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Author: K. Brad Wray
Publisher: Broadview Press
ISBN: 9781551114132
Category : Philosophy
Languages : en
Pages : 484
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Book Description
This anthology focuses on three areas in the theory of knowledge: epistemic justification; analyses of knowledge and scepticism; and recent developments in epistemology. Each of the three sections includes a brief introduction to the readings, a series of study questions, and a list of suggested readings. Section 1 deals with coherentism, foundationalism, reliabilism, and includes articles by Chisholm, BonJour, Audi, Goldman, and Fumerton. Section 2 deals with the analysis of knowledge and Gettier problems, and a variety of forms and responses to scepticism; it includes articles by Gettier, Conee, Feldman, Putnam, Nagel, and Stroud. Section 3 introduces the reader to recent developments in naturalized, feminist, and social epistemology, and includes articles by Quine, Almeder, Putnam, Anderson, Harding, Longino, Hardwig, Rorty, and Kitcher.
Author: K. Brad Wray
Publisher: Broadview Press
ISBN: 9781551114132
Category : Philosophy
Languages : en
Pages : 484
Get Book
Book Description
This anthology focuses on three areas in the theory of knowledge: epistemic justification; analyses of knowledge and scepticism; and recent developments in epistemology. Each of the three sections includes a brief introduction to the readings, a series of study questions, and a list of suggested readings. Section 1 deals with coherentism, foundationalism, reliabilism, and includes articles by Chisholm, BonJour, Audi, Goldman, and Fumerton. Section 2 deals with the analysis of knowledge and Gettier problems, and a variety of forms and responses to scepticism; it includes articles by Gettier, Conee, Feldman, Putnam, Nagel, and Stroud. Section 3 introduces the reader to recent developments in naturalized, feminist, and social epistemology, and includes articles by Quine, Almeder, Putnam, Anderson, Harding, Longino, Hardwig, Rorty, and Kitcher.
Author: Christoph Kelp
Publisher: Oxford University Press
ISBN: 0192649426
Category : Philosophy
Languages : en
Pages : 223
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Book Description
Inquiry, Knowledge, and Understanding takes inquiry as the starting point for epistemological theorising. It uses this idea to develop new and systematic answers to some of the most fundamental questions in epistemology, including about the nature of core epistemic phenomena (most importantly: knowledge and understanding) as well as their value and the extent to which we possess them. Christoph Kelp argues that knowledge is the constitutive aim of inquiry into specific questions and that understanding is the constitutive aim of inquiry into general phenomena. He shows that these claims shed light on the nature of knowledge and understanding. He develops non-reductive 'network' analyses for both knowledge and understanding which elucidate the nature of knowledge and understanding in terms of their place in inquiry. Activities with constitutive aims, including inquiry, constitute critical domains of value in which the constitutive aim corresponds to a for-its-own-sake value relative to this domain. This study uses this idea to explain which epistemic phenomena are epistemically valuable for their own sake and to develop new solutions to a range of important value problems in epistemology, including the time-honoured Meno problem: knowledge is more valuable than mere true belief because it is the constitutive aim of inquiry, and thus epistemically valuable for its own sake.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309064767
Category : Education
Languages : en
Pages : 223
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Book Description
Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning scienceâ€"the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting forâ€"a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to." "Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.
Author:
Publisher: BRILL
ISBN: 900445750X
Category : Philosophy
Languages : en
Pages : 386
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Book Description
ISBN 9042000694 (paperback) NLG 50.00 Main headings: I. Historical perspectives.- II. Formal tools: induction, observation and identifiability.- III. Questions in inquiry: the interrogative model.- IV. Growth of knowledge: explanation and discovery.- V. Jaakko Hintikka: replies.- VI. Abstracts. skills in writing.
Author: Carla Marschall
Publisher: Corwin Press
ISBN: 1506391303
Category : Education
Languages : en
Pages : 369
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Book Description
Create a thinking classroom that helps students move from the factual to the conceptual Concept-Based Inquiry is a framework for inquiry that promotes deep understanding. The key is using guiding questions to help students inquire into concepts and the relationships between them. Concept-Based Inquiry in Action provides teachers with the tools and resources necessary to organize and focus student learning around concepts and conceptual relationships that support the transfer of understanding. Step by step, the authors lead both new and experienced educators to implement teaching strategies that support the realization of inquiry-based learning for understanding in any K–12 classroom.
