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1
Fricke, Martin F. "Reasoning and Self-Knowledge." Análisis Filosófico 38, no. 1 (2019): 33–55. http://dx.doi.org/10.36446/af.2018.282.
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What is the relation between reasoning and self-knowledge? According to Shoemaker (1988), a certain kind of reasoning requires self-knowledge: we cannot rationally revise our beliefs without knowing that we have them, in part because we cannot see that there is a problem with an inconsistent set of propositions unless we are aware of believing them. In this paper, I argue that this view is mistaken. A second account, versions of which can be found in Shoemaker (1988 and 2009) and Byrne (2005), claims that we can reason our way from belief about the world to self-knowledge about such belief. While Shoemaker’s “zany argument” fails to show how such reasoning can issue in self-knowledge, Byrne’s account, which centres on the epistemic rule “If p, believe that you believe that p”, is more successful. Two interesting objections are that the epistemic rule embodies a mad inference (Boyle 2011) and that it makes us form first-order beliefs, rather than revealing them (Gertler 2011). I sketch responses to both objections.
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Lambie, John A. "Emotion Experience, Rational Action, and Self-Knowledge." Emotion Review 1, no. 3 (2009): 272–80. http://dx.doi.org/10.1177/1754073909103596.
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This article examines the role of emotion experience in both rational action and self-knowledge. A key distinction is made between emotion experiences of which we are unaware, and those of which we are aware. The former motivate action and color our view of the world, but they do not do so in a rational way, and their nonreflective nature obscures self-understanding. The article provides arguments and evidence to support the view that emotion experiences contribute to rational action only if one is appropriately aware of them (because only then does one have the capacity to inhibit one's emotional reactions). Furthermore, it is argued that awareness of emotion increases self-knowledge because it is a source of information about our biases.
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Borisov, Sergey. "Philosophy as a project: descriptors of self-knowledge." SHS Web of Conferences 72 (2019): 04006. http://dx.doi.org/10.1051/shsconf/20197204006.
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Philosophy as a project is defined by us in practical terms, as a form of spiritual activity, spiritual practice aimed at posing, analyzing, and resolving various worldview issues related to the development of a holistic view of a person and his place in the world. The article presents the main characteristics of the philosophical project of self-knowledge, consisting in self-awareness in the present, in personal self-determination and self-transformation. These characteristics are also applicable to the educational process. The article summarizes the practical experience of building up the process of teaching philosophy based on scientific ignorance. The main factors of this process are personal interest, successful self-realization, the role of a mentor and a friendly environment. The main method is dialogue, clarifying the basic relationship of a person with being. In this context, philosophizing fulfills a therapeutic function, becoming a practice of “self-care”.
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Tse, Chiu Yui Plato. "Transcendental Idealism and the Self-Knowledge Premise." Journal of Transcendental Philosophy 1, no. 1 (2020): 19–41. http://dx.doi.org/10.1515/jtph-2019-0014.
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AbstractThe relation between transcendental idealism and philosophical naturalism awaits more careful determination, i. e. whether the issue of their compatibility hinges on their ontological view on the relation between physical and mental phenomena (i. e. whether it is supervenience or emergence) or on their epistemological view on our access to mental content. The aim of this paper is to identify a tension between transcendental idealism and philosophical naturalism, which lies not in their ontological view on the nature of substances, but in their epistemological view on the relation between self-awareness and the first-personal access to mental content. I will first trace the (mis)understanding of transcendental idealism as Berkeleyan idealism to a misinterpretation of the self-knowledge premise in transcendental arguments. I will argue that transcendental idealism is not so much concerned with grounding reality of the external world as with establishing the agential nature of the first-personal perspective of experience, and it has an important implication on the meaning and function of self-awareness in transcendental idealism.
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Davidson, Donald. "Three Varieties of Knowledge." Royal Institute of Philosophy Supplement 30 (September 1991): 153–66. http://dx.doi.org/10.1017/s1358246100007748.
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I know, for the most part, what I think, want, and intend, and what my sensations are. In addition, I know a great deal about the world around me. I also sometimes know what goes on in other people's minds. Each of these three kinds of empirical knowledge has its distinctive characteristics. What I know about the contents of my own mind I generally know without investigation or appeal to evidence. There are exceptions, but the primacy of unmediated self-knowledge is attested by the fact that we distrust the exceptions until they can be reconciled with the unmediated. My knowledge of the world outside of myself, on the other hand, depends on the functioning of my sense organs, and this causal dependence on the senses makes my beliefs about the world of nature open to a sort of uncertainty that arises only rarely in the case of beliefs about my own states of mind. Many of my simple perceptions of what is going on in the world are not based on further evidence; my perceptual beliefs are simply caused directly by the events and objects around me. But my knowledge of the propositional contents of other minds is never immediate in this sense; I would have no access to what others think and value if I could not note their behaviour.
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Strijbos, Derek, and Gerrit Glas. "Self-Knowledge in Personality Disorder: Self-Referentiality as a Stepping Stone for Psychotherapeutic Understanding." Journal of Personality Disorders 32, no. 3 (2018): 295–310. http://dx.doi.org/10.1521/pedi.2018.32.3.295.
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This article provides a philosophical framework to help unpack varieties of self-knowledge in clinical practice. We start from a hermeneutical conception of “the self,” according to which the self is not interpreted as some fixed entity, but as embedded in and emerging from our relating to and interacting with our own conditions and activities, others, and the world. The notion of “self-referentiality” is introduced to further unpack how this self-relational activity can become manifest in one's emotions, speech acts, gestures, and actions. Self-referentiality exemplifies what emotions themselves implicitly signify about the person having them. In the remainder of the article, we distinguish among three different ways in which the self-relational activity can become manifest in therapy. Our model is intended to facilitate therapists’ understanding of their patients’ self-relational activity in therapy, when jointly attending to the self-referential meaning of what their patients feel, say, and do.
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Boyle, Matthew. "Transparency and reflection." Canadian Journal of Philosophy 49, no. 7 (2019): 1012–39. http://dx.doi.org/10.1080/00455091.2019.1565621.
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AbstractMuch recent work on self-knowledge has been inspired by the idea that the ‘transparency’ of questions about our own mental states to questions about the non-mental world holds the key to understanding how privileged self-knowledge is possible. I critically discuss some prominent recent accounts of such transparency, and argue for a Sartrean interpretation of the phenomenon, on which this knowledge is explained by our capacity to transform an implicit or ‘non-positional’ self-awareness into reflective, ‘positional’ self-knowledge.
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Maderick, Joseph, Steven Grubaugh, Gregg Levitt, and Allen Deever. "Social Awareness and Ideology: Self-Assessment and Socio-Civic Knowledge Competence." Technium Social Sciences Journal 22 (August 9, 2021): 409–44. http://dx.doi.org/10.47577/tssj.v22i1.4249.
