Epistemological risk aspects

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Ardashkin I.B.

2016-01-01

Full Text Available The paper considers risk in the context of the main characteristics of non-classical epistemology. It states that non-classical epistemology is characterized by transformation, according to which the major priority of cognitive activity shifts the focus from the present to the past. In this situation a subject is keen not on what he or she has learnt but on what can be learnt. Truth being a crucial criterion of scientific knowledge is becoming of less priority, while risk is becoming more and more significant and acts as one of the major epistemology measurements. Risk is gaining the status of epistemological phenomenon, which shows a growing degree of uncertainty as a cognitive process background and the necessity for a subject to learn the world (make decisions under the conditions of uncertainty degree strengthening. The author states that risk is a comprehensive notion and it obtains a base value for all other aspects of its application, specifically, in the role of epistemological phenomenon.

Feminism and psychology: critiques of methods and epistemology.

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Eagly, Alice H; Riger, Stephanie

2014-10-01

Starting in the 1960s, many of the critiques of psychological science offered by feminist psychologists focused on its methods and epistemology. This article evaluates the current state of psychological science in relation to this feminist critique. The analysis relies on sources that include the PsycINFO database, the Publication Manual of the American Psychological Association (American Psychological Association, 2010), and popular psychology methods textbooks. After situating the feminist critique within the late-20th-century shift of science from positivism to postpositivism, the inquiry examines feminists' claims of androcentric bias in (a) the underrepresentation of women as researchers and research participants and (b) researchers' practices in comparing women and men and describing their research findings. In most of these matters, psychology manifests considerable change in directions advocated by feminists. However, change is less apparent in relation to some feminists' criticisms of psychology's reliance on laboratory experimentation and quantitative methods. In fact, the analyses documented the rarity in high-citation journals of qualitative research that does not include quantification. Finally, the analysis frames feminist methodological critiques by a consideration of feminist epistemologies that challenge psychology's dominant postpositivism. Scrutiny of methods textbooks and journal content suggests that within psychological science, especially as practiced in the United States, these alternative epistemologies have not yet gained substantial influence. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

Epistemology as Education: Know Thyself

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Nigel Tubbs

2016-12-01

Full Text Available In his Introduction to this Special Edition of Education Sciences, Andrew Stables points out that often, epistemological questions in education have been pursued in isolation from ethics and other social concerns. In part, this problem has been addressed by ‘local’ epistemologies—feminist, queer, post-colonial, postmodern and others—which try to establish how different knowledge can look when not grounded in presuppositions of consciousness, or rationality, or gender, colour, etc., all of which exclude and suppress that which they deem to be ‘other’. However, perhaps it is not just these local knowledges that are excluded from epistemological work in education. Perhaps, remarkably, epistemological questions pursued in education are habitually carried out in isolation from education, as if education were nothing in its own right. This ‘otherness’ of education to philosophy in general, and to epistemology in particular, contributes to the latter often seeming to be nugatory with regard to the inequalities borne within modern social and political relations. With this is mind, the following contribution reflects not so much on the relation of epistemology and education, or on epistemology in education, but rather on epistemology as education. Primarily this concerns the question of how epistemology, the science of knowledge, can have knowledge of itself and of the educational significance carried in trying to do so. This challenge of epistemology as education commends epistemology to heed the Delphic maxim: know thyself. It is to these efforts that the following essay is directed.

A social-technological epistemology of clinical decision-making as mediated by imaging.

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van Baalen, Sophie; Carusi, Annamaria; Sabroe, Ian; Kiely, David G

2017-10-01

In recent years there has been growing attention to the epistemology of clinical decision-making, but most studies have taken the individual physicians as the central object of analysis. In this paper we argue that knowing in current medical practice has an inherently social character and that imaging plays a mediating role in these practices. We have analyzed clinical decision-making within a medical expert team involved in diagnosis and treatment of patients with pulmonary hypertension (PH), a rare disease requiring multidisciplinary team involvement in diagnosis and management. Within our field study, we conducted observations, interviews, video tasks, and a panel discussion. Decision-making in the PH clinic involves combining evidence from heterogeneous sources into a cohesive framing of a patient, in which interpretations of the different sources can be made consistent with each other. Because pieces of evidence are generated by people with different expertise and interpretation and adjustments take place in interaction between different experts, we argue that this process is socially distributed. Multidisciplinary team meetings are an important place where information is shared, discussed, interpreted, and adjusted, allowing for a collective way of seeing and a shared language to be developed. We demonstrate this with an example of image processing in the PH service, an instance in which knowledge is distributed over multiple people who play a crucial role in generating an evaluation of right heart function. Finally, we argue that images fulfill a mediating role in distributed knowing in 3 ways: first, as enablers or tools in acquiring information; second, as communication facilitators; and third, as pervasively framing the epistemic domain. With this study of clinical decision-making in diagnosis and treatment of PH, we have shown that clinical decision-making is highly social and mediated by technologies. The epistemology of clinical decision-making needs

Transitions in students’ epistemic framing along two axes

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Paul W. Irving

2013-04-01

Full Text Available We use epistemological framing to interpret participants’ behavior during group problem-solving sessions in an intermediate mechanics course. We are interested in how students frame discussion and in how the groups shift discussion framings. Our analysis includes two framing axes, expansive vs narrow and serious vs silly, which together incorporate and extend prior work on how students frame discussions in physics education research. We present markers for where discussion falls on these axes. We support our conclusions with both microanalytic excerpts of discussion and overall analysis of 75 hours of video-based data. We find that the group spends most of its time in more serious framings, and slightly more than half of its time in more narrow ones. The teaching assistant is the participant who initiates the largest number of frame shifts, and her shifts include bids to all quadrants in the expansive or narrow and serious or silly plane.

Shifting College Students' Epistemological Framing Using Hypothetical Debate Problems

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Hu, Dehui; Rebello, N. Sanjay

2014-01-01

Developing expertise in physics problem solving requires the ability to use mathematics effectively in physical scenarios. Novices and experts often perceive the use of mathematics in physics differently. Students' perceptions and how they frame the use of mathematics in physics play an important role in their physics problem solving. In this…

Social Epistemology: 5 Questions

DEFF Research Database (Denmark)

Social Epistemology: 5 Questions is a collection of interviews with some of the world’s most influential scholars working on social epistemology from a range of disciplinary perspectives. We hear their views on social epistemology; its aim, scope, use, broader intellectual environment, future...... direction, and how the work of the interviewees fits in these respects. Interviews with David Bloor, Cristina Bicchieri, Richard Bradley, Lorraine Code, Hans van Ditmarsch, Miranda Fricker, Steve Fuller, Sanford Goldberg, Alvin Goldman, Philip Kitcher, Martin Kusch, Jennifer Lackey, Helen E. Longino, Philip...

Historizing epistemology in psychology.

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Jovanović, Gordana

2010-12-01

The conflict between the psychometric methodological framework and the particularities of human experiences reported in psychotherapeutic context led Michael Schwarz to raise the question whether psychology is based on a methodological error. I take this conflict as a heuristic tool for the reconstruction of the early history of psychology, which bears witness to similar epistemological conflicts, though the dominant historiography of psychology has largely forgotten alternative conceptions and their valuable insights into complexities of psychic phenomena. In order to work against the historical amnesia in psychology I suggest to look at cultural-historical contexts which decisively shaped epistemological choices in psychology. Instead of keeping epistemology and history of psychology separate, which nurtures individualism and naturalism in psychology, I argue for historizing epistemology and for historical psychology. From such a historically reflected perspective psychology in contemporary world can be approached more critically.

Epistemology and Empirical Investigation

DEFF Research Database (Denmark)

Ahlström, Kristoffer

2008-01-01

Recently, Hilary Kornblith has argued that epistemological investigation is substantially empirical. In the present paper, I will ¿rst show that his claim is not contingent upon the further and, admittedly, controversial assumption that all objects of epistemological investigation are natural kinds....... Then, I will argue that, contrary to what Kornblith seems to assume, this methodological contention does not imply that there is no need for attending to our epistemic concepts in epistemology. Understanding the make-up of our concepts and, in particular, the purposes they ¿ll, is necessary...

Preservice Science Teachers' Epistemological Beliefs and Informal Reasoning Regarding Socioscientific Issues

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Ozturk, Nilay; Yilmaz-Tuzun, Ozgul

2017-12-01

This study investigated preservice elementary science teachers' (PSTs) informal reasoning regarding socioscientific issues (SSI), their epistemological beliefs, and the relationship between informal reasoning and epistemological beliefs. From several SSIs, nuclear power usage was selected for this study. A total of 647 Turkish PSTs enrolled in three large universities in Turkey completed the open-ended questionnaire, which assessed the participants' informal reasoning about the target SSI, and Schommer's (1990) Epistemological Questionnaire. The participants' epistemological beliefs were assessed quantitatively and their informal reasoning was assessed both qualitatively and quantitatively. The findings revealed that PSTs preferred to generate evidence-based arguments rather than intuitive-based arguments; however, they failed to generate quality evidence and present different types of evidence to support their claims. Furthermore, among the reasoning quality indicators, PSTs mostly generated supportive argument construction. Regarding the use of reasoning modes, types of risk arguments and political-oriented arguments emerged as the new reasoning modes. The study demonstrated that the PSTs had different epistemological beliefs in terms of innate ability, omniscient authority, certain knowledge, and quick learning. Correlational analyses revealed that there was a strong negative correlation between the PSTs' certain knowledge and counterargument construction, and there were negative correlations between the PSTs' innate ability, certain knowledge, and quick learning dimensions of epistemological beliefs and their total argument construction. This study has implications for both science teacher education and the practice of science education. For example, PST teacher education programs should give sufficient importance to training teachers that are skillful and knowledgeable regarding SSIs. To achieve this, specific SSI-related courses should form part of science

Anthropology and Epidemiology: learning epistemological lessons through a collaborative venture

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Béhague, Dominique Pareja; Gonçalves, Helen; Victora, Cesar Gomes

2009-01-01

Collaboration between anthropology and epidemiology has a long and tumultuous history. Based on empirical examples, this paper describes a number of epistemological lessons we have learned through our experience of cross-disciplinary collaboration. Although critical of both mainstream epidemiology and medical anthropology, our analysis focuses on the implications of addressing each discipline’s main epistemological differences, while addressing the goal of adopting a broader social approach to health improvement. We believe it is important to push the boundaries of research collaborations from the more standard forms of “multidisciplinarity,” to the adoption of theoretically imbued “interdisciplinarity.” The more we challenge epistemological limitations and modify ways of knowing, the more we will be able to provide in-depth explanations for the emergence of disease-patterns and thus, to problem-solve. In our experience, both institutional support and the adoption of a relativistic attitude are necessary conditions for sustained theoretical interdisciplinarity. Until researchers acknowledge that methodology is merely a human-designed tool to interpret reality, unnecessary methodological hyper-specialization will continue to alienate one field of knowledge from the other. PMID:18833344

Typology reconfigured: from the metaphysics of essentialism to the epistemology of representation.

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Love, Alan C

2009-06-01

The goal of this paper is to encourage a reconfiguration of the discussion about typology in biology away from the metaphysics of essentialism and toward the epistemology of classifying natural phenomena for the purposes of empirical inquiry. First, I briefly review arguments concerning 'typological thinking', essentialism, species, and natural kinds, highlighting their predominantly metaphysical nature. Second, I use a distinction between the aims, strategies, and tactics of science to suggest how a shift from metaphysics to epistemology might be accomplished. Typological thinking can be understood as a scientific tactic that involves representing natural phenomena using idealizations and approximations, which facilitates explanation, investigation, and theorizing via abstraction and generalization. Third, a variety of typologies from different areas of biology are introduced to emphasize the diversity of this representational reasoning. One particular example is used to examine how there can be epistemological conflict between typology and evolutionary analysis. This demonstrates that alternative strategies of typological thinking arise due to the divergent explanatory goals of researchers working in different disciplines with disparate methodologies. I conclude with several research questions that emerge from an epistemological reconfiguration of typology.

Dewey on extended cognition and epistemology

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Vaesen, K.

2014-01-01

There is a surge of attempts to draw out the epistemological consequences of views according to which cognition is deeply embedded, embodied and/or extended (e-cog). The principal machinery used for doing so is that of analytic epistemology. Here I argue that Dewey's pragmatic epistemology may be

On the Epistemological Crisis in Genomics

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Dougherty, Edward R

2008-01-01

There is an epistemological crisis in genomics. At issue is what constitutes scientific knowledge in genomic science, or systems biology in general. Does this crisis require a new perspective on knowledge heretofore absent from science or is it merely a matter of interpreting new scientific developments in an existing epistemological framework? This paper discusses the manner in which the experimental method, as developed and understood over recent centuries, leads naturally to a scientific epistemology grounded in an experimental-mathematical duality. It places genomics into this epistemological framework and examines the current situation in genomics. Meaning and the constitution of scientific knowledge are key concerns for genomics, and the nature of the epistemological crisis in genomics depends on how these are understood. PMID:19440447

An epistemic framing analysis of upper level physics students' use of mathematics

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Bing, Thomas Joseph

Mathematics is central to a professional physicist's work and, by extension, to a physics student's studies. It provides a language for abstraction, definition, computation, and connection to physical reality. This power of mathematics in physics is also the source of many of the difficulties it presents students. Simply put, many different activities could all be described as "using math in physics". Expertise entails a complicated coordination of these various activities. This work examines the many different kinds of thinking that are all facets of the use of mathematics in physics. It uses an epistemological lens, one that looks at the type of explanation a student presently sees as appropriate, to analyze the mathematical thinking of upper level physics undergraduates. Sometimes a student will turn to a detailed calculation to produce or justify an answer. Other times a physical argument is explicitly connected to the mathematics at hand. Still other times quoting a definition is seen as sufficient, and so on. Local coherencies evolve in students' thought around these various types of mathematical justifications. We use the cognitive process of framing to model students' navigation of these various facets of math use in physics. We first demonstrate several common framings observed in our students' mathematical thought and give several examples of each. Armed with this analysis tool, we then give several examples of how this framing analysis can be used to address a research question. We consider what effects, if any, a powerful symbolic calculator has on students' thinking. We also consider how to characterize growing expertise among physics students. Framing offers a lens for analysis that is a natural fit for these sample research questions. To active physics education researchers, the framing analysis presented in this dissertation can provide a useful tool for addressing other research questions. To physics teachers, we present this analysis so that it

Toward an Epistemology of the Hand

DEFF Research Database (Denmark)

Brinkmann, Svend; Tanggaard, Lene

2010-01-01

‘epistemology of the eye' has been at work, which has had significant practical implications, not least in educational contexts. One way to characterize John Dewey's pragmatism is to see it as an attempt to replace the epistemology of the eye with an epistemology of the hand. This article develops...

Frame scaling function sets and frame wavelet sets in Rd

International Nuclear Information System (INIS)

Liu Zhanwei; Hu Guoen; Wu Guochang

2009-01-01

In this paper, we classify frame wavelet sets and frame scaling function sets in higher dimensions. Firstly, we obtain a necessary condition for a set to be the frame wavelet sets. Then, we present a necessary and sufficient condition for a set to be a frame scaling function set. We give a property of frame scaling function sets, too. Some corresponding examples are given to prove our theory in each section.

Education and "Thick" Epistemology

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Kotzee, Ben

2011-01-01

In this essay Ben Kotzee addresses the implications of Bernard Williams's distinction between "thick" and "thin" concepts in ethics for epistemology and for education. Kotzee holds that, as in the case of ethics, one may distinguish between "thick" and "thin" concepts of epistemology and, further, that this distinction points to the importance of…

Crossing borders in educational innovation : Framing foreign examples in discussing comprehensive education in the Netherlands, 1969-1979

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Greveling, Linda; Amsing, Hilda T. A.; Dekker, Jeroen J. H.

2014-01-01

In the Netherlands, crossing borders to study comprehensive schools was an important strategy in the 1970s, a decisive period for the start and the end of the innovation. According to policy-borrowing theory, actors that engage in debating educational issues are framing foreign examples of

Counting Zero: Rethinking Feminist Epistemologies

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Xin Liu

2017-10-01

Full Text Available This article concerns feminist engagements with epistemologies. Feminist epistemologies have revealed and challenged the exclusions and denigrations at work in knowledge production processes. And yet, the emphasis on the partiality of knowledge and the non-innocence of any subject position also cast doubt on the possibility of feminist political communities. In view of this, it has been argued that the very parameter of epistemology poses limitations for feminism, for it leads to either political paralysis or prescriptive politics that in fact undoes the political of politics. From a different perspective, decolonial feminists argue for radical epistemic disobedience and delinking the move beyond the confines of Western systems of knowledge and its extractive knowledge economy. Nevertheless, the oppositional logic informs both feminist epistemologies and its critiques, which I argue is symptomatic of the epistemic habits of academic feminism. This article ends with a preliminary reconsideration of the question of origin through the figure of zero. It asks whether it might be possible to conceive of feminist epistemologies as performing the task of counting zero – accounting for origin, wholeness, and universality – that takes into account specificities without forfeiting coalition and claims to knowledge.

Two Kinds of Social Epistemology

DEFF Research Database (Denmark)

Collin, Finn

2013-01-01

” for their emerging position. Still, substantial disagreement remains between the two identically named programmes with regard to the proper philosophical approach to knowledge as a social phenomenon; in this article, I try to pinpoint the locus of this disagreement. However, Fuller has also been engaged in minor......Steve Fuller’s programme of Social Epistemology was initiated some 25 years ago with the launching of a journal and the publication of a monograph with those very words as their title. Since then, the programme has evolved in a constant critical dialogue with other players in the fields...... of epistemology and science studies. Fuller’s main confrontation has been with analytic epistemology which, in its classical form, adopts a contrary position on most key issues. However, analytic epistemologists have gradually moved in the direction of Fuller’s views and even adopted the term “social epistemology...

Ontological and epistemological foundations of qualitative research

OpenAIRE

Vasilachis, Irene

2016-01-01

The purpose of this paper is to describe the most relevant features of qualitative research in order to show how, from the Epistemology of the Known Subject perspective I propose, it is necessary to review first the ontological and then the epistemological grounds of this type of inquiry. I begin by following the path that leads from the Epistemology of the Knowing Subject to the Epistemology of the Known Subject, proposed as a new and non exclusive way of knowing. I pass on to describe the p...

Prolegomena to the epistemology of languages for non-specialists: the example of CLIL

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Chaplier Claire

2015-01-01

Full Text Available CLIL has attracted the attention of LSP teachers worldwide and generated much literature. As a teaching and learning tool, it is frequently referred to in pedagogy, but a lot less in the epistemology of didactics. The present contribution aims to show how CLIL is an interface between conceptual research and practical implementation but that it cannot serve as a conceptual tool in the shaping of didactics as a field of research. Instead, concepts should be understood as context-dependent; they also vary with the subject matter to which language is connected (English for law differs from English for science and therefore need the contribution of human sciences to emerge in their own rights.

The epistemology of neo-Gettier epistemology | Lockie | South ...

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disagreement in analytic epistemology. The paper recommends that we seek to develop theories of knowledge rather than analyses, and defends the position that such theories will precisely not be analyses. South African Journal of Philosophy ...

An introduction to finite tight frames

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Waldron, Shayne F D

2018-01-01

This textbook is an introduction to the theory and applications of finite tight frames, an area that has developed rapidly in the last decade. Stimulating much of this growth are the applications of finite frames to diverse fields such as signal processing, quantum information theory, multivariate orthogonal polynomials, and remote sensing. Key features and topics: * First book entirely devoted to finite frames * Extensive exercises and MATLAB examples for classroom use * Important examples, such as harmonic and Heisenberg frames, are presented in preliminary chapters, encouraging readers to explore and develop an intuitive feeling for tight frames * Later chapters delve into general theory details and recent research results * Many illustrations showing the special aspects of the geometry of finite frames * Provides an overview of the field of finite tight frames * Discusses future research directions in the field Featuring exercises and MATLAB examples in each chapter, the book is well suited as a textbook ...

Quantum frames

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Brown, Matthew J.

2014-02-01

The framework of quantum frames can help unravel some of the interpretive difficulties i the foundation of quantum mechanics. In this paper, I begin by tracing the origins of this concept in Bohr's discussion of quantum theory and his theory of complementarity. Engaging with various interpreters and followers of Bohr, I argue that the correct account of quantum frames must be extended beyond literal space-time reference frames to frames defined by relations between a quantum system and the exosystem or external physical frame, of which measurement contexts are a particularly important example. This approach provides superior solutions to key EPR-type measurement and locality paradoxes.

Formalized Epistemology, Logic, and Grammar

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Bitbol, Michel

The task of a formal epistemology is defined. It appears that a formal epistemology must be a generalization of "logic" in the sense of Wittgenstein's Tractatus. The generalization is required because, whereas logic presupposes a strict relation between activity and language, this relation may be broken in some domains of experimental enquiry (e.g., in microscopic physics). However, a formal epistemology should also retain a major feature of Wittgenstein's "logic": It must not be a discourse about scientific knowledge, but rather a way of making manifest the structures usually implicit in knowledge-gaining activity. This strategy is applied to the formalism of quantum mechanics.

Pemikiran Epistemologi Barat: dari Plato Sampai Gonseth

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Nunu Burhanuddin

2015-06-01

Full Text Available This paper riviewing the Western epistemology thought. The theme focuses on Plato to Gonseth. The Epistemology that referred in this article, is to think about "how humans acquire knowledge?". From this then appear four types of sect modern western epistemology thought, namely: sect of empiricism, rationalism sect, kantinian sect, sect of positivism. Furthermore, the social positivism sciences developed by Comte leaves serious problems associated with the loss of the role of the subject. This problem being the background of epistemology philosophy appears that by Emund Husserl developed through the phenomenology, Habermas through hermeneutics, and Ferdinand Gonseth through critical theory.

Ontological and Epistemological Foundations of Qualitative Research

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Irene Vasilachis de Gialdino

2009-05-01

Full Text Available The purpose of this paper is to describe the most relevant features of qualitative research in order to show how, from the Epistemology of the Known Subject perspective I propose, it is necessary to review first the ontological and then the epistemological grounds of this type of inquiry. I begin by following the path that leads from the Epistemology of the Knowing Subject to the Epistemology of the Known Subject, proposed as a new and non exclusive way of knowing. I pass on to describe the primary and secondary characteristics of qualitative research, expressing the need for an ontological rupture. Finally, cognitive interaction and cooperative knowledge construction are considered as two fundamental features in the process of qualitative research grounded on the Epistemology of the Known Subject. URN: urn:nbn:de:0114-fqs0902307

Urgensi Tauhid dalam Membangun Epistemologi Islam

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Bambang Irawan

2011-11-01

Full Text Available The reform efforts undertaken by contemporary Muslim thinkers have so far not been able to alter significantly the presence of Muslim which seems in the shadow of western progress in the context of science. This condition is due to the effect of undermining of Western thought through their epistemology packaging. Of course, we cannot blame the West as they have their own paradigm which is different with the Islamic paradigm in developing knowledge. Accordingly, the questions arise: why Muslim scholars are not working hard to build an epistemology that carries the message of monotheism; why they are hurry to accept the truth of Western epistemology without a fundamental review on revelation, so they become loyal followers of Western theories and concepts. Thus, the greatest challenge for Muslim scientists today is how to find a comprehensive formulation of the various theories of knowledge that can be accepted by all people, so that Islamic science is not only free from the shadow of imperialism of Western epistemology, but is able to reflect in a concrete concept of Islam as ‘rahmatan lil ‘alamin’. This paper seeks to reorient the meaning of monotheism in the development epistemology of science which is featured with theocentric-humanism, that is, in addition to spiritual oriented (tawhid it is also able to accommodate the interests of human beings (amal.Dalam konteks ilmu pengetahuan, upaya reformasi yang dilakukan oleh pemikir Muslim kontemporer sejauh ini belum mampu mengubah secara signifikan bayang-bayang kemajuan Barat. Kondisi ini disebabkan oleh efek pemikiran Barat yang dikemas dalam epistemologi mereka. Tentu saja, kita tidak bisa menyalahkan Barat karena mereka memiliki paradigma dan tolok ukur sendiri yang berbeda dengan paradigma Islam dalam mengembangkan ilmu pengetahuan. Dengan demikian, pertanyaan yang muncul, mengapa sarjana Muslim tidak bekerja keras untuk membangun sebuah epistemologi yang membawa pesan tauhid, mengapa

Design Research: Aesthetic Epistemology and Explanatory Knowledge

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Peter Murphy

Full Text Available The article explores the “what” and the “how” of design research. It discusses the epistemological assumptions of design and design research—the conception of true knowledge that underpins the quest to advance design knowledge through research. The article also examines the media and methods of doing design research—that is, the “how” of such research. As it developed over the past century, the design field has drawn extensively on three pivotal but often tacitly deployed epistemologies: the Platonic-Aristotelian, the pragmatic, and the postmodern. Platonic epistemology is latent in many commonplace design instruction texts. Pragmatic epistemology underscores the industrial-arts ethos of design. Postmodern epistemologies dominate in university programs—especially graduate and Ph.D. programs. The article considers how these competing epistemologies understand the role of imagination in the act of creation. The article then considers the role of explanation in the carrying out of research in creative design and arts fields. It addresses whether, and to what degree, design research ought to rely on explanatory words as its principal medium of research, or whether it is valid to substitute artifactual creation for intellectual explanation in the research process. Key words: Epistemology, Design, Imagination, Knowledge, Explanation, Practice-based research

Epistemology, software engineering and formal methods

Science.gov (United States)

Holloway, C. Michael

1994-01-01

One of the most basic questions anyone can ask is, 'How do I know that what I think I know is true?' The study of this question is called epistemology. Traditionally, epistemology has been considered to be of legitimate interest only to philosophers, theologians, and three year old children who respond to every statement by asking, 'Why?' Software engineers need to be interested in the subject, however, because a lack of sufficient understanding of epistemology contributes to many of the current problems in the field.

Conformal frame dependence of inflation

International Nuclear Information System (INIS)

Domènech, Guillem; Sasaki, Misao

2015-01-01

Physical equivalence between different conformal frames in scalar-tensor theory of gravity is a known fact. However, assuming that matter minimally couples to the metric of a particular frame, which we call the matter Jordan frame, the matter point of view of the universe may vary from frame to frame. Thus, there is a clear distinction between gravitational sector (curvature and scalar field) and matter sector. In this paper, focusing on a simple power-law inflation model in the Einstein frame, two examples are considered; a super-inflationary and a bouncing universe Jordan frames. Then we consider a spectator curvaton minimally coupled to a Jordan frame, and compute its contribution to the curvature perturbation power spectrum. In these specific examples, we find a blue tilt at short scales for the super-inflationary case, and a blue tilt at large scales for the bouncing case

Conformal frame dependence of inflation

Energy Technology Data Exchange (ETDEWEB)

Domènech, Guillem; Sasaki, Misao, E-mail: guillem.domenech@yukawa.kyoto-u.ac.jp, E-mail: misao@yukawa.kyoto-u.ac.jp [Yukawa Institute for Theoretical Physics, Kyoto University, Kyoto 606-8502 (Japan)

2015-04-01

Physical equivalence between different conformal frames in scalar-tensor theory of gravity is a known fact. However, assuming that matter minimally couples to the metric of a particular frame, which we call the matter Jordan frame, the matter point of view of the universe may vary from frame to frame. Thus, there is a clear distinction between gravitational sector (curvature and scalar field) and matter sector. In this paper, focusing on a simple power-law inflation model in the Einstein frame, two examples are considered; a super-inflationary and a bouncing universe Jordan frames. Then we consider a spectator curvaton minimally coupled to a Jordan frame, and compute its contribution to the curvature perturbation power spectrum. In these specific examples, we find a blue tilt at short scales for the super-inflationary case, and a blue tilt at large scales for the bouncing case.

Epistemological Development and Attachment in European College Students

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Faria, Carla; Soares, Isabel; Silva, Carolina; Bastos, Alice

2015-01-01

Epistemological development and attachment theory have been independent frameworks for understanding psychological development. This study examined the association between epistemological development (using the Measure of Epistemological Reflection) and attachment (using the Adult Attachment Interview) in a sample of 60 pre- and postgraduated…

From Concepts to Predicates within Constructivist Epistemology

DEFF Research Database (Denmark)

Badie, Farshad

2017-01-01

Constructivism is a philosophical approach that appears in a variety of guises, some of them pedagogical, some epistemological and some in complex combinations. This article is based on constructivist epistemology. More specifically, constructivist epistemology provides a ground for conceptual an...... analysis of humans’ concept constructions, conceptions and concept learning processes. It will focus on conceptual specification and logical description of a flow from concepts to predicates....

Epistemological Development in Social Work Education

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Anderson-Meger, Jennifer

2014-01-01

Epistemological development is an important factor in facilitating learner identity and developing critical thinking aptitudes. This qualitative action research study explored undergraduate social work students' epistemological beliefs about knowledge, how knowledge is constructed, and implications for social work education. Data collection…

Intuitions in Epistemology: Towards a Naturalistic Alternative

DEFF Research Database (Denmark)

Ahlström, Kristoffer

2009-01-01

The present paper revisits the main methodological problems with conceptual analysis and considers two attempts to rectify them in terms of prototypes and reflective equilibria, respectively. Finding both wanting for the purposes of epistemological analysis, a naturalistic alternative is then ske......The present paper revisits the main methodological problems with conceptual analysis and considers two attempts to rectify them in terms of prototypes and reflective equilibria, respectively. Finding both wanting for the purposes of epistemological analysis, a naturalistic alternative...... is then sketched that explores the positive implications of aforementioned problems for the demarcation of the respective roles of intuitions and empirical investigation within three epistemological domains, viz., the evaluation of epistemological hypotheses, the amelioration of epistemic practices...

Natural kinds in evolution and systematics: metaphysical and epistemological considerations.

Science.gov (United States)

Brigandt, Ingo

2009-06-01

Despite the traditional focus on metaphysical issues in discussions of natural kinds in biology, epistemological considerations are at least as important. By revisiting the debate as to whether taxa are kinds or individuals, I argue that both accounts are metaphysically compatible, but that one or the other approach can be pragmatically preferable depending on the epistemic context. Recent objections against construing species as homeostatic property cluster kinds are also addressed. The second part of the paper broadens the perspective by considering homologues as another example of natural kinds, comparing them with analogues as functionally defined kinds. Given that there are various types of natural kinds, I discuss the different theoretical purposes served by diverse kind concepts, suggesting that there is no clear-cut distinction between natural kinds and other kinds, such as functional kinds. Rather than attempting to offer a unique metaphysical account of 'natural' kind, a more fruitful approach consists in the epistemological study of how different natural kind concepts are employed in scientific reasoning.

Changing quantum reference frames

OpenAIRE

Palmer, Matthew C.; Girelli, Florian; Bartlett, Stephen D.

2013-01-01

We consider the process of changing reference frames in the case where the reference frames are quantum systems. We find that, as part of this process, decoherence is necessarily induced on any quantum system described relative to these frames. We explore this process with examples involving reference frames for phase and orientation. Quantifying the effect of changing quantum reference frames serves as a first step in developing a relativity principle for theories in which all objects includ...

Pemikiran Epistemologi Barat: dari Plato Sampai Gonseth

OpenAIRE

Nunu Burhanuddin

2015-01-01

This paper riviewing the Western epistemology thought. The theme focuses on Plato to Gonseth. The Epistemology that referred in this article, is to think about "how humans acquire knowledge?". From this then appear four types of sect modern western epistemology thought, namely: sect of empiricism, rationalism sect, kantinian sect, sect of positivism. Furthermore, the social positivism sciences developed by Comte leaves serious problems associated with the loss of the role of the subject. This...

The right frame of reference makes it simple: an example of introductory mechanics supported by video analysis of motion

International Nuclear Information System (INIS)

Klein, P; Gröber, S; Kuhn, J; Fleischhauer, A; Müller, A

2015-01-01

The selection and application of coordinate systems is an important issue in physics. However, considering different frames of references in a given problem sometimes seems un-intuitive and is difficult for students. We present a concrete problem of projectile motion which vividly demonstrates the value of considering different frames of references. We use this example to explore the effectiveness of video-based motion analysis (VBMA) as an instructional technique at university level in enhancing students’ understanding of the abstract concept of coordinate systems. A pilot study with 47 undergraduate students indicates that VBMA instruction improves conceptual understanding of this issue. (paper)

The right frame of reference makes it simple: an example of introductory mechanics supported by video analysis of motion

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Klein, P.; Gröber, S.; Kuhn, J.; Fleischhauer, A.; Müller, A.

2015-01-01

The selection and application of coordinate systems is an important issue in physics. However, considering different frames of references in a given problem sometimes seems un-intuitive and is difficult for students. We present a concrete problem of projectile motion which vividly demonstrates the value of considering different frames of references. We use this example to explore the effectiveness of video-based motion analysis (VBMA) as an instructional technique at university level in enhancing students’ understanding of the abstract concept of coordinate systems. A pilot study with 47 undergraduate students indicates that VBMA instruction improves conceptual understanding of this issue.

Artifact-based reflective interviews for identifying pragmatic epistemological resources

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Shubert, Christopher Walden

Physics Education Research studies the science of teaching and learning physics. The process of student learning is complex, and the factors that affect it are numerous. Describing students' understanding of physics knowledge and reasoning is the basis for much productive research; however, such research fails to account for certain types of student learning difficulties. In this dissertation, I explore one source of student difficulty: personal epistemology, students' ideas about knowledge and knowing. Epistemology traditionally answers three questions: What is knowledge? How is knowledge created? And, how do we know what we know? An individual's responses to these questions can affect learning in terms of how they approach tasks involving the construction and application of knowledge. The key issue addressed in this dissertation is the effect of methodological choices on the validity and reliability of claims concerning personal epistemology. My central concern is contextual validity, how what is said about one's epistemology is not identical to how one behaves epistemologically. In response to these issues, I present here a new methodology for research on student epistemology: video artifact-based reflective interview protocols. These protocols begin with video taping students in their natural classroom activities, and then asking the participants epistemological questions immediately after watching selected scenes from their activity, contextually anchoring them in their actual learning experience. The data from these interviews is viewed in the framework of Epistemological Resource Theory, a framework of small bits of knowledge whose coordination in a given context is used to describe personal epistemology. I claim that the privileged data from these interviews allows detailed epistemological resources to be identified, and that these resources can provide greater insight into how student epistemologies are applied in learning activities. This research

Epistemology and Education: Nimat Hafez BarazangiEpistemology and Education: Nimat Hafez Barazangi

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Jolanda Guardi

2014-12-01

Full Text Available The text whose translation I present here deals with feminist epistemology in the Muslim world. As the epistemological assumptions are different from that of Western feminist thought, I introduce it to make the reader familiar with some basic concepts. I consider this text a classic in its field as it is a fundamental text for the development of Muslim feminist thought, a thought whose beginning can be placed in the second half of the twentieth century. In the introduction, after presenting some critical issues, I will briefly introduce the author and her thought.

Kritik Epistemologi Islam dalam Islamologi Terapan

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Isa Anshori

2015-10-01

Full Text Available This article discusses critique of Islamic epistemology within applied Islamology. The writer concludes that Islamic epistemology is an episteme which has been originally derived from Islamic doctrines. It can be obtained through a number of methods. The first method is revelation, which has an absolute truth. The second way is reason, which becomes a potency blessed by God to all humankind. Through impressions, which are attained by the five senses, the reason uses them as source of contemplation to draw conclusions. This episteme contains, however, a relative truth. The third method is kashfî. This episteme is also named as ‘irfanî episteme, which had successfully grown within Sufism tradition where the source of knowledge is experience, namely al-ru’yat al-mubâshirah (direct experience. The last mentioned episteme is founded on the dichotomy between exoteric and esoteric aspects where the hierarchy of esoteric knowledge is higher than the exoteric ones as the first possesses divine basis. The critique of Islamic epistemology within applied Islamology is oriented towards the domination of scientific epistemology or modern epistemology, which recognizes positivism or scientific knowledge as the sole method employed by the modern people to gain knowledge. The fundamental difference between the scientific-rational episteme and the Islamic episteme rests within each worldview.

Lean and Agile: An Epistemological Reflection

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Browaeys, Marie-Joelle; Fisser, Sandra

2012-01-01

Purpose: The aim of the paper is to contribute to the discussion of treating the concepts of lean and agile in isolation or combination by presenting an alternative view from complexity thinking on these concepts, considering an epistemological approach to this topic. Design/methodology/approach: The paper adopts an epistemological approach, using…

The Epistemology of Qualitative Research

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Howard S. Becker

2014-07-01

Full Text Available This article discusses questions that are relevant to the epistemology of qualitative research. In order to do so, the presumed dichotomy between qualitative and quantitative research is discussed and challenged. According to the author, the similarities between these methods are more relevant than its differences. Both methods strive to describe the social reality and thus have the same epistemological basis, even though they emphasize different questions. To shed light in such dichotomy, the author explores the origins of epistemology as a discipline and its philosophical character. Finally, the particularities and advantages of qualitative research are discussed, especially ethnography and field research, through an analysis of some of its main aspects for observing social reality: its focus on the point of view of the actor; the observation of the everyday world and the full and thick description. 

Epistemological Belief Congruency in Mathematics between Vocational Technology Students and Their Instructors

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Schommer-Aikins, Marlene; Unruh, Susan; Morphew, Jason

2015-01-01

Three questions were addressed in this study. Is there evidence of epistemological beliefs congruency between students and their instructor? Do students' epistemological beliefs, students' epistemological congruence, or both predict mathematical anxiety? Do students' epistemological beliefs, students' epistemological congruence, or both predict…

Intuitions in Epistemology: Towards a Naturalistic Alternative

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Kristoffer Ahlstrom

2009-12-01

Full Text Available The present paper revisits the main methodological problems with conceptual analysis and considers two attempts to rectify them in terms of prototypes and reflective equilibria, respectively. Finding both wanting for the purposes of epistemological analysis, a naturalistic alternative is then sketched that explores the positive implications of aforementioned problems for the demarcation of the respective roles of intuitions and empirical investigation within three epistemological domains, viz., the evaluation of epistemological hypotheses, the amelioration of epistemic practices, and the construction of a theory of epistemic value.

Epistemologies, deafness, learning, and teaching.

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Moores, Donald F

2010-01-01

The study of Deaf epistemologies is in a nascent stage relative to, e.g., the study of feminist or African American epistemologies. It has only recently begun attracting the widespread attention it deserves. The present article addresses Deaf epistemologies as they relate to the sometimes conflicting trends in American society and education. In a relatively short period, the education of deaf students has gone from an independent enterprise under the aegis of special education to heavy influence by No Child Left Behind legislation that applies to virtually all American students. American education at one and the same time embraces and celebrates diversity, imposes uniform, rigid learning standards for all children, and mandates that all children be tested in the same way. An oxymoron exists of individualized educational planning and one-size-fits-all curricula and assessment of academic achievement. Implications for teaching and learning of deaf students are explored.

Kepercayaan Epistemologis dan Faktor-faktor yang Memengaruhinya

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M. Nur Ghufron

2013-06-01

Full Text Available This research aimed to: (1 finding out whether there was conformity between the theoretical model of factors affecting students’ epistemological beliefs and the empirical models, (2 assessing whether interdependent self-construal, level of education, constructivist learning environment and metacognition predicted of epistemological beliefs as measured by belief about knowledge and belief about learning, (3 assessing whether interdependent self-construal, level of education, constructivist learning environment and metacognition predicted of epistemological beliefs as measured by belief about knowledge and (4 assessing whether interdependent self-construal, level of education, constructivist learning environment and metacognition predicted of epistemological beliefs as measured by belief about learning.The population in this research consists of the first to eight semesters students of “X” Department of STAIN Kudus , Central Java. The sample was as many as study 268 students, taken through stratified random sampling method. The data collection techniques used in this research was questionnaire in the form of scales and checklists.The data were analyzed using Structural Equation Models (SEM. The research resulted: (1 The (theoretical model designed in the research is proper, and conforms with the data collected (empirical model, (2 The determination (R² of the students’ epistemological beliefs is 0.80, which means that 80 percent of epistemological beliefs can be explained or predicted through the variables of interdependent self-construal, level of education and constructivist learning environment, (3 The determination (R² of the students’ beliefs about knowledge is 0.52, which means that 52 percent can be explained or predicted through the variables of interdependent self-construal, level of education and constructivist learning environment, (4 The determination (R² of the students’ beliefs about learning is 0.28, which means that

EFL Teachers’ Epistemological Beliefs and Their Assessment Orientations

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Ammar Abdullah Mahmoud Ismail

2016-11-01

Full Text Available Epistemological beliefs—beliefs about the nature of knowledge, where it resides, and how knowledge is constructed and evaluated—have been the target of increased research interest lately. Heretofore, emphasis has been directed to language teaching/learning aspects and strategies. Language assessment practices have not yet received due attention in epistemic research literature. The current study examined the relationship between pre-service EFL teachers’ epistemological beliefs and their assessment orientations. Dimensions of epistemological beliefs were assessed via a questionnaire designed and validated by the researcher based on Schommer’s work. Two assessment orientations were examined including: (a transmissive surface- processing orientation and (b constructive deep-processing orientation. The study involved 114 preservice EFL teachers enrolled in the Professional Diploma in Teaching Program in the Abu Dhabi University, the United Arab Emirates. Results of the study showed that EFL teachers’ epistemological beliefs have a direct bearing on their assessment orientations and practices. EFL teachers with naive epistemological beliefs tended more to adopt surface-level assessment orientations whereas those with sophisticated epistemological beliefs showed more tendency to adopt deeper level approaches to assessment in language settings. Results are discussed in terms of backwash effects on foreign language instruction, curriculum development, and teacher education. Suggestions for further research are also discussed.

Students' General and Physics Epistemological Beliefs: A Twofold Phenomenon

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Ogan-Bekiroglu, Feral; Sengul-Turgut, Gulsen

2011-01-01

Background: Although research on epistemological beliefs has expanded over the past two decades, there are still some issues that need to be explored, such as whether epistemological beliefs are domain general or domain specific. Purpose: One of the purposes of this research was to determine if high school students' general epistemological beliefs…

Historical and Epistemological Reflections on the Culture of Machines around the Renaissance: How Science and Technique Work?

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Raffaele Pisano

2014-10-01

Full Text Available This paper is divided into two parts, this being the first one. The second is entitled ‘Historical and Epistemological Reflections on the Culture of Machines around Renaissance: Machines, Machineries and Perpetual Motion’ and will be published in Acta Baltica Historiae et Philosophiae Scientiarum in 2015. Based on our recent studies, we provide here a historical and epistemological feature on the role played by machines and machineries. Ours is an epistemological thesis based on a series of historical examples to show that the relations between theoretical science and the construction of machines cannot be taken for granted, a priori. Our analysis is mainly based on the culture of machines around 15th and 17th centuries, namely the epoch of Late Renaissance and Early Modern Age. For this is the period of scientific revolution and this age offers abundant interesting material for researches into the relations of theoretical science/construction of machines as well. However, to prove our epistemological thesis, we will also exploit examples of machines built in other historical periods. Particularly, a discussion concerning the relationship between science theory and the development of science art crafts produced by non-recognized scientists in a certain historical time is presented. The main questions are: when and why did the tension between science (physics, mathematics and geometry give rise to a new scientific approach to applied discipline such as studies on machines and machineries? What kind of science was used (if at all for projecting machines and machineries? Was science at the time a necessary precondition to build a machine? In the first part we will focus on the difference between Aristotelian-Euclidean and Archimedean approaches and we will outline the heritage of these two different approaches in late medieval and Renaissance science. In the second part, we will apply our reconstructions to some historical and epistemological

Personal Epistemology of Urban Elementary School Teachers

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Pearrow, Melissa; Sanchez, William

2008-01-01

Personal epistemology, originating from social construction theory, provides a framework for researchers to understand how individuals view their world. The Attitudes About Reality (AAR) scale is one survey method that qualitatively assesses personal epistemology along the logical positivist and social constructionist continuum; however, the…

Epistemological problems of human sciences and education

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Darwin Reyes Solís

2005-12-01

Full Text Available El campo de la epistemología es un mundo de conflictos, en ese sentido es mejor plantearse el problema epistemológico desde la visión de un sector de diferencias y luchas constantes, de un mundo de diversidad en el que las posiciones llegan a ser extremas, posiciones que van desde la negación de la epistemología como ideología científica, hasta afirmaciones de la epistemología como la posibilidad de un marco referencial único para el conocimiento humano validado como científico.

Evolutionary epistemology a multiparadigm program

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Pinxten, Rik

1987-01-01

This volume has its already distant origin in an inter­national conference on Evolutionary Epistemology the editors organized at the University of Ghent in November 1984. This conference aimed to follow up the endeavor started at the ERISS (Epistemologically Relevant Internalist Sociology of Science) conference organized by Don Campbell and Alex Rosen­ berg at Cazenovia Lake, New York, in June 1981, whilst in­ jecting the gist of certain current continental intellectual developments into a debate whose focus, we thought, was in danger of being narrowed too much, considering the still underdeveloped state of affairs in the field. Broadly speaking, evolutionary epistemology today con­ sists of two interrelated, yet qualitatively distinct inves­ tigative efforts. Both are drawing on Darwinian concepts, which may explain why many people have failed to discriminate them. One is the study of the evolution of the cognitive apparatus of living organisms, which is first and foremost the province of biologists and...

Postmodern epistemology and the Christian apologetics of CS Lewis

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DN Wilson

2006-09-01

Full Text Available Evangelicalism at the turn of this century finds itself facing� a challenge that undermines its very validity. This challenge is generally referred to as postmodernism. Within the contemporary evangelical paradigm, the context in� which this term is generally used refers to epistemology � the structure and limitations of human self-consciousness. The gist of the popular post-modernist argument is that human consciousness always develops inductively � from the inside, outward � utilising a particular linguistic and cultural frame of reference in order to construct conceptions of reality. Human self-consciousness, as understood from this context, is therefore always ultimately, something that can only be referred to as insulated. In the light of this, human self- consciousness can have no direct access to what may be commonly referred to as, an absolute truth.

Bringing together two schools of social epistemology

DEFF Research Database (Denmark)

Collin, Finn; Pedersen, David Budtz

2018-01-01

Synthese was the first academic outlet to take notice of the phenomenon of social epistemology, by dedicating a special volume to the theme back in 1987. Since then social epistemology has grown into a major interdisciplinary effort in the borderland between philosophy and social science. Today, ...

Epistemological depth in a GM crops controversy.

