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Author: Louis E. Loeb
Publisher: Oxford University Press
ISBN: 0199709319
Category : Philosophy
Languages : en
Pages :
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Book Description
A unifying theme of Loeb's work is epistemological - that Descartes and Hume advance theories of knowledge that rely on a substantial 'naturalistic' component, adopting one or another member of a cluster of psychological properties of beliefs as the goal of inquiry and the standard for assessing belief-forming mechanisms. Thus Loeb shows a surprising affinity between the epistemologies of the two figures -- surprising because they are often thought of as polar opposites in this respect. Descartes and Hume are unique in that their philosophical texts are accessible beyond just a narrow audience in the history of philosophy; their ideas continue to be a vital part of the field at large. This volume will thus appeal to advanced students and scholars not just in the history of early modern philosophy but in epistemology and other core areas of the discipline.
Author: Louis E. Loeb
Publisher: Oxford University Press
ISBN: 0199709319
Category : Philosophy
Languages : en
Pages :
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Book Description
A unifying theme of Loeb's work is epistemological - that Descartes and Hume advance theories of knowledge that rely on a substantial 'naturalistic' component, adopting one or another member of a cluster of psychological properties of beliefs as the goal of inquiry and the standard for assessing belief-forming mechanisms. Thus Loeb shows a surprising affinity between the epistemologies of the two figures -- surprising because they are often thought of as polar opposites in this respect. Descartes and Hume are unique in that their philosophical texts are accessible beyond just a narrow audience in the history of philosophy; their ideas continue to be a vital part of the field at large. This volume will thus appeal to advanced students and scholars not just in the history of early modern philosophy but in epistemology and other core areas of the discipline.
Author: Frederick F. Schmitt
Publisher: OUP Oxford
ISBN: 0191505617
Category : Philosophy
Languages : en
Pages : 444
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Book Description
Frederick F. Schmitt offers a systematic interpretation of David Hume's epistemology, as it is presented in the indispensable A Treatise of Human Nature. Hume's text alternately manifests scepticism, empiricism, and naturalism in epistemology. Interpretations of his epistemology have tended to emphasise one of these apparently conflicting positions over the others. But Schmitt argues that the positions can be reconciled by tracing them to a single underlying epistemology of knowledge and probability quietly at work in the text, an epistemology according to which truth is the chief cognitive merit of a belief, and knowledge and probable belief are species of reliable belief. Hume adopts Locke's dichotomy between knowledge and probability and reassigns causal inference from its traditional place in knowledge to the domain of probability—his most significant departure from earlier accounts of cognition. This shift of causal inference to an associative and imaginative operation raises doubts about the merit of causal inference, suggesting the counterintuitive consequence that causal inference is wholly inferior to knowledge-producing demonstration. To defend his associationist psychology of causal inference from this suggestion, Hume must favourably compare causal inference with demonstration in a manner compatible with associationism. He does this by finding an epistemic status shared by demonstrative knowledge and causally inferred beliefs—the status of justified belief. On the interpretation developed here, he identifies knowledge with infallible belief and justified belief with reliable belief, i.e., belief produced by truth-conducive belief-forming operations. Since infallibility implies reliable belief, knowledge implies justified belief. He then argues that causally inferred beliefs are reliable, so share this status with knowledge. Indeed Hume assumes that causally inferred beliefs enjoy this status in his very argument for associationism. On the reliability interpretation, Hume's accounts of knowledge and justified belief are part of a broader veritistic epistemology making true belief the chief epistemic value and goal of science. The veritistic interpretation advanced here contrasts with interpretations on which the chief epistemic value of belief is its empirical adequacy, stability, or fulfilment of a natural function, as well as with the suggestion that the chief value of belief is its utility for common life. Veritistic interpretations are offered of the natural function of belief, the rules of causal inference, scepticism about body and matter, and the criteria of justification. As Schmitt shows, there is much attention to Hume's sources in Locke and to the complexities of his epistemic vocabulary.