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"The fundamental cause of the trouble is that in the modern world the stupid are cocksure while the intelligent are full of doubt" (Russell, 1933, p. 28). One seldom hears doubt in the espousing of socio-civic, cultural, or political pronouncements. While the voices seem to always be “cocksure;” we first ask at what level is their objective knowledge and how well do they self-assess that knowledge? We explore how ideological positioning is related to self-assessment and objective knowledge. We conducted a non-comparative (absolute) quantitative study through an email survey of 330 residents of the U.S. over the age of 18 that examined objective socio-civic knowledge and self-assessed ideology and wokeness. The experimental results confirmed misestimations consistent with Dunning-Kruger Effects.
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Dobronravova, Iryna. "Post non-classical Synthesis of Knowledge." Filosofiya osvity. Philosophy of Education 25, no. 2 (2020): 142–50. http://dx.doi.org/10.31874/2309-1606-2019-25-2-8.
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Academician V. S. Stepin, considering the objects of classical and non-classical types of rationality like aspects or fragments of self-developing systems as the object of post non-classical type of rationality, provided a methodological foundation for formulating a post non-classical synthesis of foregoing knowledge on the basis of new theoretizations of post non-classical sciences. The present article provides examples of such synthesis in Quantum Physics of the Alive as a phenomenon of post non-classical science,
 Physics of the Alive demonstrated, how the self-organization of a live organism's own coherent electromagnetic field entails the dynamic stability of the organism as a macroscopic quantum object. As a result of such macroscopic nature, the spreading of electromagnetic waves of millimeter range in organism and their reflection from bones and nails as well as the interference of direct and reflective waves, creating papillary patterns, proceeds entirely according to the laws of classic electrodynamics. Moreover, the space projection of limit cycles of this coherent field can be naturally associated with channels of Chinese acupuncture. Quantum Medicine, which is based on Physics of the Alive, successfully uses the experience of the ancient culture. Thus postnonclsssical science realizes the synthesis of knowledge of different realms and kinds.
 Besides of this example of postnonclassical synthesis of knowledge, author shows, how non-linear theories, describing variants of non-linear dynamics of complex system, consider the choice by chance for certain variant as real necessity of historic development of our world. However, no common recipe of the synthesis apparently exists. One can only speak about creation of specific post non-classical theories of specific becoming and existence of self-organizing systems. It is important that the task of creating such synthesis can be correctly formulated now by utilizing the theoretical framework of Prof. V. S. Stepin. Post non-classical synthesis of knowledge provides the unity of science and demonstrates the unity of our world.
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Kolínská, Kateřina. "Know Yourself in the Mirror of the Word: Kierkegaard on Self-Knowledge." Kierkegaard Studies Yearbook 25, no. 1 (2020): 111–36. http://dx.doi.org/10.1515/kierke-2020-0006.
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Abstract The article provides a reconstruction of Kierkegaardʼs conception of self-knowledge, mainly in the light of The Concept of Irony, The Sickness unto Death, Philosophical Fragments and selected upbuilding discourses. The concept of self-knowledge, which in Kierkegaard goes beyond mere epistemology, is shown in its duality, as a process which is for Kierkegaard both substantial and relational: to know oneself is for Kierkegaard both an ethical claim upon man and a religious act whose accomplishment is dependent on Godʼs intervention. The article next discusses how self-knowledge involves a relationship to and “knowledge” of God. Finally, it is shown that self-knowledge presupposes not only that one believes himself or herself to be known by God, but also by his or her fellow human beings: self-knowledge requires engagement in the lived world and with others.
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Sakun, Ayta. "ELITE KNOWLEDGE IN THE CONTEXT OF THE EDUCATIONAL PROCESS." Educational Discourse: collection of scientific papers, no. 10(1-2) (March 20, 2019): 17–25. http://dx.doi.org/10.33930/ed.2019.5007.10(1-2)-2.
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The article examines the problem of quality knowledge in modern society. Education is linked with the global nature of the economy, which involves the acquisition of not only information, knowledge or skills, but also intellectual capital. Possession of such capital is the possession of elite knowledge, which opens up other ways of understanding reality. It acts as an activity of self-knowledge, reveals not only the internal structure of the human spiritual world, but also an understanding of the structure of socio-economic and cultural being. Elite knowledge reveals not only external but also internal interrelations - ontological, sociocultural, cognitive, moral and ethical, reveals the level of existential self-analysis.
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Ho, Bach Q. "Effects of Learning Process and Self-Efficacy in Real-World Education for Sustainable Development." Sustainability 13, no. 1 (2021): 403. http://dx.doi.org/10.3390/su13010403.
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To solve the “wicked problems” of sustainability, education for sustainable development (EfSD) that raises the young generation to become change agents is necessary. For this purpose, fieldtrips that educate students in the real world about other stakeholders are effective, but since sustainable issues do not have clear solutions, cooperative learning (CL) in which students learn from each other is useful. The purpose of this study is to clarify the influence of the learning process on learning outcomes and their influence on learning objectives in real-world EfSD using CL. A hypothesis model consisting of seven hypotheses was set up, and a questionnaire survey of high school students who participated in the real-world EfSD was conducted. Results of the structural equation modeling of data from 2441 respondents supported all seven hypotheses. Implicit learning as a learning process promotes knowledge acquisition as a learning outcome, while explicit learning enhances self-efficacy. Although knowledge acquisition promotes citizenship development as the learning objective of EfSD, self-efficacy does not promote citizenship development. Self-efficacy affects knowledge acquisition more than implicit learning. This study contributes to EfSD research by clarifying the difference in the effects of the learning process.
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Darracott, Alexander James, and Alexander James Darracott. "Ph.D. Researchers in a Changing World: A Self-Critical Reflection of the CES Conference 2017." Exchanges: The Interdisciplinary Research Journal 5, no. 1 (2017): 117–26. http://dx.doi.org/10.31273/eirj.v5i1.204.
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The theme of this year’s Centre for Education Studies Interdisciplinary Postgraduate Conference, now in its fifth year, is 'Education in a Changing World'. I attended the conference as a paper presenter and a conference attendee. My personal goals were to develop confidence as an oral presenter, seek professional development opportunities, and engage critically and reflectively with my work and the work of others. My relativist epistemological beliefs define knowledge as uncertain, context-bound, fallible, defeasible and therefore changeable, and are compatible with my personal goals. Both the goals and beliefs led to the adoption of knowledge co-constructor, communicator, and analyst roles. Beliefs, goals and adopted roles led to the identification of points of fallibility in my own knowledge and understanding of the phenomenon of interest. Therefore, I formed a perspective of conferences as enabling and facilitating knowledge construction between presenter and audience. Being reflective, critical, adaptable, creative, intuitive, flexible, and open minded are key attitudinal attributes of postgraduates, leading to positive conference experiences and increased self-awareness of own emerging identity as a social scientist. Increasing self-awareness of own identity is important for graduates, as on a broader scale this assists in keeping pace with an ever-changing world.