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Hicks, Daniel J

2015-04-01

This paper examines the scientific controversy over the yields of genetically modified [GM] crops as a case study in epistemologically deep disagreements. Appeals to "the evidence" are inadequate to resolve such disagreements; not because the interlocutors have radically different metaphysical views (as in cases of incommensurability), but instead because they assume rival epistemological frameworks and so have incompatible views about what kinds of research methods and claims count as evidence. Specifically, I show that, in the yield debate, proponents and opponents of GM crops cite two different sets of claims as evidence, which correspond to two rival epistemological frameworks, classical experimental epistemology and Nancy Cartwright's evidence for use. I go on to argue that, even if both sides of the debate accepted Cartwright's view, they might still disagree over what counts as evidence, because evidence for use ties standards of evidence to what is sometimes called the "context of application." Copyright © 2015 Elsevier Ltd. All rights reserved.

Epistemology of tourism: theoretical schools and critical proposal

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Alexandre Panosso Netto

2014-04-01

Full Text Available The aim of this paper is present, discuss and problematize the issue of epistemology applied to tourism. The paper discusses the problems in the construction of knowledge of tourism, and theoretical schools, and a proposed critical epistemology. Progress in the scientific production of knowledge in tourism, referring to epistemology, despite its growth in recent years, remains an issue that can be considered neglected or very complex due to the need for a strong philosophical reflection, with little application in practical life, by the claim of achieving scientific rigor of analytic epistemology. The procedure is a critical review of the term epistemology to discriminate the scientistic position of the term and the other schools recognize influencing this trend (analytical and those opposed to it (such as historical, to no effect misrepresent its meaning in the humanities and social sciences, but particularly in tourism. The proposal relates to the development of reflective critical foundations, based on critical theory, as a build option to transform the reality and knowledge of tourism.

Applied Epistemology and Understanding in Information Studies

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Gorichanaz, Tim

2017-01-01

Introduction: Applied epistemology allows information studies to benefit from developments in philosophy. In information studies, epistemic concepts are rarely considered in detail. This paper offers a review of several epistemic concepts, focusing on understanding, as a call for further work in applied epistemology in information studies. Method:…

Virtue Epistemology and the Philosophy of Education

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Macallister, James

2012-01-01

This article initially provides a brief overview of virtue epistemology; it thereafter considers some possible ramifications of this branch of the theory of knowledge for the philosophy of education. The main features of three different manifestations of virtue epistemology are first explained. Importantly, it is then maintained that developments…

Directional Time-frequency Analysis via Continuous Frames

DEFF Research Database (Denmark)

Christensen, Ole; Forster, Birgitte; Massopust, Peter

2015-01-01

spaces. The first step allows us to apply the theory to several other classes of frames, for example wavelet frames and shift-invariant systems, and the second one significantly extends the class of examples and applications. We consider applications to the Meyer wavelet and complex B...

A Review and Discussion of Epistemological Commitments, Metacognition, and Critical Thinking with Suggestions on Their Enhancement in Internet-Assisted Chemistry Classrooms

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Tsai, Chin-Chung

2001-07-01

Recently, educators have focused on students' internal control of learning. Epistemological commitments, metacognition, and critical thinking are relevant considerations when addressing this topic. This paper explores the relationships among these domains as a theoretical framework for enhancing chemistry education. The framework shows that these domains share many commonalities. For example, they all focus on learners' self-reflection and they all are rooted in the constructivist theory. This paper further proposes a role for Internet technology in helping students develop appropriate epistemological commitments, metacognitive skills, and critical thinking.

Against Mixed Epistemology

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Joe Milburn

2015-05-01

Full Text Available http://dx.doi.org/10.5007/1808-1711.2015v19n2p183 We can call any reductive account of knowledge that appeals to both safety and ability conditions a mixed account of knowledge. Examples of mixed accounts of knowledge include Pritchard’s (2012 Anti-Luck Virtue Epistemology, Kelp’s (2013 Safe-Apt account of knowledge, and Turri’s (2011 Ample belief account of knowledge. Mixed accounts of knowledge are motivated by well-known counterexamples to pure safety and pure ability accounts of knowledge. It is thought that by combining both safety and ability conditions we can give an extensionally adequate reductive account of knowledge. In this paper I argue that the putative counterexamples to pure safety and pure ability accounts of knowledge fail to motivate mixed accounts of knowledge. In particular, I argue that if the putative counterexamples are problematic for safety accounts they are problematic for ability accounts and vice-versa. The reason for this, I argue, is that the safety condition and ability condition should be understood as alternative expressions of the same intuition — that knowledge must come from a reliable source.

Epistemological Presuppositions for the Theistic Philosophy of A. Plantinga

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Kirill Karpov

2014-08-01

Full Text Available The author attempts to reconstruct the context surrounding the projects for a reformed epistemology and an affi rmation of the Christian faith by Alvin Plantinga. An analysis of Plantinga’s epistemological presuppositions reveals how they are intertwined. The basic problem surrounding the dispute between fundamentalists and anti-fundamentalists concerning the nature of knowledge constituted the background against which the theistic philosophy of Plantinga began to take form. Examining this dispute, the author of this article attempts to define the position of the philosophers in question and to clarify the differences in terminology which are found in the appropriate literature. The relationship between evidentialism and reliabilism on the one hand and internalism and externalism on the other is noted. The author distinguishes between an early (weak and later (strong type of reformed epistemology. In the former type, Plantinga was concerned with refuting the classical version of epistemological fundamentalism; in the latter, he concentrated his attention on constructing a philosophical scheme which could grant to the basic teachings of theism an epistemological foundation. The author discusses and analyses the main objections to Plantinga. These objections are of two kinds: theological and philosophical. The philosophical objections are aimed at the epistemological presuppositions suggested by Plantinga. The author concludes that, in spite of the value and longevity of Plantiga’s arguments, the solutions to the questions which he raised are dependent on contemporary discussions of analytical epistemology.

Lesson Exemplars in Electricity and Students’ Epistemological Beliefs

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Vergel P. Mirana

2017-10-01

Full Text Available The study evaluated the effects of a developed lesson exemplars in electricity integrating computer simulations and constructivist approach on students' Epistemological Beliefs. Specifically, it sought to determine how computer simulations, constructivist approach and Formativ e Assessment Classroom Technique (FACT can be integrated in the lesson exemplars in electricity; and evaluate the effects of the developed lesson exemplars in the students’ Epistemological Beliefs. The investigation employed the pre - experimental single - gr oup pretest and posttest study using the Epistemological Beliefs Assessment in Physical Sciences (EBAPS questionnaire. The study was conducted among seventy - two (72 Grade 10 students of a laboratory high school from a state university in the Philippines. They were taught using Physics Educational Technology (PhET and other web - based simulations, constructivist approach, and formative assessment classroom technique. The results revealed that the over - all Epistemological Beliefs of the students did not cha nge significantly; only along Nature of Knowing and Learning and Real - Life Applicability. Generally, utilizing computer simulations and applying constructivist approach did not alter students' epistemological beliefs in its entirety. However, it can be en gaging and effective in promoting students’ understanding of Physics.

Knowledge production in education: Post-structuralism as epistemological potency

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Sirley Lizott Tedeschi

2017-09-01

Full Text Available This paper aims to analyze the epistemological and methodological potentialities of Poststructuralism in education research. With a theoretical-bibliographic character, the research takes as main references Michel Foucault, Gilles Deleuze and Jacques Derrida’s contributions in order to problematize the modern metanarratives and the processes of knowledge production in this area. By problematizing modern metanarratives and pointing out the historical, contextual character, inherent in the process of knowledge production, this epistemological perspective has triggered a number of concerns, doubts and discontinuities that have reverberated in investigative processes in that area. Being open to this epistemological field may both contribute to the deconstruction of the conceptual apparatus of modernity, which has strongly marked the education research, and bring other epistemological and methodological possibilities for knowledge production in that area. In this sense, the potentiality of this epistemological and methodological perspective for research in education is the multiplicity of possibilities that it provides.

The Implications of Feyerabend's Epistemological Approach for Educational Research Methods

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Ghadikolaei, Elham Shirvani; Sajjadi, Seyed Mahdi

2015-01-01

Epistemology is defined as theory of knowledge and the ways of achieving it. Epistemology is research questions of the possibility of knowledge and the riddle of knowledge. Epistemology and methodology despite being interconnected are inseparable and are not reducible from each other. In addition, their relationship is direct, meaning that…

Assessing framing assumptions in quantitative health impact assessments: a housing intervention example.

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Mesa-Frias, Marco; Chalabi, Zaid; Foss, Anna M

2013-09-01

Health impact assessment (HIA) is often used to determine ex ante the health impact of an environmental policy or an environmental intervention. Underpinning any HIA is the framing assumption, which defines the causal pathways mapping environmental exposures to health outcomes. The sensitivity of the HIA to the framing assumptions is often ignored. A novel method based on fuzzy cognitive map (FCM) is developed to quantify the framing assumptions in the assessment stage of a HIA, and is then applied to a housing intervention (tightening insulation) as a case-study. Framing assumptions of the case-study were identified through a literature search of Ovid Medline (1948-2011). The FCM approach was used to identify the key variables that have the most influence in a HIA. Changes in air-tightness, ventilation, indoor air quality and mould/humidity have been identified as having the most influence on health. The FCM approach is widely applicable and can be used to inform the formulation of the framing assumptions in any quantitative HIA of environmental interventions. We argue that it is necessary to explore and quantify framing assumptions prior to conducting a detailed quantitative HIA during the assessment stage. Copyright © 2013 Elsevier Ltd. All rights reserved.

FORMULASI BARU EPISTEMOLOGI FIQH PEREMPUAN

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M Noor Harisudin

2016-02-01

Full Text Available Though the world has changed, factually, our fiqh marginalizes women and not critical of social inequality among women. The social system is no longer a patriarchal, but it’s more based on gender equality. Therefore, the existence of more moderat and friendly fiqh for women should be realized. Fiqh should be designed with epistemology based on the mashlahah of women. This article proposes a new formulation towards epistemology of women fiqh and/ or new ushul fiqh which are really friendly towards women. This article recommends that the formation of Islamic law which is tends to neglect women is a sine qua none. Reform must be arranged through the epistemological realm, methodology, and product of women fiqh. All the three go hand in hand with its main core to potitioning the women in equal place. Thus, product of women fiqh that is better suited to the changing places and times will become a true.Copyright (c 2016 by Al-Ihkam. All right reservedDOI: 10.19105/al-ihkam.v10i2.735

Software Epistemology

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2016-03-01

in-vitro decision to incubate a startup, Lexumo [7], which is developing a commercial Software as a Service ( SaaS ) vulnerability assessment...LTS Label Transition System MUSE Mining and Understanding Software Enclaves RTEMS Real-Time Executive for Multi-processor Systems SaaS Software ...as a Service SSA Static Single Assignment SWE Software Epistemology UD/DU Def-Use/Use-Def Chains (Dataflow Graph)

Framing and the health policy process: a scoping review.

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Koon, Adam D; Hawkins, Benjamin; Mayhew, Susannah H

2016-07-01

Framing research seeks to understand the forces that shape human behaviour in the policy process. It assumes that policy is a social construct and can be cast in a variety of ways to imply multiple legitimate value considerations. Frames provide the cognitive means of making sense of the social world, but discordance among them forms the basis of policy contestation. Framing, as both theory and method, has proven to generate considerable insight into the nature of policy debates in a variety of disciplines. Despite its salience for understanding health policy debates; however, little is known about the ways frames influence the health policy process. A scoping review using the Arksey and O'Malley framework was conducted. The literature on framing in the health sector was reviewed using nine health and social science databases. Articles were included that explicitly reported theory and methods used, data source(s), at least one frame, frame sponsor and evidence of a given frame's effect on the health policy process. A total of 52 articles, from 1996 to 2014, and representing 12 countries, were identified. Much of the research came from the policy studies/political science literature (n = 17) and used a constructivist epistemology. The term 'frame' was used as a label to describe a variety of ideas, packaged as values, social problems, metaphors or arguments. Frames were characterized at various levels of abstraction ranging from general ideological orientations to specific policy positions. Most articles presented multiple frames and showed how actors advocated for them in a highly contested political process. Framing is increasingly an important, yet overlooked aspect of the policy process. Further analysis on frames, framing processes and frame conflict can help researchers and policymakers to understand opaque and highly charged policy issues, which may facilitate the resolution of protracted policy controversies. © The Author 2016. Published by Oxford

Making of epistemologically sophisticated physics teachers: A cross-sequential study of epistemological progression from preservice to in-service teachers

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Ding, Lin; Zhang, Ping

2016-12-01

Previous literature on learners' epistemological beliefs about physics has almost exclusively focused on analysis of university classroom instruction and its effects on students' views. However, little is known about other populations or factors other than classroom instruction on learners' epistemologies. In this study, we used a cross-sequential method, combining both longitudinal and cross-sectional designs, to investigate an epistemological progression trend from preservice to in-service teachers. Six cohorts of participants were studied, who either were then attending or had completed an undergraduate teacher preparation program in physics at a major Chinese university. These cohorts were incoming freshmen, end-of-year freshmen, end-of-year sophomores, end-of-year juniors, end-of-year seniors, and 1st-year high school physics teachers who were about to enter the 2nd year of teaching. We used the Colorado Learning Attitudes about Science Survey (CLASS) as both a pretest and a post-test to gauge the changes in the participants' epistemological views over an entire academic year. Follow-up interviews were also conducted to explore factors responsible for such changes. Results showed that the epistemological trend as measured by CLASS did not increase monotonically. Instead, there was a decrease in the epistemological trend among the incoming freshmen in their first year undergraduate studies, followed by a long stasis until the end of the senior year. Then, there was a rebound for the end-of-year seniors in their 1st year of teaching, followed by another plateau. Interviews revealed that the competitive learning environment, increased content difficulty, and unfamiliar pedagogies in college were major factors that negatively influenced incoming freshmen's views about physics. Conversely, a role change from student to teacher and relatively easy content in high school positively impacted end-of-year seniors' views about physics and learning.

Making of epistemologically sophisticated physics teachers: A cross-sequential study of epistemological progression from preservice to in-service teachers

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Lin Ding

2016-11-01

Full Text Available Previous literature on learners’ epistemological beliefs about physics has almost exclusively focused on analysis of university classroom instruction and its effects on students’ views. However, little is known about other populations or factors other than classroom instruction on learners’ epistemologies. In this study, we used a cross-sequential method, combining both longitudinal and cross-sectional designs, to investigate an epistemological progression trend from preservice to in-service teachers. Six cohorts of participants were studied, who either were then attending or had completed an undergraduate teacher preparation program in physics at a major Chinese university. These cohorts were incoming freshmen, end-of-year freshmen, end-of-year sophomores, end-of-year juniors, end-of-year seniors, and 1st-year high school physics teachers who were about to enter the 2nd year of teaching. We used the Colorado Learning Attitudes about Science Survey (CLASS as both a pretest and a post-test to gauge the changes in the participants’ epistemological views over an entire academic year. Follow-up interviews were also conducted to explore factors responsible for such changes. Results showed that the epistemological trend as measured by CLASS did not increase monotonically. Instead, there was a decrease in the epistemological trend among the incoming freshmen in their first year undergraduate studies, followed by a long stasis until the end of the senior year. Then, there was a rebound for the end-of-year seniors in their 1st year of teaching, followed by another plateau. Interviews revealed that the competitive learning environment, increased content difficulty, and unfamiliar pedagogies in college were major factors that negatively influenced incoming freshmen’s views about physics. Conversely, a role change from student to teacher and relatively easy content in high school positively impacted end-of-year seniors’ views about physics and

How do Epistemological Beliefs Affect Training Motivation?

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Ingrid Molan

2014-05-01

Full Text Available Studies show that human resources development through workplace training is one of the major investments in the workforce in today’s globalized and challenging market. As training motivation influences employees’ preparation for the workplace training, their respond to the programme, their learning outcome, their performance levels, and use of acquired knowledge and skills in their workplace it seems logical to investigate and determine antecedents of training motivation. The aim of this study was to examine the relationship between the concepts of epistemological beliefs, training motivation and the actual participation in the workplace training. We predicted that epistemological beliefs would have an effect on training motivation and actual participation on the workplace training and that there would be a positive relationship between the concepts, meaning that the more sophisticated epistemological beliefs would lead to higher motivation and participation. To test the epistemological beliefs, the Epistemic Belief Inventory (Schraw, Bendixen & Dunkle, 2002 was used and adjusted to the workplace setting. Then the results were compared to employees’ training motivation, which was measured with a questionnaire made by authors of the present study, and employees’ actual number of training hours annually. The results confirmed the relationship between the concepts as well as a significant predicting value of epistemological beliefs on motivation and actual participation. Epistemic Belief Inventory did not yield expected results reported by the authors of the instrument therefore the limitations, possible other interpretations and suggested further exploration are discussed.

PERKEMBANGAN PARADIGMA EPISTEMOLOGI DALAM FILSAFAT ISLAM

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Fathul Mufid

2013-06-01

Full Text Available Abstract:    Based on historical reports, Islamic epistemology paradigm has evolved from time to time bringing different schools each other. This paper aims at revealing such differences. Methods employed are philosophical Literary Review where compiled data are analyzed inductively to formulate theoretical constructions. Research findings reveal that peripatetic philosophers highlight their mind as a dominant tool to gain knowledge using demonstrative method (burhānī.Whilst illuminative philosophers, ‘irfāniyyīn, and Sufis believe that knowledge can only be derived from mystical intuition after purification of the heart (qalb trough practices (riyā╨ah. Different schools such as ones held by Mulla Sadra and Abed al-Jabiri are based on those distinctive principles.Abstrak:      Paradigma epistemologi pemikiran Islam menurut laporan sejarah mengalami perkembangan dari zaman ke zaman, yang berbeda prinsip antara aliran yang satu dengan yang lain. Tulisan ini bertujuan untuk menguak letak perbedaan antara aliran-aliran tersebut. Metode kepustakaan filsafat dilakukan dengan analisa data induktif untuk merumuskan konstruksi teoritik.  Temuan penelitian ini adalah, bahwa para filosof Muslim Paripatetik mengedepankan akal atau rasio sebagai alat yang paling dominan untuk memperoleh pengetahuan yang benar dengan menggunakan metode demonstratif (burhānī. Sementara filosof iluminasi, kaum ‘irfānī, dan kaum sufi berprinsip bahwa pengetahuan hakiki hanya dapat diperoleh melalui intuisi-mistik, setelah melalui proses penyucian hati (qalb dengan berbagai bentuk latihan (riyā╨ah. Sementara epistemologi Mulla Sadra menggunakan tipe “hikmah”, yaitu pemaduan antara visi rasional dengan visi mistik, yang kemudian diselaraskan dengan syari’at. Epistemolog kontemporer, Abed al-Jabiri memilih epistemologi burhānī yang meyakini bahwa sumber pengetahuan adalah rasio, bukan teks atau intuisi.

Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology

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Lidar, Malena; Lundqvist, Eva; Östman, Leif

2006-01-01

The practical epistemology used by students and the epistemological moves delivered by teachers in conversations with students are analyzed in order to understand how teaching activities interplay with the how and the what of students' learning. The purpose is to develop an approach for analyzing the process of privileging in students' meaning making and how individual and situational aspects of classroom discourse interact in this process. Here we especially focus on the experiences of students and the encounter with the teacher. The analyses also demonstrate that a study of teaching and learning activities can shed light on which role epistemology has for students' meaning making, for teaching and for the interplay between these activities. The methodological approach used is an elaboration a sociocultural perspective on learning, pragmatism, and the work of Wittgenstein. The empirical material consists of recordings made in science classes in two Swedish compulsory schools.

Scrutinizing The Epistemology of Islamic Economics: A Historical Analysis

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Nurizal Ismail

2016-05-01

Full Text Available The first International Conference on Islamic Economics was held in Makkah, in 1976. Economists, jurists and scholars met together to discuss issues of Muslim ummah. However, there was many books written related to Islamic economics in the history of Islamic civilization, especially in the period of Abbasid caliphate. The fact, development of knowledge in Islamic medieval had established the epistemology of Islamic economics itself. Moreover, the epistemology is a study of the theory of knowledge, the source of knowledge, the application of knowledge and limitation of knowledge. Therefore, this paper aims to explore the contribution of earlier Muslim thinkers to the source of Islamic economics and to identify the epistemology of Islamic economics as proposed by the Muslim thinkers in medieval period. As a result, this paper will propose the epistemology of Islamic economics by integrating Islamic heritage and modern economics that is not conflict with Islamic principles and values. To achieve its objectives; this study employs qualitative research by applying content and descriptive analysis. The finding of this study is that the earlier Muslim thinkers have contributed to the construction of epistemology in Islamic economics. Then, to construct the genuine of Islamic economics, tawhid must be put as a core of Islamic economic epistemology that directs the sources of knowledge which are rooted firstly from revealed and then rational knowledge by using appropriate methods.

Relationship between epistemological beliefs and motivational orientation among high school students

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Simić Nataša

2012-01-01

Full Text Available Relationship between epistemological beliefs and motivational orientation of high school students was studied and their relationship with school majoring, GPA and gender. To estimate epistemological beliefs and motivational orientation Schommer’s Epistemological Questionnaire (EQ and Work Preference Inventory (WPI were used. Through factor analysis of EQ 5 factors were extracted, that differ from those Schommer singled out. Negative correlation between naive epistemological beliefs on one side, and intrinsic (-0.327, p<0.01 and general motivation (-0.247, p<0.01 on the other, was determined. Students majoring in social sciences have more mature epistemological beliefs (F=11.278, df=1, p<0.01. Boys have more mature epistemological beliefs than girls only on factor Avoiding relating, ambiguity and dependence on authority (F=16.899, df=1, p<0.01. Correlation between epistemological beliefs and GPA was not determined. Students majoring in social sciences have higher level of motivation (F=6.626, df=1, p<0.05. Girls are more motivated by enjoying in what they are doing (F=6.261, df=1, p<0.05. [Projekat Ministarstva nauke Republike Srbije, br. 179018

High School Physics Students' Personal Epistemologies and School Science Practice

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Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen

2017-11-01

This case study explores students' physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewed to find out their ideas on the nature of scientific knowledge after each activity. Analysis of transcripts yielded several epistemological resources that students activated in their school science practice. The findings show that there is inconsistency between students' definitions of scientific theories and their epistemological judgments. Analysis revealed that students used several epistemological resources to decide on the accuracy of their data including accuracy via following the right procedure and accuracy via what the others find. Traditional, formulation-based, physics instruction might have led students to activate naive epistemological resources that prevent them to participate in the practice of science in ways that are more meaningful. Implications for future studies are presented.

Indonesian teachers' epistemological beliefs and inclusive education.

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Sheehy, Kieron; Budiyanto; Kaye, Helen; Rofiah, Khofidotur

2017-01-01

A growing number of children with intellectual disabilities attend inclusive schools in Indonesia. Previous research has suggested that teachers' type of school and experience influences their beliefs about inclusive education. This research collected questionnaire data from 267 Indonesian teachers and compared the responses from those working in inclusive, special and regular schools regarding their epistemological and pedagogical beliefs. The results showed that teachers in inclusive schools expressed stronger social constructivist beliefs than those in other schools. However, it was teachers' epistemological beliefs, rather than their type of school or experience, which were the significant predictor of their beliefs about inclusive education. The findings suggest that international epistemological research needs to have a more nuanced view of constructivist models of learning to better understand and inform how inclusive pedagogy is being enacted in different contexts.

When Historiography Met Epistemology

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Jean-François Stoffel

2017-06-01

Full Text Available Review of Bordoni, Stefano. When historiography met epistemology: Sophisticated histories and philosophies of science in French-speaking countries in the second half of the nineteenth century. Reviewed by Jean-François Stoffel.

Epistemologic inquiries in evidence-based medicine.

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Djulbegovic, Benjamin; Guyatt, Gordon H; Ashcroft, Richard E

2009-04-01

Since the term "evidence-based medicine" (EBM) first appeared in the scientific literature in 1991, the concept has had considerable influence in many parts of the world. Most professional societies, the public,and funding agencies have accepted EBM with remarkable enthusiasm. The concept of evidence-based practice is now applied in management, education, criminology, and social work. Yet, EBM has attracted controversy: its critics allege that EBM uses a narrow concept of evidence and a naive conception of the relationships between evidence, theory, and practice. They also contend that EBM presents itself as a radical restructuring of medical knowledge that discredits more traditional ways of knowing in medicine, largely in the interests of people with a particular investment in the enterprise of large-scale clinical trials. Because EBM proposes aspecific relationship between theory, evidence, and knowledge, its theoretical basis can be understood as an epistemological system. Undertaking epistemological inquiry is important because the adoption of a particular epistemological view defines how science is conducted. In this paper, we challenge this critical view of EBM by examining how EBM fits into broad epistemological debates within the philosophy of science. We consider how EBM relates to some classical debates regarding the nature of science and knowledge. We investigate EBM from the perspective of major epistemological theories (logical-positivism/inductivism, deductivism/falsificationism/theory-ladeness of observations, explanationism/holism, instrumentalism, underdetermination theory by evidence). We first explore the relationship between evidence and knowledge and discuss philosophical support for the main way that evidence is used in medicine: (1) in the philosophical tradition that "rational thinkers respect their evidence," we show that EBM refers to making medical decisions that are consistent with evidence, (2) as a reliable sign, symptom, or mark to

Epistemology and Probability

CERN Document Server

Plotnitsky, Arkady

2010-01-01

Offers an exploration of the relationships between epistemology and probability in the work of Niels Bohr, Werner Heisenberg, and Erwin Schrodinger; in quantum mechanics; and in modern physics. This book considers the implications of these relationships and of quantum theory for our understanding of the nature of thinking and knowledge in general

Problematizing the concept ‘epistemological access’: A review of literature

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Lucinda du Plooy

2014-07-01

Full Text Available This paper provides a review of literature which aims at problematizing the concept ‘epistemological access”, a fairly under-researched topic in South African education. Morrow’s distinction between formal access (institutional access and epistemological access (access to the goods distributed by the institution is used as a conceptual framework. We argue that the meaning of the concept ‘epistemological access’ as Morrow intended was borne out of a particular political need that arose in higher education; the need to democratize access to higher education. The dearth of literature on the concept “epistemological access” and its meaning for access to basic education, especially foundation phase schooling, therefore warranted this literature review.

Einstein and Jordan frames reconciled: A frame-invariant approach to scalar-tensor cosmology

International Nuclear Information System (INIS)

Catena, Riccardo; Pietroni, Massimo; Scarabello, Luca

2007-01-01

Scalar-tensor theories of gravity can be formulated in different frames, most notably, the Einstein and the Jordan one. While some debate still persists in the literature on the physical status of the different frames, a frame transformation in scalar-tensor theories amounts to a local redefinition of the metric, and then should not affect physical results. We analyze the issue in a cosmological context. In particular, we define all the relevant observables (redshift, distances, cross sections, ...) in terms of frame-independent quantities. Then, we give a frame-independent formulation of the Boltzmann equation, and outline its use in relevant examples such as particle freeze-out and the evolution of the cosmic microwave background photon distribution function. Finally, we derive the gravitational equations for the frame-independent quantities at first order in perturbation theory. From a practical point of view, the present approach allows the simultaneous implementation of the good aspects of the two frames in a clear and straightforward way

Leadership Epistemology

OpenAIRE

Bogenschneider, B

2016-01-01

The study of leadership is characterized by an expanding set of definitions of the term leadership. Some scholars even set out to know leadership by the identification of traits or behaviors of good leaders. However, the scientific study of leadership requires the identification of a causal theory of leadership. The scientific belief in causation as the common epistemology is the necessary link between the various disciplines interested in leadership (e.g., organizational psychology, statisti...

Ernst Mach and the Epistemological Ideas Specific for Finnish Science Education

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Siemsen, Hayo

2011-03-01

Where does Finnish science education come from? Where will it go? The following outside view reflects on relations, which Finns consider "normal" (and thus unrecognizable in introspection) in science education. But what is "normal" in Finnish culture cannot be considered "normal" for science education in other cultures, for example in Germany. The following article will trace the central ideas, which had a larger influence in the development of this difference. The question is, if and why the Finnish uniqueness in the philosophy of science education is empirically important. This puts Finnish science education into the perspective of a more general epistemological debate around Ernst Mach's Erkenntnistheorie (a German term similar to the meaning of history and philosophy of science, though more general; literally translated "cognition/knowledge theory"). From this perspective, an outlook will be given on open questions within the epistemology of Finnish science education. Following such questions could lead to the adaptation of the "successful" ideas in Finnish science education (indicated by empirical studies, such as the OECD PISA study) as well as the further development of the central ideas of Finnish science education.

Recognizing tacit knowledge in medical epistemology.

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Henry, Stephen G

2006-01-01

The evidence-based medicine movement advocates basing all medical decisions on certain types of quantitative research data and has stimulated protracted controversy and debate since its inception. Evidence-based medicine presupposes an inaccurate and deficient view of medical knowledge. Michael Polanyi's theory of tacit knowledge both explains this deficiency and suggests remedies for it. Polanyi shows how all explicit human knowledge depends on a wealth of tacit knowledge which accrues from experience and is essential for problem solving. Edmund Pellegrino's classic treatment of clinical judgment is examined, and a Polanyian critique of this position demonstrates that tacit knowledge is necessary for understanding how clinical judgment and medical decisions involve persons. An adequate medical epistemology requires much more qualitative research relevant to the clinical encounter and medical decision making than is currently being done. This research is necessary for preventing an uncritical application of evidence-based medicine by health care managers that erodes good clinical practice. Polanyi's epistemology shows the need for this work and provides the structural core for building an adequate and robust medical epistemology that moves beyond evidence-based medicine.

Multiple Epistemological Coherences in an Eighth-Grade Discussion of the Rock Cycle

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Rosenberg, Seth; Hammer, David; Phelan, Jessica

2006-01-01

Research on personal epistemologies (Hofer & Pintrich, 2002) has mostly conceptualized them as stable beliefs or stages of development. On these views, researchers characterize individual students' epistemologies with single, coherent descriptions. Evidence of variability in student epistemologies, however, suggests the need for more complex…

An epistemology of facilitation: A Julian M�ller story

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H. Elmo Pienaar

2014-08-01

Full Text Available The article furthered an epistemology of facilitation. It was created through bringing into focus broad movements in Julian M�ller�s theoretical academic development. Rather than explaining at length the epistemological concepts characterising M�ller�s theoretical development � rightly because of the importance of narrative in Julian M�ller�s work � the article sought to link a social psychological dimension of both M�ller and the author to these concepts. Resulting from M�ller�s work, the author regarded a narrative approach, social constructionism and postfoundationalism as important epistemological conversational partners in practical theological facilitation.

Epistemological beliefs in introductory biology: Addressing measurement concerns and exploring the relationship with strategy use

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Holschuh, Jodi Lynn

This study had two main purposes: to address measurement concerns about assessing students' epistemological beliefs and to explore the relationship between epistemological beliefs and deep and surface strategy use in an introductory biology classroom. The following research questions guided the study: (a) Are epistemological beliefs multidimensional? (b) Are the measures of epistemological beliefs correlated? (c) Are the measures of strategy use correlated? (d) Are epistemological beliefs correlated with deep and surface strategy use? (e) How much of the unique variance in Scholastic Aptitude Test (SAT) scores, grade point average (GPA), and course grade is accounted for by epistemological beliefs and strategy use? (f) To what extent does the content analysis of the open-ended questionnaire data support or refute the role of mature epistemological beliefs? and (g) To what extent does the content analysis of the open-ended questionnaire data support or refute the role of deep strategies? Participants (N = 518) were recruited from two sections of an introductory biology course. All participants completed five assessments including the Epistemological Questionnaire, the Epistemological Scenario, the Self-Regulated Learning Inventory, two strategy checklists, and an open-ended questionnaire. The factor analysis, which was used to answer the first question, indicated no clear loading of the hypothesized dimensions underlying epistemological beliefs as measured by the Epistemological Questionnaire. However, the factor analysis of the Epistemological Scenario indicated four factors underlying epistemological beliefs (i.e., certain knowledge, innate ability, quick learning, and simple knowledge). In addition, the correlation analyses, which were used to answer the second, third, and fourth questions, indicated a significant relationship between epistemological beliefs and strategy use. The multiple regression commonality analysis, which was used to answer the fifth

Virginia Woolf's Literary Aesthetics: The Epistemological Aspect

OpenAIRE

Bartkuvienė, Linara

2012-01-01

The thesis focuses on the epistemological aspect of Virginia Woolf‘s literary aethetics. The research problem of the thesis is an attempt at the conceptualization of the nature of knowledge in Woolf‘s writing and Bertrand Russell‘s philosophy. Methodologically and theoretically, the semantic relationship between Woolf‘s aesthetics and Russell‘s epistemology is closely examined within the framework of the history of ideas. The thesis arrives at the conclusion that Woolf‘s understanding of real...

Purifying Impure Virtue Epistemology

DEFF Research Database (Denmark)

Broncano-Berrocal, Fernando

2018-01-01

A notorious objection to robust virtue epistemology—the view that an agent knows a proposition if and only if her cognitive success is because of her intellectual virtues—is that it fails to eliminate knowledge-undermining luck. Modest virtue epistemologists agree with robust virtue epistemologis...

Epistemological Suggestions in „Entropy Low and Economic Process”

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Emil Dinga

2006-06-01

Full Text Available The paper is aimed to derive, on criticism basis (following, especially, the critic rationalism, as method, epistemological suggestions from the crucial work of Nicholas Georgescu-Roegen, “The Entropy Law and the Economic Process”, in order to these suggestions or challenges constitute going points for further logical assessments or polemical debates. By this way, four basic epistemological suggestions are identified: a inconsistency between the analytical description of the economic process and its evolutionist nature (that implies qualitative changes; b logical and epistemological bases for the possibility of a theoretical economic science (i.e. of a theory of the economic science; c impact of the qualitative changes of the economic process on the non-linearity of the economic models for prognosis; d logics, based on the entropy law, to pass off the rationality of optimality and to enter the rationality of sustainability. Each of these suggestions (explicit or implicit mentioned in the evocated work plays as rational, for the authors, to formulate epistemological assessments, critics or proposals for solutions aimed at to pass over the arisen epistemological or methodological problems. The authors believe that the entropic paradigm proposed by Nicholas Georgescu-Roegen for the economic epistemology and methodology is one of the most interesting, from the philosophic and logic points of view, having abundant resources to open a re-conceptualization of the logical bases of the economic science, to rethink the theoreticity of the sciences that study fields where evolutive processes are going, and to think, with more maturity, to the way in which the human rationality could answer the challenges the entropy law arises.

Epistemological Suggestions in „Entropy Low and Economic Process”

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Emil Dinga

2006-04-01

Full Text Available The paper is aimed to derive, on criticism basis (following, especially, the critic rationalism, as method, epistemological suggestions from the crucial work of Nicholas Georgescu-Roegen, “The Entropy Law and the Economic Process”, in order to these suggestions or challenges constitute going points for further logical assessments or polemical debates. By this way, four basic epistemological suggestions are identified: a inconsistency between the analytical description of the economic process and its evolutionist nature (that implies qualitative changes; b logical and epistemological bases for the possibility of a theoretical economic science (i.e. of a theory of the economic science; c impact of the qualitative changes of the economic process on the non-linearity of the economic models for prognosis; d logics, based on the entropy law, to pass off the rationality of optimality and to enter the rationality of sustainability. Each of these suggestions (explicit or implicit mentioned in the evocated work plays as rational, for the authors, to formulate epistemological assessments, critics or proposals for solutions aimed at to pass over the arisen epistemological or methodological problems. The authors believe that the entropic paradigm proposed by Nicholas Georgescu-Roegen for the economic epistemology and methodology is one of the most interesting, from the philosophic and logic points of view, having abundant resources to open a re-conceptualization of the logical bases of the economic science, to rethink the theoreticity of the sciences that study fields where evolutive processes are going, and to think, with more maturity, to the way in which the human rationality could answer the challenges the entropy law arises.

The Influence of Hindu Epistemology on Ranganathan's Colon Classification.

Science.gov (United States)

Maurer, Bradley Gerald

This study attempted to determine the influence of Hindu epistemology on Ranganathan's Colon Classification. Only the epistemological schools of Hindu philosophy and the Idea Plane element of Colon Classification were included. A literature search revealed that, although there is significant literature on each side of the problem, no bridges exist…

How Epistemological Beliefs Relate to Values and Gender Orientation

Science.gov (United States)

Kessels, Ursula

2013-01-01

In response to the current literature on possible systematic differences in the epistemological beliefs of men and women and between members of different cultures, this paper examines the way psychological constructs associated with gender (i.e. gender orientation) and culture (i.e. values) are related to individual's epistemological beliefs.…

Design Resarch Epistemologies I

DEFF Research Database (Denmark)

a stance on the following issues: project title and author, the research question, the methods applied, the theories consulted (or the state-of-the-art theory horizon), and the epistemology of the PhD research itself. Seen this way one could argue that each PhD student was asked two fundamental questions...... years now the PhD research has been organized within the Architecture and Design PhD Lab (ADPL). Now the time has come to put the pen to paper and actually reflect across a wide range of very diverse types of architecture and design research projects. Secondly, the aim is to show this research...... and in particular its epistemological basis to the external world. By this is partly meant the rest of the research environment at the Department of Architecture, Design and Media Technology. But obviously also to the many research networks and professional contacts that collaborate with the Department. Amongst...

EPISTEMOLOGY IN THE CONTEXT OF THE MODERN BIOLOGICAL EVOLUTIONAL PARADIGM

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О. S. Tokovenko

2014-12-01

Full Text Available The purpose of the work is finding the reasonability of using bio-evolutionary paradigm for researching ratio morphic cognitive activity. Methodology. Methodological grounds consist of the original principles and conceptual apparatus of evolutionary epistemology. Scientific novelty. The article identifies opportunities for using of biological and evolutionary paradigm to study the peculiarities of ratiomorphic cognitive backgrounds and their influence on the formation and development of human knowledge. Conclusions. The article concludes that together with the idea of hyper cycles (feedback loop with mutual transmission of information in cognitive process the concept of ratiomorphic cognitive backgrounds, as well as attempts to examine cognitive processes based on the scientific criteria (empirical verification, explanatory power and ability to predict should be certainly considered as a positive contribution to the development of evolutionary epistemology into modern epistemological research. However, it is also indicated the fact of narrowing the heuristic possibilities of this epistemological direction because of excessive metaphor of bio-evolutionary paradigm. Further development of evolutionary epistemological research is considered in shifting the emphasis from biological and evolutionary towards cultural and evolutionary paradigm.

Frame and Metaphor in Political Games

OpenAIRE

Bogost, Ian

2005-01-01

This paper offers an approach to analyzing political rhetoric in videogames, and on designing videogames intended to carry ideological bias, based cognitive linguist George Lakoff’s notion of metaphor and frame in political discourse. I argue for two important ways games function in relation to ideological frames, reinforcement and exposition, through examples of art games, political games, and commercial games. Finally, I argue that an explicit design of ideological frames in games is crucia...

Observation of agoraphobic syndrome through the prism of psychoanalytic epistemology

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Sandić Aneta

2014-01-01

Full Text Available Focus of the text is on psychoanalytic epistemology of agoraphobic syndrome which is still not sufficiently clarified in psychodynamic parameters. Detailed theorethic study starts from the very origins, theoretical and practical suggestions of Sigmund Freud. Early psychoanalytic formulations include psychodynamic models of Karl Abraham, Helene Deutsch and Edoardo Weiss, as well as a number of other significant analysts who gave significant insight to the metapsychological formulations of agoraphobia in the beginning of XX century. After portraying crucial theoretic frames of dynamics of agoraphobia originating from French psychoanalysis, illustrated through the work of Maurice Bouvet and Jannine Chasseguet - Smirgle, author moves towards psychoanalytic models presented to the psychoanalytic community during the first and second decade of XXI century. This segment incorporates autistic objects of agoraphobic neurotic according to Donald Cartwright and synthesis of crucial traits of representations of self and representations of object according to Barbara Milrod. Leading us towards the conclusion author makes a resume of the actual psychoanalytic epistemology of the agoraphoic syndrome pointing out at the centrality of non adequately solved separation - individuation stage, as well as ego defects associated to he agoraphobic syndrome. Specificity of object relations of agoraphobic neurotic she illustrates pointing out at the nature of his relationship with the follower, that psychic fusion which provides the feeling of certainty outside the safety of ones own home. This detailed overview of severely insufficient published literature devoted to agoraphobia is resumed accenting the necessity for its further research, as well as clear notion that although neurotic disorder, agoraphobic syndrome by at least one of its pole gravitates towards nozologycal unit marking personality disorders.

Symmetries of collective models in intrinsic frame

International Nuclear Information System (INIS)

Gozdz, A.; Pedrak, A.; Szulerecka, A.; Dobrowolski, A.; Dudek, J.

2013-01-01

In the paper a very general definition of intrinsic frame, by means of group theoretical methods, is introduced. It allows to analyze nuclear properties which are invariant in respect to the group which defines the intrinsic frame. For example, nuclear shape is a well determined feature in the intrinsic frame defined by the Euclidean group. It is shown that using of intrinsic frame gives an opportunity to consider intrinsic nuclear symmetries which are independent of symmetries observed in the laboratory frame. An importance of the notion of partial symmetries is emphasized. (author)

How College-Level Introductory Instruction Can Impact Student Epistemological Beliefs

Science.gov (United States)

Ding, Lin; Mollohan, Katherine N.

2015-01-01

This article describes a survey study of college students' epistemologies about biology and learning biology. Specifically, the authors examined the differences between science and nonscience majors and their changes in epistemologies over the course of a semester of instruction.

Ambiguities in the deduction of rest frame fluctuation spectrums from spectrums computed in moving frames

International Nuclear Information System (INIS)

Fredericks, R.W.; Coroniti, F.V.

1976-01-01

The problem of interpretation of power spectrums computed by Fourier analysis of data time series taken in frames moving with respect to the medium containing the fluctuations is examined. It is found that no unique connection exists between the rest frame power spectrum as a function of scale length and the derived power spectrum as a function 'frequency' computed from the time series data taken in the moving frame. This caused by a complex Doppler-shifting phenomenon that leads to a basically aliased frequency spectrum in the moving frame. Examples of nonuniqueness are given for various types of rest frame density or wave turbulence that lead to the same frequency dependence of the power spectrum computed in the moving frame. This has implications for the past interpretations of power spectrums of density or magnetic field fluctuations from satellites or interplanetary probes

Ontological and Epistemological Issues Regarding Climate Models and Computer Experiments

Science.gov (United States)

Vezer, M. A.

2010-12-01

Recent philosophical discussions (Parker 2009; Frigg and Reiss 2009; Winsberg, 2009; Morgon 2002, 2003, 2005; Gula 2002) about the ontology of computer simulation experiments and the epistemology of inferences drawn from them are of particular relevance to climate science as computer modeling and analysis are instrumental in understanding climatic systems. How do computer simulation experiments compare with traditional experiments? Is there an ontological difference between these two methods of inquiry? Are there epistemological considerations that result in one type of inference being more reliable than the other? What are the implications of these questions with respect to climate studies that rely on computer simulation analysis? In this paper, I examine these philosophical questions within the context of climate science, instantiating concerns in the philosophical literature with examples found in analysis of global climate change. I concentrate on Wendy Parker’s (2009) account of computer simulation studies, which offers a treatment of these and other questions relevant to investigations of climate change involving such modelling. Two theses at the center of Parker’s account will be the focus of this paper. The first is that computer simulation experiments ought to be regarded as straightforward material experiments; which is to say, there is no significant ontological difference between computer and traditional experimentation. Parker’s second thesis is that some of the emphasis on the epistemological importance of materiality has been misplaced. I examine both of these claims. First, I inquire as to whether viewing computer and traditional experiments as ontologically similar in the way she does implies that there is no proper distinction between abstract experiments (such as ‘thought experiments’ as well as computer experiments) and traditional ‘concrete’ ones. Second, I examine the notion of materiality (i.e., the material commonality between

Relations among Epistemological Beliefs, Academic Achievement, and Task Performance in Secondary School Students

Science.gov (United States)

Lodewyk, Ken R.

2007-01-01

Students with differing profiles of epistemological beliefs--their beliefs about personal epistemology, intelligence, and learning--vary in thinking, reasoning, motivation, and use of strategies while working on academic tasks, each of which affect learning. This study examined students' epistemological beliefs according to gender, school…

Combination of interventions can change students’ epistemological beliefs

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Calvin S. Kalman

2015-12-01

Full Text Available This study was based on the hypothesis that students’ epistemological beliefs could become more expertlike with a combination of appropriate instructional activities: (i preclass reading with metacognitive reflection, and (ii in-class active learning that produces cognitive dissonance. This hypothesis was tested through a five-year study involving close to 1000 students at two institutions, in four physics courses. Using an experimental design, data from student interviews, writing product assessments, and the Discipline-Focused Epistemological Beliefs Questionnaire (DFEBQ we demonstrate that the beliefs of novice science learners became more expertlike on 2 of the 4 DFEBQ factors. We conclude that a combination of an activity that gets students to examine textual material metacognitively (Reflective Writing with one or more types of in-class active learning interventions can promote positive change in students’ epistemological beliefs.

Operator representations of frames

DEFF Research Database (Denmark)

Christensen, Ole; Hasannasab, Marzieh

2017-01-01

of the properties of the operator T requires more work. For example it is a delicate issue to obtain a representation with a bounded operator, and the availability of such a representation not only depends on the frame considered as a set, but also on the chosen indexing. Using results from operator theory we show......The purpose of this paper is to consider representations of frames {fk}k∈I in a Hilbert space ℋ of the form {fk}k∈I = {Tkf0}k∈I for a linear operator T; here the index set I is either ℤ or ℒ0. While a representation of this form is available under weak conditions on the frame, the analysis...... that by embedding the Hilbert space ℋ into a larger Hilbert space, we can always represent a frame via iterations of a bounded operator, composed with the orthogonal projection onto ℋ. The paper closes with a discussion of an open problem concerning representations of Gabor frames via iterations of a bounded...

Narrative and epistemology: Georges Canguilhem's concept of scientific ideology.

Science.gov (United States)

Chimisso, Cristina

2015-12-01

In the late 1960s, Georges Canguilhem introduced the concept of 'scientific ideology'. This concept had not played any role in his previous work, so why introduce it at all? This is the central question of my paper. Although it may seem a rather modest question, its answer in fact uncovers hidden tensions in the tradition of historical epistemology, in particular between its normative and descriptive aspects. The term ideology suggests the influence of Althusser's and Foucault's philosophies. However, I show the differences between Canguilhem's concept of scientific ideology and Althusser's and Foucault's respective concepts of ideology. I argue that Canguilhem was in fact attempting to solve long-standing problems in the tradition of historical epistemology, rather than following the lead of his younger colleagues. I argue that Canguilhem's 'refurbishment without rejection' of Bachelard's epistemology, which the concept of scientific ideology was aimed to implement, was necessary to justify the historical narratives that Canguilhem had constructed in his own work as a historian of concepts. A strict acceptance of Bachelard's epistemology would have made it impossible to justify them. Canguilhem's concept of scientific ideology therefore served as a theoretical justification of his practice as a historian. I maintain that the concept of scientific ideology was needed to reconcile Bachelard's normative epistemology with Canguilhem's view of the history of science and its aims, which differed from Bachelard's more than it is generally acknowledged. Copyright © 2015 Elsevier Ltd. All rights reserved.

