Academic literature on the topic 'Zetetics'

Call the norms of inquiry zetetic norms. How are zetetic norms related to epistemic norms? At first glance, they seem quite closely connected. Aren't epistemic norms norms that bind inquirers qua inquirers? And isn't epistemology the place to look for a normative theory of inquiry? While much of this thought seems right, this paper argues that the relationship between the epistemic and the zetetic is not as harmonious as one might have thought and liked. In particular, this paper argues that some familiar contemporary epistemic norms are in tension with, and even in conflict with, central zetetic norms.

My argument in this paper is given in two parts. In Part I, I review the ancient understanding of aporia, focusing on works by Plato and Aristotle. I illustrate two ways of understanding aporia: “cathartic” and “zetetic.” Cathartic aporia refers to the experience of being purged of hubris and ignorance through the dialectic. Zetetic aporia, on the other hand, requires us to engage in, recognize, and work through certain philosophical puzzles or problems. In Part II, I discuss the idea of Big Data and then argue that in the “age of answers” neither conception of aporia appears to be necessarily cultivated by the average Internet user. Our experience of wonder suffers when we rely so heavily on the Internet as a “surrogate expert,” and when our social media use betrays the fact that we always seem to gravitate towards the like-minded.

Communicational and Message Theory Concepts and Notions is a book of high intellectual elevation and high expression of ideas of Professor Stefan Vlăduţescu from University of Craiova-Romania, published by Editura Sitech, Craiova, Romania. Communication sciences refers to the schools of scientific research of human communication. This perspective follows the logical positivist tradition of inquiry; most modern communication science falls into a tradition of post-positivism. Thus, communication scientists believe that there is an objective and independent reality that can be accessed through the method of scientific enquiry. A scientist researcher following the zetetic method formulates the question then immediately sets to work making observations and performing experiments to answer that question. Communicational and Message Theory Concepts and Notions is a book about communication sciences in which professor Vlăduţescu approaches the subjects by zetetic method. The research was also combined with empirically traditional method to get both quantitative and qualitative results.

A fim de que o leitor possa encontrar prontamente temáticas mais focalmente voltadas a seu interesse, apresentamos, neste editorial, uma visão panorâmica da matéria inédita que encontrará publicada neste segundo volume do ano de 2014 da Revista Zetetiké.

„Advertising and Administration under the Pressure of Ethics” (2014) is a book of intellectual elevation and high expression of ideas of Professor Sandu Frunză from Babeş-Bolyai University (Cluj-Napoca, Romania), published to a French publisher, Les Arcs, Editions de la Suers. The zetetic core (inquiry core) is one of ethical theory and applied ethics. It is an ethical theory of the public space and the ethical inflections in the administration, in the advertising area and Bioethics. Overall, the book has cohesion and consistency. Therefore, it is a pleasant and instructive reading.

Este é o terceiro número do volume 25 da revista Zetetiké (v. 25, n. 3), relativo ao ano de 2017. Com este fascículo, que marca o segundo ano da revista com periodicidade quadrimestral, publicamos 10 artigos e uma resenha que foram escritos por 20 autores vinculados a 14 instituições diferentes do Brasil e do exterior.

Cette thèse s’appuie sur le constat déjà connu que les capacités critiques mobilisables par un individu pour distinguer entre science et pseudoscience ne sont pas corrélées à son niveau d’études. L’hypothèse défendue est que le rôle joué par les médias dans la transformation et la scénarisation des savoirs est autant un rôle de fabrication de la culture scientifique moyenne qu’un rôle de marqueur des ambiguïtés les plus courantes sur la question de la démarche scientifique. Partant de la notion d’interstice pseudoscientifique dans la transposition des savoirs, la démarche zététique a été grandement mise à contribution pour élaborer une panoplie d’outils exploitables auprès d’étudiants sur la base des supports médiatiques les plus accessibles. S’il a été question dans la première partie de prendre les précautions philosophiques et épistémologiques incontournables de la démarche scientifique — matérialisme, rationalisme et scepticisme notamment — et de les rendre enseignables, la deuxième partie a approfondi les spécificités des champs dits pseudoscientifiques et ‘paranormaux’ qui fournissent aussi bien des mises en scène fantasmatiques courantes de la connaissance que, poussées à leur extrême, de tragiques aliénations. La troisième partie s’est essayée à donner quelques éléments de compréhension des enjeux de la vulgarisation scientifique dans un contexte médiatique marchand, avec la description de quelques-unes des contraintes médiatiques s’exerçant sur le savoir savant qui vont jusqu’à parfois dénaturer ce dernier. Enfin la quatrième partie, prenant pour base les supports de vulgarisation les plus communs, dresse une sémiologie d’outils spécifiques pour prévenir les interstices pseudoscientifiques, qu’ils prennent des formes lexicales, rhétoriques, argumentatives ou scénaristiques. Ces outils ont la spécificité, outre d’être des objets conceptuels zététiques, d’avoir été enseignés et remaniés in situ, durant quatre années d’enseignements à l’esprit critique dans l’enceinte de l’Université Joseph Fourier, Grenoble 1, sur les trois cycles universitaires de plusieurs filières. Ils fournissent une gamme de séquences didactiques exploitables facilement pour tout enseignant percevant tant la nécessité scientifique que sanitaire et « citoyenne » d’élaborer chez les étudiants des modes d’autodéfense intellectuelle vis-à-vis des sollicitations pseudoscientifiques, pseudomédicales et spiritualistes qui ne manqueront pas de leur échoir<br>This work is based on the already well known report that critical skills that may be solicited by an individual to distinguish between science and pseudosciences, are not correlated on his level of studies. The defended assumption is that the part played by the media in the transformation and the scenarisation of the knowledge is as much a role of manufacture of the average scientific culture as a role of marker of the most current ambigüities about the question of the scientific method. On the basis of the concept of pseudoscientific pitfall in the transposition of the scientific knowledge, the zetetic method was largely put at contribution to work out a panoply of exploitable tools with students, on the simple basis of the most accessible mediatic supports. If there was some discussion in the first part about taking the inescapable philosophical and epistemological precautions of the scientific method — materialism, rationalism and skepticism especially — and making them teachable, the second part went deeper into specificities of the paranormal claims and fields known as pseudoscientific which as well provide current fantastical settings in scene of knowledge as, pushed to extreme, horrendous alienations. The third part was tried to give some elements of comprehension of the stakes of the scientific popularization in a commercial media context, with the description of some of the media constraints being exerted on the knowledge which go until sometimes denaturing it. Finally the fourth part, based on the most common popularization supports, draws up a semiology of specific tools to prevent those pseudoscientific pitfalls, whenever they take of the lexical, rhetoric, argumentative or scenaristic form. In addition to being critical conceptual objects, these tools have the specificity of being taught and revised in situ, during four years of critical thinking teachings in the University Joseph Fourier, Grenoble 1, to students from the three university cycles, and from various fields. They provide a range of didactic sequences easily workable for any teacher aware of as well the scientific, medical and citizen necessity to spread among student modes of an intellectual self-defence toward pseudoscientific, pseudomedical and spiritualistic enticements that may befall them