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Denniss, Rebecca Joy, and Aidan Davison. "Self and world in lay interpretations of climate change." International Journal of Climate Change Strategies and Management 7, no. 2 (2015): 140–53. http://dx.doi.org/10.1108/ijccsm-03-2014-0046.
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Purpose – This paper aims to report on an in-depth qualitative study that focuses on the convergence of the interpretive activities of knowing, living in and valuing the world in lay reasoning about climate change. Although awareness is growing that lay people interact with scientific knowledge about climate change in complex ways, relatively little is known about this interaction. Much quantitative research on public attitudes to climate change does little to draw out the cognitive and experiential processes by which lay people arrive at understandings of climate change. Design/methodology/approach – Through narrative analysis of qualitative interviews, this paper examines lay rationalities of climate change as a process of not only knowing the world (epistemology), but of being oriented towards the world (ontology) and valuing the world (axiology). Findings – The findings emphasise the extent of individual variation in lay interpretations of climate change, and their internal complexity. Almost all participants display differences in reasoning about climate change when considering their personal lives as compared to the wider, public world. Distinct accounts of self and world in lay rationalities are evident in the ways that participants imagine the future and express their feelings of culpability for and responsibility to act on climate change. Originality/value – This paper argues that lay reasoning about climate science does not just engage ways of knowing the world but also ways of being in and valuing the world so as to open up multiple trajectories for comprehension.
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Mukhin, Mikhail I. "A self-developing human is a world changer." Perspectives of Science and Education 52, no. 4 (2021): 10–27. http://dx.doi.org/10.32744/pse.2021.4.1.
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Relevance. It is difficult to make a breakthrough into the future without solving the global problem of forming an active position for most citizens who understand the issues of developing the society, the country and the world as a whole. The above, in its turn, requires reformatting the thinking of these people towards understanding that the emerging challenges should become decisive for everyone. Therefore, these problems should stimulate the humankind to change the surrounding reality in the adequate way. The research problem lies in the interdependence of two processes that predetermine the existence of life: a constantly changing Human and the changing World. The aim of the study is to show what the Human who is able to change the World should be, and how the changing World alters / improves this Human. The methodological basis is presented by the systematic approach to studying social processes, the principles of the unity of the historical and the logical; objectivity; universal relationship of phenomena; combination of retrospection with development prospects. Results and discussion. The key message of the research is the following: the Human is a child of nature who cannot build his/her life activity, ignoring the laws of the “global mother”. When a person improves, he/she changes the world in one way or another. These two processes are interdependent. Nurturing the younger generations to be comprehensively and harmoniously developed will be much more effective if their natural genetic potentialities and emerging giftedness are revealed at an early age. Besides, the children’s intellectual development should be morally coloured, should involve an ethical component, and the acquired knowledge needs proper intohumanization (i.e. it should become closer to a person’s inclinations and abilities). The expanding development scope of the younger generations will increase the opportunities for as many citizens as possible to change the world towards improving the life on Earth. The most controversial issue consists in forming the strongspiritual and moral core of the younger generations. Conclusion. The human creates the world and is the only being who can make it different. He/she is a world changer, while the world is a human changer, a human improver.
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Lems, Annika. "Ambiguous longings: Nostalgia as the interplay among self, time and world." Critique of Anthropology 36, no. 4 (2016): 419–38. http://dx.doi.org/10.1177/0308275x16654549.
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This article explores nostalgia’s multi-facetted character by linking its discursive and experiential dimensions. In a first move, I highlight its importance as an analytical category that grew out of a very particular history of knowledge. Focusing on a specific case that played a crucial role in the development of two distinct phases of nostalgia as a concept, I show how it has become inextricably linked to ideas of displacement and loss. In a second move, I juxtapose this metaphorical treatment of loss and nostalgia with a focus on the lifeworld of one individual who has experienced physical displacement. In focusing on two particular nostalgic moments in her life, I sketch the contours of an anthropological phenomenology of nostalgia.
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Radhakrishnan, Vivek Kumar. "The Duty of Knowing Oneself as One Appears: A Response to Kant’s Problem of Moral Self-Knowledge." Problemos 96 (October 16, 2019): 23–35. http://dx.doi.org/10.15388/problemos.96.2.
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A challenge to Kant’s less known duty of self-knowledge comes from his own firm view that it is impossible to know oneself. This paper resolves this problem by considering the duty of self-knowledge as involving the pursuit of knowledge of oneself as one appears in the empirical world. First, I argue that, although Kant places severe restrictions on the possibility of knowing oneself as one is, he admits the possibility of knowing oneself as one appears using methods from empirical anthropology. Second, I show that empirical knowledge of oneself is fairly reliable and is, in fact, considered as morally significant from Kant’s moral anthropological perspective. Taking these points together, I conclude that Kant’s duty of self-knowledge exclusively entails the pursuit of empirical self-knowledge.
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Gilchrist, Alan. "On Knowledge Organization." Bilgi Dünyası 13, no. 1 (2012): 249–56. http://dx.doi.org/10.15612/bd.2012.177.
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It is argued that because knowledge is abstract and every person has a unique perception of his environment and the properties and behaviour of its components, it follows that those people engaged in Knowledge Organization (and less directly Knowledge Representation) must base their work on physical records, which we may call carriers of information, or messages. The products based on analysis of these messages can then be considered as models of knowledge. Models are created in order to reduce complexity and to gain a clearer understanding of aspects of the world around us, but they must be continuously tested and revised in a working environment. The testing of the products of Knowledge Organization is often carried out by information scientists in their provision of information retrieval, whereas while the products of Knowledge Representation also rely on Knowledge Organization, they may be considered, to some extent, to be self-testing. It follows that much can be gained by a closer collaboration between those engaged in Knowledge Organization, Knowledge Representation and various other information professionals engaged in delivering information to end users.
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SUZUKI, YUICHI. "Validity of new measures of implicit knowledge: Distinguishing implicit knowledge from automatized explicit knowledge." Applied Psycholinguistics 38, no. 5 (2017): 1229–61. http://dx.doi.org/10.1017/s014271641700011x.
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ABSTRACTAccumulating evidence suggests that time-pressured form-focused tasks like grammaticality judgment tests (GJTs) can measure second language (L2) implicit knowledge. The current paper, however, proposes that these tasks draw on automatized explicit knowledge. A battery of six grammar tests was designed to distinguish automatized explicit knowledge and implicit knowledge. While three time-pressured form-focused tasks (an auditory GJT, a visual GJT, and a fill in the blank test) were hypothesized to measure automatized explicit knowledge, three real-time comprehension tasks (a visual-world task, a word-monitoring task, and a self-paced reading task) were hypothesized to measure implicit knowledge. One hundred advanced L2 Japanese learners with first language Chinese residing in Japan took all six tests. Confirmatory factor analysis and multitrait-multimethod analysis provided an array of evidence supporting that these tests assessed two types of linguistic knowledge separately with little influence from the method effects. The results analyzed separately by length of residence in Japan (a proxy for the amount of naturalistic L2 exposure) showed that learners with longer residence in Japan can draw on implicit knowledge in the real-time comprehension tasks with more stability than those with shorter residence. These findings indicate the potential of finely tuned real-time comprehension tasks as measures of implicit knowledge.