Patho-Epistemology

DEFF Research Database (Denmark)

Ljungdalh, Anders Kruse

Inspired by Michel Foucault and the French philosopher of medicine, Georges Canguilhem, the epistemological potential of disease is explored. The primary purpose of the dissertation is to expound upon and argue for this ‘patho-epistemological’ strategy, to elaborate and develop it as a methodology......, and not least to apply it as a method. This is done by investigating the self-care practices of type 2 diabetics, as well as the educational practices that, in this respect, become a catalyst for understanding contemporary health and lifestyle norms. Particularly the experimental practices of the diabetics...

Another frame, another game? : Explaining framing effects in economic games

NARCIS (Netherlands)

Gerlach, Philipp; Jaeger, B.; Hopfensitz, A.; Lori, E.

2016-01-01

Small changes in the framing of games (i.e., the way in which the game situation is described to participants) can have large effects on players' choices. For example, referring to a prisoner's dilemma game as the "Community Game" as opposed to the "Wall Street Game" can double the cooperation rate

``Frames of Reference'' revisited

Science.gov (United States)

Steyn-Ross, Alistair; Ivey, Donald G.

1992-12-01

The PSSC teaching film, ``Frames of Reference,'' was made in 1960, and was one of the first audio-visual attempts at showing how your physical ``point of view,'' or frame of reference, necessarily alters both your perceptions and your observations of motion. The gentle humor and original demonstrations made a lasting impact on many audiences, and with its recent re-release as part of the AAPT Cinema Classics videodisc it is timely that we should review both the message and the methods of the film. An annotated script and photographs from the film are presented, followed by extension material on rotating frames which teachers may find appropriate for use in their classrooms: constructions, demonstrations, an example, and theory.

Diagrammatic Thinking: Notes on Peirce’s Semiotics and Epistemology (Pensamiento Diagramático: Notas sobre la Semiótica y la Epistemología de Peirce

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Luis Radford

2008-09-01

Full Text Available In this paper, I discuss the role of diagrammatic thinking within the larger context of cognitive activity as framed by Peirce’s semiotic theory of and its underpinning realistic ontology. After a short overview of Kant’s scepticism in its historical context, I examine Peirce’s attempt to rescue perception as a way to reconceptualize the Kantian “manifold of senses”. I argue that Peirce’s redemption of perception led him to a series of problems that are as fundamental as those that Kant encountered. I contend that the understanding of the difficulties of Peirce’s epistemology allows us to better grasp the limits and possibilities of diagrammatic thinking. En este artículo se discute el papel que desempeña el concepto de pensamiento diagramático en el contexto de la actividad cognitiva, tal y como es concebida dentro del marco de la teoría semiótica de Peirce y su subyacente ontología realista. Luego de presentar una visión general del escepticismo kantiano en su contexto histórico, se examina el esfuerzo de Peirce por rescatar la percepción, esfuerzo que lo lleva a indagar de manera innovadora el “multiespacio de los sentidos” del que hablaba Kant. Se mantiene que este esfuerzo lleva a Peirce a una serie de problemas que son tan fundamentales como los que Kant encontró en su propio itinerario epistemológico. Se sostiene que la comprensión de las dificultades intrínsecas a la epistemología de Peirce nos permite cernir mejor los límites y posibilidades de su pensamiento diagramático.

Testimony in Narrative Educational Research: A Qualitative Interview, Narrative Analysis and Epistemological Evaluation

Science.gov (United States)

Christopher, Justin

2017-01-01

The purpose of this study is to assess issues that arise in the context of epistemological claims in narrative educational research by means of narrative analysis and epistemological evaluation. The research questions which guided the study were: 1) To what extent is epistemology considered by narrative educational researchers?; 2) What issues do…

Epistemological Predictors of Prospective Biology Teachers' Nature of Science Understandings

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Köseoglu, Pinar; Köksal, Mustafa Serdar

2015-01-01

The purpose of this study was to investigate epistemological predictors of nature of science understandings of 281 prospective biology teachers surveyed using the Epistemological Beliefs Scale Regarding Science and the Nature of Science Scale. The findings on multiple linear regression showed that understandings about definition of science and…

Children's informal reasoning skills and epistemological beliefs within the family : the role of parenting practices, parental epistemological beliefs and family communication patterns

OpenAIRE

Chng, Grace Shiao En

2012-01-01

Objectives: The current work formulated theoretical models for empirical testing based on three objectives: 1) to explore the associations of familial variables, specifically with regards to parental socialization, with two cognitive aspects of good thinking in children - their informal reasoning skills and their epistemological beliefs, 2) to test the relation between these two competencies as epistemological beliefs have been found to enhance or constrain reasoning, and 3) to investigate...

Towards a Critical Health Equity Research Stance: Why Epistemology and Methodology Matter More Than Qualitative Methods.

Science.gov (United States)

Bowleg, Lisa

2017-10-01

Qualitative methods are not intrinsically progressive. Methods are simply tools to conduct research. Epistemology, the justification of knowledge, shapes methodology and methods, and thus is a vital starting point for a critical health equity research stance, regardless of whether the methods are qualitative, quantitative, or mixed. In line with this premise, I address four themes in this commentary. First, I criticize the ubiquitous and uncritical use of the term health disparities in U.S. public health. Next, I advocate for the increased use of qualitative methodologies-namely, photovoice and critical ethnography-that, pursuant to critical approaches, prioritize dismantling social-structural inequities as a prerequisite to health equity. Thereafter, I discuss epistemological stance and its influence on all aspects of the research process. Finally, I highlight my critical discourse analysis HIV prevention research based on individual interviews and focus groups with Black men, as an example of a critical health equity research approach.

Epistemology in Qualitative Educational Research: A Review of Published Articles

Science.gov (United States)

Ulum, Ömer Gökhan

2016-01-01

This study explores the epistemological basis for qualitative educational research studies. Within this context, 20 qualitative studies on education were analysed and three dimensions were sorted out: (1) the purpose or aim of the study, (2) the rationale for the study, and (3) the occurrence of epistemological aspects (theory, paradigm,…

An Essay for Educators: Epistemological Realism Really is Common Sense

Science.gov (United States)

Cobern, William W.; Loving, Cathleen C.

2008-01-01

"What is truth?" Pontius Pilot asked Jesus of Nazareth. For many educators today this question seems quaintly passe. Rejection of "truth" goes hand-in-hand with the rejection of epistemological realism. Educational thought over the last decade has instead been dominated by empiricist, anti-realist, instrumentalist epistemologies of two types:…

Scientific Instruments and Epistemology Engines

Czech Academy of Sciences Publication Activity Database

Dvořák, Tomáš

2012-01-01

Roč. 34, č. 4 (2012), s. 529-540 ISSN 1210-0250 R&D Projects: GA ČR(CZ) GAP401/11/2338 Institutional support: RVO:67985955 Keywords : material culture of science * scientific instruments * epistemology engines * experimental systems Subject RIV: AA - Philosophy ; Religion

EPISTEMOLOGI TASAWUF DALAM PEMIKIRAN FIQH AL-SYA‘RÂNÎ

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Miftahul Huda

2010-12-01

Full Text Available In the study of Islamic law, epistemology constitutes a fundamental aspect of the law upon which the legitimate concept of the law is based. Epistemology becomes the root of debates regarding the truth of legal reasoning among Muslims who often made a truth clam about their own superior episteme. This causes discrepancies amongst them. This dispute was what al-Sya‘rânî found in his time. As a famous jurist, he sought to resolve it and offered a new theory of law. He contends that the arguments underlying the debates about the epistemology of Islamic law flawed. He wants to demonstrate that the arguments do not fit into the tradition of Islamic thought. This study examines al-Sya‘rânî’s thought in the epistemology of Islamic law. It discusses four issues: the valid path to the knowledge about shari’a, kashf as a source of knowledge, the path to the kashf, and the position and relation of reason, tradition and intuition in Islamic law.Abstrak:  Epistemologi merupakan hal yang fundamental karena dari situlah legitimasi dari konsep-konsep hukum syariah bersumber. Di situ pula akar perdebatan tentang kebenaran hasil ijtihad yang sering diklaim secara eksklusif oleh kelompok-kelompok umat Islam sehingga berdampak buruk bagi hubungan dan solidaritas sosial di antara mereka. Fakta seperti itulah yang disaksikan al-Sya‘rânî sepanjang hayatnya. Sebagai faqih terkemuka, dia merasa terpanggil untuk memberikan alternatif solusi teoretik atas masalah ini demi kemaslahatan umat. Setelah melakukan kajian yang panjang, akhirnya dia berkesimpulan bahwa sesungguhnya semua klaim eksklusif tentang kebenaran dan superioritas system episteme tertentu adalah tidak memiliki argumen yang benar-benar meyakinkan, baik dalam tradisi keilmuan umat Islam maupun dalam perspektif  sosiologis. Dalam tulisan ini konsep al-Sya‘rânî mengenai Epistemologi syariah dideskripsikan dalam empat pokok pemikirannya yaitu tentang; jalan yang sah menuju pengetahuan

DARI ‘ABID AL-JABIRI TENTANG EPISTEMOLOGI ARAB ISLAM

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Hasan Mahfudh

2016-12-01

Full Text Available Abstract: To deal with modernity, al-Ja>biri> offered an alternative reading mothods which was then called Qira>'ah mua's}irah (contemporary readings with its characteristics ja'lu al-maqru>' mu'a>s}ir li>nafsih wa mu'a>s}ir lana>. The method is defined into two steps: first, fas}l al-maqru>' 'an al-qa>ri> (subject took distance from the object study to obtain objectivity, second, was}l al-qa> ri> ' an al-maqru> '(the subject has a link himself with the object of study in order to actualize and measure the relevance of the present subject. Furthermore, al-Ja>biri> concluded that Arabic reasoning divided into three epistemological systems, first indication system (baya>ni> epistemology is a system that first appeared in Arab thinking. Nevertheless, al-Ja>biri> considered that this epistemology is strongly influenced by Badui (a'rabi>} so that it is not excessive called as hegemony, thus allowing it to be criticized. Second, 'Irfa>ni> system ('Irfa>ni>’s epistemology} in which knowledge is acquired through God exposure to His slaves (Kashf} after the spiritualists (riya>d}ah. Departing from here, al-Ja>biri> actually scientific obtained in this way failing to provide a convincing conclusion. Third, the burha>ni’s system (burha>ni> epistemology in which al-Ja>biri> is very skewed vision him- emphasized the innate potential source of knowledge is reasonable. Nevertheless, there are opposition who judge that al-Ja>biri> inconsistency against his own behavior, one hand he refused Marxist reading style of tura>ts, but on the other hand, the way he criticized 'Irfa> ni> and prioritized Burhani, then it is considered to be Marxist models. However, there are some scientists who considered that the discovery of al-Ja>biri> is one form of methodological revolution in reading tura> ts, the readings epistemologically useful to articulate the gap tradition (tura> ts and modernity. Keywords: Tradisi (Tura>th, Qira>’ah Mu’as}irah, Baya>ni>, Burha>ni> dan

Perbandingan Konsepsi Epistemologi Empirisisme Ibnu Taymiyyah dan John Locke

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Rido Kurnianto

2014-05-01

Full Text Available This paper examined the epistemological empiricism conception of Ibn Taimiyyah and John Locke based on the comparative analysis to obtain the complete description of epistemological empiricism thought of both, as well as its implications and consequences for the development of science and religious thought. To obtain the detailed answer about the two figures thought, it would be revealed the similarities and differences of epistemological empiricism of each by showing the elements that became the focus of both studies. Furthermore, from those, it will be sought the strange and weaknesses, and possible relevance of the two thought to find a new alternative as a reflective systematic model for the development of science and religious thought in the present and future. Comparing the empirical thought of both figures above is important to do, due to the empirical tradition in the two mens’ world have a very extreme differences. In the west, Empiricism had contributed significantly to the epistemological assets or legacy and had led to the development of science and technology. In contrast, empiricism in the east, was suspected as a harmful tradition to the Islamic ideology. It was considered as the seed that gave birth to atheism. Based on the two thinkers empiricism, will appear the strategic idea that can be synthesized to developed modern science as well as Islamic thought. Bot of epistemology thought can be combine to reconstruct the Islamic epistemology which is more open and more mature, because in that context will emerge the theories of knowledge without eliminating the metaphysical and ethical authority. In the context of combination, the natural tendency of foundation of Islamic teaching should be the bases of policy as descript by Ibnu Taimiyyah, that human nature becomes the foundation of the human responsibility in the end after and imposition of responsibility or duty, are the necessities to obey Allah order and to leave the Allah

Beyond Epistemological Deficits: Dynamic explanations of engineering students' difficulties with mathematical sense-making

Science.gov (United States)

Gupta, Ayush; Elby, Andrew

2011-12-01

Researchers have argued against deficit-based explanations of students' difficulties with mathematical sense-making, pointing instead to factors such as epistemology. Students' beliefs about knowledge and learning can hinder the activation and integration of productive knowledge they have. Such explanations, however, risk falling into a 'deficit trap'-substituting a concepts/skills deficit with an epistemological one. Our interview-based case study of a freshman engineering major, 'Jim,' explains his difficulty solving a physics problem (on hydrostatic pressure) in terms of his epistemology, but avoids a deficit trap by modeling the dynamics of his epistemological stabilities and shifts in terms of fine-grained cognitive elements that include the seeds of epistemological expertise. Specifically, during a problem-solving episode in the interview, Jim reaches and sticks with an incorrect answer that violates common sense. We show that Jim has all the mathematical skills and physics knowledge he would need to resolve the contradiction. We argue that his difficulty doing so stems in part from his epistemological views that (i) physics equations are much more trustworthy than everyday reasoning, and (ii) physics equations do not express meaning that tractably connects to common sense. For these reasons, he does not view reconciling between common sense and formalism as either necessary or plausible to accomplish. But Jim's in-the-moment shift to a more sophisticated epistemological stance highlights the seeds of epistemological expertise that were present all along: he does see common sense as connected to formalism (though not always tractably so), and in some circumstances, this connection is both salient and valued.

Ontological-epistemological views of the beautiful Byzantine aesthetics

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Vilić Nataša

2015-01-01

Full Text Available The paper approaches the ontological-epistemology aspects of the beauty of Byzantine art. Byzantine aesthetics and Byzantine art are unjustly neglected in the history of aesthetic thought. Christian aestheticians have an ambivalent attitude towards art. Because, Byzantine painting represents reality show based on the Christians view, where absolutizs a new dimension of spirituality and aesthetics deriving from the ontological-epistemological positions. The phenomenon of beauty in Byzantine art is primarily deposited in epistemological components, where everything is directed to the knowledge of the truth. In Byzantine art beauty has, above all, spiritual character; it does not have a classical aesthetic dimension, but primarily because the ontological character is recognized as one of the innumerable divine energies and of phenomena. The Byzantine painter makes an effort to realize the creative transformation of matter into a unique experience community and relationship with God, who volatility of the world beyond the ontological light that is converted from non-being into being.

Epistemological Diversity and Moral Ends of Research in Instructed SLA

Science.gov (United States)

Ortega, Lourdes

2012-01-01

In this article I explore epistemological diversity in the field of second language acquisition (SLA) from the perspective that obtains if we examine the moral ends of research, and we ask: In what ways does epistemological diversity relate to enhancing the social value and educational relevance of the research generated by the instructed SLA…

Quantum reference frames and quantum transformations

International Nuclear Information System (INIS)

Toller, M.

1997-01-01

A quantum frame is defined by a material object following the laws of quantum mechanics. The present paper studies the relations between quantum frames, which are described by some generalization of the Poincare' group. The possibility of using a suitable quantum group is examined, but some arguments are given which show that a different mathematical structure is necessary. Some simple examples in lower-dimensional space-times are treated. They indicate the necessity of taking into account some ''internal'' degrees of freedom of the quantum frames, that can be disregarded in a classical treatment

Goal-orientation, epistemological beliefs towards intrinsic motivation among engineering students: A review

Science.gov (United States)

Benlahcene, Abderrahim; Lashari, Sana Anwar; Lashari, Tahira Anwar

2017-08-01

An aspect that has been exhaustively researched in the motivation of the higher education discipline is the engineering students’ process of goal-orientation, epistemological beliefs towards intrinsic motivation. However, the focus of those researchers as commonly the influence of goal orientations and epistemological beliefs on intrinsic motivation; they have not combined the two factors and examined relationships among goal orientation, epistemological beliefs, and intrinsic motivation. Therefore, although there is a plethora of research on the matter in related disciplines, the researchers commonly do not have consensus on a term that could be used to discuss how engineering students are motivation. This paper identifies literature whose characteristics have focused on the concept of motivation. Attempts were made to retrieve related lietarure empirically examined motivation, extrinsic motivation, Goal orientation, Epistemological beliefs, and intrinsic motivation to gain insight information. It is believed that the present study may help educators in organizing content, preparing curriculum, and evaluate student tasks, so that students can begin to develop more mature and effective epistemological beliefs and design their proper goals for their learning process.

Exploring epistemological beliefs of bilingual Filipino preservice teachers in the Filipino and English languages.

Science.gov (United States)

Bernardo, Allan B I

2008-03-01

In this study, the author investigated the epistemological beliefs of 864 bilingual Filipino preservice teachers using Filipino and English versions of the Schommer Epistemological Questionnaire (M. Schommer, 1998). The author conducted confirmatory factor analyses to determine the dimensions and structure of the epistemological beliefs. The results revealed two factors: Simple Learning and Structured Learning. The same factors were found using the Filipino and English versions of the questionnaire. The author discusses the results in terms of how they contribute to the growing evidence regarding the possible problems with particular multidimensional theories and quantitative measures of epistemological beliefs. The results also indicate how the specific epistemological beliefs of the Filipino preservice teachers may reflect features of the Philippine educational system and its tensions regarding pedagogy.

From normative towards positive epistemology: Problem of scientific fact

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Brdar Milan

2009-01-01

Full Text Available In this article author provides a sketch of a twist from normative towards descriptive epistemology as a result of transformation of contemporary philosophy during the main occurrence known as Linguistic Turn. Best illustrations for epistemic twist are given in theories of Karl Popper, Ludwik Fleck and Thomas Kuhn. These three theories determined deconstruction of traditional philosophy of science and traditional picture of science and its practice. At the same time U isti mah, by the same twist towards descriptive and historical epistemology some core problems of epistemology and methodology are actualized in very sharper form. This concerns mainly of the problems of scientific statements and procedures of establishing of their objectivity and truthfulness. For in all three theories, of Popper, Fleck and Kuhn, empirical statements are functions/dependent of: theoretical framework, of though style or of paradigm, problem of truthfulness ad objective justification shows itself within Minhausen trilema. Task of positive epistemology is not to prescribe some procedure, but to provide reconstruction of real procedures given in practice of scientific communities. That means to show how they resolve problem of epistemic foundation of their theories and how they provide justified reasons to defend their theories as truthful and objective. .

Kantian epistemology as an alternative to heroic astronomy

Science.gov (United States)

McLaughlin, W. I.

Theoretical and observational methods in astronomy have advanced to a point where certain of their outcomes are difficult to comprehend with the traditional categories of human knowledge. The philosophical discipline of epistemology, the theory of knowledge, is used here to address four current problems in observational astronomy, exobiology, cosmology, and quantum mechanics. The problems are united by an epistemological content which, when unrecognized, has resulted in some heroic solutions of an ad hoc nature. Immanuel Kant's critical philosophy is employed because his work is consistent with basic attitudes in present-day physics and biology.

Kantian epistemology as an alternative to heroic astronomy

Science.gov (United States)

Mclaughlin, W. I.

1985-01-01

Theoretical and observational methods in astronomy have advanced to a point where certain of their outcomes are difficult to comprehend with the traditional categories of human knowledge. The philosophical discipline of epistemology, the theory of knowledge, is used here to address four current problems in observational astronomy, exobiology, cosmology, and quantum mechanics. The problems are united by an epistemological content which, when unrecognized, has resulted in some heroic solutions of an ad hoc nature. Kant's critical philosophy is employed because his work is consistent with basic attitudes in present-day physics and biology.

STUDYING PRESCHOOL CHILDREN’S REASONING THROUGH EPISTEMOLOGICAL MOVE ANALYSIS

OpenAIRE

Sumpter, Lovisa; Hedefalk, Maria

2017-01-01

In this paper, we propose a theoretical tool for analysing mathematical reasoning using Epistemological Move Analysis (EMA) in combination with a framework focusing on arguments and the foundation of these. We also suggest the addition of evaluative arguments when talking about different types of arguments besides predictive and verifying arguments. The tool was applied on data of preschool children’s mathematical reasoning. The results indicate that different types of epistemological moves a...

Thinking-feeling with the Earth: Territorial Struggles and the Ontological Dimension of the Epistemologies of the South

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Arturo Escobar

2016-01-01

Full Text Available The theoretical framework of Epistemologies of the South was proposed by Boaventura de Sousa Santos as a way to recognize other different manners to understand the World. This offers a much more relevant role to non-Western views about our existence. Under this framework the present article describes the concept of relational ontologies, which implies different theoretical fundamentals for those who no longer want to be complicit with the silencing of popular knowledges and experiences by Eurocentric knowledge. Responding to the monolithic idea of World or Universe, this article presents a transition towards the zapatist inspiration of pluriverse, a world where many words fit. The article describes several examples of indigenous reactions against the mining practices, which were extended into the ontological occupation of the land. This article also argues that the knowledge offered by the Epistemologies of the South is much deeper for the context of social transformation than the one that usually originates in the academy.

Affine and quasi-affine frames for rational dilations

DEFF Research Database (Denmark)

Bownik, Marcin; Lemvig, Jakob

2011-01-01

In this paper we extend the investigation of quasi-affine systems, which were originally introduced by Ron and Shen [J. Funct. Anal. 148 (1997), 408-447] for integer, expansive dilations, to the class of rational, expansive dilations. We show that an affine system is a frame if, and only if......, the corresponding family of quasi-affine systems are frames with uniform frame bounds. We also prove a similar equivalence result between pairs of dual affine frames and dual quasi-affine frames. Finally, we uncover some fundamental differences between the integer and rational settings by exhibiting an example...

A question mark on the equivalence of Einstein and Jordan frames

Energy Technology Data Exchange (ETDEWEB)

Banerjee, Narayan [Department of Physical Sciences, Indian Institute of Science Education and Research - Kolkata, West Bengal 741246 (India); Majumder, Barun, E-mail: barunbasanta@iitgn.ac.in [Department of Physics, Montana State University, Bozeman, MT 59717 (United States); Department of Physics, IIT Gandhinagar, Ahmedabad (India)

2016-03-10

With an explicit example, we show that Jordan frame and the conformally transformed Einstein frames clearly lead to different physics for a non-minimally coupled theory of gravity, namely Brans–Dicke theory, at least at the quantum level. The example taken up is the spatially flat Friedmann cosmology in Brans–Dicke theory.

Changing Epistemological Beliefs: The Unexpected Impact of a Short-Term Intervention

Science.gov (United States)

Kienhues, Dorothe; Bromme, Rainer; Stahl, Elmar

2008-01-01

Background: Previous research has shown that sophisticated epistemological beliefs exert a positive influence on students' learning strategies and learning outcomes. This gives a clear educational relevance to studies on the development of methods for promoting a change in epistemological beliefs and making them more sophisticated. Aims: To…

Dynamic analysis program for frame structure

International Nuclear Information System (INIS)

Ando, Kozo; Chiba, Toshio

1975-01-01

A general purpose computer program named ISTRAN/FD (Isub(HI) STRucture ANalysis/Frame structure, Dynamic analysis) has been developed for dynamic analysis of three-dimensional frame structures. This program has functions of free vibration analysis, seismic response analysis, graphic display by plotter and CRT, etc. This paper introduces ISTRAN/FD; examples of its application are shown with various problems : idealization of the cantilever, dynamic analysis of the main tower of the suspension bridge, three-dimensional vibration in the plate girder bridge, seismic response in the boiler steel structure, and dynamic properties of the underground LNG tank. In this last example, solid elements, in addition to beam elements, are especially used for the analysis. (auth.)

A question mark on the equivalence of Einstein and Jordan frames

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Narayan Banerjee

2016-03-01

Full Text Available With an explicit example, we show that Jordan frame and the conformally transformed Einstein frames clearly lead to different physics for a non-minimally coupled theory of gravity, namely Brans–Dicke theory, at least at the quantum level. The example taken up is the spatially flat Friedmann cosmology in Brans–Dicke theory.

Kajian Kritis Pemikiran Epistemologi Frithjof Schuon (1907–1998)

OpenAIRE

Dinar Dewi Kania

2014-01-01

The purpose of this article is to construct and employ a critical study to Frithjof Schuon’ thought on epistemology which includes the nature of knowledge, the object of knowledge and the process of acquiring knowledge. This study is a literature research which utilize his scientific works both primary and secondary sources. The results showed that Schuon epistemology could not eluded the paradigm of Western dualism as truth and certainty viewed double, which are relative truth and absolute t...

[Thought Experiments of Economic Surplus: Science and Economy in Ernst Mach's Epistemology].

Science.gov (United States)

Wulz, Monika

2015-03-01

Thought Experiments of Economic Surplus: Science and Economy in Ernst Mach's Epistemology. Thought experiments are an important element in Ernst Mach's epistemology: They facilitate amplifying our knowledge by experimenting with thoughts; they thus exceed the empirical experience and suspend the quest for immediate utility. In an economical perspective, Mach suggested that thought experiments depended on the production of an economic surplus based on the division of labor relieving the struggle for survival of the individual. Thus, as frequently emphasized, in Mach's epistemology, not only the 'economy of thought' is an important feature; instead, also the socioeconomic conditions of science play a decisive role. The paper discusses the mental and social economic aspects of experimental thinking in Mach's epistemology and examines those within the contemporary evolutionary, physiological, and economic contexts. © 2015 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

Frames and semi-frames

International Nuclear Information System (INIS)

Antoine, Jean-Pierre; Balazs, Peter

2011-01-01

Loosely speaking, a semi-frame is a generalized frame for which one of the frame bounds is absent. More precisely, given a total sequence in a Hilbert space, we speak of an upper (resp. lower) semi-frame if only the upper (resp. lower) frame bound is valid. Equivalently, for an upper semi-frame, the frame operator is bounded, but has an unbounded inverse, whereas a lower semi-frame has an unbounded frame operator, with a bounded inverse. We study mostly upper semi-frames, both in the continuous and discrete case, and give some remarks for the dual situation. In particular, we show that reconstruction is still possible in certain cases.

Towards a poetics of the cinematographic frame

Directory of Open Access Journals (Sweden)

Des O'Rawe

2011-05-01

Full Text Available In delineating a poetics of the cinematographic frame, this essay presents a typology of framing styles, and demonstrates ways in which filmmakers use the frame as an expressive resource—and ways in which the frame uses them. The examples discussed are modernist in orientation, and each has a particular association with a city—its history, architecture, and cultural character. Although it is common practice to refer to various—especially, modernist—framing situations as instances of deframing, the essay also enquires into the problematic nature of this term, suggesting alternative visual and cinematographic contexts more amenable to the deconstructive implications of this term. As the boundaries between cinema and the other arts continue to converge and relations between frame, image, and screen become more complex, this essay offers a reassessment of some first principles of film language, especially the aesthetic integrity of the cinematographic frame.

MEMBANGUN EPISTEMOLOGI TAFSIR SUFI; (Intervensi Psikologi Mufassir

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habibi al amin

2015-12-01

Full Text Available Jika kita telusuri literature – literature ‘ulu>m al-Qur’a>n maka kita sering mendapati bahwa epistemologi tafsir sufi lahir dari nafas sufisme. Namun demikian epistemologi sufi yang digunakan dalam penafsiran al-Qur’an tidak dapat lepas dari faktor kejiwaan. Hal Ini ditunjukkan dengan produk penafsiran yang berupa identitas perlambangan (alegorasi ayat-ayat Al-Qur’an dalam bentuk metafora jiwa suci yang diorientasikan menuju eksistensi Yang Maha Suci. Pengembangan struktur jiwa dalam sufi terbentuk melalui pengalaman-pengalaman yang kemudian digunakan untuk mengelaborasi makna di balik teks. Menariknya, kejiwaan para sufi yang dikelola melalui latihan-latihan olah jiwa (riya>d}ah kurang disentuh dan dikritisi sebagai sebuah bentuk epistemologi. Selain proses pengalaman kejiwaan, dalam memahami kalam ilahi para sufi tidak terlepas dari kaidah linguistik serta makna lahiriah dari ayat-ayat dan susunan gramatika. Mereka menjelaskan ayat dengan menembus batas-batas makna teks dan menyelami makna ayat dengan pengalaman dan doktrin mereka. Proses jelajah dan eksplorasi yang tertimbun dari makna lahir dalam studi ilmu tafsir masuk pada kajian takwil. Konsep umum tentang takwil dalam perspektif sufi merupakan pendekatan yang menanjak/transendensi/ s}u’u>di>, mengambil emanasi dari tanzi>l (ayat-ayat ilahiah yang bercorak menukik (imanensi/nuzuli.

Geometric Properties of Grassmannian Frames for and

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Benedetto John J

2006-01-01

Full Text Available Grassmannian frames are frames satisfying a min-max correlation criterion. We translate a geometrically intuitive approach for two- and three-dimensional Euclidean space ( and into a new analytic method which is used to classify many Grassmannian frames in this setting. The method and associated algorithm decrease the maximum frame correlation, and hence give rise to the construction of specific examples of Grassmannian frames. Many of the results are known by other techniques, and even more generally, so that this paper can be viewed as tutorial. However, our analytic method is presented with the goal of developing it to address unresovled problems in -dimensional Hilbert spaces which serve as a setting for spherical codes, erasure channel modeling, and other aspects of communications theory.

Multipliers for continuous frames in Hilbert spaces

International Nuclear Information System (INIS)

Balazs, P; Bayer, D; Rahimi, A

2012-01-01

In this paper, we examine the general theory of continuous frame multipliers in Hilbert space. These operators are a generalization of the widely used notion of (discrete) frame multipliers. Well-known examples include anti-Wick operators, STFT multipliers or Calderón–Toeplitz operators. Due to the possible peculiarities of the underlying measure spaces, continuous frames do not behave quite as their discrete counterparts. Nonetheless, many results similar to the discrete case are proven for continuous frame multipliers as well, for instance compactness and Schatten-class properties. Furthermore, the concepts of controlled and weighted frames are transferred to the continuous setting. This article is part of a special issue of Journal of Physics A: Mathematical and Theoretical devoted to ‘Coherent states: mathematical and physical aspects’. (paper)

Rehumanisasi Pendidikan Akuntansi melalui Pendekatan Epistemologi 3ling

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Kurnia Ekasari

2014-08-01

Full Text Available The purpose of this research is to rehumanize accounting education by employing 3ling epistemology. The method used in this research consisted of 3 steps: ngerti, ngrasa, and ngelakoni. This research concluded that dehumanization in accounting education has become accepted reality. Humanization in accounting education could be implemented by integrating ethics, moral and spirituality both in accounting and accounting education and it could be done by inserting ngrasa in learning process. Humanizing accounting education will lead to human welfare. The implementation of 3ling epistemology could change the student’s perception about accounting.

The Related Effects of Item Characteristics in Measures of Epistemological Beliefs

Science.gov (United States)

Pope, Kathryn J.; Mooney, Gillian A.

2016-01-01

Personal epistemology is concerned with people's beliefs or assumptions about the nature of knowledge and knowing. Whilst contributions in this field can be traced back to the 1970s, fundamental questions about the ontology and epistemology of the construct still remain. The current study explored the effects of three characteristics of questions…

Prospective Elemantary Science Teachers' Epistemological Beliefs

Science.gov (United States)

Macaroglu Akgul, Esra; Oztuna Kaplan, Aysun

2009-01-01

This research study examined "prospective elementary science teachers' epistemological beliefs". Forty-nine prospective elementary science teachers participated into research. The research was designed in both quantitative and qualitative manner, within the context of "Special Methods in Science Teaching I" course.…

Scientific thinking in elementary school: Children's social cognition and their epistemological understanding promote experimentation skills.

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Osterhaus, Christopher; Koerber, Susanne; Sodian, Beate

2017-03-01

Do social cognition and epistemological understanding promote elementary school children's experimentation skills? To investigate this question, 402 children (ages 8, 9, and 10) in 2nd, 3rd, and 4th grades were assessed for their experimentation skills, social cognition (advanced theory of mind [AToM]), epistemological understanding (understanding the nature of science), and general information-processing skills (inhibition, intelligence, and language abilities) in a whole-class testing procedure. A multiple indicators multiple causes model revealed a significant influence of social cognition (AToM) on epistemological understanding, and a McNemar test suggested that children's development of AToM is an important precursor for the emergence of an advanced, mature epistemological understanding. Children's epistemological understanding, in turn, predicted their experimentation skills. Importantly, this relation was independent of the common influences of general information processing. Significant relations between experimentation skills and inhibition, and between epistemological understanding, intelligence, and language abilities emerged, suggesting that general information processing contributes to the conceptual development that is involved in scientific thinking. The model of scientific thinking that was tested in this study (social cognition and epistemological understanding promote experimentation skills) fitted the data significantly better than 2 alternative models, which assumed nonspecific, equally strong relations between all constructs under investigation. Our results support the conclusion that social cognition plays a foundational role in the emergence of children's epistemological understanding, which in turn is closely related to the development of experimentation skills. Our findings have significant implications for the teaching of scientific thinking in elementary school and they stress the importance of children's epistemological understanding in

Preservice Teachers' Epistemological Beliefs in Physics, Chemistry, and Biology: A Mixed Study

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Topcu, Mustafa Sami

2013-01-01

The purposes of the study were to assess preservice teachers' domain-specific epistemological beliefs and to investigate whether preservice teachers distinguish disciplinary differences (physics, chemistry, and biology) in domain-specific epistemological beliefs. Mixed-method research design guided the present research. The researcher explored…

[Science and magic. Motives from ethnology and the psychology of perception in the epistemology of Ludwik Fleck].

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Werner, Sylwia

2014-01-01

Fleck's social theory of science refers to many ethnological examples in order to explain how collective thinking and acting constructs certain systems of belief and knowing. According to Fleck, scientific concepts and practices are comparable with magic terms and ceremonies. This essay aims to identify the ethnological sources that Fleck's epistemology is using. By confronting them with other relativistic theories that were circulating in Lemberg during the interwar period, the originality of Fleck's own position can be contextualized and explained as well.

An Epistemological Analysis of the Application of an Online Inquiry-Based Program in Tourism Education

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Hsu, Liwei

2014-01-01

This paper was designed to investigate the application of an online inquiry-based program to European tourism from an epistemological perspective. Fifty tourism students (n = 50) participated in this study and their epistemological beliefs were measured with the Epistemological Belief Scale. A set of pre-, post-, and delayed tests were utilised to…

Adult Learning, Transformative Education, and Indigenous Epistemology

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McEachern, Diane

2016-01-01

This chapter describes an innovative program that weaves together adult learning, transformative education, and indigenous epistemology in order to prepare Alaskan rural indigenous social service providers to better serve their communities.

Modeling the Relations among Students' Epistemological Beliefs, Motivation, Learning Approach, and Achievement

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Kizilgunes, Berna; Tekkaya, Ceren; Sungur, Semra

2009-01-01

The authors proposed a model to explain how epistemological beliefs, achievement motivation, and learning approach related to achievement. The authors assumed that epistemological beliefs influence achievement indirectly through their effect on achievement motivation and learning approach. Participants were 1,041 6th-grade students. Results of the…

The Feminist Critique in Epistemological Perspective: Questions of Context in Family Therapy.

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Taggart, Morris

1985-01-01

Presents the feminist critique of systems-based family therapy. Discusses the functions of "punctuation,""boundary," and "closure" in systemic epistemology. Explores implications of a new context for family therapy with respect to women's issues, clinical epistemology, and the challenge to raise novel questions in family therapy. (BH)

Epistemological and Reading Beliefs Profiles and Their Role in Multiple Text Comprehension

Science.gov (United States)

Mateos, Mar; Solé, Isabel; Martín, Elena; Castells, Nuria; Cuevas, Isabel; González-Lamas, Jara

2016-01-01

Introduction: The aim of this study was to analyse the role of epistemological beliefs and reading beliefs in the comprehension of multiple texts which presented conflicting positions about a controversial topic (nuclear energy). More specifically, we investigated the influence of the multidimensional configuration of epistemological and reading…

Globalization, Post-modernity and Epistemological Imperialism ...

African Journals Online (AJOL)

Knowledge is crucial to the march of globalization but as globalization from national financial systems, this study identifies steps that Africa could adopt to confront epistemological imperialism. Keywords: Globalization; Post-modernity; Political Economy. International Journal of Educational Research Vol. 4 (1) 2008: pp. 183- ...

The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students.

Science.gov (United States)

Bråten, Ivar; Strømsø, Helge I

2005-12-01

More empirical work is needed to examine the dimensionality of personal epistemology and relations between those dimensions and motivational and strategic components of self-regulated learning. In particular, there is great need to investigate personal epistemology and its relation to self-regulated learning across cultures and academic contexts. Because the demarcation between personal epistemology and implicit theories of intelligence has been questioned, dimensions of personal epistemology should also be studied in relation to implicit theories of intelligence. The primary aim was to examine the dimensionality of personal epistemology and the relation between those dimensions and implicit theories of intelligence in the cultural context of Norwegian postsecondary education. A secondary aim was to examine the relative contribution of epistemological beliefs and theories of intelligence to motivational and strategic components of self-regulated learning in different academic contexts within that culture. The first sample included 178 business administration students in a traditional transmission-oriented instructional context; the second, 108 student teachers in an innovative pedagogical context. The dimensionality of the Schommer Epistemological Questionnaire was examined through factor analyses, and the resulting dimensions were examined in relation to implicit theories of intelligence. We performed multiple regression analyses, separately for the two academic contexts, to try to predict motivational (i.e. self-efficacy beliefs, mastery goal orientation, and interest) and strategic (i.e. self-regulatory strategy use) components of self-regulated learning with epistemological beliefs and implicit theories of intelligence. Considerable cross-cultural generalizability was found for the dimensionality of personal epistemology. Moreover, the dimensions of personal epistemology seemed to represent constructs separate from the construct of implicit theories of

A Structural and Correlational Analysis of Two Common Measures of Personal Epistemology

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Laster, Bonnie Bost

2010-01-01

Scope and Method of Study: The current inquiry is a factor analytic study which utilizes first and second order factor analytic methods to examine the internal structures of two measurements of personal epistemological beliefs: the Schommer Epistemological Questionnaire (SEQ) and Epistemic Belief Inventory (EBI). The study also examines the…

Grasping the spirit in nature: Anschauung in Ørsted's epistemology of science and beauty.

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Lynning, Kristine Hays; Jacobsen, Anja Skaar

2011-03-01

The intersection between art, poetry, philosophy and science was the leitmotif which guided the lives and careers of romantic natural philosophers including that of the Danish natural philosopher, H. C. Ørsted. A simple model of orsted's career would be one in which it was framed by two periods of philosophical speculation: the youth's curious and idealistic interest in new attractive thoughts and the experienced man's mature reflections at the end of his life. We suggest that a closer look at the epistemological aspects of his works on the theory of beauty reveals a connection between this late work and his early philosophical work including experimental philosophy, but also with the work in teaching and textbook writing, that lies in between. The latter includes Ørsted's view on the application of mathematics in natural philosophy as well as his failed attempt at a genetic presentation of elementary geometry.

Understanding students' epistemologies: Examining practice and meaning in community contexts

Science.gov (United States)

Bang, Megan Elisabeth

There is a great need to raise the levels of science achievement for those groups of children who have traditionally underperformed. Prior cognitive research with Native people suggests that problems with achievement for Native students may be more complicated then simple problems with knowing or not knowing content knowledge. This dissertation hypothesizes that Native Americans engage in practices and have funds of knowledge that facilitate sophisticated reasoning in the domain of science. However, the knowledge and patterns of reasoning are not elicited, acceptable, or recognized in classroom science, or perhaps are in conflict with classroom science. Furthermore the divergence is not simply in the details of what is known; there is discord at the level of epistemology, in the fundamental ways in which Native people conceptualize knowledge of the natural world. This work proposes a new framework, Micro-practice epistemology, for understanding epistemology. I propose that epistemology should be understood as implicitly and explicitly imbedded in the worldviews, values, beliefs and practices of our everyday lives. Using both qualitative and quantitative methods this work investigates the everyday practices related to nature, the epistemological stances and biological knowledge embedded in those practices in a 3X3 model (age cohort: child, adult, elder X community). The three communities involved in this work include: Chicago urban Indian community, Menominee reservation community, and a rural working poor white community. I find significant differences in all three areas across communities. Native communities tend to participate in practices in which some aspect of nature is fore-grounded while non-Native participants tended to participate in practices in which nature is the back-grounded. These findings are extended to explore the ways in which worldviews and values are connected to practice and knowledge about the natural world. I find significant differences in

Gorgias' Rhetoric: Epistemology, Doxa, and Style.

Science.gov (United States)

Lyons, Gregory T.

Gorgias' rhetoric can be explained in three parts: his sensory-based but non-empirical epistemology; his definitions of language as inherently deceptive and of "doxa" as the only "knowledge" communicable; and his antithetical style, which reproduces the necessary negotiation of understanding in the world. Gorgias' epistemology…

The linguistic aspect of strategic framing in modern political campaigns

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Agnieszka Pluwak

2015-11-01

Full Text Available The linguistic aspect of strategic framing in modern political campaigns The following article describes the role of semantics in political marketing, emphasizing the mechanism of framing and perspectivising in discourse. The complexity of the framing process is discussed in the introduction, then the linguistic aspect of political framing is debated and the technique of wording formulation in political discourse analyzed. Finally, implications and conclusions for further research are presented. Examples of political framing provided within the paper are based on the analysis of contemporary public discourses.

Dewey's Epistemology: An Argument for Warranted Assertions, Knowing, and Meaningful Classroom Practice

Science.gov (United States)

Boyles, Deron R.

2006-01-01

In an effort to navigate the treacherous path between professionalism and social relevancy, this essay takes up an area of professional philosophy--epistemology--with the intention of reclaiming the integrative role John Dewey held for philosophy and classroom practice. Deron Boyles asserts that epistemology can and should represent an area of…

Epistemologi Pendidikan Islam: Melacak Metodologi Pengetahuan Perguruan Tinggi Islam Klasik

OpenAIRE

Hery, Musnur

2008-01-01

Islamic higher college not only limited to higher education that famous at Islamic history like madrasah (e.g. Nizamiyah), and al-Jami'ah (e.g. al-Azhar). Yet, Islamic higher college is the implementation of learning process that can be categorized in higher education stage, that being practiced in Moslem society, even still in non-formal or informal form before madrasah existence. Several epistemologies branch indeed take place at formal institution, while some epistemologies branch theoreti...

Epistemologi Pendidikan Islam: Melacak Metodologi Pengetahuan Perguruan Tinggi Islam Klasik

OpenAIRE

Hery, Musnur

2015-01-01

Islamic higher college not only limited to higher education that famous at Islamic history like madrasah (e.g. Nizamiyah), and al-Jami’ah (e.g. al-Azhar). Yet, Islamic higher college is the implementation of learning process that can be categorized in higher education stage, that being practiced in Moslem society, even still in non-formal or informal form before madrasah existence. Several epistemologies branch indeed take place at formal institution, while some epistemologies branch theoreti...

Framing effect following bilateral amygdala lesion

OpenAIRE

Talmi, Deborah; Hurlemann, Ren?; Patin, Alexandra; Dolan, Raymond J.

2010-01-01

A paradigmatic example of an emotional bias in decision making is the framing effect, where the manner in which a choice is posed ? as a potential loss or a potential gain ? systematically biases an ensuing decision. Two fMRI studies have shown that the activation in the amygdala is modulated by the framing effect. Here, contrary to an expectation based on these studies, we show that two patients with Urbach-Wiethe (UW) disease, a rare condition associated with congenital, complete bilateral ...

Frame Complexity and the Financial Crisis

DEFF Research Database (Denmark)

Kleinnijenhuis, Jan; Schultz, Friederike; Oegema, Dirk

2015-01-01

. The financial crisis in the United States, the United Kingdom, and Germany (2007–2012) offers an example. An automated content analysis was applied to over 160,000 newspaper articles. Frame complexity decreased until the spotlight fell on the demise of Bear Stearns and Lehman Brothers (2008). The subsequent...... gradual recovery was only partly interrupted by the euro crisis. A Vector AutoRegression time series analysis shows that increasing frame complexity may indeed have fostered the recovery of financial markets and consumer confidence....

Organizational Epistemology, Education and Social Theory

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Hartley, David

2007-01-01

Organizational learning or epistemology has emerged in order to manage the creation of knowledge and innovation within contemporary capitalism. Its insights are being applied also to the public sector. Much of the research in organizational learning has drawn upon the discipline of psychology, particularly constructivist theory. Two approaches in…

Anti-Luck (Too Weak) Virtue Epistemology

DEFF Research Database (Denmark)

Broncano-Berrocal, Fernando

2014-01-01

I argue that Duncan Pritchard’s anti-luck virtue epistemology is insufficient for knowledge. I show that Pritchard fails to achieve the aim that motivates his adoption of a virtue-theoretic condition in the first place: to guarantee the appropriate direction of fit that known beliefs have. Finally...

Pragmatic epistemology and the community of engaged actors

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Prodanović Srđan

2016-01-01

Full Text Available In this paper I will explore the relation between engagement and social science. I will try to argue that positivist epistemology found in the early days of social sciences still greatly influences our understanding of social engagement. In the first part of the paper, I will analyze the epistemology of social sciences advocated by Fourier and Saint-Simon and try to show that, for them, scientific method was primarily the means for taming social change, as well as projecting private desires and plans onto the public sphere. In the second part, I will offer an alternative account of social engagement using the epistemic role of the community found in pragmatism.

