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Epistemology - Wikipedia, the free encyclopedia Not surprisingly, the way that knowledge claims are justified both leads to and depends on the general approach to philosophy one adopts, and so philosophers have developed a range of epistemological theories to accompany their general philosophical positions. It is common for epistemological theories to avoid skepticism by adopting a foundationalist approach. So it is possible to classify epistemological theories according to the type of statement that each argues has this special status. en.wikipedia.org /wiki/Epistemology   (3216 words)

EPISTEMOLOGICAL AND METAPHYSICAL NATURALISM Epistemological or methodological naturalism is a claim about how we ought to investigate the world. Since the relationship between epistemological and metaphysical naturalism is neither obvious nor necessary, a good argument against either version does not refute the other. I then argue in favor epistemological or methodological naturalism and explain why I am agnostic regarding metaphysical or ontological naturalism. www.leaderu.com /offices/koons/docs/Marinucci.txt.html   (348 words)

Epistemological Beliefs and Study Approaches of Teacher Education Students However, studies in exemplifying the relationship of epistemological beliefs and study approaches (motives and strategies) are still scarce and lacking in the non-western cultural contexts resulting in a great demand of such studies. For epistemological beliefs, except the dimension on learning effort and process, all the mean subscale scores were below3, the mid-point of the five-point Likert scale, suggesting students' beliefs in Innate/Fixed Ability, Authority/Expert Knowledge and Certainty Knowledge tended to lie in the lower end of the five-point scale. The four dimensions of epistemological beliefs were found to be significantly related to the three study approaches at the 0.05 and 0.01 level. www.aare.edu.au /02pap/cha02007.htm   (2940 words)

Ethnoepistemology [Internet Encyclopedia of Philosophy] Epistemological activities are simply one among many natural phenomena, simply one among many human endeavors, and as such properly studied by anthropology. Epistemological intuitions, judgments, norms, theories, and ends are those concerned with the nature, source, and limits of knowledge. The ethnoepistemology of cognitive specialists examines the epistemological activities of curers, shamans, diviners, priests, scientists, etc. Cognitive specialists are individuals who cultivate the use of one (or more) specific method or style (e.g., altered states of consciousness, intuition, reason or observation) in the formation and regulation of cognitive attitudes. www.iep.utm.edu /e/ethno-ep.htm   (7365 words)

What do the Hong Kong teacher education students believe in knowledge and knowing Caution must be exercised in applying epistemological hypotheses developed for studies in different contexts, and modification of these seems necessary before considering their relevance in a different context. Epistemological beliefs are significant in teacher education, in understanding meta-cognitive activities and processes of learning how to teach. Teacher educators can help student teachers to be aware of their epistemological beliefs and hence relation of epistemological beliefs with personal theories, in learning how to teach through discussion and analysis of what they believe to work in their teaching. www.aare.edu.au /00pap/cha00343.htm   (5461 words)

History of Epistemological Debate   (Site not responding. Last check: 2007-10-21) The epistemological question is intimately related to the issue of mind-body dualism, because all of the problems inherent in the naïve realist view simply evaporate if we allow for the existence of an immaterial soul, whose function is not entirely dependent on the mechanical functioning of the physical brain. John Locke (1690) took the epistemological inversion one step farther to propose that even shape and volume were sensory properties, and therefore they too, like color, taste, and sound are properties of the mind rather than of the world itself. The followers of Kant abandoned his epistemological dualism, and focused instead on Kant's idealism, claiming that mind is all that is knowable to man. This unfettered idealism eventually triggered a realist backlash by the American realist, or neo-realist philosophers (Holt et al. cns-alumni.bu.edu /~slehar/epist/hist.html   (3368 words)

Epistemological Repentance: A Response to Post-Modernism Epistemological repentance is the recognition that our way of knowing the world in modern times is technological, that is, controlling, and tempts us with idolatry. Epistemological repentance is our recognition that we have put our trust in constructed realities that were built around a futile project of ours. Epistemological repentance is allowing Nietzsche to deconstruct some of our certainties and show us some of the sneaky self-empowerment that lies within them. www.leaderu.com /aip/docs/sherman.html   (5308 words)

Advances in the Philosophy of Technology First of all, the influence of technology has become a determining ingredient of the epistemological constitution of scientific objects--for instance, in nuclear physics, cosmology, biochemistry, etc. The point is not that science uses technology as an instrument; this is indeed true, but it is a trivial remark. The epistemological function of these operations is twofold: on the one hand, they are responsible for the structure of scientific objects; on the other, they constitute the grounds assuring intersubjectivity in the development of the scientific enterprise. Hence, the epistemological consequence of the technification of science is the necessity of introducing technological compatibility as one of the essential features of the operations imperative for the elaboration of scientific objects. scholar.lib.vt.edu /ejournals/SPT/v4n2/QUERALTO.html   (2910 words)