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Waterkemper, Roberta, Marta Lenise do Prado, José Luis Moya Medina, and Kenya Schmidt Reibnitz. "TO BE THE SHADOW - AWARENESS OF UNDERGRADUATE NURSING STUDENTS: A CASE STUDY." Texto & Contexto - Enfermagem 24, no. 4 (2015): 1079–86. http://dx.doi.org/10.1590/0104-0707201500003900013.
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This was qualitative research in the form of an educational case study. Aimed at understanding the self-consciousness (nursing students) about being a student in a course working with critical pedagogy. It was supported by Freire's liberating theoretical and philosophical education. The study included 14 nursing students. The data were collected through non-participant observation and an open interview script. Data were analyzed using thematic analysis. Three units of thematic analysis were developed: a being without knowledge, a being who absorbs knowledge, and being evaluated by grades. The student is perceived as a being without knowledge, which is absorbed by him through the transmission of content in the classroom by the teacher. Understanding self-consciousness and the world that presents the student is a way to enable the development of his self-consciousness in the world.
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Cheng, Chung-Ying. "World Humanities and Self-Reflection of Humanity: A Confucian-Neo-Confucian Perspective." Journal of Chinese Philosophy 39, no. 4 (2012): 476–94. http://dx.doi.org/10.1163/15406253-03904003.
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This article presents and develops Zhu Xi’s Neo-Confucian theory of heart-mind-will and human nature as the source and basis for the understanding of humanity. This article next shows how Kant and Confucius could be said to share the same vision of humanity in light of one particular historical connection between them. Finally, I have explored four forms of knowledge in light of a distinction between feeling and observation as well as their basic unity. This gives rise to our vision of humanity as world-rooted, and so indicates further how it can serve as a grounding for world-humanities.
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Broncano, Fernando. "Deliberación y confianza en el mundo. Sobre Morality, Self-Knowledge and Human Suffering, de Josep Corbí." Crítica (México D. F. En línea) 45, no. 135 (2013): 55–73. http://dx.doi.org/10.22201/iifs.18704905e.2013.672.
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Masyfahani, Muhammad Afif Hilmi, Titin Sukartini, and Ririn Probowati. "GAMBARAN SELF EFFICACY DAN PENGETAHUAN PADA KLIEN TUBERKULOSIS." Jurnal Ilmiah Keperawatan (Scientific Journal of Nursing) 6, no. 1 (2020): 93–101. http://dx.doi.org/10.33023/jikep.v6i1.441.
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ABSTRACT
 Background : Tuberculosis is a contagious disease that is spread throughout the world and is a public health problem due to high morbidity and mortality. Along with the increasing prevalence of Tuberculosis events. Objective: To determine the self efficacy picture and knowledge of Tuberculosis clients in Bangil General Hospital. Method: Descriptive research with cross sectional approach. The research sample of 70 respondents with purposive sampling which inclusion and exclusion criteria. The instrument uses a questionnaire. Results: The results showed that tuberculosis clients had good self efficacy as many as 41 people (58.6%),%), quite as many as 20 people (28.6%) and the rest had less self efficacy as many as 9 people (12.9%) . and have good knowledge as many as 36 people (51.4%). Tuberculosis clients also have good knowledge as many as 36 people (51.4%), quite as many as 24 people (34.3%) and the rest have less knowledge as many as 10 people (14.3%). Conclusion: Clients' beliefs about self-care management can increase and be able to generate enthusiasm to seek knowledge, positive attitudes and self-management skills to improve and the client's health behavior in general. Client knowledge by providing information and understanding through a module media to the Tuberculosis client regarding Tuberculosis disease so as to increase the client's knowledge regarding management of her care.
 
 Keywords: Self efficacy, Knowledge, Tuberculosis
 
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Novelia, Shinta, Yenny Aulya, and Elsa Regiyanti. "The Effect of Breast Self-Examination (BSE) Class on Knowledge and Practice of Breast Self-Examination among Adolescent Girls." Nursing and Health Sciences Journal (NHSJ) 1, no. 1 (2021): 49–53. http://dx.doi.org/10.53713/nhs.v1i1.16.
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According to the World Health Organization (WHO), cancer incidence in 2008 to 2012 was increased from 12.7 million cases to 14.2 million cases. Cancer is the second leading cause of death in the world after cardiovascular disease. It is estimated that in 2030 the incidence of cancer will increase to 26 million people and 17 people die of cancer. This research aimed to determine the effect of BSE classes on knowledge and practice of BSE among female students in Senior High School 104 East Jakarta in 2020. This research was a quantitative study with an analytical survey method with the Quasi Experimental approach. The sample in this study was 30 people. The sampling technique was purposive sampling. The research instrument consisted of questionnaire data and BSE observation sheets. The results of the paired t test found that the effect of BSE Class on BSE Knowledge and Practice among female students where ρ <ά = (0,000 <0.05). There was an effect of BSE Classes on Student’s Knowledge and Practice. Adolescent girls are expected to increase their knowledge about breast self-examination and breast cancer which can be obtained from counseling in the nearest health services, namely about the benefits and how to practice breast self-exam.
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Sumner,, Jane. "Communication as Moral Caring in Nursing: The Moral Construct of Caring in Nursing as Communicative Action." International Journal of Human Caring 16, no. 2 (2012): 20–27. http://dx.doi.org/10.20467/1091-5710.16.2.20.
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Sumner’s complete theory of caring in nursing as moral bi-directional communication is explicated, including the components of the nurse’s personal self and professional self, which includes theoretical knowledge, practice or skills knowledge, and experiential knowledge with both emotion and cognitive aspects, and the patient’s personal self and illness self with both emotion and cognitive aspects. The bi-directional communication that occurs in this unique interaction, delimited by the healthcare world, is explained on a moral maturity continuum. The interactive discourse is between two equal human beings: Nurse and patient. The underlying premise is that all humans are innately vulnerable because they are exposed in communication and this demands “considerateness,” which is the moral component.
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Stepin, Vyacheslav S. "Typology of Scientific Rationality and Synergy." Filosofiya osvity. Philosophy of Education 20, no. 1 (2017): 6–29. http://dx.doi.org/10.31874/2309-1606-2017-20-1-6-29.