Causality, Randomness, Intelligibility, and the Epistemology of the Cell

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Dougherty, Edward R; Bittner, Michael L

2010-01-01

Because the basic unit of biology is the cell, biological knowledge is rooted in the epistemology of the cell, and because life is the salient characteristic of the cell, its epistemology must be centered on its livingness, not its constituent components. The organization and regulation of these components in the pursuit of life constitute the fundamental nature of the cell. Thus, regulation sits at the heart of biological knowledge of the cell and the extraordinary complexity of this regulation conditions the kind of knowledge that can be obtained, in particular, the representation and intelligibility of that knowledge. This paper is essentially split into two parts. The first part discusses the inadequacy of everyday intelligibility and intuition in science and the consequent need for scientific theories to be expressed mathematically without appeal to commonsense categories of understanding, such as causality. Having set the backdrop, the second part addresses biological knowledge. It briefly reviews modern scientific epistemology from a general perspective and then turns to the epistemology of the cell. In analogy with a multi-faceted factory, the cell utilizes a highly parallel distributed control system to maintain its organization and regulate its dynamical operation in the face of both internal and external changes. Hence, scientific knowledge is constituted by the mathematics of stochastic dynamical systems, which model the overall relational structure of the cell and how these structures evolve over time, stochasticity being a consequence of the need to ignore a large number of factors while modeling relatively few in an extremely complex environment. PMID:21119887

Group-analytic epistemology and the articulation of group-treatment setting in a Department of Mental Health

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Nicoletta Della Torre

2014-09-01

Full Text Available This paper addresses the issue of multi-level projects of care to mental disorders patients in the context of the Mental Health Centre, proposing an epistemological point of view on groups inspired to the epistemology of complexity.Keywords: Multi-level projects of care; Mental Health Centre; Epistemology of Complexity

Applications of interpretive and constructionist research methods in adolescent research: philosophy, principles and examples.

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Chen, Yan-Yan; Shek, Daniel T L; Bu, Fei-Fei

2011-01-01

This paper attempts to give a brief introduction to interpretivism, constructionism and constructivism. Similarities and differences between interpretivism and constructionism in terms of their histories and branches, ontological and epistemological stances, as well as research applications are highlighted. This review shows that whereas interpretivism can be viewed as a relatively mature orientation that contains various traditions, constructionism is a looser trend in adolescent research, and in the narrow sense denotes the "pure" relativist position, which refers to a discursive approach of theory and research. Both positions call for the importance of clearly identifying what type of knowledge and knowledge process the researcher is going to create, and correctly choosing methodology matching with the epistemological stance. Examples of adolescent research adopting interpretivist and constructionist orientations are presented.

RURAL EXTENSION EPISTEMOLOGY AND THE TIME OF TOTAL EXTENSION

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Silvio Calgaro Neto

2016-09-01

Full Text Available This article is dedicated to explore the field of knowledge related to rural extension. In general, a three complementary perspective is used as theoretical strategy to present this epistemological study. The first perspective, seeks to accomplish a brief archeology of rural extension, identifying the remarkable historical passages. At the second, we look to some theoretical models through the modern epistemological platform. Finally, the third perspective, aims to present a methodological proposal that contemplate this epistemic characteristics, relating with the contemporary transformations observed in the knowledge construction and technological transference for a rural development. Keywords: Total institutions. University.

An Epistemological Justification of the Place of Literary Art in the Curriculum.

Science.gov (United States)

Phillips, Ruth Ann

The purpose of this study was to epistemologically justify the place of literary art in the curriculum by showing that its aesthetic significance gives knowledge that can be communicated in no other terms than its own and that this knowledge is consistent with certain epistemological theories. Using theories of art proposed by Langer and Cassirer,…

Towards a pluralist epistemological approach in studies on communication and change: humanism, science and environmentalism

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Joan Pedro Carañana

2016-07-01

Full Text Available This article proposes a pluralistic epistemological approach to the investigation of the relationships between communication and social change. To this end, it draws on the proposal of epistemological merger posed by Johan Galtung for Peace Studies and takes into account the specifics of the communication phenomenon. According to Galtung, the combination of Cartesianism, the verum-factum (Vico and Taoism would counter the risks of epistemological monism and overcome its limitations. In this sense, the article proposes to extend each of these epistemologies in a more general and encompassing level (science, humanities, holistic-dialectical environmentalism and describes its historical trajectory to identify the possibilities of complementarity and its value for the study of communication and change.

Third Wave Materialism: New Feminist Epistemologies and the Generation of European Women's Studies

NARCIS (Netherlands)

van der Tuin, I.

2008-01-01

This dissertation focuses upon the specific field of feminist epistemology and upon ways in which recent developments in feminist epistemology have been and can be understood as well as accounted for. The dissertation engages with a problematic formulated by Rosi Braidotti who has argued that the

Conceptual and epistemological undercurrents of learning as a process of change

Science.gov (United States)

Montfort, Devlin B.

2011-12-01

In the preparation and education of civil engineers it is essential to both increase student knowledge of the world (conceptual understanding), but also to establish and develop new ways of thinking (epistemology). Both of these processes of change can be considered learning, but they are vastly different in the time, energy and resources they require to accomplish. The second type of learning (conceptual change) is more difficult, and is only rarely accomplished in traditional university education. The purpose of this research is to apply existing research approaches from cognitive science and educational psychology to explain why by investigating conceptual change in the contexts of student learning and faculty adoption of new pedagogies. In each context, the difficulty with conceptual change was associated with the ways in which people categorize fundamental phenomena in the world around them, and with epistemological expectations of how those categorizations should be applied in new contexts. While attempts to encourage change often focus on "educating" people by providing them with more knowledge, the change processes seem to be primarily limited by people's existing knowledge and how it is structured. Because civil engineers interact closely with societal goals and processes (such as human safety and environmental policies), they adopt epistemological stances that are as-yet unaccounted for in most research on the subject, which assumes a strong distinction between epistemological stances toward the physical world compared to the social world. These differences suggest that civil engineers' conceptual change could be enhanced by more directly addressing their particular epistemological stances---which incorporate high needs for certainty in guaranteeing human safety, as well as high flexibility when being applied to human systems.

Verification of causal influences of reasoning skills and epistemology on physics conceptual learning

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Lin Ding

2014-07-01

Full Text Available This study seeks to test the causal influences of reasoning skills and epistemologies on student conceptual learning in physics. A causal model, integrating multiple variables that were investigated separately in the prior literature, is proposed and tested through path analysis. These variables include student preinstructional reasoning skills measured by the Classroom Test of Scientific Reasoning, pre- and postepistemological views measured by the Colorado Learning Attitudes about Science Survey, and pre- and postperformance on Newtonian concepts measured by the Force Concept Inventory. Students from a traditionally taught calculus-based introductory mechanics course at a research university participated in the study. Results largely support the postulated causal model and reveal strong influences of reasoning skills and preinstructional epistemology on student conceptual learning gains. Interestingly enough, postinstructional epistemology does not appear to have a significant influence on student learning gains. Moreover, pre- and postinstructional epistemology, although barely different from each other on average, have little causal connection between them.

Epistemological and Treatment Implications of Nonlinear Dynamics

Science.gov (United States)

Stein, A. H.

The treatment implications of understanding mind as solely epiphenomenal to nonlinearly founded neurobiology are discussed. G. Klimovsky's epistemological understanding of psychoanalysis as a science is rejected and treatment approaches integrating W. R. Bion's and D. W. Winnicott's work are supported.

Concepts and Contexts – Argumentative Forms of Framing

DEFF Research Database (Denmark)

Gabrielsen, Jonas; Nørholm Just, Sine; Bengtsson, Mette

2011-01-01

this argument we combine theories of framing with the classical rhetorical theory of the stases, more precisely status definitio and status translatio. Our focus is primarily theoretical, but we illustrate our points by means of examples taken from public debates on the value of real estate.......The notion of framing has become central in the field of argumentation. The question is, however, what we gain from studying the process of argumentation through framing, since framing is itself a broad concept in need of specification. Different traditions understand the term differently......, and it is necessary to determine what argumentative forms the concept of framing actually covers. In this paper we argue that framing refers to at least two different argumentative forms. One is an internal definition of the concepts in question; the other is an external shift in the context of the case. In making...

Critique of influential epistemological presuppositions in clinical reasoning

DEFF Research Database (Denmark)

Thorgård, Keld

2013-01-01

, better clinical reasoning is typically linked to detachment, neutrality and monological conceptions of rationality. In this article, it is argued that rational clinical decision-making must also include position-dependent experiences, values and dialogical deliberation.......Evidence-based medicine is an important resource in modern clinical reasoning. It is, however, widely discussed how judgement, experience and patient perspectives are supposed to be integrated in evidence-based decision-making. They are recognised as important aspects, but their epistemological...... status has remained unclarified. In this article, it is argued that we need to consider three different yet related epistemological problems in order to obtain a better understanding of these aspects in clinical reasoning. Even though judgement and values are mentioned in the decision-making procedure...

Poverty and Knowing: Exploring Epistemological Development in Welfare-to-Work Community College Students

Science.gov (United States)

Pizzolato, Jane Elizabeth; Olson, Avery B.

2016-01-01

Through a one year-long, qualitative study of welfare-to-work students, this study investigates the developing epistemologies of women enrolled in a community college CalWORKs program. We investigate how poverty as a macro-environment and the community college as a micro-environment influence participants' epistemological development. Findings…

The Art of Displacement: Designing Experiential Systems and Transverse Epistemologies as Conceptual Criticism

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Rolf Hughes

2014-07-01

Full Text Available With architects and designers increasingly facing problems that are neither predictable nor simple but highly complex, a particular synthesis of design intelligence and creativity is required. If the art of being a professional is becoming ‘the art of managing complexity’, what are the ‘boundaries’ of professional practice? ‘Trans-disciplinarity’, for example, requires liminal or neither/nor thinking (thus ‘boundary concepts’ remain a core concern. A concern with boundaries and ‘edges’ implies in turn a concern with ‘relationality’ (i.e. how we establish relations, positions, borders between different disciplinary priorities and methods and thence a problem that affects how we think of disciplinarity, interdisciplinarity, networks of various kinds, and trans-disciplinarity – that of ‘substance’, ‘content’ or ‘matter’.This paper subjects design research, theory and practice to transverse epistemologies, attempting a ‘flow of transformations’ via such themes as authorship, remediation, smuggling, disruptive innovation, performative knowledge, and gesture versus identity. It brings together an ars combinatoria of conceptual criticism, trans-disciplinary practice as ‘disruptive innovation’, Michael Speaks’s notion of ‘design intelligence’ and Margaret Boden’s three types of creativity – combinatorial, exploratory, and transformational – seeking thereby to suggest new structures that might yield ‘transdisciplines’. Departing from two separate points – Bruno Latour’s call for ‘earthly accounts of buildings and design processes’ and Jack Burnham’s identification of a paradigm shift from an ‘object-oriented’ to a ‘systems-oriented’ culture – the paper describes the formation of a new interdisciplinary practice, experience design (the design of meaningful experience across time, as a form of ‘epistemological Conceptualism’. This prioritises critical thinking and

On the epistemology of postmodern spirituality

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Dudley A. Schreiber

2012-02-01

Full Text Available At first glance, the postmodern spiritual �scene� appears �sociologically messy, experiential, multifaceted, ecological, provisional and collective� (Petrolle 2007 and of uncertain epistemic provenance. Here, I ask: can Roland Benedikter�s (2005 conception of postmodern dialectic and spiritual turn, help us understand postmodern spirituality and can it assist in a construction of a postmodern epistemology of spirituality? The current argument constitutes a meta-theoretical exploration of:� Deconstruction and neo-essentialism as representing the significant dialectic in philosophical postmodernism. Deconstruction is presented as an apophatic moment in Western thought about �knowing� and �being� whilst postmodern neo-essentialism, though contextualised by antirealism and ambiguity, palpably suggests itself. � Postmodern trends which derive from the dialectic. � How these epistemic trends influence methodology in the study of spirituality. � How a trans-traditional (anthropological spirituality might incorporate insights about transformation from a complex of epistemologies in which, theories of �self� abound.In the conclusion an attempt is made to describe how postmodern spirituality expresses itself in society.�

Integrating the Ontological, Epistemological, and Sociocultural Aspects: A Holistic View of Teacher Education

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Huang, Teng

2016-01-01

The three aspects of teacher change--ontological, epistemological, and sociocultural--are traditionally regarded as independent. Usually only the epistemological aspect is highlighted in formal teacher education. In this paper, I argue that a holistic and interdependent view of these aspects is needed. Thus, this paper aims to explore the process…

Framing of health information messages.

Science.gov (United States)

Akl, Elie A; Oxman, Andrew D; Herrin, Jeph; Vist, Gunn E; Terrenato, Irene; Sperati, Francesca; Costiniuk, Cecilia; Blank, Diana; Schünemann, Holger

2011-12-07

The same information about the evidence on health effects can be framed either in positive words or in negative words. Some research suggests that positive versus negative framing can lead to different decisions, a phenomenon described as the framing effect. Attribute framing is the positive versus negative description of a specific attribute of a single item or a state, for example, "the chance of survival with cancer is 2/3" versus "the chance of mortality with cancer is 1/3". Goal framing is the description of the consequences of performing or not performing an act as a gain versus a loss, for example, "if you undergo a screening test for cancer, your survival will be prolonged" versus "if you don't undergo screening test for cancer, your survival will be shortened". To evaluate the effects of attribute (positive versus negative) framing and of goal (gain versus loss) framing of the same health information, on understanding, perception of effectiveness, persuasiveness, and behavior of health professionals, policy makers, and consumers. We searched the Cochrane Central Register of Controlled Trials (CENTRAL, The Cochrane Library, issue 3 2007), MEDLINE (Ovid) (1966 to October 2007), EMBASE (Ovid) (1980 to October 2007), PsycINFO (Ovid) (1887 to October 2007). There were no language restrictions. We reviewed the reference lists of related systematic reviews, included studies and of excluded but closely related studies. We also contacted experts in the field. We included randomized controlled trials, quasi-randomised controlled trials, and cross-over studies with health professionals, policy makers, and consumers evaluating one of the two types of framing. Two review authors extracted data in duplicate and independently. We graded the quality of evidence for each outcome using the GRADE approach. We standardized the outcome effects using standardized mean difference (SMD). We stratified the analysis by the type of framing (attribute, goal) and conducted pre

Framing effect following bilateral amygdala lesion.

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Talmi, Deborah; Hurlemann, René; Patin, Alexandra; Dolan, Raymond J

2010-05-01

A paradigmatic example of an emotional bias in decision making is the framing effect, where the manner in which a choice is posed--as a potential loss or a potential gain--systematically biases an ensuing decision. Two fMRI studies have shown that the activation in the amygdala is modulated by the framing effect. Here, contrary to an expectation based on these studies, we show that two patients with Urbach-Wiethe (UW) disease, a rare condition associated with congenital, complete bilateral amygdala degeneration, exhibit an intact framing effect. However, choice preference in these patients did show a qualitatively distinct pattern compared to controls evident in an increased propensity to gamble, indicating that loss of amygdala function does exert an overall influence on risk-taking. These findings suggest either that amygdala does contribute to decision making but does not play a causal role in framing, or that UW is not a pure lesion model of amygdala function. 2010 Elsevier Ltd. All rights reserved.

Social behavioural epistemology and the scientific community

Indian Academy of Sciences (India)

MILIND WATVE

2017-07-20

Jul 20, 2017 ... Keywords. epistemology; paradigm shift; peer review bias; evolutionary psychology. Introduction ... process and the other is the community's reactions to a published finding that ..... abandoned the hypothesis and stopped all actions founded ... before a person becomes consciously aware of the urge to act.

Ethico-epistemological implications of artificial intelligence for ...

African Journals Online (AJOL)

We argued for a re-direction of AI. research and suggested a humanization of Artificial Intelligence that cloaks technoscientific innovations with humanistic life jackets for man‟s preservation. The textual analysis method is adopted for this research. Key words: Ethics, Epistemology, Artificial Intelligence, Humanity.

Jacques Lacan and Feminist Epistemology

OpenAIRE

Campbell, Kirsten

2004-01-01

This book outlines a compelling new agenda for feminist theories of identity and social relations. Using Lacanian psychoanalysis with feminist epistemology, the author sets out a groundbreaking psychoanalytic social theory. Campbell's work offers answers to the important contemporary question of how feminism can change the formation of gendered subjectivities and social relations. Drawing on the work of third wave feminists, the book shows how feminism can provide new political models of know...

Effects of Computer Graphics Types and Epistemological Beliefs on Students' Learning of Mathematical Concepts.

Science.gov (United States)

Lin, Chi-Hui

2002-01-01

Describes a study that determined the implications of computer graphics types and epistemological beliefs with regard to the design of computer-based mathematical concept learning with elementary school students in Taiwan. Discusses the factor structure of the epistemological belief questionnaire, student performance, and students' attitudes…

The Cybernetic Metaphor in Organisation Theory: Epistemological ...

African Journals Online (AJOL)

to build machines upon the principles which characterise organisms, and another which follows the epistemological implications deriving from the cybernetic perspective. The former line of development has given rise to a number of theories and techniques, which facilitate the achievement of regulation and control in social ...

The Cybernetic Metaphor in Organisation Theory: Epistemological ...

African Journals Online (AJOL)

User

field of study which is concerned with the control and communication in animal and ... process upon which cybernetics is based has proved enormous, and over the ... the epistemological implications deriving from the Cybernetic perspective. .... the manner in which we conceive of organisations and their contexts has so.

Positivism as classical epistemological framework of educational policy and school practice institutionalization in contemporaneity

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Lindomar Wessler Boneti

2014-07-01

Full Text Available This article consists of an epistemological reflection on educational policies in order to contribute to the Red Latinoamerica de Estudios Epistemológicos en Política Educativa (ReLePe debate. It is about to rescue the historical journey of the positivist position as classical epistemological framework of the educational policy institutionalization with regard to the implementation of educational action, with special focus to the set of rules, norms and values that conduct school activity. It is argued that these frameworks are constituted from two interconnected movements: historical construction of the epistemological frameworks of science and the Modern State that with the new mode of production, capitalism, gives rise to the second one: bourgeois movement of class distinction based on lifestyle. Thus, from the “Modern Reason”, it was outlined what may be regarded as a “model of civility”, becoming the epistemological framework and goal of achieving the educational policy institutionalization and school activity in contemporaneity.

Changing epistemological beliefs with nature of science implementations

Science.gov (United States)

Johnson, Keith; Willoughby, Shannon

2018-06-01

This article discusses our investigation regarding nature of science (NOS) implementations and epistemological beliefs within an undergraduate introductory astronomy course. The five year study consists of two years of baseline data in which no explicit use of NOS material was implemented, then three years of subsequent data in which specific NOS material was integrated into the classroom. Our original study covered two years of baseline data and one year of treatment data. Two additional years of treatment course data have revealed intriguing new insights into our students' epistemic belief structure. To monitor the evolution of belief structures across each semester we used student pre-post data on the Epistemological Beliefs About the Physical Sciences (EBAPS) assessment. The collected data were also partitioned and analyzed according to the following variables: college (Letters of Science, Business, Education, etc.), degree (BA or BS), status (freshman, sophomore, etc.), and gender (male or female). We find that the treatment course no longer undergoes significant overall epistemic deterioration after a semester of instruction. We also acquire a more detailed analysis of these findings utilizing the aforementioned variables. Most notably, we see that this intervention had a pronounced positive impact on males and on students within the college of Education, Arts & Architecture, and those with no concentration. Lastly, whether or not students believe their ability to learn science is innate or malleable did not seem to change, remaining a rigid construct with student epistemologies.

Changing epistemological beliefs with nature of science implementations

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Keith Johnson

2018-02-01

Full Text Available This article discusses our investigation regarding nature of science (NOS implementations and epistemological beliefs within an undergraduate introductory astronomy course. The five year study consists of two years of baseline data in which no explicit use of NOS material was implemented, then three years of subsequent data in which specific NOS material was integrated into the classroom. Our original study covered two years of baseline data and one year of treatment data. Two additional years of treatment course data have revealed intriguing new insights into our students’ epistemic belief structure. To monitor the evolution of belief structures across each semester we used student pre-post data on the Epistemological Beliefs About the Physical Sciences (EBAPS assessment. The collected data were also partitioned and analyzed according to the following variables: college (Letters of Science, Business, Education, etc., degree (BA or BS, status (freshman, sophomore, etc., and gender (male or female. We find that the treatment course no longer undergoes significant overall epistemic deterioration after a semester of instruction. We also acquire a more detailed analysis of these findings utilizing the aforementioned variables. Most notably, we see that this intervention had a pronounced positive impact on males and on students within the college of Education, Arts & Architecture, and those with no concentration. Lastly, whether or not students believe their ability to learn science is innate or malleable did not seem to change, remaining a rigid construct with student epistemologies.

Contribution of the Epistemology of the Known Subject to the Qualitative Study of Poverty Situations, Identity, and Social Representations

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Irene Vasilachis de Gialdino

2007-09-01

Full Text Available In this paper I intend to describe the path of empirically grounded epistemological reflection that has led me from the epistemology of the knowing subject to the epistemology of the known subject, characterizing identity from the latter perspective. Also, based on the assumptions of the epistemology of the known subject, I develop a qualitative methodology to account for poverty situations and for identity construction processes in the written press. URN: urn:nbn:de:0114-fqs070364

Algorithms, Interfaces, and the Circulation of Information: Interrogating the Epistemological Challenges of Facebook

DEFF Research Database (Denmark)

Schou, Jannick; Farkas, Johan

2016-01-01

As social and political life increasingly takes place on social network sites, new epistemological questions have emerged. How can information disseminated through new media be understood and disentangled? How can potential hidden agendas or sources be identified? And what mechanisms govern what ...... suggests that new epistemological challenges deserve more scholarly attention, as they hold wide implications for both researchers and users....

Study on Detailing Design of Precast Concrete Frame Structure

Science.gov (United States)

Lida, Tian; Liming, Li; Kang, Liu; Jiao, Geng; Ming, Li

2018-03-01

Taking a certain precast concrete frame structure as an example, this paper introduces the general procedures and key points in detailing design of emulative cast-in-place prefabricated structure from the aspects of structural scheme, precast element layout, shop drawing design and BIM 3D modelling. This paper gives a practical solution for the detailing design of precast concrete frame structure under structural design codes in China.

Using Computer Simulations for Promoting Model-based Reasoning. Epistemological and Educational Dimensions

Science.gov (United States)

Develaki, Maria

2017-11-01

Scientific reasoning is particularly pertinent to science education since it is closely related to the content and methodologies of science and contributes to scientific literacy. Much of the research in science education investigates the appropriate framework and teaching methods and tools needed to promote students' ability to reason and evaluate in a scientific way. This paper aims (a) to contribute to an extended understanding of the nature and pedagogical importance of model-based reasoning and (b) to exemplify how using computer simulations can support students' model-based reasoning. We provide first a background for both scientific reasoning and computer simulations, based on the relevant philosophical views and the related educational discussion. This background suggests that the model-based framework provides an epistemologically valid and pedagogically appropriate basis for teaching scientific reasoning and for helping students develop sounder reasoning and decision-taking abilities and explains how using computer simulations can foster these abilities. We then provide some examples illustrating the use of computer simulations to support model-based reasoning and evaluation activities in the classroom. The examples reflect the procedure and criteria for evaluating models in science and demonstrate the educational advantages of their application in classroom reasoning activities.

Equivalence of Einstein and Jordan frames in quantized anisotropic cosmological models

Science.gov (United States)

Pandey, Sachin; Pal, Sridip; Banerjee, Narayan

2018-06-01

The present work shows that the mathematical equivalence of the Jordan frame and its conformally transformed version, the Einstein frame, so as far as Brans-Dicke theory is concerned, survives a quantization of cosmological models, arising as solutions to the Brans-Dicke theory. We work with the Wheeler-deWitt quantization scheme and take up quite a few anisotropic cosmological models as examples. We effectively show that the transformation from the Jordan to the Einstein frame is a canonical one and hence two frames furnish equivalent description of same physical scenario.

Evolutionary epistemology, rationality, and the sociology of knowledge

CERN Document Server

Bartley, W W

1993-01-01

This collection of essays in support of the theory of evolutionary epistemology includes articles by Karl Popper, Peter Munz and Gerhard Vollmer. This volume attempts to show how an evolutionary and non-justificational approach affects the sociology of knowledge.

Framing the frame

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Todd McElroy

2007-08-01

Full Text Available We examined how the goal of a decision task influences the perceived positive, negative valence of the alternatives and thereby the likelihood and direction of framing effects. In Study 1 we manipulated the goal to increase, decrease or maintain the commodity in question and found that when the goal of the task was to increase the commodity, a framing effect consistent with those typically observed in the literature was found. When the goal was to decrease, a framing effect opposite to the typical findings was observed whereas when the goal was to maintain, no framing effect was found. When we examined the decisions of the entire population, we did not observe a framing effect. In Study 2, we provided participants with a similar decision task except in this situation the goal was ambiguous, allowing us to observe participants' self-imposed goals and how they influenced choice preferences. The findings from Study 2 demonstrated individual variability in imposed goal and provided a conceptual replication of Study 1. %need keywords

Elementary epistemological features of machine intelligence

OpenAIRE

Horvat, Marko

2008-01-01

Theoretical analysis of machine intelligence (MI) is useful for defining a common platform in both theoretical and applied artificial intelligence (AI). The goal of this paper is to set canonical definitions that can assist pragmatic research in both strong and weak AI. Described epistemological features of machine intelligence include relationship between intelligent behavior, intelligent and unintelligent machine characteristics, observable and unobservable entities and classification of in...

Epistemological positions in the light of truth approximation

NARCIS (Netherlands)

Kuipers, Theo A.F.

2001-01-01

I discuss in a systematic order the most important epistemological positions in the instrumentalism-realism debate, viz., instrumentalism, constructive empiricism, referential realism, and theory realism. My conclusions are as follows. There are good reasons for the instrumentalist to become a

Epistemological and Anthropological Thoughts About Neurophilosophy: An Initial Framework

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Sonia París Albert

2013-04-01

Full Text Available Normal 0 21 false false false ES X-NONE X-NONE At the dawn of the twenty-first century, neurophilosophy appears as a branch of neurosciences. The aim of this article is to review critically some of the epistemological and anthropological debates which neurophilosophy is putting on question again. In this sense the philosophical research conducted by the UNESCO Chair of Philosophy for Peace will be used as the main thread of the analysis. To accomplish this critical review, the article has been organized into two parts: the first is of epistemological nature, and the second has an anthropological perspective. This analysis will lead us to question the significance of the contributions of neurophilosophy to a better understanding of the human being.

Psychometric Properties of the Epistemological Development in Teaching Learning Questionnaire (EDTLQ): An Inventory to Measure Higher Order Epistemological Development

Science.gov (United States)

Kjellström, Sofia; Golino, Hudson; Hamer, Rebecca; Van Rossum, Erik Jan; Almers, Ellen

2016-01-01

Qualitative research supports a developmental dimension in views on teaching and learning, but there are currently no quantitative tools to measure the full range of this development. To address this, we developed the Epistemological Development in Teaching and Learning Questionnaire (EDTLQ). In the current study the psychometric properties of the…

Framing the frame

OpenAIRE

Todd McElroy; John J. Seta

2007-01-01

We examined how the goal of a decision task influences the perceived positive, negative valence of the alternatives and thereby the likelihood and direction of framing effects. In Study 1 we manipulated the goal to increase, decrease or maintain the commodity in question and found that when the goal of the task was to increase the commodity, a framing effect consistent with those typically observed in the literature was found. When the goal was to decrease, a framing effect opposite to the ty...

A Relationship Between Hemisphericity and Psycho-Epistemology.

Science.gov (United States)

Rancourt, Richard; Dionne, Jean-Paul

This review of two distinct areas of research--brain research and psycho-epistemology--indicates a possible link between the two which may potentially help to identify an as yet unknown molar trait which could be responsible for divergent opinions regarding teaching and learning theories, and may help to explain differential achievement when these…

Feminism, Epistemology and Experience: Critically (En)gendering ...

African Journals Online (AJOL)

Responding to Elizabeth Castelli's (2001) call to “trouble” and destabilise dominant or mainstream categories of analysis in the study of religion and gender, this paper looks at the feminist epistemological category of “experience” as it relates to the study of Islam and Muslim societies. I explore how mystical and mundane ...

Schedulability-Driven Frame Packing for Multi-Cluster Distributed Embedded Systems

DEFF Research Database (Denmark)

Pop, Paul; Eles, Petru; Peng, Zebo

2003-01-01

We present an approach to frame packing for multi-cluster distributed embedded systems consisting of time-triggered and event-triggered clusters, interconnected via gateways. In our approach, the application messages are packed into frames such that the application is schedulable. Thus, we have...... also proposed a schedulability analysis for applications consisting of mixed event-triggered and time-triggered processes and messages, and a worst case queuing delay analysis for the gateways, responsible for routing inter-cluster traffic. Optimization heuristics for frame packing aiming at producing...... a schedulable system have been proposed. Extensive experiments and a real-life example show the efficiency of our frame-packing approach....

Formal Epistemology and New Paradigm Psychology of Reasoning

NARCIS (Netherlands)

Pfeifer, Niki; Douven, Igor

This position paper advocates combining formal epistemology and the new paradigm psychology of reasoning in the studies of conditionals and reasoning with uncertainty. The new paradigm psychology of reasoning is characterized by the use of probability theory as a rationality framework instead of

The epistemology and ontology of human-computer interaction

NARCIS (Netherlands)

Brey, Philip A.E.

2005-01-01

This paper analyzes epistemological and ontological dimensions of Human-Computer Interaction (HCI) through an analysis of the functions of computer systems in relation to their users. It is argued that the primary relation between humans and computer systems has historically been epistemic:

PEMAHAMAN EPISTEMOLOGIS CALON MAHASISWA MENGENAI ILMU-ILMU SOSIAL DAN ILMU-ILMU ALAM

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Anindito Aditomo

2017-06-01

Full Text Available Epistemological understanding is an important part of college students’ intellectual development. The present study examines the structure of epistemological understanding on a sample of students in an Indonesian university. The study also compares epistemological understanding of the social and natural science disciplines. Participants were mostly female (58%, on average 17.9 years, and enrolled in either a social science (fashion design, law, and psychology; N = 575 or natural sciences study programme (engineering, pharmacy, and biology; N = 924. A Likert-type instrument was used to measure three dimensions of epistemological understanding regarding authority as a source of knowledge, the subjectivity of knowledge, and the changeability of knowledge. Eigen values and scree plot in the exploratory factor analysis indicate a four-factor solution. These factors referred to the three hypothesised dimensions, and one additional dimension reflecting beliefs related specifically to factual knowledge. Additional analyses show that knowledge in the social sciences are seen as more subjective and uncertain. Furthermore, while students generally trust epistemic authorities from both fields, the trust towards authority in the social sciences is associated with a belief that knowledge is subjective. The reverse pattern was found for the natural sciences. A possible explanation is that social science students recognised but were uncomfortable with the subjective nature of their discipline, and hence sought certainty from epistemic authorities.

Epistemological Development in First-Year Nursing Students Undertaking Cultural Safety Education.

Science.gov (United States)

Greenwood, Sallie; Fyers, Katrina

2018-04-01

The process of teaching cultural safety is emancipatory, focused on wider social relations and the context in which they arise. As teachers of cultural safety, we are interested in the way that ideas are formed, held, and changed. The aim of this research was to examine whether epistemological shifts were demonstrated by nursing students over one semester of cultural safety teaching-learning. NVivo software was used to analyze 34 nursing students' reflective journals, applying a cognitive-developmental framework. The framework comprised three epistemological positions-dualism, relativism, and propositional-and two in-between locations, referred to as stretching. The results showed student movement between early epistemological positions and students' efforts to stretch to new, yet untried, ways of thinking. In the classroom, these shifts may be subtle; thus, paying careful attention to evidence that students are trying out new ways of thinking is essential. Appreciating that these small but significant shifts are perhaps more important than 'aha' moments is crucial. [J Nurs Educ. 2018;57(4):229-232.]. Copyright 2018, SLACK Incorporated.

Examining Prospective Pre-School and Biology Teachers’ Metacognitive Awareness and Epistemological Beliefs

OpenAIRE

BEDEL, Emine Ferda; ÇAKIR, Mustafa

2013-01-01

The primary aim of this study was to describe prospective pre-school and biology teachers’ level of metacognitive awareness and epistemological beliefs and to examine differences between the groups. The total of 286 pre-school and biology teacher candidates participated in the study. Participants were asked to complete the central epistemological beliefs questionnaire which consisted of four sub-scales namely: belief in science as a source of knowledge, belief in rational society, belief in s...

Research in psychopathology: epistemologic issues

DEFF Research Database (Denmark)

Parnas, Josef; Bovet, P

1995-01-01

Etiologic research in psychiatry relies on an objectivist epistemology positing that human cognition is specified by the "reality" of the outer world, which consists of a totality of mind-independent objects. Truth is considered as some sort of correspondence relation between words and external...... (connectionism), and developmental psychology (developmental biodynamics) converge in viewing living organisms as self-organizing systems. In this perspective, the organism is not specified by the outer world, but enacts its environment by selecting relevant domains of significance that constitute its world...

Design and application of link: A DSL for network frame manipulation

CSIR Research Space (South Africa)

Pennefather, S

2017-08-01

Full Text Available the identification and evaluation of intended applications and an example translator is implemented to target the FRAME board which was developed in conjunction with this research. Four application examples are then provided to help describe the feasibility of Link...

Limits of Science and the Importance of Epistemological Functions of Religion

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Qodratullah Qorbani

2012-12-01

Full Text Available Human is encountered by many metaphysical, scientific, religious and other fundamentalquestions which Science, and its potentials, can answer some of them, specially in the material realm.In fact, empirical science is limited to the material world, and it can’t answer human’s fundamentalquestions of his/her living. Then human can’t provide all his/her epistemological requirements byempirical science. In addition, contemporary human’s scientism caused many problems for him/her.Human tried to make empirical science as a worldview which caused some important andfundamental crisis. So he/she needs metaphysical, religious and other sources to know aboutsupernatural facts. Fulfilling this, he/she has to use religious teachings, because religions, in particulardivine ones, have many basic functions. They can make man aware about immaterial realms andexistents including God, origin and resurrection of man, the world system etc. They can give areasonable explanation of the origin and resurrection of human’s life and the meaning of human’sevolution in the mundane universe, and the philosophy of living by explaining the nature of Goodnessand Evil. Religions give some ethical and religious laws to manage and control his/her individual andsocial treatments. In fact, through religious teachings,man can take a suitable framework to managehis/her living, for example, by them man can determine functional results of his/her scientific andtechnological activities. In addition, religions can draw the spiritual future of human’s mundaneliving, and give a good motivation to get mundane and spiritual happiness. In the other word, man,only by the help of religious teachings, can take his/her fundamental requirements. Then, byconsidering the contemporary human epistemological crisis and important limits of human’sknowledge and science, there is the only way to refer to divine religions teachings. In this paper, it istried to explain religion functions in

Algorithms, Interfaces, and the Circulation of Information: Interrogating the Epistemological Challenges of Facebook

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Jannick Schou

2016-05-01

Full Text Available As social and political life increasingly takes place on social network sites, new epistemological questions have emerged. How can information disseminated through new media be understood and disentangled? How can potential hidden agendas or sources be identified? And what mechanisms govern what and how information is presented to the user? By drawing on existing research on the algorithms and interfaces underlying social network sites, this paper provides a discussion of Facebook and the epistemological challenges, potentials, and questions raised by the platform. The paper specifically discusses the ways in which interfaces shape how information can be accessed and processed by different kinds of users as well as the role of algorithms in pre-selecting what appears as representable information. A key argument of the paper is that Facebook, as a complex socio-technical network of human and non-human actors, has profound epistemological implications for how information can be accessed, understood, and circulated. In this sense, the user’s potential acquisition of information is shaped and conditioned by the technological structure of the platform. Building on these arguments, the paper suggests that new epistemological challenges deserve more scholarly attention, as they hold wide implications for both researchers and users

The consistency and complementarity between critical meaningful learning theory and the epistemology of Paul Feyerabend

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Felipe Damasio

2015-12-01

Full Text Available Researchers in science teaching have advocated concomitant education about and of science. To approach the nature and history of science in basic education is necessary to have an epistemological approach that can go between of rationalism of Bunge and relativism of Feyerabend. In this paper, it is argued that Feyerabend's epistemological stance is that more can help promote meaningful learning critical, so as to form inquiring, flexible, creative, innovative, tolerant and liberal people. In addition, the suggestions Feyerabend's epistemology also complement the Theory of Meaningful Learning Critical to propose a curriculum and a context for the principles of the theory are in science classrooms.

Between normal and pathological: Ludwik Fleck, Georges Canguilhem and the genesis of historical epistemology

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Mauro Lucio Leitão Condé

2016-05-01

Full Text Available The main purpose of this article is to address, starting from some aspects of the thought of Ludwik Fleck and Georges Canguilhem, the genesis of historical epistemology in the history of science. Specifically, it seeks the contribution of the biological matrix, or the life sciences, presented by these authors, as a central framework in the constitution of historical epistemology. In other words, more than a search of similarities between Fleck and Canguilhem, the main goal is to show how, in formulating independently their ideas of history of science – especially the history of medicine – these authors contributed decisively to the basis of a historical epistemology that will be, throughout the twentieth century, a new thought style for understanding the history of science.

Desclassification in knowledge organization: a post-epistemological essay

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Antonio García Gutiérrez

Full Text Available The contents of the digital network stem from different forms, logics and cultures of knowledge. Once on the Net, however, they are all submitted to unifying formats and logics provided by digital technology itself. A technology is, first of all, the product of a given culture. Every culture and identity classifies and names all kinds of material and symbolic objects. Nowadays, the West is the one culture that has taken upon itself the task of global classification supported by its own digital networks. Classification is an epistemological tool provided by modern rationality whose internal structures and modes of inference are derived from metonymic, dichotomic and analogical reductions of the diversity of current worlds. In this paper, a kind of practical Hermeneutics, called "declassification", is introduced and proposed as the route to a knowledge which overcomes organizational epistemology. Declassification is an open system that installs logical pluralism in the core of understanding and enunciation processes through meta-cognitive tools.

Epistemological Anarchy and the Many Forms of Constructivism

Science.gov (United States)

Geelan, David R.

Constructivism has become an important referent for research and practice in science education. A variety of more or less divergent forms of constructivism have developed: discussion between these is occasionally heated. Six such forms are briefly described in order to provide an overview of the field of constructivist theory. A scheme for characterising constructivist writing on the basis of its relative emphasis on (a) personal versus social construction of knowledge and (b) objectivist versus relativist views of the nature of science is suggested. Issues of theory creation and reflexivity, central to constructivist practice, are discussed. It is suggested that debate about the "best" form of constructivism is counterproductive. A more powerful approach to epistemology is that described by Feyerabend, the holding in dialectical tension of a variety of incompatible perspectives: The following essay is written in the conviction that anarchism, while perhaps not the most attractive political philosophy, is certainly excellent medicine for epistemology, and for the philosophy of science (Feyerabend, 1975, 17, italics in original).

Epistemological-motivational bases of literary non-fiction genre as factors determining the linguistic structure of text

OpenAIRE

GALSTYAN ASHOT

2016-01-01

This article dwells on epistemological-motivational aspects of the literary non-fiction genre. The general features of memoir literature are examined form the point of view of their epistemological and cognitive aspects. The cognitive and informational specificities of non-fictional narratives are also considered.

Illustrating the Importance of Critical Epistemology to Realize the Promise of Occupational Justice.

Science.gov (United States)

Farias, Lisette; Laliberte Rudman, Debbie; Magalhães, Lilian

2016-08-24

This article argues that it is vital to embrace critical reflexivity to interrogate the epistemological beliefs and principles guiding occupation-based scholarship to move away from frameworks that are incongruent with calls for occupational justice. For this purpose, we describe an epistemic tension between the stated intentions to demonstrate that occupation-based work can be a means to create a more just society and the epistemological beliefs that have historically dominated occupation-based scholarship. To exemplify the potential implications of this tension, a critical analysis of Creswell's social justice/transformative design is presented, illustrating that work that expresses a commitment to social justice while relying on positivist/postpositivist assumptions often risks perpetuating injustices through neglecting their sociopolitical construction. Drawing upon critical social theory, we highlight how engagement with critical epistemological assumptions can facilitate addressing the sociopolitical "roots" of occupational injustices and highlight directions for social transformation. © The Author(s) 2016.

Epistemology – the Theory of Knowledge or Knowing? Appreciating Gregory Bateson’s Contribution to the Cartography of Human Cognition

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Zdzislaw Wasik

2017-01-01

Full Text Available This article aims at a confrontation of two approaches to epistemology in order to answer the question posed in its title whether the theory of knowledge should focus on static or dynamic aspects of human cognition. In the first part, the author presents a metascientific understanding of epistemology defined in his own works as an ordered set of investigative perspectives, which practicing researchers have at their disposal when they are interested to attain a specific state of knowledge, or to support their beliefs about the nature of investigative domains with regard to the existence forms and accessibility of investigated objects. And, in the second, the subject matter of a more detailed presentation constitutes a psychophysiological approach to epistemology pertaining to the human organism preoccupied with sensorial and mental activities as a cognizing subject who aims at achieving a certain kind of information about reality. Common for both approaches to epistemology is the attainment of experiential knowledge. However, when the metascientific epistemology refers to a dispositional-perspectivistic state of knowledge acquired in cognition, the attention of the psychophysiological epistemology is paid to cognitive-constructivists activities of human organisms as subject acquiring their knowledge through personal experiences.

Epistemology And The Problem Of Cultural Hybridity In Muhammad Iqbal’s Thought

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Hawasi Hawasi

2015-12-01

Full Text Available Abstract : The hegemony of rational-positivistic paradigm of modern Western epistemology contributes greatly to  the  development  of  modern  thought.  The  paradigm,  so  far,  brings  knowledge  and  science  into mere instrumental goals. Scientism is the result of the paradigm which lost of its sacred as science. Therefore,  it  gets  philosophical  attack  from  both  Western  postmodern  thinkers  and  indigenous scholars who already experienced Western colonialism and imperialism. One of the Moslem scholars who criticized the hegemony of Western thought to Islamic culture and civilization is Muhammad Iqbal. For Iqbal, for centuries, Muslim thinkers were unable to see Islam from Quran point of view because they perceive it from the eye of rational-speculative Greek philosophy. Islamic thinking had been under its hegemony for so long that need to be deconstructed. In the postcolonial perspective, Iqbal’s  attempt  to  decolonize  Western  rational-speculative  epistemology  from  Plato  to  Descartes found  him  in  ambivalence.  British  colonialism  experienced  by  Iqbal  in  India  formed  the  hybrid culture in his project of reconstructing Islamic thought in relation to Western thought. Therefore, Iqbal’s  attempt  to  bridge  the  gap  between  rational-speculative  of  Western  thought  and  mystic- religious tendencies of Islamic thought is a process of seeking “the Third Space” through mimicry as consequence of cultural interaction between the colonizer and the colonized. Kata-kata Kunci: decolonization of epistemology, hybrid culture, Islamic epistemology, the Third Space.   Abstrak : Hegemoni  paradigma  epistemologi  Barat  modern  yang  rasional  positivistik  berkontribusi  besar terhadap perkembangan pemikiran modern. Paradigma tersebut sejauh ini, menggiring pengetahuan dan sains pada tujuan-tujuan yang bersifat instrumental. Saintisisme merupakan

An exploration of university physics students’ epistemological mindsets towards the understanding of physics equations

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Daniel Domert

2012-07-01

Full Text Available Students’ attitudes and beliefs about learning have been shown to affect learning outcomes. This study explores how university physics students think about what it means to understand physics equations. The data comes from semi-structured interviews with students from three Swedish universities. The analysis follows a data-based, inductive approach to characterise students’ descriptions of what it means to understand equations in terms of epistemological mindsets (perceived critical attributes of a learning, application, or problem-solving situation that are grounded in epistemology. The results are given in terms of different components of students’ epistemological mindsets. Relations between individuals and sets of components as well as differences across various stages of students’ academic career are then explored. Pedagogical implications of the findings are discussed and tentative suggestions for university physics teaching are made.

EPISTEMOLOGICAL PERCEPTION AND SCIENTIFIC LITERACY IN LEVEL HIGH SCHOOL TEACHERS

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Ramiro Álvarez-Valenzuela

2016-07-01

Full Text Available Research in science education has helped to find some difficulties that hinder the teaching-learning process. These problems include conceptual content of school subjects, the influence of prior knowledge of the student and the teachers have not been trained in their university education epistemologically. This research presents the epistemological conceptions of a sample of 114 high school teachers university science area, which refer the ideas about the role of observation in scientific knowledge development and the work of scientists in the process of knowledge generation. It also includes the level of scientific literacy from the literature that is used as a source of information on the teaching. The result also identifies the level of scientific literacy in students and their influence on learning.

Some relationship between G-frames and frames

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Mehdi Rashidi-Kouchi

2015-06-01

Full Text Available In this paper we proved that every g-Riesz basis for Hilbert space $H$ with respect to $K$ by adding a condition is a Riesz basis for Hilbert $B(K$-module $B(H,K$. This is an extension of [A. Askarizadeh,M. A. Dehghan, {em G-frames as special frames}, Turk. J. Math., 35, (2011 1-11]. Also, we derived similar results for g-orthonormal and orthogonal bases. Some relationships between dual frame, dual g-frame and exact frame and exact g-frame are presented too.

Ontological, Epistemological and Methodological Assumptions: Qualitative versus Quantitative

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Ahmed, Abdelhamid

2008-01-01

The review to follow is a comparative analysis of two studies conducted in the field of TESOL in Education published in "TESOL QUARTERLY." The aspects to be compared are as follows. First, a brief description of each study will be presented. Second, the ontological, epistemological and methodological assumptions underlying each study…

Changing Epistemological Beliefs with Nature of Science Implementations

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Johnson, Keith; Willoughby, Shannon

2018-01-01

This article discusses our investigation regarding nature of science (NOS) implementations and epistemological beliefs within an undergraduate introductory astronomy course. The five year study consists of two years of baseline data in which no explicit use of NOS material was implemented, then three years of subsequent data in which specific NOS…

Epistemological Obstacles Experienced by Indonesian Students in Answering Mathematics PISA Test on the Content Uncertainty and Data

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H Rahman

2017-12-01

Full Text Available The purpose of this research is trying to identify epistemological obstacles which were experienced by Indonesian students in answering PISA test for mathematics literacy content uncertainty and data. Epistemological obstacles was identified by giving a test to the respondent, students of grade 7th and 8th who have studied data representation in the class. Respondents’ work analysed by qualitative method. The result showed that respondents have epistemological obstacles in reading the data, reading between the data, and reading beyond the data. To gain further understanding, some respondents chose to be interviewed.