Epistemological Foundations for CSCL:   (Site not responding. Last check: 2007-10-21) Epistemological infrastructure refers to individual and collective practices of working with knowledge and engaging in inquiries for advancing knowledge that are important in knowledge work. The basis of their model is an epistemological distinction between two sorts of knowledge, i.e., tacit and explicit. In epistemological domain, however, the three models appear to be close to each other because they address the same kinds of questions concerning how new knowledge is created by innovative communities. newmedia.colorado.edu /cscl/228.html   (6760 words)

Relationships among epistemological beliefs, gender, approaches to learning, and implementation of instruction in ...   (Site not responding. Last check: 2007-10-21) The overall problem of this study centers on the ways in which experiences in laboratory classes may be related to studentsí understandings of the nature of knowledge in science and their approaches to learning science. It was hypothesized that the epistemological assumptions of the laboratory instruction and the studentís personal epistemological beliefs about science are related to the studentís meaningful or rote learning orientation. Epistemological beliefs form as a result of an accumulation of experiences; the laboratory experience was of limited duration and may have been confounded by the lecture portion of the course. www.educ.sfu.ca /narstsite/conference/saunderscavalloabraham/saunderscavalloabraham.html   (5301 words)

Parsimony and the Mind Epistemological parsimony is a concern among scientific theories. The extension of the principle of parsimony from scientific to philosophical discourse is shown in the difference between epistemological and ontological parsimony. It could even be argued that the principle of epistemological parsimony counts against physicalism because of the translation principles and rules that it must define. www.tk421.net /essays/simple.html   (7835 words)

CEP 901B The proposed study will investigate how epistemological beliefs of preservice teachers affect their learning from cases in a hypermedia learning environment about early grade literacy instruction. The research on the epistemological beliefs and how preservice teachers view the nature of knowledge and learning is of vital importance to teacher educators (Many et al. Also, the participants will look at the target clip that was shown in the pretest and write down a paragraph about their views of the classroom, the teaching methods used by the teacher and what they saw. www.msu.edu /~yadavama/CEP901B/practicum.htm   (1934 words)

ICOS Seminars - Jean Lave The first is an asocial construal of a strictly epistemological "everyday," the second a partially social view of everyday life in which different zones of social life have different epistemological characteristics, polarized between the ordinary and the special or privileged, and finally, a view of everyday life as the fabric of social existence. The epistemological everyday is a residual category vis a vis high culture, the latter indicating idealized endpoints of learning; or the banal locus of social activity of kinds that supposedly produce a limited and private knowledge (unselfconscious, tacit, silent or what have you). There are epistemological questions, and whole Western traditions which derive from an assumed primacy of epistemological concerns their central characteristics and very being. www.si.umich.edu /ICOS/Presentations/041699   (7310 words)

Epistemological Pluralism With this assertion we find ourselves at the meeting point of three epistemological challenges to the hegemony of the abstract, formal, and logical as the privileged canon in scientific thought. A personal appropriation of epistemological pluralism in science requires, at the limit, that we get close to the experiences of an Einstein or a McClintock or a Salk. We began by presenting the notion of epistemological pluralism by reference to three streams of thought which, although different in many ways, converge in reasserting the importance of things in thinking. web.mit.edu /sturkle/www/epistemologicalpluralism.html   (13693 words)

An epistemological theory of consciousness   (Site not responding. Last check: 2007-10-21) epistemological explanations of why minds in the business of knowing about the physical world would ever come to think that there were qualia in the first place. In less extreme forms of epistemological theories, as in the case of recent work by Andy Clark (2000a, 2000b), it is not denied that there are metaphysical facts about qualia. The historical analogy between external world and qualia realism serves as well to point out the natural place a transcendental turn might take on the way to bridge the explanatory gap between qualia and physiology: the turn depends on the twin suppositions that qualia are knowable and the knowledge must be physical through-and-through. www.petemandik.com /philosophy/papers/epistemconsc.htm   (2409 words)

Paul Ernest Paper   (Site not responding. Last check: 2007-10-21) Epistemological issues, although controversial, are central to teaching and learning and have long been a theme of PME. A central epistemological issue is that of the philosophy of mathematics. For naturally epistemological issues concern not only the subject matter into which PME inquires, but also the methods by which it carries out and validates its research. www.people.ex.ac.uk /PErnest/soccon.htm   (2627 words)