Author: Thomas Augustin
Publisher: Springer Nature
ISBN: 3031154363
Category : Philosophy
Languages : en
Pages : 350
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Book Description
This Festschrift celebrates Teddy Seidenfeld and his seminal contributions to philosophy, statistics, probability, game theory and related areas. The 13 contributions in this volume, written by leading researchers in these fields, are supplemented by an interview with Teddy Seidenfeld that offers an abbreviated intellectual autobiography, touching on topics of timeless interest concerning truth and uncertainty. Indeed, as the eminent philosopher Isaac Levi writes in this volume: "In a world dominated by Alternative Facts and Fake News, it is hard to believe that many of us have spent our life’s work, as has Teddy Seidenfeld, in discussing truth and uncertainty." The reader is invited to share this celebration of Teddy Seidenfeld’s work uncovering truths about uncertainty and the penetrating insights they offer to our common pursuit of truth in the face of uncertainty.
Author: Richard Foley
Publisher: Cambridge University Press
ISBN: 113943036X
Category : Philosophy
Languages : en
Pages : 194
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Book Description
To what degree should we rely on our own resources and methods to form opinions about important matters? To what degree should we depend on various authorities, such as a recognized expert or a social tradition? In this provocative account of intellectual trust and authority, Richard Foley argues that it can be reasonable to have intellectual trust in oneself even though it is not possible to provide a defence of the reliability of one's faculties, methods and opinions that does not beg the question. Moreover, he shows how this account of intellectual self-trust can be used to understand the degree to which it is reasonable to rely on alternative authorities. This book will be of interest to advanced students and professionals working in the fields of philosophy and the social sciences as well as anyone looking for a unified account of the issues at the centre of intellectual trust.
Author: Glen O'Grady
Publisher: Springer Science & Business Media
ISBN: 981402175X
Category : Education
Languages : en
Pages : 294
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Book Description
One-day, one-problem is a unique adaptation of problem-based learning (PBL) pioneered at Republic Polytechnic, Singapore. Here students are challenged each day with a problem from their domain and attain the necessary learning outcomes in the process of responding to the problem. Throughout the day students would engage in small group discussions, self-directed learning and conversations with their teacher who plays the role of a facilitator. This approach to learning and instruction represents a new brand of constructivist learning in a more structured learning environment compared to conventional PBL. This book contains a series of chapters by authors with first-hand experience in the One-day,one-problem PBL approach. Unlike other books on PBL, the chapters are both research-informed and practical. Results of empirical studies into the factors of PBL such as quality of problems, tutor behaviours, scaffoldings, student learning and interest are discussed together with practical implications for the educator. The book begins with an overview of the one-day, one-problem process, providing a viewpoint from both the student and tutor. Republic Polytechnic’s pedagogical philosophy and epistemological belief of education are introduced with the intent to share how the polytechnic designed and implemented a system that supports the philosophical beliefs. Results and practical implications of empirical studies on the various factors that influence students’ learning in PBL are discussed. These include the quality of problems and the use of scaffoldings for students’ learning, tutors as facilitators, preparation of staff for PBL, student assessment, how students learn in the process of PBL and student interest.
Author: Paul O. Ingram
Publisher: Wipf and Stock Publishers
ISBN: 1610974050
Category : Religion
Languages : en
Pages : 189
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Book Description
The interdependence of boundary questions and the experience of cognitive dissonance reveal that knowledge in all fields of inquiry is always incomplete and tentative. The issues are particularly acute for Christian theological reflection. Ingram illustrates the importance of boundary questions and cognitive dissonance as a means of creatively transforming contemporary Christian theological reflection through dialogue with the natural sciences and the world's religions, particularly Buddhism, filtered through the lenses of Whiteheadian process philosophy.