An Examination of Locus of Control, Epistemological Beliefs and Metacognitive Awareness in Preservice Early Childhood Teachers

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Bedel, Emine Ferda

2012-01-01

This study aims to explore the locus of control, epistemological beliefs and metacognitive awareness levels of preservice early childhood education teachers and to determine the interrelations among these variables. 206 teacher candidates have been asked to fill out Rotter's Internal-External Locus of Control Scale, Central Epistemological Beliefs…

What kind of theory is music theory? : Epistemological exercises in music theory and analysis

OpenAIRE

2008-01-01

Music theory has long aligned itself with the sciences - particularly with physics, mathematics, and experimental psychology - seeking to cloak itself in the mantle of their epistemological legitimacy. This affinity, which was foreshadowed in music's inclusion in the medieval quadrivium alongside geometry, astronomy, and arithmetic, is evident throughout the history of music theory from the scientific revolution onward. Yet, as eager as music theorists have been to claim the epistemological p...

Conflicting Epistemologies and Inference in Coupled Human and Natural Systems

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Garcia, M. E.

2017-12-01

Last year, I presented a model that projects per capita water consumption based on changes in price, population, building codes, and water stress salience. This model applied methods from hydrological science and engineering to relationships both within and beyond their traditional scope. Epistemologically, the development of mathematical models of natural or engineered systems is objectivist while research examining relationships between observations, perceptions and action is commonly constructivist or subjectivist. Drawing on multiple epistemologies is common in, and perhaps central to, the growing fields of coupled human and natural systems, and socio-hydrology. Critically, these philosophical perspectives vary in their view of the nature of the system as mechanistic, adaptive or constructed, and the split between aleatory and epistemic uncertainty. Interdisciplinary research is commonly cited as a way to address the critical and domain crossing challenge of sustainability as synthesis across perspectives can offer a more comprehensive view of system dynamics. However, combining methods and concepts from multiple ontologies and epistemologies can introduce contradictions into the logic of inference. These contractions challenge the evaluation of research products and the implications for practical application of research findings are not fully understood. Reflections on the evaluation, application, and generalization of the water consumption model described above are used to ground these broader questions and offer thoughts on the way forward.

The Conceptualization and Development of the Practical Epistemology in Science Survey (PESS)

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Villanueva, Mary Grace; Hand, Brian; Shelley, Mack; Therrien, William

2017-08-01

Various inquiry approaches have been promoted in science classrooms as a way for students to engage in, and have a deeper understanding of scientific discourse. However, there is a paucity of empirical evidence to suggest how children's actions and engagement in these approaches, or practical epistemologies (Sandoval, Science Education 89(4): 634-656, 2005), may contribute to the development of their personal epistemologies, or their views about the nature of knowledge and knowing and the nature of learning. This paper puts forth the conceptualization and development of the Practical Epistemology in Science Survey (PESS) instrument, a 26-item Likert-scale self-assessment which measures how students view their individual and social participation in the classroom scientific community. Data were collected from 4th-6th-grade students (n = 1019) in the USA and a psychometric evaluation of the reliability, validity, and dimensionality of the instrument was conducted. The Cronbach's alpha value indices for all subsets of items of the PESS suggest a strong reliability of the instrument (α ≥ .80). The development of the PESS may be useful in science education research to (a) detect changes to students' beliefs about knowledge and knowledge development; (b) identify dispositions and beliefs which may or may not be in line with the aims and values of various pedagogical approaches; (c) monitor the process of change, e.g., time it takes for students to change their approaches and beliefs with respect to teacher practice; and, (d) overall, to provide an understanding of how students' formal epistemologies are developed and informed by the affordances in science classrooms.

Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes Toward Chemistry

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Çam, Aylin; Geban, Ömer

2011-02-01

The purpose of the study was to investigate the effectiveness of case-based learning instruction over traditionally designed chemistry instruction on eleventh grade students' epistemological beliefs and their attitudes toward chemistry as a school subject. The subjects of this study consisted of 63 eleventh grade students from two intact classes of an urban high school instructed with same teacher. Each teaching method was randomly assigned to one class. The experimental group received case-based learning and the control group received traditional instruction. At the experimental group, life cases were presented with small group format; at the control group, lecturing and discussion was carried out. The results showed that there was a significant difference between the experimental and control group with respect to their epistemological beliefs and attitudes toward chemistry as a school subject in favor of case-based learning method group. Thus, case base learning is helpful for development of students' epistemological beliefs and attitudes toward chemistry.

Framing of Uncertainty in Scientific Publications: Towards Recommendations for Decision Support

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Guillaume, J. H. A.; Helgeson, C.; Elsawah, S.; Jakeman, A. J.; Kummu, M.

2016-12-01

Uncertainty is recognised as an essential issue in environmental decision making and decision support. As modellers, we notably use a variety of tools and techniques within an analysis, for example related to uncertainty quantification and model validation. We also address uncertainty by how we present results. For example, experienced modellers are careful to distinguish robust conclusions from those that need further work, and the precision of quantitative results is tailored to their accuracy. In doing so, the modeller frames how uncertainty should be interpreted by their audience. This is an area which extends beyond modelling to fields such as philosophy of science, semantics, discourse analysis, intercultural communication and rhetoric. We propose that framing of uncertainty deserves greater attention in the context of decision support, and that there are opportunities in this area for fundamental research, synthesis and knowledge transfer, development of teaching curricula, and significant advances in managing uncertainty in decision making. This presentation reports preliminary results of a study of framing practices. Specifically, we analyse the framing of uncertainty that is visible in the abstracts from a corpus of scientific articles. We do this through textual analysis of the content and structure of those abstracts. Each finding that appears in an abstract is classified according to the uncertainty framing approach used, using a classification scheme that was iteratively revised based on reflection and comparison amongst three coders. This analysis indicates how frequently the different framing approaches are used, and provides initial insights into relationships between frames, how the frames relate to interpretation of uncertainty, and how rhetorical devices are used by modellers to communicate uncertainty in their work. We propose initial hypotheses for how the resulting insights might influence decision support, and help advance decision making to

On transforms between Gabor frames and wavelet frames

DEFF Research Database (Denmark)

Christensen, Ole; Goh, Say Song

2013-01-01

We describe a procedure that enables us to construct dual pairs of wavelet frames from certain dual pairs of Gabor frames. Applying the construction to Gabor frames generated by appropriate exponential Bsplines gives wavelet frames generated by functions whose Fourier transforms are compactly...... supported splines with geometrically distributed knot sequences. There is also a reverse transform, which yields pairs of dual Gabor frames when applied to certain wavelet frames....

The Relationship between Pre-Service Science Teachers' Epistemological Beliefs and Preferences for Creating a Constructivist Learning Environment

Science.gov (United States)

Saylan, Asli; Armagan, Fulya Öner; Bektas, Oktay

2016-01-01

The present study investigated the relationship between pre-service science teachers' epistemological beliefs and perceptions of a constructivist learning environment. The Turkish version of Constructivist Learning Environment Survey and Schommer's Epistemological Belief Questionnaire were administered to 531 pre-service science teachers attending…

A history of gravity: An introduction to the epistemology of Paul Feyerabend

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Rodrigues, Danilo Miranda

2015-08-01

The goal of this work is to show an historical introduction to epistemology of Paul Feyerabend and the importance of his concept of epistemological anarchism for education.Feyerabend defended that different and even contradictory theories must be used in education, this multiplicity of possible explanations for natural phenomena is important to express the real development of science.There are many different explanations for the fall of bodies, since the "natural places" in Aristotle until the Newtonian Gravitation or the General Relativity. The contact with many different explanations has as important contribution for the learning of Astronomy.

Chinese medicine: a cognitive and epistemological review*.

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Kavoussi, Ben

2007-09-01

In spite of the common belief that Chinese natural philosophy and medicine have a unique frame of reference completely foreign to the West, this article argues that they in fact have significant cognitive and epistemic similarities with certain esoteric health beliefs of pre-Christian Europe. From the standpoint of Cognitive Science, Chinese Medicine appears as a proto-scientific system of health observances and practices based on a symptomological classification of disease using two elementary dynamical-processes pattern categorization schemas: a hierarchical and combinatorial inhibiting-activating model (Yin-Yang), and a non-hierarchical and associative five-parameter semantic network (5-Elements/Agents). The concept-map of the five-parameter model amounts to a pentagram, a commonly found geomantic and spell casting sigil in a number of pre-Christian health and safety beliefs in Europe, to include the Pythagorean cult of Hygieia, and the Old Religion of Northern Europe. This non-hierarchical pattern-recognition archetype/prototype was hypothetically added to the pre-existing hierarchical one to form a hybrid nosology that can accommodate for a change in disease perceptions. The selection of five parameters rather than another number might be due to a numerological association between the integer five, the golden ratio, the geometry of the pentagram and the belief in health and wholeness arising from cosmic or divine harmony. In any case, this body of purely empirical knowledge is nowadays widely flourishing in the US and in Europe as an alternative to Western Medicine and with the claim of being a unique, independent and comprehensive medical system, when in reality it is structurally-and perhaps historically-related to the health and safety beliefs of pre-Christian Europe; and without the prospect for an epistemological rupture, it will remain built upon rudimentary cognitive modalities, ancient metaphysics, and a symptomological view of disease.

Chinese Medicine: A Cognitive and Epistemological Review*

Science.gov (United States)

2007-01-01

In spite of the common belief that Chinese natural philosophy and medicine have a unique frame of reference completely foreign to the West, this article argues that they in fact have significant cognitive and epistemic similarities with certain esoteric health beliefs of pre-Christian Europe. From the standpoint of Cognitive Science, Chinese Medicine appears as a proto-scientific system of health observances and practices based on a symptomological classification of disease using two elementary dynamical-processes pattern categorization schemas: a hierarchical and combinatorial inhibiting–activating model (Yin-Yang), and a non-hierarchical and associative five-parameter semantic network (5-Elements/Agents). The concept-map of the five-parameter model amounts to a pentagram, a commonly found geomantic and spell casting sigil in a number of pre-Christian health and safety beliefs in Europe, to include the Pythagorean cult of Hygieia, and the Old Religion of Northern Europe. This non-hierarchical pattern-recognition archetype/prototype was hypothetically added to the pre-existing hierarchical one to form a hybrid nosology that can accommodate for a change in disease perceptions. The selection of five parameters rather than another number might be due to a numerological association between the integer five, the golden ratio, the geometry of the pentagram and the belief in health and wholeness arising from cosmic or divine harmony. In any case, this body of purely empirical knowledge is nowadays widely flourishing in the US and in Europe as an alternative to Western Medicine and with the claim of being a unique, independent and comprehensive medical system, when in reality it is structurally—and perhaps historically—related to the health and safety beliefs of pre-Christian Europe; and without the prospect for an epistemological rupture, it will remain built upon rudimentary cognitive modalities, ancient metaphysics, and a symptomological view of disease. PMID

Evolution Acceptance and Epistemological Beliefs of College Biology Students

Science.gov (United States)

Borgerding, Lisa A.; Deniz, Hasan; Anderson, Elizabeth Shevock

2017-01-01

Evolutionary theory is central to biology, and scientifically accurate evolution instruction is promoted within national and state standards documents. Previous literature has identified students' epistemological beliefs as potential predictors of evolution acceptance. The present work seeks to explore more directly how student views of evolution…

Plato's Critique of Rhetoric in the "Gorgias" (447a-466a): Epistemology, Methodology, and the Lyotardian Differend.

Science.gov (United States)

McComiskey, Bruce

The uncritical acceptance of Plato's treatment of sophistic doctrines (specifically in Plato's dialogue the "Gorgias") in the university has resulted in an impoverished contemporary view of sophistic rhetoric. Since Socrates' foundational epistemology allows for the knowledge of immutable truth and Gorgias' relativistic epistemology does…

State-of-the-Art Highly Insulating Window Frames - Research and Market Review

Energy Technology Data Exchange (ETDEWEB)

Gustavsen, Arild; Jelle, Bjorn Petter; Arasteh, Dariush; Kohler, Christian

2007-01-01

This document reports the findings of a market and research review related to state-of-the-art highly insulating window frames. The market review focuses on window frames that satisfy the Passivhaus requirements (window U-value less or equal to 0.8 W/m{sup 2}K ), while other examples are also given in order to show the variety of materials and solutions that may be used for constructing window frames with a low thermal transmittance (U-value). The market search shows that several combinations of materials are used in order to obtain window frames with a low U-value. The most common insulating material seems to be Polyurethane (PUR), which is used together with most of the common structural materials such as wood, aluminum, and PVC. The frame research review also shows examples of window frames developed in order to increase the energy efficiency of the frames and the glazings which the frames are to be used together with. The authors find that two main tracks are used in searching for better solutions. The first one is to minimize the heat losses through the frame itself. The result is that conductive materials are replaced by highly thermal insulating materials and air cavities. The other option is to reduce the window frame area to a minimum, which is done by focusing on the net energy gain by the entire window (frame, spacer and glazing). Literature shows that a window with a higher U-value may give a net energy gain to a building that is higher than a window with a smaller U-value. The net energy gain is calculated by subtracting the transmission losses through the window from the solar energy passing through the windows. The net energy gain depends on frame versus glazing area, solar factor, solar irradiance, calculation period and U-value. The frame research review also discusses heat transfer modeling issues related to window frames. Thermal performance increasing measures, surface modeling, and frame cavity modeling are among the topics discussed. The

Adaptive Governance, Uncertainty, and Risk: Policy Framing and Responses to Climate Change, Drought, and Flood.

Science.gov (United States)

Hurlbert, Margot; Gupta, Joyeeta

2016-02-01

As climate change impacts result in more extreme events (such as droughts and floods), the need to understand which policies facilitate effective climate change adaptation becomes crucial. Hence, this article answers the question: How do governments and policymakers frame policy in relation to climate change, droughts, and floods and what governance structures facilitate adaptation? This research interrogates and analyzes through content analysis, supplemented by semi-structured qualitative interviews, the policy response to climate change, drought, and flood in relation to agricultural producers in four case studies in river basins in Chile, Argentina, and Canada. First, an epistemological explanation of risk and uncertainty underscores a brief literature review of adaptive governance, followed by policy framing in relation to risk and uncertainty, and an analytical model is developed. Pertinent findings of the four cases are recounted, followed by a comparative analysis. In conclusion, recommendations are made to improve policies and expand adaptive governance to better account for uncertainty and risk. This article is innovative in that it proposes an expanded model of adaptive governance in relation to "risk" that can help bridge the barrier of uncertainty in science and policy. © 2015 Society for Risk Analysis.

Exploring Science Teachers' Argumentation and Personal Epistemology About Global Climate Change

Science.gov (United States)

Liu, Shiyu; Roehrig, Gillian

2017-06-01

This case study investigated the nature of in-service science teachers' argumentation and personal epistemology about global climate change during a 3-year professional development program on climate change education. Qualitative analysis of data from interviews and written assessments revealed that while these teachers grounded their arguments on climate issues in evidence, the evidence was often insufficient to justify their causal claims. Compared with generating arguments for their own views, teachers had more difficulties in constructing evidence-based arguments for alternative perspectives. Moreover, while these teachers shared some similarities in their epistemology about climate science, they varied in their beliefs about specific aspects such as scientists' expertise and the credibility of scientific evidence. Such similarities and distinctions were shown to relate to how teachers used evidence to justify claims in their arguments. The findings also suggested a mismatch between teachers' personal epistemology about science in general and climate science, which was revealed through their argumentation. This work helps to further the ongoing discussions in environmental education about what knowledge and skills teachers need in order to teach climate issues and prepare students for future decision making. It constitutes first steps to facilitate reasoning and argumentation in climate change education and provides important implications for future design of professional development programs.

EPISTEMOLOGI IDEOLOGI KEAMANAN PANGAN

Directory of Open Access Journals (Sweden)

Yusuf Adiwibowo

2016-03-01

Full Text Available Isu keamanan pangan memberikan dampak yang signifi kan pada kehidupan sosial ekonomi dunia. Hal ini ditandai dengan penyebaran bahaya virus, mikroba patogen dan residu pestisida yang menyebabkan gangguan kesehatan bahkan kematian.Untuk melindungi negara dari bahaya virus, mikroba patogen dan residu pestisida, maka negara maju menerapkan standar sebagai hambatan perdagangan agar produk yang terkontaminasi dan berbahaya tersebut tidak dapat masuk ke negaranya. Epistemologi Islam menjabarkan keamanan pangan dalam Al Quran sebagaimana tertulis dalam Qs Al-Baqoroh (2: 168 “makanlah yang halal lagi baik.” Makanan yang halal adalah hak Allah yang menghalalkan. Makanan yang baik adalah makanan yang memberikan ketenangan dan tidak menimbulkan bahaya. Hal ini sejalan dengan ideologi Pancasila dan konstitusi sebagai dasar fi losofi pembentukan peraturan perundang-undangan Indonesia.

Wood frame systems for wood homes

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Julio Cesar Molina

2010-12-01

Full Text Available The use of constructive systems that combine strength, speed, with competitive differential techniques and mainly, compromising with the environment, is becoming more popular in Brazil. The constructive system in wood frame for houses of up to five stories is very interesting, because it is a light system, structured in reforested treated wood which allows the combination of several materials, besides allowing speed in the construction and total control of the expenses already in the project phase for being industrialized. The structural behavior of the wood frame is superior to the structural masonry in strength, thermal and acoustic comfort. However, in Brazil, the wood frame is still little known and used, due to lack of technical knowledge about the system, prejudice associated the bad use of the wood as construction material, or still, in some cases, lack of normalization. The aim of this manuscript consists of presenting the main technical characteristics and advantages of the constructive system in wood frame homes, approaching the main stages of the constructive process through examples, showing the materials used in the construction, in addition the main international normative recommendations of the project. Thus, this manuscript also hopes to contribute to the popularization of the wood frame system in Brazil, since it is a competitive, fast and ecologically correct system. Moreover, nowadays, an enormous effort of the technical, commercial and industrial section has been accomplished for the development of this system in the country.

Contested Science in the Media: Linguistic Traces of News Writers' Framing Activity

Science.gov (United States)

Dahl, Trine

2015-01-01

Science reporting in the media often involves contested issues, such as, for example, biotechnology, climate change, and, more recently, geoengineering. The reporter's framing of the issue is likely to influence readers' perception of it. The notion of framing is related to how individuals and groups perceive and communicate about the…

Common Sense dalam Epistemologi George Edward Moore dan Implikasinya terhadap Perkembangan Ilmu

Directory of Open Access Journals (Sweden)

Abbas Hamami Mintaredja

2007-12-01

Full Text Available The birth of Moore's philosophy has a background in Bradley's Idealism-The philosophy of Bradley is rooted in Hegelianistic philosophy- and in Berkeley's immaterialism. Moore tried to revive English Realism tradition. Long before Bradley thoughts. The matterials of this research are all drawn from English philosophy that deals with Common Sense, both influencing and influenced by Moore's philsophy. The objective of this research is describe the function of Common Sense in Moore's philosophy. The aims of this research are (1 to determine the meaning of Common Sense, (2 to determine the realization of epistemology of Common Sense, and (3 to identify the contribution of epistemological Common Sense in the development of philosophy of science. This research uses three methods, (1 Factual-Historical Method, which is used to retrace the stream of development of the meaning of Common Sense in English philosophy. (2 Synthetico-Analitic method, which is used to find out specific meaning of the term Common Sense. (3 Hermeneutics. Which is useng to mediate the messeage drawn from realities (objects. The results of this research are (1 historically, the conception of Common Sense used by many philosophers. Despite differents of terminilogy and meaning according to them. (2 Synthetic-analitically, the meaning of Common Sense depends on the approaches of the respective philosophers. (3 Hermeneurtically, the meaning of Common Sense in Moore philosophy is to be understood as a unifeid ability of sense activities and consciuosness to grasp and understand material objects. Common Sense denotes to human capacity, that is a universal belief that produces certainty of knowledge of material things. Common Sense epistemology is specific ally Moore's epistemology. It is sparates the subjects from the objects distinictively. A subject sees factual objects in direct experiences, so that he gets the sense-data. Tp apprehend sense-data directly involves conscious activity

Children as theological hermeneutic: Is there a new epistemological break emerging?

Directory of Open Access Journals (Sweden)

Nico Botha

2016-07-01

Full Text Available Children are the great omission in theology. The objective of the article is to show that there is a growing realisation of this reality. More than that, there are attempts afoot to salvage the situation by factoring children more and more into theological writing, not in an objectified manner, but as serious agents of theology and, in the case of this article, as agents of mission. A few examples to this effect are shown in the article. The main thrust of the study, however, is to raise the hypothetical question of whether children have not become an important and indispensable theological hermeneutic themselves. The serious question is raised of whether children if, taken seriously in church and theology are not forcing a new epistemological break or a new way of believing and of theologising on the world of mission. A somewhat tentative and hypothetical conclusion is arrived at, which suggests that indeed there is a new rupture occurring in terms of how we know what we know in church and theology.

General Eulerian formulation of the comoving-frame equation of radiative transfer

International Nuclear Information System (INIS)

Riffert, H.

1986-01-01

For a wide range of problems in radiation hydrodynamics the motion of the matter is best described in an Eulerian coordinate system, and here a comoving-frame equation of radiation transfer in such fixed coordinates is derived, using the radiation quantities measured in the comoving frame. The choice of coordinates is arbitrary, and the equation is given explicitly for an arbitrary diagonal metric, correct to all orders in v/c. All comoving frame equations derived earlier are included as special cases. An example is given for the case of a spherically symmetric flow in a Schwarzschild metric. 9 references

Towards non-reductionistic medical anthropology, medical education and practitioner-patient-interaction: the example of Anthroposophic Medicine.

Science.gov (United States)

Heusser, Peter; Scheffer, Christian; Neumann, Melanie; Tauschel, Diethart; Edelhäuser, Friedrich

2012-12-01

To develop the hypothesis that reductionism in medical anthropology, professional education and health care influences empathy development, communication and patient satisfaction. We identified relevant literature and reviewed the material in a structured essay. We reflected our hypothesis by applying it to Anthroposophic Medicine (AM), an example of holistic theory and practice. Reductionism in medical anthropology such as in conventional medicine seems to lead to a less empathetic and less communicative health care culture than holism such as in CAM disciplines. However, reductionism can be transformed into a systemic, multi-perspective holistic view, when the emergent properties of the physical, living, psychic, spiritual and social levels of human existence and the causal relations between them are more carefully accounted for in epistemology, medical anthropology and professional education. This is shown by the example of AM and its possible benefits for communication with and satisfaction of patients. A non-reductionistic understanding of the human being may improve communication with patients and enhance patient benefit and satisfaction. Interdisciplinary qualitative and quantitative studies are warranted to test this hypothesis and to understand the complex relations between epistemology, medical anthropology, education, health care delivery and benefit for patients. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Pre-conceptual design requirements and system description for FED frame seal welder and cutter

International Nuclear Information System (INIS)

Masson, L.S.; Longhurst, G.R.; Watts, K.D.; Williams, S.A.

1981-03-01

The Fusion Engineering Device (FED) is being designed in a torus shape using ten removable segments to form the torus geometry. The torus consists of a frame and ten shield assemblies which fit into the frame and are held in place structurally using electrically insulated backing plates. It is then necessary to seal the shield segment to the frame for the assembly to sustain an internal vacuum of 10 -7 torr. This task is intended to be accomplished by welding a frame seal between the frame and the shield segment. An example of this concept is shown. This document covers the equipment requirements and pre-conceptual design description for installing and removing the frame seal

Looking at Filipino Pre-Service Teachers' Value for Education through Epistemological Beliefs about Learning and Asian Values

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Magno, Carlo

2010-01-01

The present study investigated the contribution of epistemological beliefs about learning and Asian values on pre-service teachers' value for education. The relationship of epistemological beliefs and valuing education is based on Schwartz and Bilsky's (1987; 1990) theory of human values. The participants were 362 pre-service teachers from…

Simultaneous Helmert transformations among multiple frames considering all relevant measurements

Science.gov (United States)

Chang, Guobin; Lin, Peng; Bian, Hefang; Gao, Jingxiang

2018-03-01

Helmert or similarity models are widely employed to relate different coordinate frames. It is often encountered in practice to transform coordinates from more than one old frame into a new one. One may perform separate Helmert transformations for each old frame. However, although each transformation is locally optimal, this is not globally optimal. Transformations among three frames, namely one new and two old, are studied as an example. Simultaneous Helmert transformations among all frames are also studied. Least-squares estimation of the transformation parameters and the coordinates in the new frame of all stations involved is performed. A functional model for the transformations among multiple frames is developed. A realistic stochastic model is followed, in which not only non-common stations are taken into consideration, but also errors in all measurements are addressed. An algorithm of iterative linearizations and estimations is derived in detail. The proposed method is globally optimal, and, perhaps more importantly, it produces a unified network of the new frame providing coordinate estimates for all involved stations and the associated covariance matrix, with the latter being consistent with the true errors of the former. Simulations are conducted, and the results validate the superiority of the proposed combined method over separate approaches.

THE EPISTEMOLOGY BEHIND THE CURTAIN: THOUGHTS ON THE SCIENCE OF PSYCHOANALYSIS.

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Clarke, Brett H

2017-07-01

This essay is concerned with the epistemological complications of the interface between psychoanalysis and "scientific" disciplines and methodologies-in particular, with respect to theories of knowledge and conceptualizations of subjectivity appropriate to psychoanalysis. The author suggests that there is in such interface the potential for an untheorized scientism in empiricist prescriptions for the reform and rescue of psychoanalysis, and revisits the notion that subjectivity as conceived psychoanalytically, grounded in lived experience, is irreducible in ways that are unique and existentially abiding. The author explores the problem through the lens of philosophical hermeneutics and cautions against merging psychoanalysis, under the guise of a salutary pluralism, with disciplines guided by a systematized empiricism and its attendant epistemological commitments. © 2017 The Psychoanalytic Quarterly, Inc.

Attribute Framing and Goal Framing Effects in Health Decisions.

Science.gov (United States)

Krishnamurthy, Parthasarathy; Carter, Patrick; Blair, Edward

2001-07-01

Levin, Schneider, and Gaeth (LSG, 1998) have distinguished among three types of framing-risky choice, attribute, and goal framing-to reconcile conflicting findings in the literature. In the research reported here, we focus on attribute and goal framing. LSG propose that positive frames should be more effective than negative frames in the context of attribute framing, and negative frames should be more effective than positive frames in the context of goal framing. We test this framework by manipulating frame valence (positive vs negative) and frame type (attribute vs goal) in a unified context with common procedures. We also argue that the nature of effects in a goal-framing context may depend on the extent to which the research topic has "intrinsic self-relevance" to the population. In the context of medical decision making, we operationalize low intrinsic self-relevance by using student subjects and high intrinsic self-relevance by using patients. As expected, we find complete support for the LSG framework under low intrinsic self-relevance and modified support for the LSG framework under high intrinsic self-relevance. Overall, our research appears to confirm and extend the LSG framework. Copyright 2001 Academic Press.

Sensitivity analysis of the stiffness between the frame structure and the frequency and vibration mode

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Chen, Wenyuan

2018-03-01

The modal parameters such as natural frequency and vibration mode of the frame structure of the layer stiffness sensitivity is inconsistent. This article focuses on the theoretical derivation of the frequency and mode of the frame structure layer stiffness of the first-order sensitivity. The numerical examples show that the frame structure of layer stiffness higher than with the first order sensitivity vibration frequency.

Experimental Characterization and Modeling of Advanced Polymer Composite Window Frames

DEFF Research Database (Denmark)

Zajas, Jan Jakub

Even though the window frames cover a relatively small fraction of the entire building envelope, they are responsible for a major amount of heat loss, due to their poor insulation properties compared to the other envelope elements. With the current trends to reduce energy use in buildings....... Heat transfer through a frame is a combination of conduction, convection and radiation and each of these mechanisms of heat transfer can be diminished in certain ways. An example could be subdividing the cavities to reduce convective heat flow or using low emissivity materials to limit the thermal......, it is obvious that the thermal performance of contemporary frames needs to be improved, so that buildings can fulfill the new, more rigorous demands. This study will focus on improving the thermal performance of window frames made of fiberglass reinforced plastic (FRP). This material has been recently...

EPISTEMOLOGICAL BELIEFS AND METACOGNITIVE STRATEGIES OF ELT PRE-SERVICE TEACHERS IN DISTANCE AND FORMAL EDUCATION

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Meral GUVEN

2012-04-01

Full Text Available The epistemological beliefs in learning process have been investigated from different aspects in relation with many variables in literature. Such beliefs are defined as individuals’ beliefs regarding knowledge and learning. As another related, popular concept, the metacognitive strategies are identified as the strategies used to control the process of obtaining knowledge. Thus, it is seen that both of them are employed to make learning more effective. Within this framework, the aim of the present study was to determine the epistemological beliefs and metacognitive strategies of the pre-service teachers in the distance and formal education English Language Teaching program and to investigate whether there was any difference/ were any differences between them. To collect data, “Epistemological Belief Scale” developed by Schommer (1990 and translated and validated by Deryakulu and Büyüköztürk (2002 and “Metacognitive Strategy Inventory” which was adapted for university students by Yıldız, Akpınar and Ergin (2006 were used. Then through the descriptive method they were analyzed. As a result of study, it was determined that there was a significant relationship between the epistemological beliefs and metacognitive strategy use of ELT pre-service teachers in both formal and distance education programs.

Knowledge for a Common World? On the Place of Feminist Epistemology in Philosophy of Education

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Claudia Schumann

2016-03-01

Full Text Available The paper discusses the place of feminist epistemology in philosophy of education. Against frequently raised criticisms, the paper argues that the issues raised by feminist standpoint theory lead neither to a reduction of questions of knowledge to questions of power or politics nor to the endorsement of relativism. Within the on-going discussion in feminist epistemology, we can find lines of argument which provide the grounds for a far more radical critique of the traditional, narrow notion of objectivity, revealing it as inherently flawed and inconsistent and allowing for the defense of a re-worked, broader, more accurate understanding of objectivity. This is also in the interest of developing a strong basis for a feminist critique of problematically biased and repressive epistemological practices which can further be extended to shed light on the way in which knowledge has become distorted through the repression of other non-dominant epistemic standpoints. Thus, requiring a thorough re-thinking of our conceptions of objectivity and rationality, feminist epistemologies need to be carefully considered in order to improve our understanding of what knowledge for a common world implies in the pluralistic and diverse societies of post-traditional modernity in the 21st century.

Developing a questionnaire for measuring epistemological beliefs in history education

NARCIS (Netherlands)

Stoel, Gerhard; Logtenberg, Albert; Wansink, Bjorn; Huijgen, Timothy

2016-01-01

Developing pupils’ understanding of history with its own disciplinary and epistemological problems can contribute to the education of a critical and peaceful diverse society. This symposium discusses results of four studies from the Netherlands, Germany and the USA addressing theoretical,

Improving epistemological beliefs and moral judgment through an STS-based science ethics education program.

Science.gov (United States)

Han, Hyemin; Jeong, Changwoo

2014-03-01

This study develops a Science-Technology-Society (STS)-based science ethics education program for high school students majoring in or planning to major in science and engineering. Our education program includes the fields of philosophy, history, sociology and ethics of science and technology, and other STS-related theories. We expected our STS-based science ethics education program to promote students' epistemological beliefs and moral judgment development. These psychological constructs are needed to properly solve complicated moral and social dilemmas in the fields of science and engineering. We applied this program to a group of Korean high school science students gifted in science and engineering. To measure the effects of this program, we used an essay-based qualitative measurement. The results indicate that there was significant development in both epistemological beliefs and moral judgment. In closing, we briefly discuss the need to develop epistemological beliefs and moral judgment using an STS-based science ethics education program.

Epistemological Development and Judgments and Reasoning about Teaching Methods

Science.gov (United States)

Spence, Sarah; Helwig, Charles C.

2013-01-01

Children's, adolescents', and adults' (N = 96 7-8, 10-11, and 13-14-year-olds and university students) epistemological development and its relation to judgments and reasoning about teaching methods was examined. The domain (scientific or moral), nature of the topic (controversial or noncontroversial), and teaching method (direct instruction by…

Children as theological hermeneutic: Is there a new epistemological ...

African Journals Online (AJOL)

The main thrust of the study, however, is to raise the hypothetical question of whether children have not become an important and indispensable theological hermeneutic themselves. The serious question is raised of whether children if, taken seriously in church and theology are not forcing a new epistemological break or a ...

Solid-state framing camera with multiple time frames

Energy Technology Data Exchange (ETDEWEB)

Baker, K. L.; Stewart, R. E.; Steele, P. T.; Vernon, S. P.; Hsing, W. W.; Remington, B. A. [Lawrence Livermore National Laboratory, Livermore, California 94550 (United States)

2013-10-07

A high speed solid-state framing camera has been developed which can operate over a wide range of photon energies. This camera measures the two-dimensional spatial profile of the flux incident on a cadmium selenide semiconductor at multiple times. This multi-frame camera has been tested at 3.1 eV and 4.5 keV. The framing camera currently records two frames with a temporal separation between the frames of 5 ps but this separation can be varied between hundreds of femtoseconds up to nanoseconds and the number of frames can be increased by angularly multiplexing the probe beam onto the cadmium selenide semiconductor.

Epistemology, development, and integrity in a science education professional development program

Science.gov (United States)

Hancock, Elizabeth St. Petery

This research involved interpretive inquiry to understand changes in the notion of "self" as expressed by teachers recently enrolled as graduate students in an advanced degree program in science education at Florida State University. Teachers work in a context that integrates behavior, social structure, culture, and intention. Within this context, this study focused on the intentional realm that involves interior understandings, including self-epistemology, professional self-identity, and integrity. Scholarship in adult and teacher development, especially ways of knowing theory, guided my efforts to understand change in these notions of self. The five participants in this study were interviewed in depth to explore their "self"-related understandings in detail. The other primary data sources were portfolios and work the participants submitted as part of the program. Guided by a constructivist methodology, I used narrative inquiry and grounded theory to conduct data analysis. As learners and teachers, these individuals drew upon epistemological orientations emphasizing a procedural orientation to knowledge. They experienced varying degrees of interior and exterior development in self and epistemology. They created integrity in their efforts to align their intentions with their actions with a dynamic relationship to context. This study suggests that professional development experiences in science education include consideration of the personal and the professional, recognize and honor differing perspectives, facilitate development, and assist individuals to recognize and articulate their integrity.

Nonmonotonic belief state frames and reasoning frames

NARCIS (Netherlands)

Engelfriet, J.; Herre, H.; Treur, J.

1995-01-01

In this paper five levels of specification of nonmonotonic reasoning are distinguished. The notions of semantical frame, belief state frame and reasoning frame are introduced and used as a semantical basis for the first three levels. Moreover, the semantical connections between the levels are

From Boole to Leggett-Garg : Epistemology of Bell-Type Inequalities

NARCIS (Netherlands)

Hess, Karl; De Raedt, Hans; Michielsen, Kristel

2016-01-01

In 1862, George Boole derived an inequality for variables that represents a demarcation line between possible and impossible experience. This inequality forms an important milestone in the epistemology of probability theory and probability measures. In 1985 Leggett and Garg derived a physics related

Epistemological and Pedagogical Challenges of Teaching International Business Ethics Courses

Science.gov (United States)

Dion, Michel

2015-01-01

International business ethics courses imply four basic epistemological and pedagogical challenges: (a) understanding various perceptions of ethics and values/virtues; (b) identifying ethical maxims among religious/spiritual traditions; (c) designing international business ethics courses as dialogical experiences; and (d) deepening our personal…

Effects of news frames on perceived risk, emotions, and learning.

Directory of Open Access Journals (Sweden)

Christine Otieno

Full Text Available The media play a key role in forming opinions by influencing people´s understanding and perception of a topic. People gather information about topics of interest from the internet and print media, which employ various news frames to attract attention. One example of a common news frame is the human-interest frame, which emotionalizes and dramatizes information and often accentuates individual affectedness. Our study investigated effects of human-interest frames compared to a neutral-text condition with respect to perceived risk, emotions, and knowledge acquisition, and tested whether these effects can be "generalized" to common variants of the human-interest frame. Ninety-one participants read either one variant of the human-interest frame or a neutrally formulated version of a newspaper article describing the effects of invasive species in general and the Asian ladybug (an invasive species in particular. The framing was achieved by varying the opening and concluding paragraphs (about invasive species, as well as the headline. The core text (about the Asian ladybug was the same across all conditions. All outcome variables on framing effects referred to this common core text. We found that all versions of the human-interest frame increased perceived risk and the strength of negative emotions compared to the neutral text. Furthermore, participants in the human-interest frame condition displayed better (quantitative learning outcomes but also biased knowledge, highlighting a potential dilemma: Human-interest frames may increase learning, but they also lead to a rather unbalanced view of the given topic on a "deeper level".

Group Frames With Few Distinct Inner Products and Low Coherence

KAUST Repository

Thill, Matthew

2015-10-01

Frame theory has been a popular subject in the design of structured signals and codes in recent years, with applications ranging from the design of measurement matrices in compressive sensing, to spherical codes for data compression and data transmission, to spacetime codes for MIMO communications, and to measurement operators in quantum sensing. High-performance codes usually arise from designing frames whose elements have mutually low coherence. Building off the original “group frame” design of Slepian which has since been elaborated in the works of Vale and Waldron, we present several new frame constructions based on cyclic and generalized dihedral groups. Slepian\\'s original construction was based on the premise that group structure allows one to reduce the number of distinct inner pairwise inner products in a frame with n elements from [(n(n-1))/2] to n-1. All of our constructions further utilize the group structure to produce tight frames with even fewer distinct inner product values between the frame elements. When n is prime, for example, we use cyclic groups to construct m-dimensional frame vectors with at most [(n-1)/m] distinct inner products. We use this behavior to bound the coherence of our frames via arguments based on the frame potential, and derive even tighter bounds from combinatorial and algebraic arguments using the group structure alone. In certain cases, we recover well-known Welch bound achieving frames. In cases where the Welch bound has not been achieved, and is not known to be achievable, we obtain frames with close to Welch bound performance.

Effects of News Frames on Perceived Risk, Emotions, and Learning

Science.gov (United States)

Otieno, Christine; Spada, Hans; Renkl, Alexander

2013-01-01

The media play a key role in forming opinions by influencing people´s understanding and perception of a topic. People gather information about topics of interest from the internet and print media, which employ various news frames to attract attention. One example of a common news frame is the human-interest frame, which emotionalizes and dramatizes information and often accentuates individual affectedness. Our study investigated effects of human-interest frames compared to a neutral-text condition with respect to perceived risk, emotions, and knowledge acquisition, and tested whether these effects can be "generalized" to common variants of the human-interest frame. Ninety-one participants read either one variant of the human-interest frame or a neutrally formulated version of a newspaper article describing the effects of invasive species in general and the Asian ladybug (an invasive species) in particular. The framing was achieved by varying the opening and concluding paragraphs (about invasive species), as well as the headline. The core text (about the Asian ladybug) was the same across all conditions. All outcome variables on framing effects referred to this common core text. We found that all versions of the human-interest frame increased perceived risk and the strength of negative emotions compared to the neutral text. Furthermore, participants in the human-interest frame condition displayed better (quantitative) learning outcomes but also biased knowledge, highlighting a potential dilemma: Human-interest frames may increase learning, but they also lead to a rather unbalanced view of the given topic on a “deeper level”. PMID:24223999

Effects of Epistemological Beliefs and Topic-Specific Beliefs on Undergraduates' Cognitive and Strategic Processing of Dual-Positional Text.

Science.gov (United States)

Kardash, CarolAnne M.; Howell, Karen L.

2000-01-01

Investigates effects of epistemological beliefs and topic-specific beliefs on undergraduates' (N=40) cognitive and strategic processing of a dual-positional text. Findings reveal that epistemological beliefs about the speed of learning affected the overall number of cognitive processes exhibited, whereas topic-specific beliefs interacted with the…

Epistemological Syncretism in a Biology Classroom: A Case Study

Science.gov (United States)

Bennett, William D.; Park, Soonhye

2011-01-01

In teaching science, the beliefs of teachers may come into conflict and inhibit the implementation of reformed teaching practice. An experienced biology teacher, Mr. Hobbs, was found to have two different sets of epistemological beliefs while his classroom practice was predominantly teacher-centered. A case study was then performed in order to…

Mountain bicycle frame testing as an example of practical implementation of hybrid simulation using RTFEM

Science.gov (United States)

Mucha, Waldemar; Kuś, Wacław

2018-01-01

The paper presents a practical implementation of hybrid simulation using Real Time Finite Element Method (RTFEM). Hybrid simulation is a technique for investigating dynamic material and structural properties of mechanical systems by performing numerical analysis and experiment at the same time. It applies to mechanical systems with elements too difficult or impossible to model numerically. These elements are tested experimentally, while the rest of the system is simulated numerically. Data between the experiment and numerical simulation are exchanged in real time. Authors use Finite Element Method to perform the numerical simulation. The following paper presents the general algorithm for hybrid simulation using RTFEM and possible improvements of the algorithm for computation time reduction developed by the authors. The paper focuses on practical implementation of presented methods, which involves testing of a mountain bicycle frame, where the shock absorber is tested experimentally while the rest of the frame is simulated numerically.

The Epistemology Of Heart-Mind In The Spiritual Teachings Of Muhyiddin Ibn ‘Arabi

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Nikos Yiangou

2012-06-01

Full Text Available Abstrak : Ibn ‘Arabi menawarkan kerangka pikir yang unik dalam menjelaskan struktur ilmu. Epistemologinya bersandar pada prinsip kesatuan wujud, dan bahwa semua pengetahuan adalah berasal dari Wujud yang dimiliki oleh Wujud melalui penampakan Dirinya. Manusia merupakan cermin dari penampakan Diri tersebut, yang di dalamnya terdapat satu fakultas sebagai pusat pengalaman manusia, yaitu hati (qalb. Melalui interaksi dengan pikiran, refleksi dan imajinasi, Ibn ‘Arabi menawarkan model epistemologi yang kokoh yang menjelaskan kerja pikiran dalam menciptakan keyakinan terhadap Tuhan. Ia (The Real hadir dalam tataran potensi tertinggi manusia, sebagaimana Ia hadir setiap saat dalam hati, pada kondisi yang disebut sebagai maqam yang tak bermaqam. Jika pendekatan post-modern sangat menekankan epistemologi yang memperkuat status multiplisitas ontologis mereka, ada paradigma yang berkembang yang mengusung visi kemanusiaan yang utuh melibatkan kesatuan tubuh, pikiran dan ruh. Epistemolgi Ibn ‘Arabi lah yang sanggup mewakili perkembangan ini dan merumuskan struktur yang abadi dan proses yang mencakup kecakapan manusia untuk sadar dan merasakan.Kata kunci : Kehadiran, Hati, Kesatuan wujud Abstract : Ibn ‘Arabi offers a unique framework for explaining the structures of knowledge. His epistemology is referenced within the Oneness of Being (wahdāt al-wujūd, and all knowledge is ultimately the knowledge that the Being has of Itself through Its own self-disclosure. The human form mirrors this self-disclosure, and within this form he situates the center of the human experience in the faculty of the heart (qalb. Through interactions with the faculties of mind, reflection and imagination, he provides a robust model for an epistemology that explains the workings of mind and the creation of the many beliefs about God. He intimates at the highest human potential which is the immediate perception of the Real as It appears to the heart in every moment, a

'Epistemology models ontology'− In gesprek met John Polkinghorne ...

African Journals Online (AJOL)

The famous premise of John Polkinghorne, 'epistemology models ontology', has been assessed in this article. It is interpreted that its logic is based on a linear trajectory of knowledge → being. Polkinghorne places much emphasis on the fact that he pursues a 'bottom-up' approach, that is, an inductive way of going about ...

Researching Style: Epistemology, Paradigm Shifts and Research Interest Groups

Science.gov (United States)

Rayner, Stephen

2011-01-01

This paper identifies the need for a deliberate approach to theory building in the context of researching cognitive and learning style differences in human performance. A case for paradigm shift and a focus upon research epistemology is presented, building upon a recent critique of style research. A proposal for creating paradigm shift is made,…

Feminist approaches to social science: epistemological and methodological tenets.

Science.gov (United States)

Campbell, R; Wasco, S M

2000-12-01

This paper is a primer for community psychologists on feminist research. Much like the field of community psychology, feminist scholarship is defined by its values and process. Informed by the political ideologies of the 1970s women's movement (liberal, radical, socialist feminism, and womanism), feminist scholars reinterpreted classic concepts in philosophy of science to create feminist epistemologies and methodologies. Feminist epistemologies, such as feminist empiricism, standpoint theory, and postmodernism, recognize women's lived experiences as legitimate sources of knowledge. Feminist methodologies attempt to eradicate sexist bias in research and find ways to capture women's voices that are consistent with feminist ideals. Practically, the process of feminist research is characterized by four primary features: (1) expanding methodologies to include both quantitative and qualitative methods, (2) connecting women for group-level data collection, (3) reducing the hierarchical relationship between researchers and their participants to facilitate trust and disclosure, and (4) recognizing and reflecting upon the emotionality of women's lives. Recommendations for how community psychologists can integrate feminist scholarship into their practice are discussed.

Interactions among Knowledge, Beliefs, and Goals in Framing a Qualitative Study in Statistics Education

Science.gov (United States)

Groth, Randall E.

2010-01-01

In the recent past, qualitative research methods have become more prevalent in the field of statistics education. This paper offers thoughts on the process of framing a qualitative study by means of an illustrative example. The decisions that influenced the framing of a study of pre-service teachers' understanding of the concept of statistical…

On the Epistemological Features Promoted by "Philosophy for Children" and Their Psychological Advantages When Incorporated into RE

Science.gov (United States)

van der Straten Waillet, Nastasya; Roskam, Isabelle; Possoz, Cécile

2015-01-01

This article presents the epistemological paradigm in which Philosophy for Children (P4C) is embedded and the personal epistemological positions that are promoted by P4C, in order to address the concern that P4C might induce relativism in pupils. On the basis of theoretical considerations and empirical results, it is shown that P4C does not…

Wittgenstein for Adolescents? Post-Foundational Epistemology in High School Philosophy

Science.gov (United States)

Stickney, Jeff A.

2014-01-01

Drawing on experience teaching secondary philosophy students, I investigate meaningful engagement with Wittgenstein in a Grade 12 epistemology unit. The premise is that without some introduction to landmark philosophers of the early twentieth century, students are left out of many contemporary philosophical conversations: linguistic idealism or…

Historical epistemology of space from primate cognition to spacetime physics

CERN Document Server

Schemmel, Matthias

2016-01-01

This monograph investigates the development of human spatial knowledge by analyzing its elementary structures and studying how it is further shaped by various societal conditions. By taking a thoroughly historical perspective on knowledge and integrating results from various disciplines, this work throws new light on long-standing problems in epistemology such as the relation between experience and preformed structures of cognition. What do the orientation of apes and the theory of relativity have to do with each other? Readers will learn how different forms of spatial thinking are related in a long-term history of knowledge. Scientific concepts of space such as Newton’s absolute space or Einstein’s curved spacetime are shown to be rooted in pre-scientific structures of knowledge, while at the same time enabling the integration of an ever expanding corpus of experiential knowledge. This work addresses all readers interested in questions of epistemology, in particular philosophers and historians of scie...