Olson   (Site not responding. Last check: 2007-10-21) Rather, the ontological and epistemological stances of researchers assessed on a spectrum from subjective to objective are more indicative of the perspectives represented in library and information science research. The question of fundamental difference is addressed in terms of the ontological and epistemological assumptions which writings by proponents and examples of research accept explicitly or implicitly. The relationship between subject and object is an indicator of the ontological and epistemological assumptions on which a given study is based. www.ualberta.ca /dept/slis/cais/olson.htm   (3522 words)

Research in Education: Hong Kong teacher education students' epistemological beliefs and approaches to learning Multivariate analyses showed that the epistemological beliefs and study approaches of the students were independent of age (except Authority/Expert knowledge and Deep Approach), gender and electives. One of the directions of research in epistemological beliefs is the study of epistemological belief dimensions, of which Schommer (1990) can be considered a pioneer, followed by a small group of researchers along this direction, such as Jehng et al. The effect of epistemological beliefs on comprehension (Schommer, 1990) suggests that epistemological beliefs may also be related to the learning approaches of students, since the latter determine the level of understanding; how they are related requires further studies. www.findarticles.com /p/articles/mi_qa3765/is_200305/ai_n9199438   (1308 words)

Contextualism in Epistemology [Internet Encyclopedia of Philosophy] Epistemological contextualism has evolved primarily as a response to views that maintain that we have no knowledge of the world around us. The most prominent forms of epistemological contextualism are based either on Robert Nozick's subjunctive conditionals account of knowledge or on the relevant alternatives theory of knowledge that is associated with Fred Dretske and Alvin Goldman. His arguments for contextualism also count as arguments against epistemological realism, which is the view that even independently of contextual factors, there is a fact of the matter as to what kind of justification a belief requires. www.iep.utm.edu /c/contextu.htm   (9878 words)

Epistemological Self-Consciousness and Cooperation - Dominion and Common Grace Christians did not see (and still generally have not seen) the danger to their view of the cosmic personalism of the universe that autonomous natural law systems pose. Epistemological rot has left the establishment campus liberals with little more than tenure to protect them. Thus, the biblical meaning of epistemological self­consciousness is not that the satanist becomes consistent with Satan's official philosophy (chaos), but rather that Satan's army becomes consistent with what Satan really believes: that order, law, and power are the product of God's hated order. freebooks.entrewave.com /freebooks/view/gndg/s51p505.htm   (3910 words)

Theory:The Necessary Evil   (Site not responding. Last check: 2007-10-21) Epistemological issues, for all the arguing, are never settled, and I think it fruitless to try to settle them, at least in the way the typical debate looks to. So we all have to be epistemological theorists, know it or not, because we couldn't work at all if we didn't have at least an implicit theory of knowledge, wouldn't know what to do first. In that sense, the pursuit of epistemological and similar questions in the philosophy of social science is evil. home.earthlink.net /~hsbecker/theory.html   (4569 words)

Marcelo Dascal: Leibniz and Epistemological Diversity Leibniz's efforts to cope with this need led him to the acknowledgment of epistemological diversity as an asset to be exploited rather than as a liability to be overcome. In fact, it is possible thanks to the existence of a set of epistemological "helps" designed to overcome the lack of certainty (which is one of our epistemic limitations) and permit the formation of beliefs capable of directing reasonable actions. In one of its senses, then, the expression "epistemological diversity" should refer to the complementary use of the two epistemological strategies discussed in the preceding section. www.tau.ac.il /humanities/philos/dascal/papers/leib1.htm   (7818 words)

CEP 901B Marlene Schommer in her previous research (Schommer, 1990) identified four epistemological beliefs related to the degree of belief that the ability to learn is fixed, that learning happens quickly or not at all, that knowledge is made of isolated bits and that knowledge is never changing. Considering that research about impact of epistemological beliefs on learning is growing, the author lays out a good reason in studying if individuals have similar epistemological beliefs across different domain. The authors suggest that the teachers should keep students epistemological in mind as there is evidence that different aspects of learning are linked to epistemological beliefs. www.msu.edu /~yadavama/CEP901B/Biblio3.htm   (874 words)

Contemporary Skepticism [Internet Encyclopedia of Philosophy] Where skepticism does not have this epistemological focus, then it tends to be of an ontological form in that it is directed at beliefs about the existence of some supposedly problematic entity, such as the self or God. And since no context has any epistemological ascendancy over any other, the project of justifying psychological beliefs with reference to external world beliefs is just as valid as any epistemological theory which demanded that the inferential relations should point in the opposite direction. Before concluding, it is worthwhile to briefly dwell upon those influential figures in the recent epistemological debate who, in contrast to the current mood of optimism that can be found in epistemological discussion of the problem of radical skepticism, are deeply suspicious that any intellectually satisfactory solution could ever be given to this problem. www.utm.edu /research/iep/s/skepcont.htm   (15771 words)

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