Author: Anik Waldow
Publisher: A&C Black
ISBN: 1441151400
Category : Philosophy
Languages : en
Pages : 369
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Book Description
The problem of other minds has widely been considered as a special problem within the debate about scepticism. If one cannot be sure that there is a world existing independent ly of one's mind, how can we be sure that there are minds - minds which we cannot even experience the way we experience material objects? This book shows, through a detailed examination of David Hume's A Treatise of Human Nature, that these concerns are unfounded. By focusing on Hume's discussion of sympathy - the ability to connect with the mental contents of other persons - Anik Waldow demonstrates that belief in other minds can be justified by the same means as belief in material objects. The book thus not only provides the first large-scale treatment of the function of the belief in other minds within the Treatise, thereby adding a new dimension to Hume's realism, but also serves as an invaluable guide to the complexity of the problem of other minds and its various responses in contemporary debate.
Author: Hilary Kornblith
Publisher: Oxford University Press
ISBN: 0191654914
Category : Philosophy
Languages : en
Pages :
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Book Description
Hilary Kornblith presents a new account of reflection, and its importance for knowledge, reasoning, freedom, and normativity. Philosophers have frequently extolled the value of reflective self-examination, and a wide range of philosophers, who differ on many other things, have argued that reflection can help to solve a number of significant philosophical problems. The importance of reflecting on one's beliefs and desires has been viewed as the key to solving problems about justification and knowledge; about reasoning; about the nature of freedom; and about the source of normativity. In each case, a problem is identified which reflective self-examination is thought to address. Kornblith argues that reflection cannot solve any of these problems. There is a common structure to these issues, and the problems which reflection is thought to resolve are ones which could not possibly be solved by reflecting on one's beliefs and desires. More than this, he suggests that the attempt to solve these problems by appealing to reflection saddles us with a mystical view of the powers of reflective self-examination. Recognition of this fact motivates a search for a demystified view of the nature of reflection. To this end, Kornblith offers a detailed examination of views about knowledge, reasoning, freedom, and normativity in order to better understand the motivations for extolling self-reflective examination. He explores both the logic of these views, and the psychological commitments they involve. In the final chapter, he offers a more realistic view of reflection, which draws on dual process approaches to cognition.
Author: Uffe Thomas Jankvist
Publisher: Springer Nature
ISBN: 3031101413
Category : Education
Languages : en
Pages : 359
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Book Description
This book focuses on the potential interplay between two distinct, yet related paradigm shifts in mathematics education, drawing on the notion of “networking of theories” through illustrative case studies from the Danish educational system and beyond. The first paradigm shift is the massive introduction of digital technology in the teaching and learning of the subject; the second is a shift from the traditional focusing on mastering of skills and knowledge to being concerned with the possession and development of mathematical competencies. This book builds on the Danish KOM (Competencies and the Learning of Mathematics) project, which sources its description of mathematical mastery primarily on the notion of a “mathematical competency” rather than on lists of topics, concepts, and results. This allows for an overarching framework, which captures the perspectives of mathematics teaching and learning at whichever educational level. While the KOM framework does not in detail address the role of digital technologies in relation to its description of different types of mathematical competencies, etc., the chapters of this book set out to do exactly this, while in the process also drawing on a selection of other theoretical constructs and frameworks from mathematics education research. Starting with introductory chapters by key researchers in the area, the book brings forth chapters for each of the KOM framework’s eight mathematical competencies, authored by Nordic researchers in combination with international scholars. The KOM framework also operates with three types of overview and judgement, which are specifically addressed in relation to the role of digital technologies in the third part of the book. The fourth and final part of the book broadens the scene and provides chapters of a more perspective nature in relation to mathematical competencies in the digital era. The book’s preface is by Susanne Prediger.
Author: Myint Swe Khine
Publisher: Springer Science & Business Media
ISBN: 1402065965
Category : Psychology
Languages : en
Pages : 473
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Book Description
Bringing together prominent educators and researchers, this book focuses on conceptual and methodological issues relevant to the nature of knowledge and learning. It offers a state-of-the-art theoretical understanding of epistemological beliefs from both educational and psychological perspectives. Readers discover recent advances in conceptualization and epistemological studies across diverse cultures. This is an unbeatable resource for academics and researchers alike.