Formative science and indicial science: epistemological proposal for information science

Directory of Open Access Journals (Sweden)

Eliany Alvarenga de Araújo

2006-07-01

Full Text Available Epistemological reflections on the Information Science as scientific field that if structure in the context of modern science, in theoretical and methodological terms and technologies of the information in applied terms. Such configuration made possible the sprouting of this science; however we consider that the same one will not guarantee to this science the full development as field of consistent and modern knowledge. Modern Science, while scientific practical vision and meets depleted and the information technologies are only auto-regulated mechanisms that function according to principles of automatisms. To leave of these considerations we propols the concept of Formative Science (Bachelard, 1996 and the Indiciario Paradigm (1991 with epistemological basis for the Information Science. The concept of formative science if a base on the principles of tree states of the scientific spirit and the psychological condition of the scientific progress and the indiciario paradigm it considers the intuição (empirical and rational as methodological base to make it scientific.

The spaces in the looking glass: stilling the frame/framing the still

Directory of Open Access Journals (Sweden)

Marvin E. Kirsh

2015-06-01

Full Text Available The purpose of this writing is to propose a frame of view, a form as the eternal world element, that is compatible with paradox within the history of ideas, modern discovery as they confront one another. Under special consideration are problems of representation of phenomena, life, the cosmos as the rational facility of mind confronts the physical/perceptual, and itself. Current topics in pursuit are near as diverse and numbered as are the possibilities for a world composed strictly of uniqueness able to fill infinite space; it is assumed that not all of the paths chosen in contemporary pursuits will produce coherent determinations in an appropriate frame able to accommodate a world of nominals in motion, containing motion, and is commensurate with basic physical law and the propagation of form, change from within. Intended as a potential guiding post for the aim of reason seeking to select, define and capture topics, chosen as special examples are the works of logistician/mathematician Lewis Carroll as he presents a paradox of actuality verses the reality of perception in Alice in Wonderland, the theory of relativity of Albert Einstein as he fails to elaborate a mathematics to communicate an inertial frame of reference, and the reconstruction ideas of Jacques Derrida as he refers for contrast with the scientific world view constructed of dualisms, monisms that are conceived to have no opposites. Supporting discussion is evolved from the works of Bertrand Russell, Erwin Schrodinger, Jurgen Habermas, Bronislaw Malinowski, Michel Foucault.

Media Framing

DEFF Research Database (Denmark)

Pedersen, Rasmus T.

2017-01-01

The concept of media framing refers to the way in which the news media organize and provide meaning to a news story by emphasizing some parts of reality and disregarding other parts. These patterns of emphasis and exclusion in news coverage create frames that can have considerable effects on news...... consumers’ perceptions and attitudes regarding the given issue or event. This entry briefly elaborates on the concept of media framing, presents key types of media frames, and introduces the research on media framing effects....

The Influence of Curriculum, Instruction, Technology, and Social Interactions on Two Fifth-Grade Students' Epistemologies in Modeling Throughout a Model-Based Curriculum Unit

Science.gov (United States)

Baek, Hamin; Schwarz, Christina V.

2015-04-01

In the past decade, reform efforts in science education have increasingly attended to engaging students in scientific practices such as scientific modeling. Engaging students in scientific modeling can help them develop their epistemologies by allowing them to attend to the roles of mechanism and empirical evidence when constructing and revising models. In this article, we present our in-depth case study of how two fifth graders—Brian and Joon—who were students in a public school classroom located in a Midwestern state shifted their epistemologies in modeling as they participated in the enactment of a technologically enhanced, model-based curriculum unit on evaporation and condensation. First, analyses of Brian's and Joon's models indicate that their epistemologies in modeling related to explanation and empirical evidence shifted productively throughout the unit. Additionally, while their initial and final epistemologies in modeling were similar, the pathways in which their epistemologies in modeling shifted differed. Next, analyses of the classroom activities illustrate how various components of the learning ecology including technological tools, the teacher's scaffolding remarks, and students' collective activities and conversations, were marshaled in the service of the two students' shifting epistemologies in modeling. These findings suggest a nuanced view of individual learners' engagement in scientific modeling, their epistemological shifts in the practice, and the roles of technology and other components of a modeling-oriented learning environment for such shifts.

Framing effects over time: comparing affective and cognitive news frames

NARCIS (Netherlands)

Lecheler, S.; Matthes, J.

2012-01-01

A growing number of scholars examine the duration of framing effects. However, duration is likely to differ from frame to frame, depending on how strong a frame is. This strength is likely to be enhanced by adding emotional components to a frame. By means of an experimental survey design (n = 111),

Comparison between Frame-Constrained Fix-Pixel-Value and Frame-Free Spiking-Dynamic-Pixel ConvNets for Visual Processing.

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Farabet, Clément; Paz, Rafael; Pérez-Carrasco, Jose; Zamarreño-Ramos, Carlos; Linares-Barranco, Alejandro; Lecun, Yann; Culurciello, Eugenio; Serrano-Gotarredona, Teresa; Linares-Barranco, Bernabe

2012-01-01

Most scene segmentation and categorization architectures for the extraction of features in images and patches make exhaustive use of 2D convolution operations for template matching, template search, and denoising. Convolutional Neural Networks (ConvNets) are one example of such architectures that can implement general-purpose bio-inspired vision systems. In standard digital computers 2D convolutions are usually expensive in terms of resource consumption and impose severe limitations for efficient real-time applications. Nevertheless, neuro-cortex inspired solutions, like dedicated Frame-Based or Frame-Free Spiking ConvNet Convolution Processors, are advancing real-time visual processing. These two approaches share the neural inspiration, but each of them solves the problem in different ways. Frame-Based ConvNets process frame by frame video information in a very robust and fast way that requires to use and share the available hardware resources (such as: multipliers, adders). Hardware resources are fixed- and time-multiplexed by fetching data in and out. Thus memory bandwidth and size is important for good performance. On the other hand, spike-based convolution processors are a frame-free alternative that is able to perform convolution of a spike-based source of visual information with very low latency, which makes ideal for very high-speed applications. However, hardware resources need to be available all the time and cannot be time-multiplexed. Thus, hardware should be modular, reconfigurable, and expansible. Hardware implementations in both VLSI custom integrated circuits (digital and analog) and FPGA have been already used to demonstrate the performance of these systems. In this paper we present a comparison study of these two neuro-inspired solutions. A brief description of both systems is presented and also discussions about their differences, pros and cons.

The laboratory technology of discrete molecular separation: the historical development of gel electrophoresis and the material epistemology of biomolecular science, 1945-1970.

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Chiang, Howard Hsueh-hao

2009-01-01

Preparative and analytical methods developed by separation scientists have played an important role in the history of molecular biology. One such early method is gel electrophoresis, a technique that uses various types of gel as its supporting medium to separate charged molecules based on size and other properties. Historians of science, however, have only recently begun to pay closer attention to this material epistemological dimension of biomolecular science. This paper substantiates the historiographical thread that explores the relationship between modern laboratory practice and the production of scientific knowledge. It traces the historical development of gel electrophoresis from the mid-1940s to the mid-1960s, with careful attention to the interplay between technical developments and disciplinary shifts, especially the rise of molecular biology in this time-frame. Claiming that the early 1950s marked a decisive shift in the evolution of electrophoretic methods from moving boundary to zone electrophoresis, I reconstruct various trajectories in which scientists such as Oliver Smithies sought out the most desirable solid supporting medium for electrophoretic instrumentation. Biomolecular knowledge, I argue, emerged in part from this process of seeking the most appropriate supporting medium that allowed for discrete molecular separation and visualization. The early 1950s, therefore, marked not only an important turning point in the history of separation science, but also a transformative moment in the history of the life sciences as the growth of molecular biology depended in part on the epistemological access to the molecular realm available through these evolving technologies.

Studying the Interaction of the Epistemology in e-Government, Organization Studies and Information Systems

Science.gov (United States)

Meneklis, Vassilis; Douligeris, Christos

Although there are significant differences between Organization Studies, Information Systems and e-Government, certain boundaries between them have started to dissolve in the light of recent developments. Even though influences can be traced among all three concerning research results, epistemological interaction could produce interesting outcomes. In this paper we propose such an interaction in epistemology, and particularly in methods following the interpretive tradition, which has been notably underused. We present a brief review of literature in e-Government and after sketching its route, we propose ways to integrate in it perceptions and methods from Organization Studies and Information Systems.

An Evaluation of the Pattern between Students' Motivation, Learning Strategies and Their Epistemological Beliefs: The Mediator Role of Motivation

Science.gov (United States)

Sen, S.; Yilmaz, A.; Yurdagül, H.

2014-01-01

This study aims at analysing the relations between students' achievement motivation, learning strategies and their epistemological beliefs in learning through structural equation modelling, and at exploring the mediation role of motivation in the relations between learning strategies and epistemological beliefs. The study group was composed of 446…

Strength and stiffness reduction factors for infilled frames with openings

Science.gov (United States)

Decanini, Luis D.; Liberatore, Laura; Mollaioli, Fabrizio

2014-09-01

Framed structures are usually infilled with masonry walls. They may cause a significant increase in both stiffness and strength, reducing the deformation demand and increasing the energy dissipation capacity of the system. On the other hand, irregular arrangements of the masonry panels may lead to the concentration of damage in some regions, with negative effects; for example soft story mechanisms and shear failures in short columns. Therefore, the presence of infill walls should not be neglected, especially in regions of moderate and high seismicity. To this aim, simple models are available for solid infills walls, such as the diagonal no-tension strut model, while infilled frames with openings have not been adequately investigated. In this study, the effect of openings on the strength and stiffness of infilled frames is investigated by means of about 150 experimental and numerical tests. The main parameters involved are identified and a simple model to take into account the openings in the infills is developed and compared with other models proposed by different researchers. The model, which is based on the use of strength and stiffness reduction factors, takes into account the opening dimensions and presence of reinforcing elements around the opening. An example of an application of the proposed reduction factors is also presented.

Riesz frames and approximation of the frame coefficients

DEFF Research Database (Denmark)

Casazza, P.; Christensen, Ole

1998-01-01

A frame is a fmaily {f i } i=1 ∞ of elements in a Hilbert space with the property that every element in can be written as a (infinite) linear combination of the frame elements. Frame theory describes how one can choose the corresponding coefficients, which are called frame coefficients. From...... the mathematical point of view this is gratifying, but for applications it is a problem that the calculation requires inversion of an operator on . The projection method is introduced in order to avoid this problem. The basic idea is to consider finite subfamilies {f i } i=1 n of the frame and the orthogonal...... projection Pn onto its span. For has a representation as a linear combination of fi, i=1,2,..., n and the corresponding coefficients can be calculated using finite dimensional methods. We find conditions implying that those coefficients converge to the correct frame coefficients as n→∞, in which case we have...

An Analytic Search for the Elements of Naturalized Epistemology in ...

African Journals Online (AJOL)

Naturalized epistemology is an approach to the theory of knowledge that emphasizes the application of methods, results, and theories from the empirical sciences. It contrasts with approaches that emphasize a priori conceptual analysis or insist on a theory of knowledge that is independent of it. In most cases when ...

The Tension between Justice and Freedom in Paulo Freire's Epistemology.

Science.gov (United States)

Joldersma, Clarence W.

2001-01-01

Explores how the concept of freedom in Paulo Freire's constructivist epistemology-constituted as agentive, spontaneity-based action-is in tension with his ethical project of a pedagogy for justice, one based on responsibility and non-indifference. Resolution of this tension means reconceptualizing the grounding notion of the subject beyond a…

Frames of exponentials:lower frame bounds for finite subfamilies, and approximation of the inverse frame operator

DEFF Research Database (Denmark)

Christensen, Ole; Lindner, Alexander M

2001-01-01

We give lower frame bounds for finite subfamilies of a frame of exponentials {e(i lambdak(.))}k is an element ofZ in L-2(-pi,pi). We also present a method for approximation of the inverse frame operator corresponding to {e(i lambdak(.))}k is an element ofZ, where knowledge of the frame bounds for...

Continuous Shearlet Tight Frames

KAUST Repository

Grohs, Philipp

2010-10-22

Based on the shearlet transform we present a general construction of continuous tight frames for L2(ℝ2) from any sufficiently smooth function with anisotropic moments. This includes for example compactly supported systems, piecewise polynomial systems, or both. From our earlier results in Grohs (Technical report, KAUST, 2009) it follows that these systems enjoy the same desirable approximation properties for directional data as the previous bandlimited and very specific constructions due to Kutyniok and Labate (Trans. Am. Math. Soc. 361:2719-2754, 2009). We also show that the representation formulas we derive are in a sense optimal for the shearlet transform. © 2010 Springer Science+Business Media, LLC.

Middle School Students' Use of Epistemological Resources while Reasoning about Science Performance Tasks and Media Reports of Socioscientific Issues

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Buckingham, Brandy L. E.

The goal of science education is to prepare students to make decisions about the complicated socioscientific issues that are an inescapable part of modern life, from personal medical decisions to evaluating a political candidate's environmental platform. We cannot expect adults to maintain a deep conceptual understanding of the current state of every branch of science that might prove relevant to their lives, so we must prepare them to rely on other knowledge to make these decisions. Epistemological beliefs about scientific knowledge--what it is, its purpose, how it is constructed--are one type of knowledge that could be brought to bear when evaluating scientific claims. Complicating this situation is the fact that most adults will get most of their information about these socioscientific issues from the news media. Journalists do not have the same goals or norms as scientists, and this media lens can distort scientific issues. This dissertation addresses the question of whether we can assess epistemological change in a way that gives us meaningful information about how people will apply their epistemological understanding of science when they make decisions in the real world. First, I designed a written assessment made up of performance tasks to assess middle school students' implicit epistemological beliefs, and looked at whether we can use such an assessment to see epistemological change over two years. I then gave the same students news articles about whether there is a link between vaccines and autism and looked at their reasoning about this issue and how the journalistic features of two different articles impacted their reasoning. Finally, I examined the external validity of the epistemology assessment by looking at whether it predicted anything about students' responses to the news articles. While I was able to find evidence of differences between eighth graders' and sixth graders' use of epistemological resources within the performance tasks, I found that

Coloured Petri nets and graphical animation: a proposal for a means to address problem frame concerns

DEFF Research Database (Denmark)

Jørgensen, Jens Bæk

2008-01-01

To address a frame concern in Jackson's problem frames, we must make appropriate descriptions of (1) the problem domain; (2) the requirements; (3) the specification of the machine. Based on these descriptions, we must give a convincing argument that the given domain properties and the machine...... is augmented with a graphical animation. The CPN model is executable and we simulate it to address frame concerns. We illustrate the approach on the elevator controller example....

Finding Place in Higher Education: An Epistemological Analysis

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Shelagh M. Crooks

2017-04-01

Full Text Available Though the topic of student transition into the culture and practices of higher education has been the subject of considerable investigation by scholars, the transition literature has been largely silent on the epistemological challenges that new students face in the context of the university classroom. The purpose of this paper is to look at student transition from this unique perspective. The paper reviews recent empirical research in the area of “personal epistemology,” which establishes the facts regarding what students actually believe about knowledge and knowing as they enter university. The paper also provides an analysis of the epistemological beliefs of university teachers, and the influence that these beliefs have on the teachers’ educational practice. A key issue discussed here is the conflict between students’ conception of knowledge (as certain and possessed by authorities and their teachers’ conception of knowledge (as something constructed through a process of evidential inquiry. Finally, the impact of this epistemological conflict on students’ ability to make sense out of, and find their place in, the new and different learning environment of the university is considered. Bien que le sujet de la transition des étudiants dans la culture et la pratique de l’enseignement supérieur ait fait l’objet de nombreuses analyses de la part de chercheurs universitaires, la documentation sur la transition est en grande partie muette sur les défis épistémologiques auxquels les nouveaux étudiants font face dans le contexte de la salle de classe universitaire. L’objectif de cet article est d’examiner la transition des étudiants à partir de cette perspective unique. Dans cet article, nous examinons la recherche empirique récente effectuée dans le domaine de « l’épistémologie personnelle », qui établit les faits en ce qui concerne ce que les étudiants pensent réellement concernant la connaissance et l�

Computer epistemology a treatise on the feasibility of the unfeasible or old ideas brewed new

CERN Document Server

Vámos, Tibor

1991-01-01

This book is an essay on relevant problems of epistemology (the theory of knowledge) related to computer science. It draws a continuous line between the earliest scientific approaches of epistemology, starting with the Greek Classics and the recent practical and theoretical problems of computer modelling, and by that the appropriate application of computers to our present problems. Uncertainty, logic and language are the key issues of this road leading to some new aspects of cognitive psychology and unification of the different results for a modelling procedure. The book is not a textbook but

Constructive Analysis : A Study in Epistemological Methodology

DEFF Research Database (Denmark)

Ahlström, Kristoffer

, and develops a framework for a kind of analysis that is more in keeping with recent psychological research on categorization. Finally, it is shown that this kind of analysis can be applied to the concept of justification in a manner that furthers the epistemological goal of providing intellectual guidance.......The present study is concerned the viability of the primary method in contemporary philosophy, i.e., conceptual analysis. Starting out by tracing the roots of this methodology to Platonic philosophy, the study questions whether such a methodology makes sense when divorced from Platonic philosophy...

College physics students' epistemological self-reflection and its relationship to conceptual learning

Science.gov (United States)

May, David B.; Etkina, Eugenia

2002-12-01

Students should develop self-reflection skills and appropriate views about knowledge and learning, both for their own sake and because these skills and views may be related to improvements in conceptual understanding. We explored the latter issue in the context of an introductory physics course for first-year engineering honors students. As part of the course, students submitted weekly reports, in which they reflected on how they learned specific physics content. The reports by 12 students were analyzed for the quality of reflection and some of the epistemological beliefs they exhibited. Students' conceptual learning gains were measured with standard survey instruments. We found that students with high conceptual gains tend to show reflection on learning that is more articulate and epistemologically sophisticated than students with lower conceptual gains. Some implications for instruction are suggested.

Prime tight frames

DEFF Research Database (Denmark)

Lemvig, Jakob; Miller, Christopher; Okoudjou, Kasso A.

2014-01-01

to suggest effective analysis and synthesis computation strategies for such frames. Finally, we describe all prime frames constructed from the spectral tetris method, and, as a byproduct, we obtain a characterization of when the spectral tetris construction works for redundancies below two.......We introduce a class of finite tight frames called prime tight frames and prove some of their elementary properties. In particular, we show that any finite tight frame can be written as a union of prime tight frames. We then characterize all prime harmonic tight frames and use thischaracterization...

Epistemologia pragmatyczna Michaela Williamsa (PRAGMATIST EPISTEMOLOGY BY MICHAEL WILLIAMS

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Renata Ziemińska

2007-06-01

Full Text Available The article presents three main elements of Williams' epistemology: the concept of knowledge, the problem of skepticism and the concept of truth. Williams takes knowledge not as pure descriptive but partly normative concept (to know is to be engaged and entitled. He rejects the demonstrative conception of knowledge (knowledge is infallible and prefers the fallibilist conception of knowledge (knowledge is uncertain and fallible. Williams is good at bringing skeptical presuppositions to light: the demonstrative conception of knowledge and the conception of justification with Prior Grounding Requirement, epistemological realism and priority for internal knowledge. He rightly observes that when we change that presuppositions (skeptic's context, knowledge does exist. However, Williams-fallibilist is close to a skeptic: they both agree that our beliefs are uncertain. The difference is only whether some of our beliefs deserve to be called knowledge. The most important worries concern Williams' concept of truth (deflationary pragmatism. According to Williams truth has no nature and it is not a goal of inquiry. However, if truth is not a goal, we can hardly understand the previous discussion with skepticism and the defense of rationality.

Optical flow estimation on image sequences with differently exposed frames

Science.gov (United States)

Bengtsson, Tomas; McKelvey, Tomas; Lindström, Konstantin

2015-09-01

Optical flow (OF) methods are used to estimate dense motion information between consecutive frames in image sequences. In addition to the specific OF estimation method itself, the quality of the input image sequence is of crucial importance to the quality of the resulting flow estimates. For instance, lack of texture in image frames caused by saturation of the camera sensor during exposure can significantly deteriorate the performance. An approach to avoid this negative effect is to use different camera settings when capturing the individual frames. We provide a framework for OF estimation on such sequences that contain differently exposed frames. Information from multiple frames are combined into a total cost functional such that the lack of an active data term for saturated image areas is avoided. Experimental results demonstrate that using alternate camera settings to capture the full dynamic range of an underlying scene can clearly improve the quality of flow estimates. When saturation of image data is significant, the proposed methods show superior performance in terms of lower endpoint errors of the flow vectors compared to a set of baseline methods. Furthermore, we provide some qualitative examples of how and when our method should be used.

Settler Traditions of Place: Making Explicit the Epistemological Legacy of White Supremacy and Settler Colonialism for Place-Based Education

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Seawright, Gardner

2014-01-01

With the rise of place-based models of education, credence needs to be given to epistemological traditions that curate individual understandings of and relations to the social world (i.e., places). The epistemological traditions that have been shared across generations of North American settler colonialists are at the center of this article. The…

The Relationship between Epistemological Beliefs and Motivational Components of Self-Regulated Learning Strategies of Male and Female EFL Learners across

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Roya Nayebi Limoodehi

2014-11-01

Full Text Available The purpose of the present study was to determine the relationship between five dimensions of the epistemological beliefs regarding structure of knowledge, stability of knowledge, source of knowledge, ability to learn and, speed of learning and six measures of the motivational components of self-regulated learning strategies (intrinsic goal orientation, extrinsic goal orientation, task value, self-efficacy, control of learning, and test anxiety among male and female EFL learners across years of study (freshman and sophomore students. The participants of this study were 101 EFL students studying English literature and English translation in the Islamic Azad University, Rasht Branch, Iran, during the spring semester of 2013. The participants completed Persian version of Motivated Strategies for Learning Questionnaire (MSLQ (Pintrich, Smith, Garcia & McKeachie, 1991 and Persian version of Epistemological Questionnaire (Schommer, 1990. Results showed that, in general, the more naïve the epistemological beliefs of students, the less likely they are to use motivational learning strategies. Moreover, there was no significant relationship between dimensions of epistemological beliefs and motivational components of self-regulated learning strategies among male and female students. On the other hand, a statistically significant relationship was found between dimensions of epistemological beliefs and motivational components of self-regulated learning strategies for both freshman and sophomore students.

Inside the epistemological cave all bets are off

OpenAIRE

Wight, Colin

2015-01-01

In this short rejoinder to Friedrich Kratochwil's plea for a 'pragmatic approach to theory building', I argue that, despite his claims to the contrary, his position essentially rests on a curious form of foundationalism and relativism. The problem, as I identify it, is that Kratochwil's attempt to move contemporary debate forward fails because he treats the issue only in epistemological terms. Kratochwil is deeply suspicious of the very idea of the'real world' and reduces it to an infinitely ...

Framing effects are robust to linguistic disambiguation: A critical test of contemporary theory.

Science.gov (United States)

Chick, Christina F; Reyna, Valerie F; Corbin, Jonathan C

2016-02-01

Theoretical accounts of risky choice framing effects assume that decision makers interpret framing options as extensionally equivalent, such that if 600 lives are at stake, saving 200 implies that 400 die. However, many scholars have argued that framing effects are caused, instead, by filling in pragmatically implied information. This linguistic ambiguity hypothesis is grounded in neo-Gricean pragmatics, information leakage, and schema theory. In 2 experiments, we conducted critical tests of the linguistic ambiguity hypothesis and its relation to framing. We controlled for this crucial implied information by disambiguating it using instructions and detailed examples, followed by multiple quizzes. After disambiguating missing information, we presented standard framing problems plus truncated versions, varying types of missing information. Truncations were also critical tests of prospect theory and fuzzy trace theory. Participants were not only college students, but also middle-age adults (who showed similar results). Contrary to the ambiguity hypothesis, participants who interpreted missing information as complementary to stated information nonetheless showed robust framing effects. Although adding words like "at least" can change interpretations of framing information, this form of linguistic ambiguity is not necessary to observe risky choice framing effects. (c) 2016 APA, all rights reserved).

The role of rules in the evolution of the market system: Hayek’s concept of evolutionary epistemology

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Krstić Miloš

2012-01-01

Full Text Available Starting from the concept of the Darwinian paradigm that, by using Darwin’s principles of variation, selection, and retention, all domains from biology to economic systems can be explained, the advocates of modern evolutionary epistemology have analyzed the role of thoughtful institutional design in the process of cultural evolution. In light of the issue of how human intention and evolutionary forces interact in socioeconomic processes, this paper examines the views of F. A. Hayek, the most famous follower of evolutionary epistemology, on the evolution of the market economy system. In this paper special attention will be devoted to Hayek’s concept of rational liberalism and his evolutionary epistemology. [Ministarstva nauke Republike Srbije, br. 179066: Improving the Competitiveness of the Public and Private Sectors by Networking Competences in the European Integration Process of Serbia

A Chinese young adult non-scientist's epistemologies and her understandings of the concept of speed

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Cao, Ying; Brizuela, Barbara M.

2015-08-01

Past research has investigated students' epistemologies while they were taking courses that required an integrated understanding of mathematical and scientific concepts. However, past studies have not investigated students who are not currently enrolled in such classes. Additionally, past studies have primarily focused on individuals who are native English speakers from Western cultures. In this paper, we aim to investigate whether Hammer and his colleagues' claims concerning learners' epistemologies could be extended to individuals who lack advanced mathematics and science training, have had different cultural and learning experiences, and have grown up speaking and learning in another language. To this end, we interviewed a participant with these characteristics about her understandings of the concept of speed. Our findings show that previous theoretical frameworks can be used to explain the epistemologies of the individual examined in this study. The case suggests that these theories may be relevant regardless of the learner's mathematics and science background, language, educational experience, and cultural background. In the future, more cases should be examined with learners from different academic backgrounds and cultures to further support this finding.

Riesz Frames and Approximation of the Frame Coefficients

DEFF Research Database (Denmark)

Christensen, Ole

1996-01-01

A frame is a familyof elements in a Hilbert space with the propertythat every element in the Hilbert space can be written as a (infinite)linear combination of the frame elements. Frame theory describes howone can choose the corresponding coefficients, which are calledframe coefficients. From...... the mathematical point of view this isgratifying, but for applications it is a problem that the calculationrequires inversion of an operator on the Hilbert space.The projection method is introduced in order to avoid this problem.The basic idea is to consider finite subfamiliesof the frame and the orthogonal...... projection onto its span. Forfin QTR H,P_nf has a representation as a linear combinationof f_i,i=1,2,..,n, and the corresponding coefficients can be calculatedusing finite dimensional methods. We find conditions implying that thosecoefficients converge to the correct frame coefficients as n goes...

Piaget's epistemic subject and science education: Epistemological vs. psychological issues

Science.gov (United States)

Kitchener, Richard F.

1993-06-01

Many individuals claim that Piaget's theory of cognitive development is empirically false or substantially disconfirmed by empirical research. Although there is substance to such a claim, any such conclusion must address three increasingly problematic issues about the possibility of providing an empirical test of Piaget's genetic epistemology: (1) the empirical underdetermination of theory by empirical evidence, (2) the empirical difficulty of testing competence-type explanations, and (3) the difficulty of empirically testing epistemic norms. This is especially true of a central epistemic construct in Piaget's theory — the epistemic subject. To illustrate how similar problems of empirical testability arise in the physical sciences, I briefly examine the case of Galileo and the correlative difficulty of empirically testing Galileo's laws. I then point out some important epistemological similarities between Galileo and Piaget together with correlative changes needed in science studies methodology. I conclude that many psychologists and science educators have failed to appreciate the difficulty of falsifying Piaget's theory because they have tacitly adopted a philosophy of science at odds with the paradigm-case of Galileo.

Integrating the Self and the Spirit: Strategies for Aligning Qualitative Research Teaching with Indigenous Methods, Methodologies, and Epistemology

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Sarah K. Knudson

2015-07-01

Full Text Available Many universities internationally now make concerted efforts to promote curriculum development and classroom and campus cultures that recognize diversity in student viewpoints and life experiences. Increasingly, these efforts have involved promoting recognition and inclusion of indigenous knowledges in the university setting. If adopted in the classroom, the promotion of indigenous perspectives suggests exciting possibilities for teaching qualitative research critically. Existing educational resources, however, offer little guidance on achieving this through undergraduate qualitative methods teaching. Using examples of Canadian undergraduate teaching initiatives, I suggest that by integrating indigenous methods, perspectives, and epistemology, particularly through student opportunities for community-engaged learning and exposure to participatory action research, teaching qualitative research can promote critical recognition of multiple ways of knowing. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs150347

High School Students' Epistemological Beliefs, Conceptions of Learning, and Self-Efficacy for Learning Biology: A Study of Their Structural Models

Science.gov (United States)

Sadi, Özlem; Dagyar, Miray

2015-01-01

The current work reveals the data of the study which examines the relationships among epistemological beliefs, conceptions of learning, and self-efficacy for biology learning with the help of the Structural Equation Modeling. Three questionnaires, the Epistemological Beliefs, the Conceptions of Learning Biology and the Self-efficacy for Learning…

Frames and counter-frames giving meaning to dementia: a framing analysis of media content.

Science.gov (United States)

Van Gorp, Baldwin; Vercruysse, Tom

2012-04-01

Media tend to reinforce the stigmatization of dementia as one of the most dreaded diseases in western society, which may have repercussions on the quality of life of those with the illness. The persons with dementia, but also those around them become imbued with the idea that life comes to an end as soon as the diagnosis is pronounced. The aim of this paper is to understand the dominant images related to dementia by means of an inductive framing analysis. The sample is composed of newspaper articles from six Belgian newspapers (2008-2010) and a convenience sample of popular images of the condition in movies, documentaries, literature and health care communications. The results demonstrate that the most dominant frame postulates that a human being is composed of two distinct parts: a material body and an immaterial mind. If this frame is used, the person with dementia ends up with no identity, which is in opposition to the Western ideals of personal self-fulfilment and individualism. For each dominant frame an alternative counter-frame is defined. It is concluded that the relative absence of counter-frames confirms the negative image of dementia. The inventory might be a help for caregivers and other professionals who want to evaluate their communication strategy. It is discussed that a more resolute use of counter-frames in communication about dementia might mitigate the stigma that surrounds dementia. Copyright © 2012 Elsevier Ltd. All rights reserved.

Ross-Cultural Aspects of Metaphorical Framing in Political Discourse

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Tatyana V. Andryukhina

2016-01-01

Full Text Available The article examines cross-cultural aspects of metaphorical framing in political discourse. The author notes the importance of conceptual metaphor in framing the conceptual domain of politics, political discourse as a whole, its perception as well as political reality itself. The author shares an opinion that the metaphorical structure of basic concepts of a nation always correlates with its fundamental cultural values. However, the examination of political discourse from the cross-cultural perspective reveals the cases of metaphor uses that don't meet the requirements of cultural coherence and may lead to negative cognitive and communicative consequences. Along with admitting a wide discrepancy between metaphorical models in western and oriental political discourse, the author gives some examples of metaphorical coherence as well as its violation in a number of basic metaphors in American, British and Russian political discourse. To illustrate how cross-cultural factors determine the specific character of metaphorical framing, the article analyses the dynamic character of metaphorical models that can realize diverse scenarios in different national varieties of political discourse. An observation is made about the dependence of metaphoric scenarios in different national varieties of political discourse on the cultural, historical, social and political components of the national cultural cognitive map. The latter is heterogeneous as it is structured by the objectified individual, group, and national verbal and nonverbal experience. This explains, for instance, why there are examples of similarity as well as discrepancy between metaphorical framing in ideologically different party varieties of political discourse within the national political discourse as well as in the rhetoric of politicians belonging to different generations. The observations are illustrated by cross-linguistic data proving the dynamic character of metaphorical models, their

Throughput Estimation Method in Burst ACK Scheme for Optimizing Frame Size and Burst Frame Number Appropriate to SNR-Related Error Rate

Science.gov (United States)

Ohteru, Shoko; Kishine, Keiji

The Burst ACK scheme enhances effective throughput by reducing ACK overhead when a transmitter sends sequentially multiple data frames to a destination. IEEE 802.11e is one such example. The size of the data frame body and the number of burst data frames are important burst transmission parameters that affect throughput. The larger the burst transmission parameters are, the better the throughput under error-free conditions becomes. However, large data frame could reduce throughput under error-prone conditions caused by signal-to-noise ratio (SNR) deterioration. If the throughput can be calculated from the burst transmission parameters and error rate, the appropriate ranges of the burst transmission parameters could be narrowed down, and the necessary buffer size for storing transmit data or received data temporarily could be estimated. In this paper, we present a method that features a simple algorithm for estimating the effective throughput from the burst transmission parameters and error rate. The calculated throughput values agree well with the measured ones for actual wireless boards based on the IEEE 802.11-based original MAC protocol. We also calculate throughput values for larger values of the burst transmission parameters outside the assignable values of the wireless boards and find the appropriate values of the burst transmission parameters.

Hacia una epistemología decolonial de la notación musical

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María Inés Burcet

2018-01-01

Full Text Available La notación musical aparece como un aspecto problematizado en el debate acerca de las formas de colonialidad del saber. A menudo es vista como un instrumento de dominación porque se impone como modo de representación para las músicas que provienen de la tradición oral, las cuales encuentran en la notación innumerables limitaciones para su registro. La epistemología de la notación musical que se interpela aquí como hegemónica es aquella que: i limita sus posibilidades al repertorio académico; ii advierte sobre su (incapacidad para registrar otras músicas; iii limita y reduce su función a la de un registro; iv impulsa el desarrollo de habilidades de lectura especialmente; v asume la actividad de leer como decodificar y escribir como codificar con su concomitante pedagogía. Esta epistemología conlleva una perspectiva eurocéntrica de la notación musical, y ha colonizado la educación musical, se ha naturalizado no sólo en los ámbitos de formación musical, sino también en el sentido común.En este artículo proponemos cuestionar esa epistemología, aportando evidencias empíricas y argumentos que nos permitan estimar supuestos alternativos para pensar la notación musical como un sistema de representación, con las consecuentes posibilidades decoloniales que ello implica.

Pensar la experiencia mística desde la epistemología

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Lina Marcela Cadavid Ramírez

2016-06-01

Full Text Available Con la crisis del paradigma newtoniano a principios del siglo XX, vemos surgir un acercamiento entre la ciencia, la religión y el misticismo, alentado por algunos de los físicos cuánticos más destacados, asimismo, la epistemología se vio afectada y a lo largo del siglo XX se entabló una discusión en torno a la objetividad del conocimiento y la construcción socio-lingüística de la realidad. Con este trasfondo, la experiencia mística será objeto de estudio por la epistemología, que desde una perspectiva constructivista afirmará el carácter mediado de este tipo de experiencias. Sin embargo, una revisión de esta postura muestra que es necesario conceder un carácter singular a la experiencia mística, que a su vez permite una comprensión renovada de la experiencia mística.

Epistemological controversies in the analytic field elucidated by the theological realm.

Science.gov (United States)

Squverer, Amos

2015-08-01

This article proposes to address certain epistemological controversies in psychoanalysis by elucidating them through the religious field. The theological field serves the author as the repressed, which indicates the latent stakes that continue to do work at the heart of these debates. The goal is to show how debates that take place on the epistemological level bring into confrontation different anthropological concepts and discursive traditions that have their roots in religious discourses. The principal hypothesis of the author is that the dissident theories of psychoanalysis can be understood as a return to a pre-monotheistic theological conception or to an idolatrous practice that aims, primarily, to undo castration. This hypothesis will be used to elucidate the debates with two authors: Adler and Rank. The author shows how these theorists, by leaving analytical ground, connect their theories to pre-monotheistic conceptions and highlight conceptual tools that are characteristic to them. Copyright © 2015 Institute of Psychoanalysis.

Body frames and frame singularities for three-atom systems

International Nuclear Information System (INIS)

Littlejohn, R.G.; Mitchell, K.A.; Aquilanti, V.; Cavalli, S.

1998-01-01

The subject of body frames and their singularities for three-particle systems is important not only for large-amplitude rovibrational coupling in molecular spectroscopy, but also for reactive scattering calculations. This paper presents a geometrical analysis of the meaning of body frame conventions and their singularities in three-particle systems. Special attention is devoted to the principal axis frame, a certain version of the Eckart frame, and the topological inevitability of frame singularities. The emphasis is on a geometrical picture, which is intended as a preliminary study for the more difficult case of four-particle systems, where one must work in higher-dimensional spaces. The analysis makes extensive use of kinematic rotations. copyright 1998 The American Physical Society

Syntax-driven semantic frame composition in Lexicalized Tree Adjoining Grammars

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Laura Kallmeyer

2014-01-01

Full Text Available The grammar framework presented in this paper combines Lexicalized Tree Adjoining Grammar (LTAG with a (decompositional frame semantics. We introduce elementary constructions as pairs of elementary LTAG trees and decompositional frames. The linking between syntax and semantics can largely be captured by such constructions since in LTAG, elementary trees represent full argument projections. Substitution and adjunction in the syntax then trigger the unification of the associated semantic frames, which are formally defined as base-labelled feature structures. Moreover, the system of elementary constructions is specified in a metagrammar by means of tree and frame descriptions. This metagrammatical factorization gives rise to a fine-grained decomposition of the semantic contributions of syntactic building blocks, and it allows us to separate lexical from constructional contributions and to carve out generalizations across constructions. In the second half of the paper, we apply the framework to the analysis of directed motion expressions and of the dative alternation in English, two well-known examples of the interaction between lexical and constructional meaning.

Innovations in rocking wall-frame systems-theory and development

Science.gov (United States)

Grigorian, Mark; Tavousi, Shayan

2017-09-01

The need to improve the seismic performance of buildings has brought about innovative systems such as rocking wall-moment frame (RWMF) combinations. The behavior of RWMFs can best be visualized by the moment-frame (MF) restraining the wall in place, and the rigid rocking wall (RRW) providing additional damping and imposing uniform drift along the height of the frame. A novel method of analysis followed by the development of a new lateral resisting system is introduced. The proposed concepts lead to an efficient structural configuration with provisions for self-centering, reparability, performance control, damage tolerance and collapse prevention. Exact, unique, closed form formulae have been provided to assess the collapse prevention and self-centering capabilities of the system. The objective is to provide an informative account of RWMF behavior for preliminary design as well as educational purposes. All formulae have been verified by independent computer analysis. Parametric examples have been provided to verify the validity of the proposed solutions.

Frame on frames: an annotated bibliography

International Nuclear Information System (INIS)

Wright, T.; Tsao, H.J.

1983-01-01

The success or failure of any sample survey of a finite population is largely dependent upon the condition and adequacy of the list or frame from which the probability sample is selected. Much of the published survey sampling related work has focused on the measurement of sampling errors and, more recently, on nonsampling errors to a lesser extent. Recent studies on data quality for various types of data collection systems have revealed that the extent of the nonsampling errors far exceeds that of the sampling errors in many cases. While much of this nonsampling error, which is difficult to measure, can be attributed to poor frames, relatively little effort or theoretical work has focused on this contribution to total error. The objective of this paper is to present an annotated bibliography on frames with the hope that it will bring together, for experimenters, a number of suggestions for action when sampling from imperfect frames and that more attention will be given to this area of survey methods research

Toward an epistemology of nano-technosciences: Probing technoscience from a historical perspective: on today's surprising prevalence and relevance of Francis Bacon.

Science.gov (United States)

Schmidt, Jan C

2011-12-01

This paper aims to contribute to the attempts to clarify and classify the vague notion of "technosciences" from a historical perspective. A key question that is raised is as follows: Does Francis Bacon, one of the founding fathers of the modern age, provide a hitherto largely undiscovered programmatic position, which might facilitate a more profound understanding of technosciences? The paper argues that nearly everything we need today for an ontologically well-informed epistemology of technoscience can be found in the works of Bacon-this position will be called epistemological real-constructivism. Rather than realist or constructivist, empiricist or rationalist, Bacon's position can best be understood as real-constructivist since it challenges modern dichotomies. Reflection upon the contemporary relevance of Bacon could contribute to the expanding and critical discussion on technoscience. In the following I will reconstruct the term "technoscience". My finding is that at least four different understandings or types of the term "technoscience" co-exist. In a second step, I will analyze and elaborate on Bacon's epistemological position. I will identify central elements of the four different understandings in Bacon's work. Finally, I will conclude that the epistemology of technoscience is, indeed, very old-it is the epistemological position put forward by Bacon.

Message framing in the context of the national menu-labelling policy: a comparison of public health and private industry interests.

Science.gov (United States)

Shelton, Rachel C; Colgrove, James; Lee, Grace; Truong, Michelle; Wingood, Gina M

2017-04-01

We conducted a content analysis of public comments to understand the key framing approaches used by private industry v. public health sector, with the goal of informing future public health messaging, framing and advocacy in the context of policy making. Comments to the proposed menu-labelling policy were extracted from Regulations.gov and analysed. A framing matrix was used to organize and code key devices and themes. Documents were analysed using content analysis with Dedoose software. Recent national nutrition-labelling regulations in the USA provide a timely opportunity to understand message framing in relation to obesity prevention and policy. We examined a total of ninety-seven documents submitted on behalf of organizations (private industry, n 64; public health, n 33). Public health focused on positive health consequences of the policy, used a social justice frame and supported its arguments with academic data. Industry was more critical of the policy; it used a market justice frame that emphasized minimal regulation, depicted its members as small, family-run businesses, and illustrated points with humanizing examples. Public health framing should counter and consider engaging directly with non-health-related arguments made by industry. Public health should include more powerful framing devices to convey their messages, including metaphors and humanizing examples.

The Epistemology and Ethics of Media Markets in the Age of Information.

NARCIS (Netherlands)

Spence, E.H.

2009-01-01

The paper will seek to demonstrate that information as communication has a dual inherent normative structure that commits its disseminators, especially the media, offline and online, to epistemological and ethical principles that are universally mandatory. With regard to the dissemination of

Fear and Anger have Opposite Effects on Risk Seeking in the Gain Frame

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Marianne eHabib

2015-03-01

Full Text Available Emotions strongly influence our decisions, particularly those made under risk. A classic example of the effect of emotion on decision making under risk is the framing effect, which involves predictable shifts in preferences when the same problem is formulated in different ways. According to dual process theories, this bias could stem from an affective heuristic belonging to an intuitive type of reasoning. In this study, we examined whether specific incidental negative emotions (i.e., fear and anger influence framing susceptibility and risk-taking identically. In each trial, participants received an initial amount of money, and pictures of angry or fearful faces were presented to them. Finally, participants chose between a sure option and a gamble option of equally expected value in a gain or loss frame. Risk-taking was modulated by emotional context: fear and anger influenced risk-taking specifically in the gain frame and had opposite effects. Fear increased risk-averse choices, whereas anger decreased risk-averse choices, leading to a suppression of the framing effect. These results confirm that emotions play a key role in framing susceptibility.

Fear and anger have opposite effects on risk seeking in the gain frame.

Science.gov (United States)

Habib, Marianne; Cassotti, Mathieu; Moutier, Sylvain; Houdé, Olivier; Borst, Grégoire

2015-01-01

Emotions strongly influence our decisions, particularly those made under risk. A classic example of the effect of emotion on decision making under risk is the "framing effect," which involves predictable shifts in preferences when the same problem is formulated in different ways. According to dual process theories, this bias could stem from an affective heuristic belonging to an intuitive type of reasoning. In this study, we examined whether specific incidental negative emotions (i.e., fear and anger) influence framing susceptibility and risk-taking identically. In each trial, participants received an initial amount of money, and pictures of angry or fearful faces were presented to them. Finally, participants chose between a sure option and a gamble option of equally expected value in a gain or loss frame. Risk-taking was modulated by emotional context: fear and anger influenced risk-taking specifically in the gain frame and had opposite effects. Fear increased risk-averse choices, whereas anger decreased risk-averse choices, leading to a suppression of the framing effect. These results confirm that emotions play a key role in framing susceptibility.

The worst enemy of science: clarifying polemics issues on Paul Feyerabend’s Epistemology in teacher training

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Felipe Damasio

2015-03-01

Full Text Available Many of the objections to Feyerabend's epistemology arise from misinterpretations of ideas by this author. Terms and expressions as epistemological anarchism, irrationality, control of science and anything goes can give the false impression that the author's arguments are chaotic and unsustainable. This paper discusses these concepts, opposing the misconceptions about them. In initial and continuing teacher education, this reflection can be useful both for the deconstruction of certain misleading images about the nature of science and for the upbringing of critical citizens acquaintated to the concepts of modern philosophy of science.

Dominant frames in legacy and social media coverage of the IPCC Fifth Assessment Report

Science.gov (United States)

O'Neill, Saffron; Williams, Hywel T. P.; Kurz, Tim; Wiersma, Bouke; Boykoff, Maxwell

2015-04-01

The media are powerful agents that translate information across the science-policy interface, framing it for audiences. Yet frames are never neutral: they define an issue, identify causes, make moral judgements and shape proposed solutions. Here, we show how the IPCC Fifth Assessment Report (AR5) was framed in UK and US broadcast and print coverage, and on Twitter. Coverage of IPCC Working Group I (WGI) was contested and politicized, employing the `Settled Science, Uncertain Science, Political or Ideological Struggle and Role of Science’ frames. WGII coverage commonly used Disaster or Security. More diverse frames were employed for WGII and WGIII, including Economics and Morality and Ethics. Framing also varied by media institution: for example, the BBC used Uncertain Science, whereas Channel 4 did not. Coverage varied by working group, with WGIII gaining far less coverage than WGI or WGII. We suggest that media coverage and framing of AR5 was influenced by its sequential three-part structure and by the availability of accessible narratives and visuals. We recommend that these communication lessons be applied to future climate science reports.

KONSTRUKSI EPISTEMOLOGI PENDIDIKAN ISLAM (Studi atas Pemikiran Kependidikan Prof. H. M. Arifin, M. Ed

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= Abdul Ghofur =

2016-12-01

Full Text Available Epistemology of Islamic education is the object of knowledge, how to acquire knowledge and how to measure whether or not the knowledge related to the formation of personality, character, develop nature and all of human potential to the maximum to become good Muslims, have the mindset of a logical-critical, faithful, devoted, useful for themselves and their environment, and can achieve happiness in this world and in the hereafter in accordance with Islamic teachings. While Prof. H. M. Muzayin Arifin, M.Ed. epistemology of Islamic Education establish the truth of knowledge by measuring this knowledge by using Scientific through models of educational research that is based on Islamic values.