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The idea of a global (universal) evolutionism in conjunction with the notion of complex features, self-developing systems today determines the development of the scientific world. Postnonclassics took a new step – understanding the value target structures of scientific knowledge and sociocultural conditionality. In this regard, the special importance postnonclassical rationality is emphasized, and its cognitive ideals, norms and philosophical foundations which provide knowledge of objects which are self-developing system.
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Alweiss, Lilian. "Embodiment and Self-Awareness – Evans, Cassam and Husserl." Philosophy 93, no. 1 (2018): 31–51. http://dx.doi.org/10.1017/s003181911700050x.
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AbstractIn recent years there has been a general attempt – inspired by P. F. Strawson – to naturalise Kant's notion of the transcendental self. The argument being that self-consciousness should refer to neither a kind of noumenal nor mental self but that the self-conscious subject must conceive of itself as an embodied entity, a person among persons that regards itself as an element of the objective order of the world. While Kant does not make room for the notion of an embodied transcendental self, this is where we need to go as our bodily awareness is central both for self-knowledge and the possibility of cognition and thus a transcendental condition for knowledge claims. In this paper I should like to single out Quassim Cassam's work Self and World to see whether such a position is tenable. Cassam's main claim is that we can only become aware of ourselves as subjects if we are at the very same time aware of ourselves as objects located in the spatio-temporal world. We could not be self-conscious and ascribe experiences to ourselves unless we are also aware of ourselves as a physical object among other physical objects in the world. The central claim is that when we self-refer we do not refer to two distinct entities, one possessing only mental, and the other possessing only physical features, rather we refer to a subject that is both mental and physical at the very same time. Awareness of ourselves qua subject is just awareness of ourselves qua object. This paper will focus on this claim alone and will ask whether it is tenable. The answer will be negative. Drawing on the work of Edmund Husserl, I shall argue that there is an inherent flaw in Cassam's position which he has inherited from Gareth Evans’ depiction of the self. The contention will be that our awareness of ourselves qua subject is not compatible with the awareness of ourselves qua object.
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Momin, A. R. "Islamization of Anthropological Knowledge." American Journal of Islam and Society 6, no. 1 (1989): 143–53. http://dx.doi.org/10.35632/ajis.v6i1.2697.
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The expansion of Western coloniaHsrn during the nineteenth and twentiethcenturies brought in its wake the economic and political domination andexploitation of the Third World countries. Western colonialism andethnocentrism went hand in hand. The colonial ideology was rationalizedand justified in terms of the white man's burden; it was believed that theWhite races of Europe had the moral duty to carry the torch of civilizationwhichwas equated with Christianity and Western culture-to the dark comersof Asia and Africa. The ideology of Victorian Europe accorded the full statusof humanity only to European Christians; the "other" people were condemned,as Edmund Leach has bluntly put it, as "sub-human animals, monsters,degenerate men, damned souls, or the products of a separate creation" (Leach,1982).One of the most damaging consequences of colonialism relates to a massiveundermining of the self-confidence of the colonized peoples. Their culturalvalues and institutions were ridiculed and harshly criticized. Worse still, theWestern pattern of education introduced by colonial governments produceda breed of Westernized native elite, who held their own cultural heritage incontempt and who consciously identified themselves with the culture of theircolonial masters.During the nineteenth century Orientalism emerged as an intellectualally of Western colonialism. As Edward Said has cogently demonstrated,Oriental ism was a product of certain political and ideological forces operatingin Europe during the eighteenth and nineteenth centuries, and that it wasinextricably bound up with Western ethnocentrism, racism, and imperialism(Said, 1978).Most of the colonized countries of the Third World secured politicalliberation from Western powers during the early decades of the present century.Regrettably, however, political liberation was not always followed byideological, cultural, and intellectual jndependence. For one thing, most ofthe ex-colonial countries continued with the colonial pattern of education.Secondly, most of them were drawn into the political and cultural orbit ofeither the United States or Soviet Russia. A subtle but pervasive form of ...
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Howard, Jessica. "Teachers and Teaching: On Teaching, Knowledge, and "Middle Ground"." Harvard Educational Review 59, no. 2 (1989): 226–40. http://dx.doi.org/10.17763/haer.59.2.l341028l2v675t46.
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Teachers often feel poised between dynamic forces in the classroom as they struggle to meet the needs of both individual students and the group, to promote children's self-knowledge as well as their knowledge of the curriculum. Here Jessica Howard, a teacher at the Prospect School,a private elementary school in rural Vermont, re-examines this dialectic. She describes how she,as a teacher, creates the "middle ground," a time and place that pulls together the disparate elements of classroom life, where children can make new and richer sense of themselves and the world.
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Виноградова, Наталья, Natalya Vinogradova, Г. Калинова, and G. Kalinova. "Independent Work of Pupils at the “The World Around US” Lessons." Primary Education 7, no. 3 (2019): 43–47. http://dx.doi.org/10.12737/article_5d0c83269e3763.12476985.
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The article discusses the organization of independent testing work of younger schoolchildren in the study of the subject “The World Around Us”. The authors discuss the implementation of the possibility of using different types of independent learning activities to clarify and systematize knowledge, their application in non-standard situations, improve universal learning activities, as well as the development of self-monitoring and self-assessment of students.
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Виноградова, Наталья, Natalya Vinogradova, Г. Калинова, and G. Kalinova. "Independent Work of Pupils at the “The World Around US” Lessons." Primary Education 7, no. 4 (2019): 39–42. http://dx.doi.org/10.12737/article_5d639fefc82416.03394165.
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The article discusses the organization of independent testing work of younger schoolchildren in the study of the subject “The World Around Us”. The authors discuss the implementation of the possibility of using different types of independent learning activities to clarify and systematize knowledge, their application in non-standard situations, improve universal learning activities, as well as the development of self-monitoring and self-assessment of students.
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Elfadil, Nazar. "Machine Learning: Automated Knowledge Acquisition Based on Unsupervised Neural Network and Expert System Paradigms." Journal of Advanced Computational Intelligence and Intelligent Informatics 9, no. 6 (2005): 693–97. http://dx.doi.org/10.20965/jaciii.2005.p0693.
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Self-organizing maps are unsupervised neural network models that lend themselves to the cluster analysis of high-dimensional input data. Interpreting a trained map is difficult because features responsible for specific cluster assignment are not evident from resulting map representation. This paper presents an approach to automated knowledge acquisition using Kohonen's self-organizing maps and k-means clustering. To demonstrate the architecture and validation, a data set representing animal world has been used as the training data set. The verification of the produced knowledge base is done by using conventional expert system.
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Gudyma, Іgor. "ACCIDENT IN THE SYSTEM OF SCIENTIFIC KNOWLEDGE: IDEOLOGICAL AND METHODOLOGICAL ASPECTS." Sophia. Human and Religious Studies Bulletin 17, no. 1 (2021): 32–35. http://dx.doi.org/10.17721/sophia.2021.17.6.