Author: Robert C. Stalnaker
Publisher: Oxford University Press
ISBN: 0192538306
Category : Philosophy
Languages : en
Pages : 272
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Book Description
Robert C. Stalnaker presents a set of essays on the structure of inquiry. In the first part he focuses on the concepts of knowledge, belief, and partial belief, and on the rules and procedures we use - or ought to use - to determine what to believe, and what to claim that we know. In the second part he examines conditional statements and conditional beliefs, their role in epistemology, and their relations to causal and explanatory concepts, such as dispositions, objective chance, relations of dependence, and independence. A central concern of the book is the interaction of different cognitive perspectives - the ways in which the attitudes of rational agents are or should be influenced by critical reflection on their present cognitive situation, on their own cognitive situations at other times, and on the cognitive situations of others with whom they interact. The general picture that is developed is naturalistic, following Hume in rejecting a substantive role for pure reason in the defense of inductive rules, and in giving causal concepts a central role in the description and explanation of our cognitive practices. However, Stalnaker rejects the side of Hume that aims to reduce concepts involving natural necessity to more basic descriptive concepts. Instead, he argues that the development of inductive rules and practices takes place in interaction with the development of concepts for giving a theoretical description of the world.
Author: Erik J. Olsson
Publisher: Cambridge University Press
ISBN: 9780521845564
Category : Philosophy
Languages : en
Pages : 404
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Book Description
The essays in this volume contribute substantially to the understanding of Isaac Levi's work.
Author: Arthur Franklin Stewart
Publisher: Vanderbilt University Press
ISBN: 9780826513038
Category : Philosophy
Languages : en
Pages : 178
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Book Description
Elements of Knowledge is an introductory text designed to bring a working understanding and appreciation of the fundamental tenets and methods of the American school of philosophy known as pragmatism, as articulated by its founder C.S. Peirce, to undergraduates and general readers. It presents and explains the basic pragmatic tools that are the common thread in our acquisition and development of knowledge, whether in an academic, vocational, or professional setting, or in life at large.
Author: C. Gordon Wells
Publisher: Heinemann Educational Publishers
ISBN:
Category : Education
Languages : en
Pages : 212
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Book Description
The book answers questions about teaching literacy to students from diverse cultural and ethnic backgrounds.
Author: Tojo Joseph Thatchenkery
Publisher: Edward Elgar Publishing
ISBN: 1847204457
Category : Business & Economics
Languages : en
Pages : 175
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Book Description
ASKing (Appreciative Sharing of Knowledge) is at the heart of this comprehensive, compelling, and cutting edge guide to appreciative knowing and innovation. The authors have really managed to push the appreciative envelope here. They ve taken well-known appreciative inquiry frameworks and methods, effectively improved on them, and extended them into the all important area of knowledge development and knowledge sharing. I expect that readers in all kinds of organizations and at many levels will find the ASK system readily usable and effective. The in-depth case studies across a wide variety of industries (including government) turn the book into a fine guide for knowledge sharing, making it particularly easy to Learn how to ASK . At the same time, academics, teachers, and students will find this book does a terrific job of summarizing and enlivening the existing appreciative inquiry/intelligence literature. If you've only got time and money for one book on appreciative organizational approaches, this is the one to get. David Barry, Nova University, Lisbon, Portugal Thatchenkery and Chowdhry have given those of us challenged with global knowledge sharing a way through the muddle of the traditional knowledge management paradigm. Fusing Knowledge Sharing and Appreciative Sharing concepts leads to a true appreciation of the value of knowledge dissemination and away from knowledge hoarding. With new technology migration occurring at warp speed and globalization of product sourcing markets requiring co-location of manufacturing facilities close to the customer, our company relies on state of the art knowledge sharing capabilities to shorten conventional and expensive training methodologies. Positive team collaboration with representation from all international sites and across functional areas in effect, simultaneously managing time, distance, and culture barriers is substantially facilitated by thinking of knowledge sharing in new and appreciative ways. This book helps chart the new path. Hank Jonas, Organization Effectiveness Corning Incorporated The authors of this book advance the Appreciative Sharing of Knowledge (ASK), a unique approach by which organizations create a culture that facilitates the sharing of information. Using social constructionist approaches, historical data, and case studies, the authors demonstrate that appreciation or affirmation is the key ingredient for people to trust each other and overcome their inhibitions and concerns about sharing what they know. The hyper-competitive culture of many organizations has created a knowledge-hoarding climate that many firms struggle to change. The ASK process can reinvent, in a sustainable manner, how we think about organizing knowledge. By linking practices, artifacts, technologies and managerial skills, the ASK model offers a management framework for a wide range of enterprises. One of the basic tenets put forth is that if knowledge is shared appreciatively, managing knowledge will no longer be an issue. The authors expand on the concept of appreciation and illustrate how systems can be created to institutionalize knowledge sharing. In addition, they give examples of organizations that have planted the seeds for the exchange to happen. Academics and practitioners in the fields of knowledge management and organizational behavior and development will find this innovative study of great value. The findings will also be of great practical use for managers and executives in a variety of firms.