Influence of Person Epistemology on Research Design: Implications for Research Education

Science.gov (United States)

Singh, Viren

2017-01-01

This study was aimed at determining whether a specific research methodology was dominant within a cohort of master's level engineering management students and, if so, whether this preference was directed by their personal epistemology, rather than the dictates of their research questions. Secondary data were used to determine the dominant research…

The Value of Information: Normativity, Epistemology, and LIS in Luciano Floridi

Science.gov (United States)

Fyffe, Richard

2015-01-01

This paper is a critical reconstruction of Luciano Floridi's view of librarianship as "stewardship of a semantic environment," a view that is at odds with the dominant tradition in which library and information science (LIS) is understood as social epistemology. Floridi's work helps to explain the normative dimensions of librarianship in…

Behaviour of Strengthened RC Frames with Eccentric Steel Braced Frames

Science.gov (United States)

Kamanli, Mehmet; Unal, Alptug

2017-10-01

After devastating earthquakes in recent years, strengthening of reinforced concrete buildings became an important research topic. Reinforced concrete buildings can be strengthened by steel braced frames. These steel braced frames may be made of concentrically or eccentrically indicated in Turkish Earthquake Code 2007. In this study pushover analysis of the 1/3 scaled 1 reinforced concrete frame and 1/3 scaled 4 strengthened reinforced concrete frames with internal eccentric steel braced frames were conducted by SAP2000 program. According to the results of the analyses conducted, load-displacement curves of the specimens were compared and evaluated. Adding eccentric steel braces to the bare frame decreased the story drift, and significantly increased strength, stiffness and energy dissipation capacity. In this strengthening method lateral load carrying capacity, stiffness and dissipated energy of the structure can be increased.

Development of rational design technique for frame steel structure combining seismic resistance and economic performance

International Nuclear Information System (INIS)

Kato, Motoki; Morishita, Kunihiro; Shimono, Masaki; Chuman, Yasuharu; Okafuji, Takashi; Monaka, Toshiaki

2015-01-01

Anti-seismic designs have been applied to plant support steel frames for years. Today, a rational structure that further improves seismic resistance and ensures economic performance is required in response to an increase of seismic load on the assumption of predicted future massive earthquakes. For satisfying this requirement, a steel frame design method that combines a steel frame weight minimizing method, which enables economic design through simultaneous minimization of multiple steel frame materials, and a seismic response control design technology that improves seismic resistance has been established. Its application in the design of real structures has been promoted. This paper gives an overview of this design technology and presents design examples to which this design technology is applied. (author)

Intervensi Negara Dalam Perekonomian: Melacak Epistemologi Politik-Ekonomi Islam

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Nafis Irkhami

2016-12-01

Full Text Available Abstract: A correct understanding to the fundamental elements in the Islamic political economy is a must for its development. This study tried to seek a conceptual understanding of the basic elements of scientific aspects including worldview and epistemology. Its role to construct the methodology of Islamic political economy also became the main topic. There were some different vision,and epistemological and methodological framework of the Islamic political economy to those of western,. The consequences of those differences leaded to different scientific developments. At the level of praxis, it also produced differences in determining policy, while internal logic, coherence and consistency were essential pre-requisites for scientific approach. Islamic political economiy should be evaluated with its own worldview and epistemology. However, in another side, we could not neglect the role and position of current political and  economic sciences in the process of developing Islamic politial economy. The study of political-economic epistemology consisted of  the intervention and role of the state in the economy, especially in terms of public policy. الملخص: إن تنمية الاقتصاد السياسي الإسلامي يُشترط فيه الفهم الصحيح تجاه العناصر الأساسية فيه. حاول هذا المقال اكتشاف أنواع المفاهيم عن العناصر الأساسية العلمية فيه، وكذلك النظرة السائدة والابستمولوجيا وموقع كل منها في بناء منهجية الاقتصاد السياسي الإسلامي. هناك فروق في الرؤية والابستمولوجيا والاطار المنهجي بين الاقتصاد السياسي الإسلامي والغرب.  وإن هذه الفروق أدت إلى وجود الاختلافات في المبتى العلمي. وفي الجانب العملي، تسببّ هذه الفروق �

Approximately dual frames in Hilbert spaces and applications to Gabor frames

OpenAIRE

Christensen, Ole; Laugesen, Richard S.

2011-01-01

Approximately dual frames are studied in the Hilbert space setting. Approximate duals are easier to construct than classical dual frames, and can be tailored to yield almost perfect reconstruction. Bounds on the deviation from perfect reconstruction are obtained for approximately dual frames constructed via perturbation theory. An alternative bound is derived for the rich class of Gabor frames, by using the Walnut representation of the frame operator to estimate the deviation from equality in...

Framing the frame: How task goals determine the likelihood and direction of framing effects

OpenAIRE

Todd McElroy; John J. Seta

2007-01-01

We examined how the goal of a decision task influences the perceived positive, negative valence of the alternatives and thereby the likelihood and direction of framing effects. In Study 1 we manipulated the goal to increase, decrease or maintain the commodity in question and found that when the goal of the task was to increase the commodity, a framing effect consistent with those typically observed in the literature was found. When the goal was to decrease, a framing effect opposite to the ty...

Extension of shift-invariant systems in L2(ℝ) to frames

DEFF Research Database (Denmark)

Bownik, Marcin; Christensen, Ole; Huang, Xinli

2012-01-01

In this article, we show that any shift-invariant Bessel sequence with an at most countable number of generators can be extended to a tight frame for its closed linear span by adding another shift-invariant system with at most the same number of generators. We show that in general this result...... is optimal, by providing examples where it is impossible to obtain a tight frame by adding a smaller number of generators. An alternative construction (which avoids the technical complication of extracting the square root of a positive operator) yields an extension of the given Bessel sequence to a pair...

How does epistemological knowledge on modelling influence students' engagement in the issue of climate change?

Science.gov (United States)

Tasquier, Giulia

2016-05-01

Involvement in climate change has been proven to be hindered by emotional and social barriers, as well as by conceptual difficulties that students may encounter in dealing with scientific content related to particular issues such as the greenhouse effect. In this study, we start from the conjecture that behind many conceptual difficulties and emotional barriers lie particular epistemological obstacles related to a naive and stereotypical view of science. These include, in particular, the belief that science still has the role and power to provide a unique, unquestionable, and certain explanation of events and processes. Such a naive idea clashes strongly with the intrinsic complexity of climate science. This paper sets out to investigate if and how the improvement of epistemological knowledge can influence behavioural habits and foster students' engagement in climate change. In order to explore such an issue, we focus on five interviews collected at the end of a teaching experience on climate change, carried out with secondary school students (grade 11; 16-year olds). This study is a follow-up of other two analytical studies aimed at investigating, respectively, the impact of the experience on students' epistemological knowledge and on their behavioural habits.

What Value Can Qualitative Research Add to Quantitative Research Design? An Example From an Adolescent Idiopathic Scoliosis Trial Feasibility Study.

Science.gov (United States)

Toye, Francine; Williamson, Esther; Williams, Mark A; Fairbank, Jeremy; Lamb, Sarah E

2016-08-09

Using an example of qualitative research embedded in a non-surgical feasibility trial, we explore the benefits of including qualitative research in trial design and reflect on epistemological challenges. We interviewed 18 trial participants and used methods of Interpretive Phenomenological Analysis. Our findings demonstrate that qualitative research can make a valuable contribution by allowing trial stakeholders to see things from alternative perspectives. Specifically, it can help to make specific recommendations for improved trial design, generate questions which contextualize findings, and also explore disease experience beyond the trial. To make the most out of qualitative research embedded in quantitative design it would be useful to (a) agree specific qualitative study aims that underpin research design, (b) understand the impact of differences in epistemological truth claims, (c) provide clear thematic interpretations for trial researchers to utilize, and (d) include qualitative findings that explore experience beyond the trial setting within the impact plan. © The Author(s) 2016.

Mars Science Laboratory Frame Manager for Centralized Frame Tree Database and Target Pointing

Science.gov (United States)

Kim, Won S.; Leger, Chris; Peters, Stephen; Carsten, Joseph; Diaz-Calderon, Antonio

2013-01-01

The FM (Frame Manager) flight software module is responsible for maintaining the frame tree database containing coordinate transforms between frames. The frame tree is a proper tree structure of directed links, consisting of surface and rover subtrees. Actual frame transforms are updated by their owner. FM updates site and saved frames for the surface tree. As the rover drives to a new area, a new site frame with an incremented site index can be created. Several clients including ARM and RSM (Remote Sensing Mast) update their related rover frames that they own. Through the onboard centralized FM frame tree database, client modules can query transforms between any two frames. Important applications include target image pointing for RSM-mounted cameras and frame-referenced arm moves. The use of frame tree eliminates cumbersome, error-prone calculations of coordinate entries for commands and thus simplifies flight operations significantly.

THE EPISTEMOLOGICAL PERSPECTIVE OF FRACTIONAL RESERVE BANKING AND FULL RESERVE BANKING: WHERE ISLAMIC BANKING SHOULD STAND?

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Yaser Taufik Syamlan

2017-06-01

Full Text Available Objectives – this research is aimed to compare those epistemological bases to the mindset of Islamic Bank and try to drive the philosophy in practical operation whether based on the Fractional Reserve Banking Sytem (RBS or 100% RBS and analyze the challenges in deploying the 100%RBS. Methods - This research will be conducted based on an extensive literature review.Results - Based on the epistemological analysis of money and the business cycle as well as the views of Islamic scholars, 100%RBS should be the best for Islamic Bank. There are four types of 100% RBS namely Pure Commodity Money, Sovereign Money, Narrow Banking, and Limited Purpose Banking. To deploy it into the economic system, another philosophical work should be done to choose one of the types and strengthen it so that the theory of 100%RBS can be implemented for the goodness of Islamic Bank.  Conclusion - In Conclusions, Based on the epistemology defined by Islamic Scholars, FractRBS has more mafsadah if we compare to the maslahah. Therefore, 100% RBS should be better for the Islamic Bank.

Behaviour of Strengthened RC Frames with Eccentric Steel Braced Frames

Directory of Open Access Journals (Sweden)

Kamanli Mehmet

2017-01-01

Full Text Available After devastating earthquakes in recent years, strengthening of reinforced concrete buildings became an important research topic. Reinforced concrete buildings can be strengthened by steel braced frames. These steel braced frames may be made of concentrically or eccentrically indicated in Turkish Earthquake Code 2007. In this study pushover analysis of the 1/3 scaled 1 reinforced concrete frame and 1/3 scaled 4 strengthened reinforced concrete frames with internal eccentric steel braced frames were conducted by SAP2000 program. According to the results of the analyses conducted, load-displacement curves of the specimens were compared and evaluated. Adding eccentric steel braces to the bare frame decreased the story drift, and significantly increased strength, stiffness and energy dissipation capacity. In this strengthening method lateral load carrying capacity, stiffness and dissipated energy of the structure can be increased.

Building qualitative study design using nursing's disciplinary epistemology.

Science.gov (United States)

Thorne, Sally; Stephens, Jennifer; Truant, Tracy

2016-02-01

To discuss the implications of drawing on core nursing knowledge as theoretical scaffolding for qualitative nursing enquiry. Although nurse scholars have been using qualitative methods for decades, much of their methodological direction derives from conventional approaches developed for answering questions in the social sciences. The quality of available knowledge to inform practice can be enhanced through the selection of study design options informed by an appreciation for the nature of nursing knowledge. Discussion paper. Drawing on the body of extant literature dealing with nursing's theoretical and qualitative research traditions, we consider contextual factors that have shaped the application of qualitative research approaches in nursing, including prior attempts to align method with the structure and form of disciplinary knowledge. On this basis, we critically reflect on design considerations that would follow logically from core features associated with a nursing epistemology. The substantive knowledge used by nurses to inform their practice includes both aspects developed at the level of the general and also that which pertains to application in the unique context of the particular. It must be contextually relevant to a fluid and dynamic healthcare environment and adaptable to distinctive patient conditions. Finally, it must align with nursing's moral mandate and action imperative. Qualitative research design components informed by nursing's disciplinary epistemology will help ensure a logical line of reasoning in our enquiries that remains true to the nature and structure of practice knowledge. © 2015 John Wiley & Sons Ltd.

Multivariate wavelet frames

CERN Document Server

Skopina, Maria; Protasov, Vladimir

2016-01-01

This book presents a systematic study of multivariate wavelet frames with matrix dilation, in particular, orthogonal and bi-orthogonal bases, which are a special case of frames. Further, it provides algorithmic methods for the construction of dual and tight wavelet frames with a desirable approximation order, namely compactly supported wavelet frames, which are commonly required by engineers. It particularly focuses on methods of constructing them. Wavelet bases and frames are actively used in numerous applications such as audio and graphic signal processing, compression and transmission of information. They are especially useful in image recovery from incomplete observed data due to the redundancy of frame systems. The construction of multivariate wavelet frames, especially bases, with desirable properties remains a challenging problem as although a general scheme of construction is well known, its practical implementation in the multidimensional setting is difficult. Another important feature of wavelet is ...

How are learning physics and student beliefs about learning physics connected? Measuring epistemological self-reflection in an introductory course and investigating its relationship to conceptual learning

Science.gov (United States)

May, David B.

2002-11-01

To explore students' epistemological beliefs in a variety of conceptual domains in physics, and in a specific and novel context of measurement, this Dissertation makes use of Weekly Reports, a class assignment in which students reflect in writing on what they learn each week and how they learn it. Reports were assigned to students in the introductory physics course for honors engineering majors at The Ohio State University in two successive years. The Weekly Reports of several students from the first year were analyzed for the kinds of epistemological beliefs exhibited therein, called epistemological self-reflection, and a coding scheme was developed for categorizing and quantifying this reflection. The connection between epistemological self-reflection and conceptual learning in physics seen in a pilot study was replicated in a larger study, in which the coded reflections from the Weekly Reports of thirty students were correlated with their conceptual learning gains. Although the total amount of epistemological self-reflection was not found to be related to conceptual gain, different kinds of epistemological self-reflection were. Describing learning physics concepts in terms of logical reasoning and making personal connections were positively correlated with gains; describing learning from authority figures or by observing phenomena without making inferences were negatively correlated. Linear regression equations were determined in order to quantify the effects on conceptual gain of specific ways of describing learning. In an experimental test of this model, the regression equations and the Weekly Report coding scheme developed from the first year's data were used to predict the conceptual gains of thirty students from the second year. The prediction was unsuccessful, possibly because these students were not given as much feedback on their reflections as were the first-year students. These results show that epistemological beliefs are important factors affecting

Epistemological tensions in prospective history teachers’ beliefs about the objectives of secondary education

NARCIS (Netherlands)

Wansink, B.G.J.; Akkerman, S.F.; Haenen, J.P.P.; Vermunt, Jan; Wubbels, T.

2017-01-01

In recent decades we witnessed ongoing debates about the objectives of history education, with different underlying epistemological perspectives. This qualitative study explored prospective history teachers’ beliefs about these objectives of history education. Prospective history teachers of six

Personal epistemological growth in a college chemistry laboratory environment

Science.gov (United States)

Keen-Rocha, Linda S.

The nature of this study was to explore changes in beliefs and lay a foundation for focusing on more specific features of reasoning related to personal epistemological and NOS beliefs in light of specific science laboratory instructional pedagogical practices (e.g., pre- and post-laboratory activities, laboratory work) for future research. This research employed a mixed methodology, foregrounding qualitative data. The total population consisted of 56 students enrolled in several sections of a general chemistry laboratory course, with the qualitative analysis focusing on the in-depth interviews. A quantitative NOS and epistemological beliefs measure was administered pre- and post-instruction. These measures were triangulated with pre-post interviews to assure the rigor of the descriptions generated. Although little quantitative change in NOS was observed from the pre-post NSKS assessment a more noticeable qualitative change was reflected by the participants during their final interviews. The NSKS results: the mean gain scores for the overall score and all dimensions, except for amoral were found to be significant at p ≤ .05. However there was a more moderate change in the populations' broader epistemological beliefs (EBAPS) which was supported during the final interviews. The EBAPS results: the mean gain scores for the overall score and all dimensions, except for the source of ability to learn were found to be significant at p ≤ .05. The participants' identified the laboratory work as the most effective instructional feature followed by the post-laboratory activities. The pre-laboratory was identified as being the least effective feature. The participants suggested the laboratory work offered real-life experiences, group discussions, and teamwork which added understanding and meaning to their learning. The post-laboratory was viewed as necessary in tying all the information together and being able to see the bigger picture. What one cannot infer at this point is

Frames and outer frames for Hilbert C^*-modules

OpenAIRE

Arambašić, Ljiljana; Bakić, Damir

2015-01-01

The goal of the present paper is to extend the theory of frames for countably generated Hilbert $C^*$-modules over arbitrary $C^*$-algebras. In investigating the non-unital case we introduce the concept of outer frame as a sequence in the multiplier module $M(X)$ that has the standard frame property when applied to elements of the ambient module $X$. Given a Hilbert $\\A$-module $X$, we prove that there is a bijective correspondence of the set of all adjointable surjections from the generalize...

Interfaces Epistemological Approaches to Inter and Transdisciplinary in Revitalization of the Built Environment

Directory of Open Access Journals (Sweden)

Heloísa Helena Couto

2015-06-01

Full Text Available Indiscriminate clandestine depositions of construction wastes have produced enormous and irreparable damage to the environment, causing pollution of public urban areas, shortening the landfills' life cycle, promoting sedimentation of sub-watersheds and burden on public coffers. The object of this study is the management to deal with demolition wastes using them on residential interventions of urban cluster. This study aims to show the epistemological interfaces in Interdisciplinary and Transdisciplinary approaches of the object of study proposed. Based on the epistemology and on the concepts of interdisciplinarity and transdisciplinarity, we'll seek to identify the disciplines and their interfaces with the object, offering a brief background on sustainability and economic development, materials, construction waste, social relations. Recycling construction waste can generate social inclusion programs by employing and training disqualified human resources as well as enabling automanagement.

Using FRAMES to Manage Environmental and Water Resources

International Nuclear Information System (INIS)

Whelan, Gene; Millard, W. David; Gelston, Gariann M.; Khangaonkar, Tarang P.; Pelton, Mitch A.; Strenge, Dennis L.; Yang, Zhaoqing; Lee, Cheegwan; Sivaraman, Chitra; Stephan, Alex J.; Hoopes, Bonnie L.; Castleton, Karl J.

2007-01-01

The Framework for Risk Analysis in Multimedia Environmental Systems (FRAMES) is decision-support middleware that provides users the ability to design software solutions for complex problems. It is a software platform that provides seamless and transparent communication between modeling components by using a multi-thematic approach to provide a flexible and holistic understanding of how environmental factors potentially affect humans and the environment. It incorporates disparate components (e.g., models, databases, and other frameworks) that integrate across scientific disciplines, allowing for tailored solutions to specific activities. This paper discusses one example application of FRAMES, where several commercial off-the-shelf (COTS) software products are seamlessly linked into a planning and decision-support tool that helps manage water-based emergency situations and sustainable response. Multiple COTS models, including three surface water models, and a number of databases are linked through FRAMES to assess the impact of three asymmetric and simultaneous events, two of which impact water resources. The asymmetric events include (1) an unconventional radioactive release into a large potable water body, (2) a conventional contaminant (oil) release into navigable waters, and (3) an instantaneous atmospheric radioactive release

On frame multiresolution analysis

DEFF Research Database (Denmark)

Christensen, Ole

2003-01-01

We use the freedom in frame multiresolution analysis to construct tight wavelet frames (even in the case where the refinable function does not generate a tight frame). In cases where a frame multiresolution does not lead to a construction of a wavelet frame we show how one can nevertheless...

Unified approach to redshift in cosmological/black hole spacetimes and synchronous frame

Science.gov (United States)

Toporensky, A. V.; Zaslavskii, O. B.; Popov, S. B.

2018-01-01

Usually, interpretation of redshift in static spacetimes (for example, near black holes) is opposed to that in cosmology. In this methodological note, we show that both explanations are unified in a natural picture. This is achieved if, considering the static spacetime, one (i) makes a transition to a synchronous frame, and (ii) returns to the original frame by means of local Lorentz boost. To reach our goal, we consider a rather general class of spherically symmetric spacetimes. In doing so, we construct frames that generalize the well-known Lemaitre and Painlevé-Gullstand ones and elucidate the relation between them. This helps us to understand, in a unifying approach, how gravitation reveals itself in different branches of general relativity. This framework can be useful for general relativity university courses.

Epistemology of Classification with Emphasis on Emile Durkheim and Marcel Mauss

DEFF Research Database (Denmark)

Hjørland, Birger

2018-01-01

In 1903 Emile Durkheim and Marcel Mauss published a long journal article De Quelques Formes Primitives de Classification. Contribution à l’Étude des Representations Collectives (in 2010 translated to English and published in book form with an important introduction by Rodney Needham). This article...... discuss Durkheim & Mauss' article in the context of contemporary epistemologies of classification....

The Feminist ‘Successor Science Project’ as a Transnational Epistemological Community

OpenAIRE

Pesole, Betta

2014-01-01

This paper analyzes how the attempt by feminist epistemologies to overcome the impasse between objectivity and relativism has led to various formulations of the concept of ‘location’ and to the standpoint theory. As a result, the political project of a transnational community of interpreters fostered by transnational feminism can be seen as deriving from such enduring process.

Forms of presentism in the history of science. Rethinking the project of historical epistemology.

Science.gov (United States)

Loison, Laurent

2016-12-01

Since the late 1980s, presentism has seen a resurgence among some historians of science. Most of them draw a line between a good form of presentism and typical anachronism, but where the line should be drawn remains an open question. The present article aims at resolving this problem. In the first part I define the four main distinct forms of presentism at work in the history of science and the different purposes they serve. Based on this typology, the second part reconsiders what counts as anachronism, Whiggism and positivist history. This clarification is used as a basis to rethink the research program of historical epistemology in the third section. Throughout this article, I examine the conceptual core of historical epistemology more than its actual history, from Bachelard to Foucault or others. Its project should be defined - as Canguilhem suggested - as an attempt to account for both the contingency and the rationality of science. As such, historical epistemology is based on a complex fifth form of presentism, which I call critical presentism. The critical relation at stake not only works from the present to the past, because of the acknowledged rationality of science, but also from the past to the present because of the contingency and historicity of scientific knowledge. Copyright © 2016 Elsevier Ltd. All rights reserved.

The erudite humility of the historian: the 'critical epistemology' of Georges Lantéri-Laura.

Science.gov (United States)

Basso Lorini, Elisabetta

2017-06-01

This paper analyses the historical and epistemological work of the French psychiatrist Georges Lantéri-Laura (1930-2004) within the context of the French 'tradition' of history and philosophy of sciences, with special reference to Georges Canguilhem and Michel Foucault. After an introduction devoted to a critical survey of the most recent works on the history and historiography of psychiatry in French, the paper outlines Lantéri-Laura's approach by focusing especially on the role played by the methodological concept of 'semiology' as regards the relation between medicine and psychiatry. The last part of the paper draws attention to the relation between the history and philosophy of psychiatry in light of Lantéri-Laura's 'critical epistemology'.

In Defense of Engineering Sciences: On the Epistemological Relations Between Science and Technology

NARCIS (Netherlands)

Boon, Mieke

2011-01-01

This article presents an overview of discussions in the philosophy of technology on epistemological relations between science and technology, illustrating that often several mutually entangled issues are at stake. The focus is on conceptual and ideological issues concerning the relationship between

Encouraging Epistemological Exploration: Impacts on Undergraduates' Retention and Application of Course Material

Science.gov (United States)

Adler, Jonathan M.; Matthews, Elizabeth A.

2009-01-01

Students bring an intact, if unarticulated, epistemological perspective into the classroom that influences how they receive and process new information. In this study, students who explored a wider range of perspectives had significantly improved learning outcomes as measured in 3 domains: retention of specific content, retention of general…

College Students' Scientific Epistemological Views and Thinking Patterns in Socioscientific Decision Making

Science.gov (United States)

Liu, Shiang-Yao; Lin, Chuan-Shun; Tsai, Chin-Chung

2011-01-01

This study aims to test the nature of the assumption that there are relationships between scientific epistemological views (SEVs) and reasoning processes in socioscientific decision making. A mixed methodology that combines both qualitative and quantitative approaches of data collection and analysis was adopted not only to verify the assumption…

Framed School--Frame Factors, Frames and the Dynamics of Social Interaction in School

Science.gov (United States)

Persson, Anders

2015-01-01

This paper aims to show how the Goffman frame perspective can be used in an analysis of school and education and how it can be combined, in such analysis, with the frame factor perspective. The latter emphasizes factors that are determined outside the teaching process, while the former stresses how actors organize their experiences and define…

Promoting elementary students' epistemology of science through computer-supported knowledge-building discourse and epistemic reflection

Science.gov (United States)

Lin, Feng; Chan, Carol K. K.

2018-04-01

This study examined the role of computer-supported knowledge-building discourse and epistemic reflection in promoting elementary-school students' scientific epistemology and science learning. The participants were 39 Grade 5 students who were collectively pursuing ideas and inquiry for knowledge advance using Knowledge Forum (KF) while studying a unit on electricity; they also reflected on the epistemic nature of their discourse. A comparison class of 22 students, taught by the same teacher, studied the same unit using the school's established scientific investigation method. We hypothesised that engaging students in idea-driven and theory-building discourse, as well as scaffolding them to reflect on the epistemic nature of their discourse, would help them understand their own scientific collaborative discourse as a theory-building process, and therefore understand scientific inquiry as an idea-driven and theory-building process. As hypothesised, we found that students engaged in knowledge-building discourse and reflection outperformed comparison students in scientific epistemology and science learning, and that students' understanding of collaborative discourse predicted their post-test scientific epistemology and science learning. To further understand the epistemic change process among knowledge-building students, we analysed their KF discourse to understand whether and how their epistemic practice had changed after epistemic reflection. The implications on ways of promoting epistemic change are discussed.

Paradigms in cartography an epistemological review of the 20th and 21st centuries

CERN Document Server

Azócar Fernández, Pablo Iván

2014-01-01

This book examines the trends, concepts and directions in cartography and mapping in modernism and post-modernism. It explores philosophical and epistemological issues in cartography from positivist-empiricist, neo-positivist and post-structuralist stances.

Interrogating gender and the tourism academy through epistemological lens

OpenAIRE

Chambers, Donna; Munar, Ana Maria; Khoo-Lattimore, Catheryn; Biran, Avital

2017-01-01

This introductory essay argues for the adoption of feminist epistemologies to unpack the role, nature and effects of gender (in)equality in our tourism academy. Our focus on tourism academia recognizes the importance of tourism to social life and the crucial role that tourism academics play in knowledge production. We therefore argue for a shift in the focus of extant gender research in tourism away from tourism as a phenomenon to ourselves as tourism academics. We provide an overview of the ...

Network-based H.264/AVC whole frame loss visibility model and frame dropping methods.

Science.gov (United States)

Chang, Yueh-Lun; Lin, Ting-Lan; Cosman, Pamela C

2012-08-01

We examine the visual effect of whole frame loss by different decoders. Whole frame losses are introduced in H.264/AVC compressed videos which are then decoded by two different decoders with different common concealment effects: frame copy and frame interpolation. The videos are seen by human observers who respond to each glitch they spot. We found that about 39% of whole frame losses of B frames are not observed by any of the subjects, and over 58% of the B frame losses are observed by 20% or fewer of the subjects. Using simple predictive features which can be calculated inside a network node with no access to the original video and no pixel level reconstruction of the frame, we developed models which can predict the visibility of whole B frame losses. The models are then used in a router to predict the visual impact of a frame loss and perform intelligent frame dropping to relieve network congestion. Dropping frames based on their visual scores proves superior to random dropping of B frames.

How does epistemological knowledge on modelling influence students' engagement in the issue of climate change?

International Nuclear Information System (INIS)

Tasquier, Giulia

2015-01-01

Involvement in climate change has been proven to be hindered by emotional and social barriers, as well as by conceptual difficulties that students may encounter in dealing with scientific content related to particular issues such as the greenhouse effect. In this study, we start from the conjecture that behind many conceptual difficulties and emotional barriers lie particular epistemological obstacles related to a naive and stereotypical view of science. These include, in particular, the belief that science still has the role and power to provide a unique, unquestionable, and certain explanation of events and processes. Such a naive idea clashes strongly with the intrinsic complexity of climate science. This paper sets out to investigate if and how the improvement of epistemological knowledge can influence behavioural habits and foster students’ engagement in climate change. In order to explore such an issue, we focus on five interviews collected at the end of a teaching experience on climate change, carried out with secondary school students (grade 11; 16-year olds). This study is a follow-up of other two analytical studies aimed at investigating, respectively, the impact of the experience on students’ epistemological knowledge and on their behavioural habits.

Framing Failures in Wood-Frame Hip Roofs under Extreme Wind Loads

Directory of Open Access Journals (Sweden)

Sarah A. Stevenson

2018-02-01

Full Text Available Wood-frame residential roof failures are among the most common and expensive types of wind damage. Hip roofs are commonly understood to be more resilient during extreme wind in relation to gable roofs. However, inspection of damage survey data from recent tornadoes has revealed a previously unstudied failure mode in which hip roofs suffer partial failure of the framing structure. In the current study, evidence of partial framing failures and statistics of their occurrence are explored and discussed, while the common roof design and construction practice are reviewed. Two-dimensional finite element models are developed to estimate the element-level load effects on hip roof trusses and stick-frame components. The likelihood of failure in each member is defined based on relative demand-to-capacity ratios. Trussed and stick-frame structures are compared to assess the relative performance of the two types of construction. The present analyses verify the common understanding that toenailed roof-to-wall connections are likely to be the most vulnerable elements in the structure of a wood-frame hip roof. However, the results also indicate that certain framing members and connections display significant vulnerability under the same wind uplift, and the possibility of framing failure is not to be discounted. Furthermore, in the case where the roof-to-wall connection uses hurricane straps, certain framing members and joints become the likely points of failure initiation. The analysis results and damage survey observations are used to expand the understanding of wood-frame residential roof failures, as they relate to the Enhanced Fujita Scale and provide assessment of potential gaps in residential design codes.

Beyond (methodological) Nationalism and Epistemological Behaviouralism

DEFF Research Database (Denmark)

Singla, Rashmi; Carney, Stephen

’ by moving beyond these binaries and invoking the complex interrelations between diverse aspects of life.One strategy lies in problem-based project work where the underlying causes of social, cultural and political marginality are viewed as co-constructed. That general orientation is extended in the Global...... globalisation and new forms of localisation.Whilst many approaches to globalization attempt to explore interconnection and the mutual construction of social life, they nevertheless prioritize particular ways of looking at the world. Moving beyond these, the Roskilde University initiatives aim to center issues...... of interdependence and epistemological diversity. Here, students are encouraged not only to consider the ways in which a European/ rational / scientific ‘world’ view can lead to personal understanding and societal freedoms but how the production of dominant ideologies contributes to global inequality, social...

When message-frame fits salient cultural-frame, messages feel more persuasive

OpenAIRE

Uskul, Ayse K.; Oyserman, Daphna

2010-01-01

The present study examines the persuasive effects of tailored health messages comparing those tailored to match (versus not match) both chronic cultural frame and momentarily salient cultural frame. Evidence from two studies (Study 1: n = 72 European Americans; Study 2: n = 48 Asian Americans) supports the hypothesis that message persuasiveness increases when chronic cultural frame, health message tailoring and momentarily salient cultural frame all match. The hypothesis was tested using a me...

The Non-Theoretical View on Educational Theory: Scientific, Epistemological and Methodological Assumptions

Science.gov (United States)

Penalva, José

2014-01-01

This article examines the underlying problems of one particular perspective in educational theory that has recently gained momentum: the Wilfred Carr approach, which puts forward the premise that there is no theory in educational research and, consequently, it is a form of practice. The article highlights the scientific, epistemological and…

The Epistemology behind the Educational Philosophy of Montessori: Senses, Concepts, and Choice

Science.gov (United States)

Colgan, Andrew D.

2016-01-01

This article seeks to re-introduce Dr. Maria Montessori's educational philosophy, which has been absent from modern philosophy of education literature. It describes and analyzes crucial aspects of her epistemology, as best known through her "Method." Discussed are the need for early education, the development of the senses, and the…

What Future for Educational Research in Europe? Political, Epistemological and Ethical Challenges

Science.gov (United States)

Grimaldi, Emiliano

2015-01-01

This article reflects on the future of European educational research (EER) and its politics of knowledge. EER is interpreted as a field of power/knowledge, where a hegemonic epistemic framework is raised that assembles an evidence-based epistemology, a "what works" political rationality and a technocratic model of educational research.…

Virtue-Epistemology and the Chagos Unknown: Questioning the Indictment of Knowledge Transmission

Science.gov (United States)

Papastephanou, Marianna

2015-01-01

Though concerned with knowledge, this article begins with unknown political events that are ignored by the culture and educational practices of the societies in whose name the events took place. The questions that these events raise indicate a relation of epistemology with ethics and education that complicates some theoretical and managerial…

Signs vs. Causes? An Epistemological Approach to Prognosis in the Latin Middle Ages

Directory of Open Access Journals (Sweden)

Alexander Fidora

2014-12-01

Full Text Available From the 12th century onwards, prognostic disciplines were part and parcel of the Latin ordo scientiarum. This is true for astrology and divination as well as for medicine and weather forecasting. While scholarly research has focused very much on the moral discussions of knowledge of the future in the Middle Ages, the epistemological challenge of integrating this form of knowledge into a coherent theoretical framework has been neglected so far. This article shows how the traditional account of prognostic disciplines as sign-based forms of knowledge was revised and refined during the 13 th century in the light of new philosophical (Aristotelian and also theological paradigms. As a result of this, Latin philosophers and theologians established important criteria which allowed for a clear-cut epistemological distinction between different forms of prognostic signs and thus radicalized the discussion about the legitimacy of some prognostic disciplines.

The Epistemology of Moral Bioenhancement.

Science.gov (United States)

Crutchfield, Parker

2016-07-01

Moral bioenhancement is the potential practice of manipulating individuals' moral behaviors by biological means in order to help resolve pressing moral issues such as climate change and terrorism. This practice has obvious ethical implications, and these implications have been and continue to be discussed in the bioethics literature. What have not been discussed are the epistemological implications of moral bioenhancement. This article details some of these implications of engaging in moral bioenhancement. The argument begins by making the distinction between moral bioenhancement that manipulates the contents of mental states (e.g. beliefs) and that which manipulates other, non-representational states (e.g. motivations). Either way, I argue, the enhanced moral psychology will fail to conform to epistemic norms, and the only way to resolve this failure and allow the moral bioenhancement to be effective in addressing the targeted moral issues is to make the moral bioenhancement covert. © 2015 John Wiley & Sons Ltd.

VET and the creative epistemology of the hand

DEFF Research Database (Denmark)

Tanggaard, Lene

, and to collaborate across the value chains in our organisations. This developing situation should attract the attention of those involved in VET. This keynote presentation will link crafts, vocational education and training and creativity which have a lot in common. In this, the pragmatist idea of an epistemology...... with practical action. We should count something as knowledge only if it enables us to make a fruitful difference to human experience. This links with an understanding of creative actions as those actions that make an impact in and on the world. A practical implication of this would be that VET must teach its...

Epistemology of analogy: Knowledge, society and expression

Directory of Open Access Journals (Sweden)

Mauricio Beuchot

2017-06-01

Full Text Available In this article we expose the bases of analog epistemology. This theory of knowledge is between an extreme subjectivism and an extreme objectivism. Analog hermeneutics is a realistic hermeneutics. She seeks the truth, but incorporates the meaning and emotion. We have separated the reason from the experience, the praxis theory, the mind or the soul of the body. We have to get them back together, if we do not get lost in the rational (which says little of the human being, or we lose ourselves in the emotional (without logical consistency. The analogical hermeneutic realism is able, thanks to the analogy itself, to mediate in this way of union.

Epistemology, Ethics, and Progress in Precision Medicine.

Science.gov (United States)

Hey, Spencer Phillips; Barsanti-Innes, Brianna

2016-01-01

The emerging paradigm of precision medicine strives to leverage the tools of molecular biology to prospectively tailor treatments to the individual patient. Fundamental to the success of this movement is the discovery and validation of "predictive biomarkers," which are properties of a patient's biological specimens that can be assayed in advance of therapy to inform the treatment decision. Unfortunately, research into biomarkers and diagnostics for precision medicine has fallen well short of expectations. In this essay, we examine the portfolio of research activities into the excision repair cross complement group 1 (ERCC1) gene as a predictive biomarker for precision lung cancer therapy as a case study in elucidating the epistemological and ethical obstacles to developing new precision medicines.

Value Framing: A Prelude to Software Problem Framing

NARCIS (Netherlands)

Wieringa, Roelf J.; Gordijn, Jaap; van Eck, Pascal; Cox, K.; Hall, J.G.; Rapanotti, L.

2004-01-01

Software problem framing is a way to find specifications for software. Software problem frames can be used to structure the environment of a software system (the machine) and specify desired software properties in such a way that we can show that software with these properties will help achieve the

Molecular frame and recoil frame angular distributions in dissociative photoionization of small molecules

International Nuclear Information System (INIS)

Lucchese, R R; Carey, R; Elkharrat, C; Houver, J C; Dowek, D

2008-01-01

Photoelectron angular distributions in the dipole approximation can be written with respect to several different reference frames. A brief review of the molecular frame and recoil frame are given. Experimentally, one approach for obtaining such angular distributions is through angle-resolved coincidence measurements of dissociative ionization. If the system dissociates into two heavy fragments, then the recoil frame angular distribution can be measured. Computed molecular frame and recoil frame photoelectron angular distributions are compared to experimental data for the Cl 2p ionization of CH 3 Cl.

Filtering SVM frame-by-frame binary classification in a detection framework

NARCIS (Netherlands)

Betancourt Arango, A.; Morerio, P.; Marcenaro, L.; Rauterberg, G.W.M.; Regazzoni, C.S.

2015-01-01

Classifying frames, or parts of them, is a common way of carrying out detection tasks in computer vision. However, frame by frame classification suffers from sudden significant variations in image texture, colour and luminosity, resulting in noise in the extracted features and consequently in the

The Impact of Translators' Epistemological Beliefs and Gender on Their Translation Quality

Science.gov (United States)

Araghizade, Elmira; Jadidi, Esmaeil

2016-01-01

This study aimed to determine the relationship between translators' epistemological beliefs and gender on their Persian-to-English translation quality. To do so, a group of 53 MA translation students both male and female were selected, through convenient sampling to participate in this study. For data collection two instruments were employed: 1…

New characterizations of fusion frames (frames of subspaces)

Indian Academy of Sciences (India)

Theory (College Park, MD, 2003) Contemp. Math. 345, Amer. Math. Soc. (RI: Provi- dence) (2004) 87–113. [4] Casazza P G and Kutyniok G, Robustness of Fusion Frames under Erasures of sub- spaces and of Local Frame Vectors, Radon transforms, geometry, and wavelets (LA: New Orleans) (2006) Contemp. Math., Amer.

On the Epistemological Nature of Genius and Individual Scientific Creation

OpenAIRE

Suhendro I.

2012-01-01

This brief exposition summarizes a universally over-arching deepening of the epistemo- logy of aesthetics (especially as regards the nature of Genius) as outlined in a particular section of the Author’s work on an all-embracing, post-Kantian epistemological theory of Reality and the Universe called “The Surjective Monad Theory of Reality” (SMTR), which generalizes, in the utmost ontological sense, Kantianism, phenomenology, and a paradigm of Reality called “Reflexive Monism” (R...

The nature of business social ethics in heterodox epistemological worldviews

OpenAIRE

Choudhury, Masudul

2013-01-01

The model of general system is a process-orientation of learning dynamics in and across complexly interrelated orders. Within such a general system model is found the specific field of unified, that is organic and endogenously circularly inter-related embedding between economy, finance, and the business world-systems. Business social ethics or socio-business ethicality is a problem of epistemological genre. It glues the circularly inter-related sub-systems and their representative behavioral ...

Epistemologies of Religious Education Research in the Nordic Welfare states

DEFF Research Database (Denmark)

Buchardt, Mette; Osbeck, Christina

2017-01-01

The theme of this special issue is the epistemological conditions and significant features for doing research in religious education in the Nordic region. Historical and institutional conditions make up an important part of the background for understanding. The articles in this issue which...... are introduced here try to grasp and explore the conditions for scholarly knowledge production concerning the teaching of religion in the states in question: Iceland, Norway, Sweden, Finland and Denmark....

Performance-based plastic design of earthquake resistant reinforced concrete moment frames

Science.gov (United States)

Liao, Wen-Cheng

Performance-Based Plastic Design (PBPD) method has been recently developed to achieve enhanced performance of earthquake resistant structures. The design concept uses pre-selected target drift and yield mechanism as performance criteria. The design base shear for selected hazard level is determined by equating the work needed to push the structure monotonically up to the target drift to the corresponding energy demand of an equivalent SDOF oscillator. This study presents development of the PBPD approach as applied to reinforced concrete special moment frame (RC SMF) structures. RC structures present special challenge because of their complex and degrading ("pinched") hysteretic behavior. In order to account for the degrading hysteretic behavior the 1-EMA 440 C2 factor approach was used in the process of determining the design base shear. Four baseline RC SMF (4, 8, 12 and 20-story) as used in the FEMA P695 were selected for this study. Those frames were redesigned by the PBPD approach. The baseline frames and the PBPD frames were subjected to extensive inelastic pushover and time-history analyses. The PBPD frames showed much improved response meeting all desired performance objectives, including the intended yield mechanisms and the target drifts. On the contrary, the baseline frames experienced large story drifts due to flexural yielding of the columns. The work-energy equation to determine design base shear can also be used to estimate seismic demands, called the energy spectrum method. In this approach the skeleton force-displacement (capacity) curve of the structure is converted into energy-displacement plot (Ec) which is superimposed over the corresponding energy demand plot ( Ed) for the specified hazard level to determine the expected peak displacement demands. In summary, this study shows that the PBPD approach can be successfully applied to RC moment frame structures as well, and that the responses of the example moment frames were much improved over those

Performance-based seismic design of steel frames utilizing colliding bodies algorithm.

Science.gov (United States)

Veladi, H

2014-01-01

A pushover analysis method based on semirigid connection concept is developed and the colliding bodies optimization algorithm is employed to find optimum seismic design of frame structures. Two numerical examples from the literature are studied. The results of the new algorithm are compared to the conventional design methods to show the power or weakness of the algorithm.

Changing climate, changing frames

International Nuclear Information System (INIS)

Vink, Martinus J.; Boezeman, Daan; Dewulf, Art; Termeer, Catrien J.A.M.

2013-01-01

Highlights: ► We show development of flood policy frames in context of climate change attention. ► Rising attention on climate change influences traditional flood policy framing. ► The new framing employs global-scale scientific climate change knowledge. ► With declining attention, framing disregards climate change, using local knowledge. ► We conclude that frames function as sensemaking devices selectively using knowledge. -- Abstract: Water management and particularly flood defence have a long history of collective action in low-lying countries like the Netherlands. The uncertain but potentially severe impacts of the recent climate change issue (e.g. sea level rise, extreme river discharges, salinisation) amplify the wicked and controversial character of flood safety policy issues. Policy proposals in this area generally involve drastic infrastructural works and long-term investments. They face the difficult challenge of framing problems and solutions in a publicly acceptable manner in ever changing circumstances. In this paper, we analyse and compare (1) how three key policy proposals publicly frame the flood safety issue, (2) the knowledge referred to in the framing and (3) how these frames are rhetorically connected or disconnected as statements in a long-term conversation. We find that (1) framings of policy proposals differ in the way they depict the importance of climate change, the relevant timeframe and the appropriate governance mode; (2) knowledge is selectively mobilised to underpin the different frames and (3) the frames about these proposals position themselves against the background of the previous proposals through rhetorical connections and disconnections. Finally, we discuss how this analysis hints at the importance of processes of powering and puzzling that lead to particular framings towards the public at different historical junctures

Framing Gangnam Style

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Hyunsun Catherine Yoon

2017-08-01

Full Text Available This paper examines the way in which news about Gangnam Style was framed in the Korean press. First released on 15th July 2012, it became the first video to pass two billion views on YouTube. 400 news articles between July 2012 and March 2013 from two South Korean newspapers - Chosun Ilbo and Hankyoreh were analyzed using the frame analysis method in five categories: industry/economy, globalization, cultural interest, criticism, and competition. The right-left opinion cleavage is important because news frames interact with official discourses, audience frames and prior knowledge which consequently mediate effects on public opinion, policy debates, social movement and individual interpretations. Whilst the existing literature on Gangnam Style took rather holistic approach, this study aimed to fill the lacuna, considering this phenomenon as a dynamic process, by segmenting different stages - recognition, spread, peak and continuation. Both newspapers acknowledged Gangnam Style was an epochal event but their perspectives and news frames were different; globalization frame was most frequently used in Chosun Ilbo whereas cultural interest frame was most often used in Hankyoreh. Although more critical approaches were found in Hankyoreh, reflecting the right-left opinion cleavage, both papers lacked in critical appraisal and analysis of Gangnam Style’s reception in a broader context of the new Korean Wave.

For a General Theory of Health: preliminary epistemological and anthropological notes

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Naomar de Almeida Filho

Full Text Available In order to conduct a preliminary evaluation of the conditions allowing for a General Theory of Health, the author explores two important structural dimensions of the scientific health field: the socio-anthropological dimension and the epistemological dimension. As a preliminary semantic framework, he adopts the following definitions in English and Portuguese for two series of meanings: disease = patologia, disorder = transtorno, illness = enfermidade, sickness = doença, and malady = moléstia. He begins by discussing some sociological theories and biomedical concepts of health-disease, which, despite their limitations, can be used as a point of departure for this undertaking, given the dialectical and multidimensional nature of the disease-illness-sickness complex (DIS. Second, he presents and evaluates some underlying socio-anthropological theories of disease, taking advantage of the opportunity to highlight the semeiologic treatment of health-disease through the theory of "signs, meanings, and health practices". Third, he analyzes several epistemological issues relating to the Health theme, seeking to justify its status as a scientific object. Finally, the author focuses the discussion on a proposal to systematize various health concepts as an initial stage for the theoretical construction of the Collective Health field.

