cultural issues encountered during a cross-cultural research project based in India and South Africa. The authors reflected on some of the conceptual issues they grappled with during their research. The project involved the documentation, study and understanding of the extent in which indigenous knowledge systems (IKS) and modern technologies were utilised in the traditional manufacturing processes of artisans in general and potters in particular. The roles and functions of IKS as used during the production of artefacts were included in the study. This perspective was coupled with a study on the artisans' attitude towards and understanding of science (PAUS) while conducting their traditional technological processes. The combined approach provided a method that allowed researchers to develop interventions that capitalised on existing skills, practices and social relationships rather than undermining them, thus contributing to their sustainability. The project, at the same time, focussed on redefining the characteristics of "knowing" (of knowledge) as not just a mere contemplative gaze, but also as a practical activity. By focusing on artisans, the question of knowledge was placed in the two spheres of knowledge production: "theory" (epistemology) and "practice". This approach attempted to address and discuss some academic notions based on culture; including a variety of aspects that broadly constitute the "concept" of culture. As these notions continuously alter with changing academic insights they are constantly re-defined by academics and researchers.
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Oppong, Seth. "Indigenizing Knowledge for Development: Epistemological and Pedagogical Approaches." Africanus: Journal of Development Studies 43, no. 2 (2017): 34–50. http://dx.doi.org/10.25159/0304-615x/2300.
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Possessing endogenous knowledge can help Africans formulate practical solutions to our problems that best fit our circumstances to improve our livelihood. Endogenous knowledge can be considered as knowledge about the people, by the people and for the people. This suggests that economic progress is most likely to occur in societies that succeed in linking their knowledge base to innovation systems. But can Africans create such indigenous knowledge? This paper outlines an approach that suggests modification in the current epistemology and pedagogy applied in teaching, learning and research. It is being proposed here that the African scholar should adopt a problem-oriented approach in conducting research as opposed to the current method-oriented approach that prevents the African from examining pertinent African problems. Pedagogy should also change from single-loop learning in which assumptions underlying western theories and concepts are not examined to double-loop learning. In addition, there is the need to revise the training of the next generation of African scholars and modes of knowledge dissemination. The African scholar must be educated on how to apply critical theory to screen imported knowledge. African universities should also rely less on publications in the so-called international journals as the criterion for staff promotion and rather rely more on publications in domestic journals, staff contribution to solving African problems and the number of postgraduates successfully supervised. The journey to creating indigenous knowledge will be long. As such, a ‘front’ should be nurtured to clear the path.
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Sallos, Mark Paul, Alexeis Garcia-Perez, Denise Bedford, and Beatrice Orlando. "Strategy and organisational cybersecurity: a knowledge-problem perspective." Journal of Intellectual Capital 20, no. 4 (2019): 581–97. http://dx.doi.org/10.1108/jic-03-2019-0041.
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Purpose The purpose of this paper is to frame organisational cybersecurity through a strategic lens, as a function of an interplay of pragmatism, inference, holism and adaptation. The authors address the hostile epistemic climate for intellectual capital management presented by the dynamics of cybersecurity as a phenomenon. The drivers of this hostility are identified and their implications for research and practice are discussed. Design/methodology/approach The philosophical foundations of cybersecurity in its relation with strategy, knowledge and intellectual capital are explored through a review of the literature as a mechanism to contribute to the emerging theoretical underpinnings of the cybersecurity domain. Findings This conceptual paper argues that a knowledge-based perspective can serve as the necessary platform for a phenomenon-based view of organisational cybersecurity, given its multi-disciplinary nature. Research limitations/implications By recognising the knowledge-related vectors, mechanisms and tendencies at play, a novel perspective on the topic can be developed: cybersecurity as a “knowledge problem”. In order to facilitate such a perspective, the paper proposes an emergent epistemology, rooted in systems thinking and pragmatism. Practical implications In practice, the knowledge-problem narrative can underpin the development of new organisational support constructs and systems. These can address the distinctiveness of the strategic challenges that cybersecurity poses for the growing operational reliance on intellectual capital. Originality/value The research narrative presents a novel knowledge-based analysis of organisational cybersecurity, with significant implications for both interdisciplinary research in the field, and practice.