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In the article the author's attention is focused on modern scientific interpretations of the phenomenon of chance. The author also focused on the generalization of the results of research by scientists of nonlinear processes of self-organization of complex systems. The main goal of the article is to study the phenomenon of the so-called "nonlinear thinking" in science. Of particular interest was the philosophical assessment of the very subject of this thinking. The author tried to reveal the essence in the interpretation of statistical laws. He also sought to prove that these patterns represent a more fundamental aspect of reality than the laws of dynamics. The choice of the topic of the article, the application of its theoretical and methodological approaches is determined by the very subject of thought and the nature of the tasks. So it turned out that many dynamical systems – physical, chemical, biological – fall under nonlinear dynamic equations. Here they are quite predictable. However, they become unpredictable if they appear at the macro level. After all, individual systems are considered "normal" and function according to deterministic laws only up to a certain time. This is the period between situations of bifurcation. Here their "behavior" can be fully predicted. However, in their own development, they can come to certain extreme changes. To overcome them further, two variants of the quality state appear. Each of them can happen first. This happens when an object passes through so-called tipping points. It is impossible to predict which variant will achieve ontological legitimation. The object experiences microwaves between the two physical alternatives for some time. But with an increase in the value of the key parameter of one of the alternatives, further complication of the state occurs. This process is a sequential bifurcation, similar to the alternation of two existing states. It is characterized by periods of instability. In this case, it is impossible to predict the state of development of the object. Here, as you know, "His Majesty the case" enters the scene. The case in such systems cannot be neglected. After all, here the relationship between necessity and chance, between fluctuations and deterministic algorithms, is different than in a stationary environment. Not far from the bifurcation nodes, micro-fluctuations or chances reign supreme. Whereas in the distance there is a deterministic order of things. Even more effective is the study of the phenomenon of non-determinism in relation to the space-time models of the behavior of systems. Through scientific research, it has been reliably established that at the bifurcation points of such a medium, successive microchanges reach large values. Their scale is sometimes compared to the system itself. Here the system changes due to fluctuations, up to the appearance of a new quality. A deep understanding of the significance of the new style of scientific thinking is closely related to a radical revision of the idea of self- organization of matter in nature. This ability to change has previously been studied only in the framework of macroscopic statistical equilibrium states. This is a new style of scientific thinking and a new picture of the world. They are related to the study of nonlinear and unbalanced open systems. All this demonstrates a non-trivial understanding of matter itself and its ability to self-organize. Matter takes on new forms of existence. Their appearance is due to their own internal forces and properties of matter itself. The worldview generalizations of such discoveries are important here. After all, they allow you to see the world more clearly, which is self-organizing as a single whole and is at different levels of its existence. The generalized results of studying the topic give grounds to draw the following conclusion. The subject of the new style of scientific thinking is the nonlinear processes of self-organization of matter. This style of thinking, as well as the discoveries of nonlinear natural science, allow us to understand the nature of the surrounding world in a new way. Namely – the ability of a substance to self-organize as a whole and at various levels of its own being. This is due to the internal forces and properties of this world. However, to fully understand the nature of this world, it is necessary to comprehend randomness. After all, it is precisely chance that is an essential part of reality. That is, randomness is that part of reality that gives a more perfect picture of the surrounding world.
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Maffioletti, Anna, and Michele Santoni. "Emotion and Knowledge in Decision Making under Uncertainty." Games 10, no. 4 (2019): 36. http://dx.doi.org/10.3390/g10040036.
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This paper presents four incentivised experiments analysing jointly the separate role of immediate integral emotions and knowledge in individual decision making under ambiguity. Reactions to a natural source of uncertainty (i.e., forthcoming real-world election results) were measured using both computed decision weights derived from individual choices and judgmental probabilities determined from the subjects’ estimated likelihood of election outcomes. This study used self-reports to measure emotions aroused by the prospective election victory of a party/coalition of parties, and both self-assessed and actual competence to measure knowledge of politics. This paper found evidence of both preference for ambiguity in the gain domain and of likelihood insensitivity, namely the tendency to overweight unlikely events and to underweight likely events. This paper also shows that a superior knowledge of politics was associated with a preference for ambiguity (i.e., the elevation of the decision weighting function for gains). Both stronger positive emotions and superior knowledge generally have asymmetric effects on likelihood insensitivity (i.e., the curvature of the decision weighting function), each being associated separately with higher overweighting of unlikely election outcomes.
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Greenwood, Margo, and Nicole Marie Lindsay. "A commentary on land, health, and Indigenous knowledge(s)." Global Health Promotion 26, no. 3_suppl (2019): 82–86. http://dx.doi.org/10.1177/1757975919831262.
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This commentary explores the relationships between land, knowledge, and health for Indigenous peoples. Indigenous knowledge is fundamentally relational, linked to the land, language and the intergenerational transmission of songs, ceremonies, protocols, and ways of life. Colonialism violently disrupted relational ways, criminalizing cultural practices, restricting freedom of movement, forcing relocation, removing children from families, dismantling relational worldviews, and marginalizing Indigenous lives. However, Indigenous peoples have never been passive in the face of colonialism. Now more than ever, Indigenous knowledge in three critical areas—food and water security, climate change, and health—is needed for self-determination and collective survival in a rapidly changing world.
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Tashimova, Fatima, Aidana Rizulla, Galiya Ibrayeva, Gulnar Abdullina, and Bakhtiyar Nurumov. "The Analysis of the Meaning of the Person’s Internal World as a Basis of Self-Efficacy in the Educational System." E3S Web of Conferences 159 (2020): 09012. http://dx.doi.org/10.1051/e3sconf/202015909012.
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The formation of the subject of the education system is inextricably linkedwith factors of self-knowledge and self-awareness that includes the knowledge of one’s own inner world. The inner world was associated with mental processes, conscious and unconscious factors, feelings and emotions, semantic reality. In recent years, in connection with the understanding of a person as a collective phenomenon, the inner world begins to be perceived as a representation of significant others. In particular, in psychoanalysis it is the representation of parents, in individual psychology it is siblings, in analytical psychology it is a multitude of personalities, up to the first man, that determine the formation of subjectivity. Based on this, we define the inner world not just as a semantic reality, but a reality for the production of meanings, provided by the cooperation of all the intimate personalities represented in one person, with whom she/he interacts directly and indirectly.Based on this, we propose a semantic analysis of the inner world, which involves the identification of a system of significant personalities, the subjective reflection of their values and actions, the study and rethinking of positive and negative influences that ensure the formation of new meanings.
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Keeling, Sophie. "The transparency method and knowing our reasons." Analysis 79, no. 4 (2019): 613–21. http://dx.doi.org/10.1093/analys/anz031.
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Abstract Subjects can know what their attitudes are and also their motivating reasons for those attitudes – for example, S can know that she believes that q and also that she believes that q for the reason that p. One attractive account of self-knowledge of attitudes appeals to the ‘transparency method’ (TM). According to TM, subjects answer the question of whether they believe that q by answering the world-directed question of whether q is true. Something similar also looks intuitive in the case of self-knowledge of motivating reasons, but cashing out such a view requires determining what the relevant world-directed question would be. This paper argues that subjects learn why they believe that q by answering the world-directed question ‘what are good reasons for believing that q?’ I argue for this against an alternative that I develop from Boyle 2011a.
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Guglielmo, Chiodi. "Knowledge and Culture in Relation to the Dominant Economic Theory." Economic Revival of Russia, no. 4 (66) (2020): 120–26. http://dx.doi.org/10.37930/1990-9780-2020-4-66-120-126.
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The transition to a Noonomy society implies the overcoming of the dominant (market-centred) economic theory (DET). In this regard, ‘knowledge’ and ‘culture‘ can be taken as key-reading of that overcoming. Over the last century and up today, the DET has been subjected to an ever increasing refinement which has ultimately led to a self-referred dehumanized and dissocialized closed-world, centred on the unidirectional behaviour of the individual acting much like a robot. One example, among the possible many, the foolish use of algorithms of contemporary finance, the latter still considered the outcome of a high-profile research. This is also an example of how the economic culture is being produced and disseminated all over the world, specifically in the universities, in the international organizations and in the leading research departments. To change the course of the events in a different direction, further reflection on ‘knowledge’ and ‘culture’ is therefore much needed.
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Kolodnyi, Anatolii M. "Afterword. Topical problems of religious science." Ukrainian Religious Studies, no. 40 (October 24, 2006): 228–36. http://dx.doi.org/10.32420/2006.40.1811.
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Religious Studies is relatively young and at the same time one of the oldest branches of humanitarian knowledge. Ancient because knowledge of religion we find in the works of authors of countries of the ancient world. Young because its components as a science began to be constituted in the system of knowledge only in the eighteenth-nineteenth centuries. To define yourself in your subject of religious studies was much more difficult than other humanities. The complexity of this definition is due primarily to epistemological factors. The point is that you cannot describe the phenomenon of religion with the help of familiar concepts and categories. The peculiarity of religion is that it does not reflect any external to man natural and social forces, but his personal state, which can be called a state of self-determination in the world, the acquisition of the human self.
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Baars, Bernard J. "Is feeling pain just mindreading? Our mind-brain constructs realistic knowledge of ourselves." Behavioral and Brain Sciences 32, no. 2 (2009): 139–40. http://dx.doi.org/10.1017/s0140525x09000569.
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AbstractCarruthers claims that “our knowledge of our own attitudes results from turning our mindreading capacities upon ourselves” (target article, Abstract). This may be true in many cases. But like other constructivist claims, it fails to explain occasions when constructed knowledge is accurate, like a well-supported scientific theory. People can know their surrounding world and to some extent themselves. Accurate self-knowledge is firmly established for both somatosensory and social pain.
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Mace, Rebecca. "Reframing the ordinary: cyberspace and education." Teoría de la Educación. Revista Interuniversitaria 32, no. 2 (2020): 109–29. http://dx.doi.org/10.14201/teri.22473.
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In an era dominated by social media, reportedly more concerned with self-expression than self-reflection, the classical injunction to ‘Know Thyself’ has renewed purchase. Increased self-knowledge on the whole enables a student to become more self-determining by exercising a choice, a ‘freedom to be’ that is central to the human condition. Identity construction, development and formation are all considered important functions within education, and many teachers adopt a pedagogical approach that stimulates adolescents to connect what they are taught to who they are and want to be. However, much of this development of self-knowledge takes place in non-formal learning environments, be they co-curricular clubs or activities outside of school. It is my contention that social media offers as much in terms of exploring new identity positions as these more traditional locations for self-learning. Although many do not feel a need to articulate and share in order to believe they are present in the world there are an increasing number of those, who believe that to be is to be perceived through online expression. Rather than focusing upon the envy inducing ‘Perfect Me’ posts that are so often linked to the decline in adolescent mental health and wellbeing, this paper explores how mundane and banal posts on social media can be used to frame and reframe aspects of modern life which in turn promotes self-learning. By drawing attention to the average, everydayness of existence, the relationship between the seemingly ordinary and self-knowledge becomes more apparent. This paper considers the potential individuals have for coming to know themselves a little more deeply as they move through a process of self expression, to self curation, to self construal, to self construction. Rather than asking ‘What is it to be in the [online] world?’ it poses the slightly different question: ‘What is it to present being?’. It also considers the space between these two questions as offering potential for fostering the wider educational ideal, that of greater self-knowledge.
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Hartjes, Laurie B., and Linda C. Baumann. "Development of a malaria knowledge test for student travelers." Nursing Reports 2, no. 1 (2012): 9. http://dx.doi.org/10.4081/nursrep.2012.e9.
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This paper describes a malaria knowledge test (MKT) developed to evaluate a web-based game for students who increasingly travel to malariarisk regions of the world. The 18-item MKT was structured according to the dimensions of the self-regulation model (SRM) to measure the accuracy of students&rsquo; beliefs about malaria. An experimental design was used to compare three game versions. Students (N=482) participated in 2010 by completing a pre-test, playing a Webbased game simulating student travel to malaria- endemic destinations, and completing a posttest. Study data support the validity and reliability of the MKT for the evaluation of malaria education interventions and for student self-assessment. Use of the MKT to evaluate an educational game about malaria revealed a strong overall learning effect and discrimination by game version, travel experience, and SRM dimension. This 5-min test may also be adapted for educational outreach purposes among health care providers globally, residents of malaria-endemic regions, and other high risk travel groups (e.g., elderly, chronic health conditions, pregnant, or returning to malaria-endemic regions to visit friends/relatives).
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Чупров, Александр. "Фундаментальность проблемы бытия и существования в перспективе истории философии". Doctrina. Studia społeczno-polityczne, № 17 (15 березня 2021): 181–205. http://dx.doi.org/10.34739/doc.2020.17.10.
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The article is devoted to the fundamental problem of philosophy - the dialectics of being and existence. The author proceeds from the fact that the main question of philosophy is the question of truth, which in its essence is identical to the question of being and the forms of its existence. The author sees the specificity of philosophical knowledge, which distinguishes it from both scientific and religious knowledge, in the comprehension of the world of finite things - the world of existence - as a mediation of self-being and universal being. The article provides a brief overview of the development of this approach in the history of world philosophical thought.
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Shumskyi, Oleksandr. "The Problem of Linguistic Self-Education in World Theory and Practice (Historical and Pedagogical Aspects)." Comparative Professional Pedagogy 7, no. 1 (2017): 68–74. http://dx.doi.org/10.1515/rpp-2017-0010.