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Sucari, Jacobo. "El documental social participativo: el protagonista como sujeto de la historia." Obra digital, no. 12 (February 28, 2017): 69–85. http://dx.doi.org/10.25029/od.2017.112.12.
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Las metodologías participativas en el audiovisual basadas en las experiencias del documental social participativo (DSP) y la configuración de grupos de trabajo a partir de la Investigación y Acción Participativa (IAP) proponen una nueva epistemología constructiva donde se genera una traslación del protagonista como objeto de estudio a su plasmación como sujeto implicado en el relato de su historia y de su acontecer histórico comunitario. El protagonista, re-configurado entonces como sujeto de la enunciación a partir de metodologías participativas, potencia el desarrollo de experiencias documentales que configuran un nuevo corpus teórico-práctico. Nuevos vínculos entre distintos sujetos del saber donde se generan dinámicas de creación que configuran originales modelos de educación y de trasvase de conocimiento.Participative social documentaries: the protagonist as the subject of the storyAbstractAudiovisual participative methodologies based on participative social documentaries and group work in participative action research (PAR) represent a new constructive epistemology in which the protagonist moves from being the documentary’s object of study to becoming an active agent in telling their story and how the story happens in community. The protagonist, reconfigured as the subject of the enunciation though participative methodologies, makes it possible to create experiences of documentary film-making that constitute a new theoretical and practical corpus, establishing new links between various knowledge users, developing creative methods which can contribute to our ideas of what constitutes education and knowledge transfer.Keywords: Audiovisual communication, learning communities, paticipative documentary, action research, technology, education, university, societypp. 69-85
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Bayuk, Dimitri A., and Olga B. Fedorova. "G.W. Leibniz: Sign and the Problem of Expression." Epistemology & Philosophy of Science 57, no. 1 (2020): 146–65. http://dx.doi.org/10.5840/eps202057112.
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The disciplinary differentiation of sciences attracted Leibniz’s attention for a long period of time. From nowadays prospects it looks very well grounded as soon as in Leibniz’s manuscripts a modern scholar finds clue ideas of any research field which would tempt him to consider Leibniz as one of the founders of this particular discipline. We argue that this is possible only in retrospection and would significantly distort the essence of Leibniz’s epistemology. Our approach implies, in contrary, the investigation of the Leibniz doctrine of signs on the background of the related philosophical problem, that of expression. The choice of semiotics is justified by the fact that it took a central place in his theoretical constructions, both those of natural sciences and of philosophy. In Leibniz system of knowledge the concept of notes (notae) and sings (signa) served a theoretical foundation of his most important and long-life aspiration to build up practical science of universal characteristics (characteristica universalis). In his eyes this practical science was the science of sciences (Scientia scientiarum), and we can consider it as the matrix for all possible scientific knowledge.
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Westphal, Kenneth R. "Noumenal Causality Reconsidered: Affection, Agency, and Meaning in Kant." Canadian Journal of Philosophy 27, no. 2 (1997): 209–45. http://dx.doi.org/10.1080/00455091.1997.10717478.
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The lead question of Kant's first Critique, indeed his whole Critical Philosophy is ‘How is Metaphysics as a Science Possible?’ Neo-Kantian and recent Anglophone interpretations of Kant's epistemology have concentrated on the ‘Transcendental Analytic’ of the first Critique, and have taken Kant's positive and legitimate sense of metaphysics to concern the necessary conditions of our knowledge of mathematics, natural science, and of course, our common sense knowledge of a spatio-temporal world of objects and events. However, in the ‘Canon of Pure Reason’ in the first Critique Kant indicates quite clearly that, although two of the leading sub-questions of metaphysics — ‘What should I so?’ and ‘What may I hope?’ — cannot be answered on theoretical grounds, they may be answered on practical grounds (A804-05=B832-33). Those practical grounds are elaborated and supplemented (mainly) in the latter two Critiques and the Religion. In each case, however, a definite and positive answer to a metaphysical question involves giving ‘objective reality’ to a concept, e.g., the concepts of freedom or immortality. ‘Objective reality’ involves possible reference to an object, where ‘possible reference’ involves more than merely describing a logical possibility.