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AbstractIn the paper it has been grounded that under the conditions of forming postindustrial epoch, which is characterised by the processes of globalisation and informatisation, there exists a social demand for the specialists who have a formed preparedness for continuous self-education, including linguistic self-instruction. This presupposes developing innovative and strategic thinking as well as realising the objective necessity of continuous enhancing of their proficiency level, which is a key factor of interaction with dynamic and changeable professional environment with rapid obsolescence of knowledge, constant technological advancement, etc. It has been proved that nowadays the role of self-education, as the instrument of forming highly-qualified professionals with sufficient knowledge of foreign languages, is always growing in different countries. Therefore, educators are continually facing the task of improving the theoretical and methodological base of teaching students to be autonomous in their studies. It has been substantiated that, in view of the principle of continuity in science, introducing any innovations into the learning process in linguistic self-education should be preceded by the profound studying of the pedagogically valuable theoretical and practical experience, gained by the previous generations of researchers. Thus, the retrospective analysis of basic historical milestones of evolving the phenomenon “linguistic self-education” has been conducted and its results have been presented in this work.
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O’Sullivan, Luke. "“Des responses et rencontres”: Frank Speech and Self-Knowledge in Guillaume Bouchet’s Serées." Renaissance and Reformation 43, no. 3 (2020): 167–94. http://dx.doi.org/10.33137/rr.v43i3.35305.
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Guillaume Bouchet’s Serées (1584, 1597, 1598) constitute an exercise in commonplacing framed as a collection of tales told around a Poitevin dining table. They engage in a form of quasi-philosophical thinking staged by and for an urban merchant community, the social world in which Bouchet operated. The second book opens with a discussion of frank speech. Writing amid civil war, Bouchet takes up this “chatouilleux” subject by turning to Plutarch, the classical authority on parrhesia (truth-telling). Recycling Plutarch, though, Bouchet does not ask how or when to speak frankly but instead examines responses to “franchise” both in the tales and from the storytellers themselves. Around Bouchet’s table, talk of frank speech leads to awkward silences and conversation grinding to a halt. This serée illuminates a context for parrhesia distinct from the familiar arena of nobles counselling autocrats or performing “liberté.” Here, philosophical self-knowledge slips uncomfortably into a feeling of social self-consciousness, revealing a distinct conception of the ethics and epistemologies surrounding frankness.
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Chryssochoou, Xénia. "Studying identity in social psychology." Studying Identity: Theoretical and Methodological Challenges 2, no. 2 (2003): 225–41. http://dx.doi.org/10.1075/jlp.2.2.03chr.
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The present paper discusses the concept of identity in social psychology. It is suggested that identity is a particular form of social representation that mediates the relationship between the individual and the social world. Identity makes the link between social regulations and psychological organizations (i.e. identifications/self-categories) and constitutes the organizing principle of symbolic relationships. Its functions are to inscribe the person in the social environment, to communicate peoples’ positions and to establish relationships with others (social recognition). Thus identity is a cyclical process constituted by three actions: knowing, claiming and recognizing. Social psychologists have started their investigations of identity by emphasizing different aspects of this process: self-knowledge, claims and recognition and have focused on processes of socialization, communication and social influence. Finally, it is argued that through their active participation in the social world (by knowing, recognizing and claiming), individuals construct a set of knowledge about the world and themselves: their identity. To protect from, provoke or respond to changes to this knowledge people act in the name of identity. Thus, identity constitutes the social psychological context within which worldviews are constructed, through which these worldviews are communicated and for which battles are fought.
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Moulin-Frier, Clement, Tobias Fischer, Maxime Petit, et al. "DAC-h3: A Proactive Robot Cognitive Architecture to Acquire and Express Knowledge About the World and the Self." IEEE Transactions on Cognitive and Developmental Systems 10, no. 4 (2018): 1005–22. http://dx.doi.org/10.1109/tcds.2017.2754143.
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Goch, V. P. "About work in cause-effect relationships." Ukrainian Religious Studies, no. 7 (February 24, 1998): 146–51. http://dx.doi.org/10.32420/1998.7.160.
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The main task of man at the turn of the epoch is the transformation of himself into a new one, "which is renewed in knowledge in the image that created it" (Colossians 3:10). A person should fall in love, discover his spiritual self, learn to see, hear and feel the Spiritual World - that is, quite differently than now, to see the Reality. It is very important for a person to know the hidden meaning of things, and to introduce vague feelings and ideas of his inner world into images and words. Our eyes in the Spiritual are knowledge: a person transformed by knowledge can enter into the vibrations of the Spiritual World where, acting by consciousness, according to the words of the apostle Paul, becomes a co-worker of God (1 Corinthians 3.9).
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Maisara, Intan, Zulkarnain Zulkarnain, and Rizky Andana Pohan. "Efikasi Diri Mahasiswa Bimbingan Konseling Islam dalam Mempersiapkan Karir." Syifaul Qulub: Jurnal Bimbingan dan Konseling Islam 1, no. 1 (2020): 24–32. http://dx.doi.org/10.32505/syifaulqulub.v1i1.1812.
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One important component in an individual's life is self-efficacy. Self-efficacy is one aspect of knowledge about self or self-knowledge that is most influential in everyday human life. So that every individual should have good self-efficacy to prepare for a future career. The purpose of this study is to find out how the self-efficacy of IAIN Langsa Islamic counseling guidance students in preparing for a career. The problem examined in this study is how the self-efficacy of IAIN Langsa Islamic counseling guidance students in preparing for a career. In conducting this research researchers used a qualitative method with the type of phenomenological study, the determination of the informants in this study was determined using purposive sampling techniques, in processing the research data using the filling system technique. The filling system method is a method in which the researcher feels that the collected data is sufficient so the analysis is performed. The results of the study showed that the self-efficacy of IAIN Langsa Islamic counseling students in preparing for a career was classified as good. Islamic counseling students already understand what the world of counseling is like, what it works like, and have prepared steps for future career preparation. Scientifically at least Islamic counseling students already have insight into the world of counseling so that it helps students to achieve good self-efficacy
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Vidal, Javier. "El autoconocimiento de las creencias: una objeción al método de la transparencia." Humanities Journal of Valparaiso, no. 14 (December 29, 2019): 429. http://dx.doi.org/10.22370/rhv2019iss14pp429-448.
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According to the method of transparency, genuine self-knowledge is the outcome of an inference from world to mind. A. Byrne (2018) has developed a theory in which the method of transparency consists in following an epistemic rule in order to form self-verifying second-order beliefs. In this paper, I argue that Byrne’s theory does not establish sufficient conditions for having self-knowledge of first-order beliefs. Examining a case of self-deception, I strive to show that following such a rule might not result in self-knowledge when one is involved in rational deliberation. In the case under consideration, one precisely comes to believe that one believes that p without coming to believe that p. The justification for one’s not forming the belief that p with its distinctive causal pattern in mental life and behaviour, is that one already had the unconscious belief that not-p, a belief that is not sensitive to the principles governing theoretical and practical reasoning.