For a General Theory of Health: preliminary epistemological and anthropological notes

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Almeida Filho Naomar de

2001-01-01

Full Text Available In order to conduct a preliminary evaluation of the conditions allowing for a General Theory of Health, the author explores two important structural dimensions of the scientific health field: the socio-anthropological dimension and the epistemological dimension. As a preliminary semantic framework, he adopts the following definitions in English and Portuguese for two series of meanings: disease = patologia, disorder = transtorno, illness = enfermidade, sickness = doença, and malady = moléstia. He begins by discussing some sociological theories and biomedical concepts of health-disease, which, despite their limitations, can be used as a point of departure for this undertaking, given the dialectical and multidimensional nature of the disease-illness-sickness complex (DIS. Second, he presents and evaluates some underlying socio-anthropological theories of disease, taking advantage of the opportunity to highlight the semeiologic treatment of health-disease through the theory of "signs, meanings, and health practices". Third, he analyzes several epistemological issues relating to the Health theme, seeking to justify its status as a scientific object. Finally, the author focuses the discussion on a proposal to systematize various health concepts as an initial stage for the theoretical construction of the Collective Health field.

The epistemology of mathematical and statistical modeling: a quiet methodological revolution.

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Rodgers, Joseph Lee

2010-01-01

A quiet methodological revolution, a modeling revolution, has occurred over the past several decades, almost without discussion. In contrast, the 20th century ended with contentious argument over the utility of null hypothesis significance testing (NHST). The NHST controversy may have been at least partially irrelevant, because in certain ways the modeling revolution obviated the NHST argument. I begin with a history of NHST and modeling and their relation to one another. Next, I define and illustrate principles involved in developing and evaluating mathematical models. Following, I discuss the difference between using statistical procedures within a rule-based framework and building mathematical models from a scientific epistemology. Only the former is treated carefully in most psychology graduate training. The pedagogical implications of this imbalance and the revised pedagogy required to account for the modeling revolution are described. To conclude, I discuss how attention to modeling implies shifting statistical practice in certain progressive ways. The epistemological basis of statistics has moved away from being a set of procedures, applied mechanistically, and moved toward building and evaluating statistical and scientific models. Copyrigiht 2009 APA, all rights reserved.

Epistemological Predictors of "Self Efficacy on Learning Biology" and "Test Anxiety Related to Evaluation of Learning on Biology" for Pre-Service Elementary Teachers

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Koksal, Mustafa Serdar

2011-01-01

The degree to which pre-service teachers learn biology is related to both motivational factors of self-regulation and factors regarding epistemological beliefs. At the same time, self-regulation and epistemological beliefs are also associated with one another. Based on this relationship, the purpose of this study was to investigate the…

Frames for undergraduates

CERN Document Server

Han, Deguang; Larson, David; Weber, Eric

2007-01-01

Frames for Undergraduates is an undergraduate-level introduction to the theory of frames in a Hilbert space. This book can serve as a text for a special-topics course in frame theory, but it could also be used to teach a second semester of linear algebra, using frames as an application of the theoretical concepts. It can also provide a complete and helpful resource for students doing undergraduate research projects using frames. The early chapters contain the topics from linear algebra that students need to know in order to read the rest of the book. The later chapters are devoted to advanced topics, which allow students with more experience to study more intricate types of frames. Toward that end, a Student Presentation section gives detailed proofs of fairly technical results with the intention that a student could work out these proofs independently and prepare a presentation to a class or research group. The authors have also presented some stories in the Anecdotes section about how this material has moti...

Critical discussion : virtue epistemology and extended cognition: a reply to Kelp and Greco

NARCIS (Netherlands)

Vaesen, K.

2013-01-01

Elsewhere, I have challenged virtue epistemology and argued that it doesn’t square with mundane cases of extended cognition. Kelp (forthcoming, this journal) and Greco (forthcoming) have responded to my charges, the former by questioning the force of my argument, the latter by developing a new

An Epistemology of Leadership Perspective: Examining the Fit for a Critical Pragmatic Approach

Science.gov (United States)

Bourgeois, Nichole

2011-01-01

In this article the author examines the meaning of epistemology in relation to educational leadership. Argued is the position that generalizing the intent and tendencies of modernistic and postmodernistic approaches to educational reform and leadership preparation makes space for a critical pragmatic approach. Critical pragmatists as…

On Framing

DEFF Research Database (Denmark)

Peder Pedersen, Claus

2018-01-01

On framing as artistic and conceptual tool in the works of Claudia Carbone. Contribution to exhibition at the Aarhus School of Architecture.......On framing as artistic and conceptual tool in the works of Claudia Carbone. Contribution to exhibition at the Aarhus School of Architecture....

From Subordination to Hegemony On the Epistemological Legitimation of Mathematics in Natural Philosophy of XVII Century

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Felipe Ochoa

2013-12-01

Full Text Available This article analyzes the epistemological legitimation of mathematics in natural philosophy in the seventeenth century. In the Renaissance it was claimed that mathematics does not meet the Aristotelian criteria of scientificity, and that it did not explain the efficient and final causes. So, its critics, inspired by the Aristotelian tradition, rejected the first attempts to mathematize natural philosophy. The epistemological conditions involved in the debate are examined on the scientific nature of mathematics and its relevance to natural philosophy. A historiographical tour of the mathematization of nature is made to provide new weighing elements with respect to a historically and philosophically more conceptual characterization of the emergence of modern science.

Exploration of Scholars’ Attributions of Instructional Barriers in the Context of Pedagogical-Epistemological Belief Systems

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Yılmaz SOYSAL

2017-08-01

Full Text Available In this study, two academics’ who have been employed in a private university teaching barriers and accompanied attributional reasoning were examined in the context of their belief systems with regards to learning, teaching and knowledge. This study was conducted with a basic qualitative perspective. By means of qualitative data gathering and analysis, it was aimed at estimating how the relation between teaching barriers and attributional reasoning was influenced by pedagogical-epistemological belief systems of scholars. Qualitative data was collected through two different semi-structured interview protocols and gathered data was analyzed with an inductive and interpretivist manner. The scholars’ beliefs systems’ divergences (teacher-centered vs. learner-centered allowed to explore the presumable relation of barrier-attribution in the context of pedagogical-epistemological belief systems. It was found out that the scholar who has adopted the more learner-centered modes of teaching favors more internally-oriented, controllable and non-stable attributional styles in illustrating her barrier-attribution relation. In contrast, it was also detected that the scholar who has held more teacher-centered teaching beliefs is liable to make attributions to overly external, non-controllable and stable factors in illuminating her barrier-attribution relation. Major outcomes of the study are evaluated by means of psychological (i.e., attribution theory and instructional (pedagogical-epistemological beliefs lenses and suggestions are offered in the context of higher education.

Mapping university students’ epistemic framing of computational physics using network analysis

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Madelen Bodin

2012-04-01

Full Text Available Solving physics problem in university physics education using a computational approach requires knowledge and skills in several domains, for example, physics, mathematics, programming, and modeling. These competences are in turn related to students’ beliefs about the domains as well as about learning. These knowledge and beliefs components are referred to here as epistemic elements, which together represent the students’ epistemic framing of the situation. The purpose of this study was to investigate university physics students’ epistemic framing when solving and visualizing a physics problem using a particle-spring model system. Students’ epistemic framings are analyzed before and after the task using a network analysis approach on interview transcripts, producing visual representations as epistemic networks. The results show that students change their epistemic framing from a modeling task, with expectancies about learning programming, to a physics task, in which they are challenged to use physics principles and conservation laws in order to troubleshoot and understand their simulations. This implies that the task, even though it is not introducing any new physics, helps the students to develop a more coherent view of the importance of using physics principles in problem solving. The network analysis method used in this study is shown to give intelligible representations of the students’ epistemic framing and is proposed as a useful method of analysis of textual data.

KRITIK ATAS KRITIK EPISTEMOLOGI TAFSIR M. ABIED AL JABIRI: Studi Kritis atas Madkhal ila al Quran al Karim

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Ahmad Fawaid

2015-12-01

Full Text Available This paper critically views the epistemology of Muhammad Abid al Jabiri’s interpretation in his book, Madkhal ila al Quran al Karim. His latest work is projected to make the Quran relevant to mankind today and with certainly critiquing classical Quranic studies that have been constructed by previous scholars. Starting from Arab criticism, which is expected to synergize the gap between Turath and modernity, al Jabiri tried out his theory in the realm of Quranic studies oriented to maintain its originality and interpretation from sectarian influence. Focusing on al Jabiri’s review on the Quran, this paper examines and associates some of the problems with the epistemology of critique in Arab reasoning. Finally, it is inferred that the epistemologic offer of al Jabiri used in Turath is not fully applicable in Quranic studies for several reasons. First, the Quranic studies existed within the chain of sanad in its formation. Secondly, at the application stage, al Jabri often overlooked the sanad and narrations from the companions.

New epistemological foundations for cultural psychology: from an atomistic to a self-organizing view of living systems.

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De Pascale, Adele

2014-01-01

An epistemological foundation for cultural psychology is essential to neuro- and behavioural sciences for the challenge psychological sciences must currently face: searching for an explanation of how a brain can become a mind and how individuals assign a sense to the world and their life. Biological systems are very likely determined by physical and chemical laws of spontaneous self-organization and endogenous constraints but, even if the major result of the Darwinian revolution is "the discovery that living species are their story", the modern synthesis of the evolution theory adopted only continuist and gradualist hypotheses. This nourished the analogy between the theory of natural selection and the theory of operant conditioning, thereby supporting empiricist associationism and the methodological positivism of behavioural and "classical" cognitive psychologists. Current scientific contributions provide evidence to the need for psychotherapy and psychopathology of a new epistemological approach in order to connect research stemming from animal models, up to the most abstract levels of personal meaning. The complex system oriented approach, here described, called "post-rationalism", shaped by a change initiated by evolutionary epistemology. The regulation of emotions initially develops within interpersonal relationships and evolves during both phylogeny and ontogeny, according to complex self-organization processes, leading to the acquisition of Self-organizing abilities and the construction of personal meaning. Endorsing the epistemological similarities of neo-Darwinism and behaviourism, and differentiating from this, the above mentioned approach, emphasises the fact that clinical and psycho-therapeutical practice must be founded on the laws of biological organisation: the ongoing activity of neurobiological systems, including the more abstract domains of thought and language.

New epistemological foundations for cultural psychology: from an atomistic to a self-organizing view of living systems

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Adele De Pascale

2014-09-01

Full Text Available An epistemological foundation for cultural psychology is essential to neuro- and behavioural sciences for the challenge psychological sciences must currently face: searching for an explanation of how a brain can become a mind and how individuals assign a sense to the world and their life. Biological systems are very likely determined by physical and chemical laws of spontaneous self-organization and endogenous constraints but, even if the major result of the Darwinian revolution is "the discovery that living species are their story", the modern synthesis of the evolution theory adopted only continuist and gradualist hypotheses. This nourished the analogy between the theory of natural selection and the theory of operant conditioning, thereby supporting empiricist associationism and the methodological positivism of behavioural and "classical" cognitive psychologists. Current scientific contributions provide evidence to the need for psychotherapy and psychopathology of a new epistemological approach in order to connect research stemming from animal models, up to the most abstract levels of personal meaning. The complex system oriented approach, here described, called "post-rationalism", shaped by a change initiated by evolutionary epistemology. The regulation of emotions initially develops within interpersonal relationships and evolves during both phylogeny and ontogeny, according to complex self-organization processes, leading to the acquisition of Self-organizing abilities and the construction of personal meaning. Endorsing the epistemological similarities of neo-Darwinism and behaviourism, and differentiating from this, the above mentioned approach, emphasises the fact that clinical and psycho-therapeutical practice must be founded on the laws of biological organisation: the ongoing activity of neurobiological systems, including the more abstract domains of thought and language.

Gender and Criminological Thought: Perspectives From a Feminist Epistemology

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Cássius Guimarães Chai

2016-12-01

Full Text Available The research aims to analyze, from a feminist epistemological framework and approach, the role of Criminology in the production and reproduction of power relationship, studying how women were perceived in their different schools of criminological thought, understanding that the adoption of gender as a category of analysis contributes to the production of a wider knowledge in this science, unveiling the invisibility of women's relationships towards to crime and to the Penal System. The methodology consists of a literature reviewing that crosses several disciplines, such as history, sociology, criminology and feminist theories.

Epistemological anarchism of Paul Karl Feyerabend and medical education

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Andréia Patrícia Gomes

Full Text Available The thoughts of the philosopher Paul Karl Feyerabend brought important contributions to the debate on Science in the 20th century. Most recently his views about non-existence of a single method for doing science have been employed to rethink science education and propose the use of multiple methods for effective teaching-learning process. This article employs the theoretical framework of the author expressed in the book Against Method, 1977, about the epistemological anarchism and the methodological pluralism and uses it in the contemporary discussion of medical education.

Towards an epistemological basis for andragogy in midwifery education.

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Ho, E

1991-04-01

In designing the curriculum for pre and post registration midwifery courses, the author has utilised an andragogical model. This term refers to the art and science of teaching adults (Knowles 1978). The ideas that Knowles (1978) put forward about andragogy while not new, have been implemented in adult education and are certainly relevant to the modern practice of midwifery education. The aim of this paper is to examine the two extreme philosophical views about the nature of man and to provide an epistemological basis for andragogy in midwifery education.

Historia, epistemología y didáctica de las ciencias: unas relaciones necesarias History, epistemology and didactics of science: some necessary relationships

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Adriana Patricia Gallego Torres

2007-04-01

Full Text Available En este artículo se establecen relaciones entre historia, epistemología y didáctica de las ciencias de la naturaleza. De cada una de estas categoría se presenta, además, un análisis de cómo son tratadas en la práctica habitual de algunos sistemas educativos, a la vez que se hacen propuestas para una posible superación. Se propende por hacer objeto de trabajo en el aula cada modelo científico, a partir de una caracterización de las razones que llevaron a la comunidad de especialistas a formularlo y aceptarlo. El objetivo es el de propiciar una reflexión fundamentada para una investigación didáctica, en la que esas relaciones superen habituales miradas aisladas.In this article, the authors present relevant relationships between history, epistemology and didactics of natural sciences. Each of these categories is analyzed based on the real practice of some educational systems and some proposals are outlined in order to improve them. Each one of the scientific models should be the focus of classroom work, taking into account the characterization of the foundations which have led the scientific community to state and accept them. The main objective is to start a reflection based on didactic research in which the established relationships overcome different isolated points of view.

Politics, Epistemology and the Problems of Rationalism in La pesquisa

OpenAIRE

Erik Larson

2012-01-01

This article analyzes how Juan José Saer’s noir detective novel, La pesquisa, exposes the fundamental contradictions of Kantian rationalism. The novel, like Kantian theory, realizes a critique of reason by positing its own human, epistemological limits. Of course, the philosophical problems we see in Saer’s novel don’t simply exist in a vacuum, but respond to the politics of rationalism within Argentina, namely the 1976-83 dictatorship. I demonstrate how the contradictions within the ‘rationa...

On the Epistemological Nature of Genius and Individual Scientific Creation

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Suhendro I.

2012-01-01

Full Text Available This brief exposition summarizes a universally over-arching deepening of the epistemo- logy of aesthetics (especially as regards the nature of Genius as outlined in a particular section of the Author’s work on an all-embracing, post-Kantian epistemological theory of Reality and the Universe called “The Surjective Monad Theory of Reality” (SMTR, which generalizes, in the utmost ontological sense, Kantianism, phenomenology, and a paradigm of Reality called “Reflexive Monism” (RM.

In Excess of Epistemology: Siegel, Taylor, Heidegger and the Conditions of Thought

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Williams, Emma

2015-01-01

Harvey Siegel's epistemologically-informed conception of critical thinking is one of the most influential accounts of critical thinking around today. In this article, I seek to open up an account of critical thinking that goes beyond the one defended by Siegel. I do this by re-reading an opposing view, which Siegel himself rejects as leaving…

A Pilot Study of the Epistemological Beliefs of Students in Industrial-Technical Fields

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Zinn, Bernd

2012-01-01

An investigation of the epistemological beliefs of apprentices in the commercial engineering sector is of interest for vocational training, both from the point of view of optimising vocational didactic processes as well as in terms of communicating suitable knowledge based beliefs about principles and performance in the commercial engineering…

Frame by Frame II: A Filmography of the African American Image, 1978-1994.

Science.gov (United States)

Klotman, Phyllis R.; Gibson, Gloria J.

A reference guide on African American film professionals, this book is a companion volume to the earlier "Frame by Frame I." It focuses on giving credit to African Americans who have contributed their talents to a film industry that has scarcely recognized their contributions, building on the aforementioned "Frame by Frame I,"…

Historical and Epistemological Reflections on the Culture of Machines around the Renaissance: Machines, Machineries and Perpetual Motion

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Raffaele Pisano

2015-05-01

Full Text Available This paper is the second part of our recent paper ‘Historical and Epistemological Reflections on the Culture of Machines around the Renaissance: How Science and Technique Work’ (Pisano & Bussotti 2014a. In the first paper—which discussed some aspects of the relations between science and technology from Antiquity to the Renaissance—we highlighted the differences between the Aristotelian/Euclidean tradition and the Archimedean tradition. We also pointed out the way in which the two traditions were perceived around the Renaissance. The Archimedean tradition is connected with machines: its relationship with science and construction of machines should be made clear. It is enough to think that Archimedes mainly dealt with three machines: lever, pulley and screw (and a correlated principle of mechanical advantage. As underlined in the first part, our thesis is that many machines were constructed by people who ignored theory, even though, in other cases, the knowledge of the Archimedean tradition was a precious help in order to build machines. Hence, an a priori idea as to the relations between the Archimedean tradition and construction of machines cannot exist. In this second part we offer some examples of functioning machines constructed by people who ignored any physical theory, whereas, in other cases, the ignorance of some principles—such as the impossibility of a perpetuum mobile—induced the attempt to construct impossible machines. What is very interesting is that these machines did not function, of course, as a perpetuum mobile, but anyway had their functioning and were useful for certain aims, although they were constructed on an idea which is completely wrong from a theoretical point of view. We mainly focus on the Renaissance and early modern period, but we also provide examples of machines built before and after this period. We have followed a chronological order in both parts, starting from the analysis of the situation in

Framing theory

NARCIS (Netherlands)

de Vreese, C.H.; Lecheler, S.; Mazzoleni, G.; Barnhurst, K.G.; Ikeda, K.; Maia, R.C.M.; Wessler, H.

2016-01-01

Political issues can be viewed from different perspectives and they can be defined differently in the news media by emphasizing some aspects and leaving others aside. This is at the core of news framing theory. Framing originates within sociology and psychology and has become one of the most used

Framing politics

NARCIS (Netherlands)

Lecheler, S.K.

2010-01-01

This dissertation supplies a number of research findings that add to a theory of news framing effects, and also to the understanding of the role media effects play in political communication. We show that researchers must think more about what actually constitutes a framing effect, and that a

Serialising languages: Satellite-framed, verb-framed or neither ...

African Journals Online (AJOL)

The diversity in the coding of the core schema of motion, i.e., Path, has led to a traditional typology of languages into verb-framed and satellite-framed languages. In the former Path is encoded in verbs and in the latter it is encoded in non-verb elements that function as sisters to co-event expressing verbs such as manner ...

Translation of Tanabe Hajime’s “The Limit of Logicism in Epistemology: A Critique of the Marburg and Freiburg Schools”

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Takeshi Morisato

2017-12-01

Full Text Available This article provides the first English translation of Tanabe’s early essay, “The Limit of Logicism in Epistemology: A Critique of the Marburg and Freiburg Schools” (1914. The key notion that the young Tanabe seeks to define in relation to his detailed analyses of contemporary Neo-Kantian epistemology is the notion of “pure experience” presented in Nishida’s philosophy. The general theory of epistemology shared among the thinkers from these two prominent schools of philosophy in early 20th century Germany aimed to eliminate the empirical residues in Kant’s theory of knowledge while opposing naïve empiricism and the uncritical methodology of positive science. Their “logicistic” approach, according to Tanabe, seems to contradict Nishida’s notion of pure experience, for it cannot allow any vestige of empiricism in its systematic framework, which is specifically designed to ground scientific knowledge. Yet given that the Neo-Kantian configuration of epistemology does not create the object of knowledge, it must face sensation or representational content as its limiting instance. Thus, to ground a Neo-Kantian theory of knowledge while taking account of this limit of logicism involves explaining their understanding of the unity of subject and object in human knowing. For this, Tanabe argues, recourse to Nishida’s notion of pure experience is indispensable.

Lexically Allusive Content of Semantic Frames (Based on the Works of John Fowles

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Aleksandra Aleksandrovna Akatova

2015-11-01

Full Text Available The semantic frame is a cognitive model, some mental structure that unites the world map and the thesaurus of a person, the hierarchy of meanings and values of the linguistic model of the world. Conceptual-cognitive content of a semantic frame includes three constituents: the reader, the author, and culture. The postmodernistic metatext, a vivid example of which is the metatext of John Fowles, is made of lexical-semantic frames, filled with allusions, general cultural precedent phenomena, cross-references, leitmotif lexemes. The frames of "freedom" and "game" exemplify integrated leitmotif of enclosed space, sea, theater, meta-theatre, god, god's imitations, magician (wizard, and fool. The application of a semantic frames method for the analysis of lexical-allusive elements in the works of John Fowles (The Aristos, The Magus, The Ebony Tower, Daniel Martin, French Lieutenant's Woman, A Maggot, Wormholes allowed to identify the net of allusive inclusions and arrange them into lexical-semantic frames, which helped to decode linguocultural metatext of the society and the individual (author. The interpretation of linguistic and cultural items in the text has lead to distinguishing the dominant frame of the metatext, that is "freedom". It is stated that creativity is freedom in action, responsibility is the condition for complete freedom, the path from the Fool to the Magician is the way from blindness of the stereotypes in the society to the intrinsic vision of internal freedom and unifying meaning of existence.

Neopositivism and the DSM psychiatric classification. An epistemological history. Part 2: Historical pathways, epistemological developments and present-day needs.

Science.gov (United States)

Aragona, Massimiliano

2013-12-01

Little is known about the concrete historical sources for the use of neopositivist operational criteria by the DSM-III. This paper suggests that distinct sources operated implicitly. The current usefulness of the operational approach is questioned. It is shown that: (a) in epistemology, neopositivism has been replaced by more adequate accounts; (b) psychologists rejected operational definitions because these were unable to define the majority of mental phenomena; (c) mental symptoms cannot be directly described as such, because they already make part of the psychiatric diagnosis to which they belong. In conclusion, diagnosing is based on the hermeneutical co-construction of mental symptoms. The failure of the neopositivist programme suggests that it is time to reconcile scientific formalization and semiotic activity.

A scientific story of generalized Lorenz-Mie theories with epistemological remarks

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Gouesbet, G.

2013-09-01

This paper is concerned with a scientific story of the development of generalized Lorenz-Mie theories, in short GLMTs (such as motivations, precursors, difficulties and solutions to difficulties). A strong emphasis is however devoted to aspects which rather pertain to epistemological issues, GLMTs then forming a pretext for expositions which are matching some of the current interests of the author, in particular the issue of contingency in the development of theories.

Sparse Matrices in Frame Theory

DEFF Research Database (Denmark)

Lemvig, Jakob; Krahmer, Felix; Kutyniok, Gitta

2014-01-01

Frame theory is closely intertwined with signal processing through a canon of methodologies for the analysis of signals using (redundant) linear measurements. The canonical dual frame associated with a frame provides a means for reconstruction by a least squares approach, but other dual frames...... yield alternative reconstruction procedures. The novel paradigm of sparsity has recently entered the area of frame theory in various ways. Of those different sparsity perspectives, we will focus on the situations where frames and (not necessarily canonical) dual frames can be written as sparse matrices...

Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes toward Chemistry

Science.gov (United States)

Cam, Aylin; Geban, Omer

2011-01-01

The purpose of the study was to investigate the effectiveness of case-based learning instruction over traditionally designed chemistry instruction on eleventh grade students' epistemological beliefs and their attitudes toward chemistry as a school subject. The subjects of this study consisted of 63 eleventh grade students from two intact classes…

Perceived Problem Solving Skills: As a Predictor of Prospective Teachers' Scientific Epistemological Beliefs

Science.gov (United States)

Temel, Senar

2016-01-01

This study aims to determine the level of perceived problem solving skills of prospective teachers and the relations between these skills and their scientific epistemological beliefs. The study was conducted in the fall semester of 2015-2016 academic year. Prospective teachers were applied Problem Solving Inventory which was developed by Heppner…

Investigating Learners' Epistemological Framings of Quantum Mechanics

Science.gov (United States)

Dini, Vesal

2017-01-01

Classical mechanics challenges students to use their intuitions and experiences as a basis for understanding, in effect to approach learning as "a refinement of everyday thinking'' (Einstein, 1936). Moving on to quantum mechanics (QM), students, like physicists, need to adjust this approach, in particular with respect to the roles that…

[The constructivist epistemological belief about scientific knowledge varies according to the year of training in medical students but not in students of other health careers].

Science.gov (United States)

Lazcano, Ximena; Villalón, Francisco; Vera, Soledad; Conget, Paulette

2017-09-01

To optimize the teaching-learning process it is fundamental to know the representations that students have regarding knowledge. Epistemological beliefs are implicit theories that guide the practical actions of people. To characterize and compare epistemological beliefs regarding the nature and acquisition of scientific knowledge of health career students. Between 2012 and 2013, 726 students coursing first, third or fifth year from six health careers answered a validated questionnaire that includes closed and open questions aimed to characterize their epistemological beliefs about scientific knowledge. Irrespective of the career, when students had to select predefined answers, most of them appeared as constructivists (61%). On the other hand, when they had to argue, the majority seemed objectivist (47%). First-year medical students have the highest frequency of constructivist epistemological beliefs (56%). Paradoxically, the lowest percentage is found (34%) in the fifth year. The students of the health careers, in particular those of Medicine, recognize that knowledge is not acquired immediately (83%) and that its distribution is shared (92%). Discordance between selections and arguments suggests that epistemological sophistication is achieved declaratively but not practically. The lower proportion of students who presented constructivist beliefs in the fifth year compared to first year of Medicine could be associated with the pedagogical approaches used in the different cycles of the career.

The problems of formation and conservation of the green frame (green carcass) of the satellite city (on the example of Zelenodolsk)

Science.gov (United States)

Zakirova, J.; Khusnutdinova, S.

2018-01-01

The article is devoted to the study of the problems of formation and conservation of the green frame (green carcass) of a satellite city of a monocentric city agglomeration. Nowadays the green spaces fulfill not only ecological, but also social and economic functions. This is especially important for mono-industrial and satellite cities. Zelenodolsk is satellite city of Kazan agglomeration. This city has significant natural, geographical, industrial aspects. The article shows the possibilities of forming the green frame of the city and its socio-economic use.

When message-frame fits salient cultural-frame, messages feel more persuasive.

Science.gov (United States)

Uskul, Ayse K; Oyserman, Daphna

2010-03-01

The present study examines the persuasive effects of tailored health messages comparing those tailored to match (versus not match) both chronic cultural frame and momentarily salient cultural frame. Evidence from two studies (Study 1: n = 72 European Americans; Study 2: n = 48 Asian Americans) supports the hypothesis that message persuasiveness increases when chronic cultural frame, health message tailoring and momentarily salient cultural frame all match. The hypothesis was tested using a message about health risks of caffeine consumption among individuals prescreened to be regular caffeine consumers. After being primed for individualism, European Americans who read a health message that focused on the personal self were more likely to accept the message-they found it more persuasive, believed they were more at risk and engaged in more message-congruent behaviour. These effects were also found among Asian Americans who were primed for collectivism and who read a health message that focused on relational obligations. The findings point to the importance of investigating the role of situational cues in persuasive effects of health messages and suggest that matching content to primed frame consistent with the chronic frame may be a way to know what to match messages to.

Historical transformation and epistemological discontinuity

Directory of Open Access Journals (Sweden)

Močnik Rastko

2013-01-01

Full Text Available Starting from recent formulas of EU bureaucracy for subordinating scientific and educational apparatuses to the needs of the capital and to the requests of its political representatives, the article analyses the interconnection between the historical transformation of the ideological state apparatuses (universities, higher education institutions, research institutes etc. and the epistemological discontinuity provoked by the triumph of technosciences. The hypothesis to be tested is the following: While the crisis of West European-North American capitalism requires an ever tighter submission of ideological state apparatuses, and especially of scientific and academic apparatuses to the needs of the capital, theoretical practices in the humanities and social sciences have come to the point where they entered into an open conflict with the domination of the capital and have, as a consequence, started to subvert their own institutional supports in the ideological apparatuses of the capitalist state. For this purpose, the article reconsiders social sciences as a compromise formation and, eventually, reassesses the historical materialism as a non-Cartesian modern science.

Co-writing, Co-knowing. Transforming Epistemologies

Directory of Open Access Journals (Sweden)

Melissa Burchard

2013-01-01

Full Text Available Our article offers a vision of how collaborative processes ofknowledge-making in an interdisciplinary faculty writinggroup can transform professional lives of isolation into onesthat flourish. Central to our co-creation of knowledge arethe practice of storytelling in a critical self-reflective manner andthe elements of commitment, connection and relationship.Together we have found that these elements provide basicstrategies for managing the isolation that would otherwisebe a significant force in our working lives.Our commitment is epistemological and moral, as wecommit to knowledge-making, but also to each other asindividuals and as moral agents, to our values, and to bringingour values into our work. Learning about ourselvestogether can enhance our sense of identity and our ability tonavigate limits and boundaries.Through supportive, intentional and reflective collaboration,we re-vision knowledge-making as fundamentally socialand relational, and theorizing as grounded in the specificityof narratives of shared, lived experience.

column frame for design of reinforced concrete sway frames

African Journals Online (AJOL)

adminstrator

design of slender reinforced concrete columns in sway frames according .... concrete,. Ac = gross cross-sectional area of the columns. Step 3: Effective Buckling Length Factors. The effective buckling length factors of columns in a sway frame shall be computed by .... shall have adequate resistance to failure in a sway mode ...

Social Epistemology and Its Politically Correct Words: Avoiding Absolutism, Relativism, Consensualism, and Vulgar Pragmatism

Science.gov (United States)

Price, Leigh

2005-01-01

Where social epistemology has been applied in environmental education research, certain words have come to be associated with it, such as, "social," "contextualized," "strategic," "political," "pragmatic," "democratic," and "participatory." In this paper, I first suggest interpretations of these words that potentially avoid absolutism, relativism,…

Linguistic Mechanisms Cause Rapid Behavior Change. Part Two: How Linguistic Frames Affect Motivation

Science.gov (United States)

Yeager, Joseph; Sommer, Linda

2007-01-01

Written and spoken language contains inherent mechanisms driving motivation. Accessing and modifying psycholinguistic mechanisms, links language frames to changes in behavior within the context of motivational profiling. For example, holding an object like an imported apple feels safe until one is informed it was grown in a toxic waste dump.…

Weaving Hilbert space fusion frames

OpenAIRE

Neyshaburi, Fahimeh Arabyani; Arefijamaal, Ali Akbar

2018-01-01

A new notion in frame theory, so called weaving frames has been recently introduced to deal with some problems in signal processing and wireless sensor networks. Also, fusion frames are an important extension of frames, used in many areas especially for wireless sensor networks. In this paper, we survey the notion of weaving Hilbert space fusion frames. This concept can be had potential applications in wireless sensor networks which require distributed processing using different fusion frames...

Reading to Write an Argumentation: The Role of Epistemological, Reading and Writing Beliefs

Science.gov (United States)

Mateos, Mar; Cuevas, Isabel; Martin, Elena; Martin, Ana; Echeita, Gerardo; Luna, Maria

2011-01-01

The general aim of this study was to examine the relations among epistemological, reading and writing beliefs held by psychology undergraduates and the role played by these three types of belief in influencing the degree of perspectivism manifested in a written argumentation task based on reading two texts presenting conflicting perspectives on…

Wavelet frames and their duals

DEFF Research Database (Denmark)

Lemvig, Jakob

2008-01-01

frames with good time localization and other attractive properties. Furthermore, the dual wavelet frames are constructed in such a way that we are guaranteed that both frames will have the same desirable features. The construction procedure works for any real, expansive dilation. A quasi-affine system....... The signals are then represented by linear combinations of the building blocks with coefficients found by an associated frame, called a dual frame. A wavelet frame is a frame where the building blocks are stretched (dilated) and translated versions of a single function; such a frame is said to have wavelet...... structure. The dilation of the wavelet building blocks in higher dimension is done via a square matrix which is usually taken to be integer valued. In this thesis we step away from the "usual" integer, expansive dilation and consider more general, expansive dilations. In most applications of wavelet frames...

Exploring the entanglement of personal epistemologies and emotions in students' thinking

Science.gov (United States)

Gupta, Ayush; Elby, Andrew; Danielak, Brian A.

2018-06-01

Evidence from psychology, cognitive science, and neuroscience suggests that cognition and emotions are coupled. Education researchers have also documented correlations between emotions (such as joy, anxiety, fear, curiosity, boredom) and academic performance. Nonetheless, most research on students' reasoning and conceptual change within the learning sciences and physics and science education research has not attended to the role of learners' emotions in describing or modeling the fine timescale dynamics of their conceptual reasoning. The few studies that integrate emotions into models of learners' cognition have mostly done so at a coarse grain size. In this study, toward the long-term goal of incorporating emotions into models of in-the-moment cognitive dynamics, we present a case study of Judy, an undergraduate electrical engineering and physics major. We show that shifts in the intensity of a fine-grained aspect of Judy's emotions, her annoyance at conceptual homework problems, co-occur with shifts in her epistemological stance toward differentiating knowledge about and the practical utility of real circuits and idealized circuit models. We then argue for the plausibility of a cognitive model in which Judy's emotions and epistemological stances mutually affect each other. We end with discussions on how models of learners' cognition that incorporate their emotions are generative for instructional purposes and research on learning.

Epistemology and expectations survey about experimental physics: Development and initial results

Directory of Open Access Journals (Sweden)

Benjamin M. Zwickl

2014-06-01

Full Text Available In response to national calls to better align physics laboratory courses with the way physicists engage in research, we have developed an epistemology and expectations survey to assess how students perceive the nature of physics experiments in the contexts of laboratory courses and the professional research laboratory. The Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS evaluates students’ epistemology at the beginning and end of a semester. Students respond to paired questions about how they personally perceive doing experiments in laboratory courses and how they perceive an experimental physicist might respond regarding their research. Also, at the end of the semester, the E-CLASS assesses a third dimension of laboratory instruction, students’ reflections on their course’s expectations for earning a good grade. By basing survey statements on widely embraced learning goals and common critiques of teaching labs, the E-CLASS serves as an assessment tool for lab courses across the undergraduate curriculum and as a tool for physics education research. We present the development, evidence of validation, and initial formative assessment results from a sample that includes 45 classes at 20 institutions. We also discuss feedback from instructors and reflect on the challenges of large-scale online administration and distribution of results.

Integrative curriculum reform, domain dependent knowing, and teachers` epistemological theories: Implications for middle-level teaching

Energy Technology Data Exchange (ETDEWEB)

Powell, R.R. [Texas Tech Univ., Lubbock, TX (United States). College of Education

1998-12-01

Integrative curriculum as both a theoretical construct and a practical reality, and as a theme-based, problem-centered, democratic way of schooling, is becoming more widely considered as a feasible alternative to traditional middle-level curricula. Importantly for teaching and learning, domain dependence requires teachers to view one area of knowledge as fully interdependent with other areas of knowledge during the learning process. This requires teachers to adopt personal epistemological theories that reflect integrative, domain dependent knowing. This study explored what happened when teachers from highly traditional domain independent school settings encountered an ambitious college-level curriculum project that was designed to help the teachers understand the potential that integrative, domain dependent teaching holds for precollege settings. This study asked: What influence does an integrative, domain dependent curriculum project have on teachers` domain independent, epistemological theories for teaching and learning? Finding an answer to this question is essential if we, as an educational community, are to understand how integrative curriculum theory is transformed by teachers into systemic curriculum reform. The results suggest that the integrative curriculum project that teachers participated in did not explicitly alter their classroom practices in a wholesale manner. Personal epistemological theories of teachers collectively precluded teachers from making any wholesale changes in their individual classroom teaching. However, teachers became aware of integrative curriculum as an alternative, and they expressed interest in infusing integrative practices into their classrooms as opportunities arise.

PECULIARITIES OF ASSIGNMENT OF ROLLING BEARING MOUNTING AND PARAMETERS OF GEOMETRIC ACCURACY OF MOUNTING SURFACES OF SHAFTS AND FRAMES

Directory of Open Access Journals (Sweden)

Adamenko Yu. І.

2017-04-01

Full Text Available The standards and methods concerning assignment of rolling bearing fit with shafts and frames via example of bearing 6-208 are analyzed. We set certain differences of recommendations according to GOST 3325-85, "Rolling bearings. Tolerance zones and technical requirements to mounting surfaces of shafts and frames. Attachment" and by reference of rolling bearing manufacturers. The following factors should be taken into consideration when assigning the mounting with the tension the internal ring of the bearing with shaft and mounting with a gap in the outer ring with a housing bore. The methods of achieving accuracy of mounting surfaces of shafts and frames via form tolerance assignment: roundness tolerance, profile of longitudinal cut, cross section, cylindricity and others. It is possible to limit the bearing rings in different ways, for example appointing the cylindrical mounting surfaces and bead end surfaces the appropriate tolerances, namely: coaxiality tolerance or full radial beat of mounting surfaces, and also perpendicularity tolerance, butt beats and full butt beats of mounting end surfaces. We suggest to expand methods of achieving the accuracy of shafts and frames depending on seriation of production and production operations metrology support.

Ultra-fast framing camera tube

Science.gov (United States)

Kalibjian, Ralph

1981-01-01

An electronic framing camera tube features focal plane image dissection and synchronized restoration of the dissected electron line images to form two-dimensional framed images. Ultra-fast framing is performed by first streaking a two-dimensional electron image across a narrow slit, thereby dissecting the two-dimensional electron image into sequential electron line images. The dissected electron line images are then restored into a framed image by a restorer deflector operated synchronously with the dissector deflector. The number of framed images on the tube's viewing screen is equal to the number of dissecting slits in the tube. The distinguishing features of this ultra-fast framing camera tube are the focal plane dissecting slits, and the synchronously-operated restorer deflector which restores the dissected electron line images into a two-dimensional framed image. The framing camera tube can produce image frames having high spatial resolution of optical events in the sub-100 picosecond range.

Rationality, Intuition and Flair in Entrepreneur’s Configuration - an Epistemological Approach

OpenAIRE

Zoltan Raluca; Vancea Romulus

2011-01-01

The present paper proposes an overview of the evolution of the concept of entrepreneur in an epistemological approach. After a brief history of the concept, there are some basic economic and managerial guidelines in entrepreneur’s configuration; these guidelines are found in the work of experts in management, respectively, leading economists. Rationality, flair and intuition of the entrepreneur are then analyzed in terms of existing trends in the economy, acknowledging the entrepreneurship an...

Time delay control of power converters: Mixed frame and stationary-frame variants

DEFF Research Database (Denmark)

Blaabjerg, Frede; Loh, P.C.; Tang, Y.

2008-01-01

In this paper, a mixed-frame and a stationary-frame time delay current controller are proposed for high precision reference tracking and disturbance rejection of power converters. In particular, the controllers use a proportional-resonant regulator in the stationary frame for regulating...... the positive and negative-sequence fundamental currents, which are known to directly influence the flow of active and reactive power in most energy conversion systems. Moreover, for the tracking or compensation of harmonics, the controllers include a time delay control path in either the synchronous...... or stationary frame, whose inherent feedback and feedforward structure can be proven to resemble a bank of resonant filters in either reference frames. Unlike other existing controllers, the proposed time delay controllers function by introducing multiple resonant peaks at only those harmonic frequencies...

Large-scale survey of Chinese precollege students’ epistemological beliefs about physics: A progression or a regression?

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Ping Zhang

2013-04-01

Full Text Available This paper reports a cross-grade comparative study of Chinese precollege students’ epistemological beliefs about physics by using the Colorado Learning Attitudes Survey about Sciences (CLASS. Our students of interest are middle and high schoolers taking traditional lecture-based physics as a mandatory science course each year from the 8th grade to the 12th grade in China. The original CLASS was translated into Mandarin through a rigorous transadaption process, and then it was administered as a pencil-and-paper in-class survey to a total of 1318 students across all the five grade levels (8–12. Our results showed that although in general student epistemological beliefs became less expertlike after receiving more years of traditional instruction (a trend consistent with what was reported in the previous literature, the cross-grade change was not a monotonous decrease. Instead, students at grades 9 and 12 showed a slight positive shift in their beliefs measured by CLASS. Particularly, when compared to the 8th graders, students at the 9th grade demonstrated a significant increase in their views about the conceptual nature of physics and problem-solving sophistication. We hypothesize that both pedagogical and nonpedagogical factors may have contributed to these positive changes. Our results cast light on the complex nature of the relationship between formal instruction and student epistemological beliefs.

Science and Fiction. On Don Quijote’s Epistemological Skepticism

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Félix Schmelzer

2016-11-01

Full Text Available The present work seeks to analyze the representation of scientific knowledge in Cervantes’ Quixote, focusing on various passages that underline the scientific expertise of don Quixote himself. It is shown that the novel contains a subtle critique of science, based on an epistemological skepticism with regard to the arbitrariness of our world concepts. The characterization of don Quixote as a man of science even permits deducting that he suffers from a ‘double mental damage’, caused by the lecture of both books of cavalry and science. Cervantes thus would consider science to be fiction, a very modern point of view.

Epistemología y teoría del conocimiento

OpenAIRE

Rolando García

2006-01-01

Este texto señala el origen del término epistemología, referido a la teoría del conocimiento científico. El tema está centrado en el desarrollo de la ciencia moderna y en particular en la crisis de los conceptos básicos a comienzos del siglo XX. Esto significó el fin de la filosofía especulativa en su capacidad para dar cuenta de las conceptualizaciones y de las teorías de la ciencia contemporánea. Al avanzar el siglo, también los más destacados empiristas debieron admitir su f...

Interrogating Gender and the Tourism Academy Through Epistemological Lens

DEFF Research Database (Denmark)

Chambers, Donna; Munar, Ana Maria; Khoo-Lattimore, Catheryn

2017-01-01

This introductory essay argues for the adoption of feminist epistemologies to unpack the role, nature and effects of gender (in) equality in our tourism academy. Our focus on tourism academia recognizes the importance of tourism to social life and the crucial role that tourism academics play...... in knowledge production. We therefore argue for a shift in the focus of extant gender research in tourism away from tourism as a phenomenon to ourselves as tourism academics. We provide an overview of the five papers in this special issue which explore the gendered nature of our academy in diverse contexts...

Epistemological and didactic valuation of professional competencies

Directory of Open Access Journals (Sweden)

Mario Jacinto Abambari Arévalo

2015-01-01

Full Text Available The introduction of competency-based approach is not only a new expression of learning outcomes, but also for its epistemological and pedagogical implications leading to a transformation of the educational process and its evaluation. Today, this is an extremely controversial topic due to divorce between university curricula recognized competency, its realization in the teaching-learning process and how evaluated is practiced. It is therefore of utmost importance to achieve a thematic approach about the topic, for the reason that, while theorizing from process competences development is not new, it is so from the perspective of the considerations about how to evaluate performances and evidences. The results of this study contributed to provide a strategy to fulfill this purpose. Keywords: competence development, competence assessment, professional problem solving

Ethics and Epistemology in Big Data Research.

Science.gov (United States)

Lipworth, Wendy; Mason, Paul H; Kerridge, Ian; Ioannidis, John P A

2017-12-01

Biomedical innovation and translation are increasingly emphasizing research using "big data." The hope is that big data methods will both speed up research and make its results more applicable to "real-world" patients and health services. While big data research has been embraced by scientists, politicians, industry, and the public, numerous ethical, organizational, and technical/methodological concerns have also been raised. With respect to technical and methodological concerns, there is a view that these will be resolved through sophisticated information technologies, predictive algorithms, and data analysis techniques. While such advances will likely go some way towards resolving technical and methodological issues, we believe that the epistemological issues raised by big data research have important ethical implications and raise questions about the very possibility of big data research achieving its goals.

Taking a Distributed Perspective: Epistemological and Methodological Tradeoffs in Operationalizing the Leader-Plus Aspect

Science.gov (United States)

Spillane, James P.; Camburn, Eric M.; Pustejovsky, James; Pareja, Amber Stitziel; Lewis, Geoff

2008-01-01

Purpose: This paper is concerned with the epistemological and methodological challenges involved in studying the distribution of leadership across people within the school--the leader-plus aspect of a distributed perspective, which it aims to investigate. Design/methodology/approach: The paper examines the entailments of the distributed…

Epistemological Beliefs and Knowledge Sharing in Work Teams: A New Model and Research Questions

Science.gov (United States)

Weinberg, Frankie J.

2015-01-01

Purpose: The purpose of this paper is to present a knowledge-sharing model that explains individual members' motivation to share knowledge (knowledge donation and knowledge collection). Design/methodology/approach: The model is based on social-constructivist theories of epistemological beliefs, learning and distributed cognition, and is organized…

Framing effects in medical situations: distinctions of attribute, goal and risky choice frames.

Science.gov (United States)

Peng, Jiaxi; Jiang, Yuan; Miao, Danmin; Li, Rui; Xiao, Wei

2013-06-01

To verify whether three different framing effects (risky choice, attribute and goal) exist in simulated medical situations and to analyse any differences. Medical decision-making problems were established, relating to medical skill evaluation, patient compliance and a selection of treatment options. All problems were described in positive and negative frame conditions. Significantly more positive evaluations were made if the doctor's medical records were described as 'of 100 patients, 70 patients became better' compared with those described as 'of 100 patients, 30 patients didn't become better'. Doctor's advice described in a negative frame resulted in significantly more decisions to comply, compared with advice described in a positive frame. Treatment options described in terms of survival rates resulted in significantly more adventurous choices compared with options described in terms of mortality rates. Decision-making reversal appeared in the risky choice and attribute frames, but not the goal frame. Framing effects were shown to exist in simulated medical situations, but there were significant differences among the three kinds of such effects.

Message framing and perinatal decisions.

Science.gov (United States)

Haward, Marlyse F; Murphy, Ryan O; Lorenz, John M

2008-07-01

The purpose of this study was to explore the effect of information framing on parental decisions about resuscitation of extremely premature infants. Secondary outcomes focused on elucidating the impact of other variables on treatment choices and determining whether those effects would take precedence over any framing effects. This confidential survey study was administered to adult volunteers via the Internet. The surveys depicted a hypothetical vignette of a threatened delivery at gestational age of 23 weeks, with prognostic outcome information framed as either survival with lack of disability (positive frame) or chance of dying and likelihood of disability among survivors (negative frame). Participants were randomly assigned to receive either the positively or negatively framed vignette. They were then asked to choose whether they would prefer resuscitation or comfort care. After completing the survey vignette, participants were directed to a questionnaire designed to test the secondary hypothesis and to explore possible factors associated with treatment decisions. A total of 146 subjects received prognostic information framed as survival data and 146 subjects received prognostic information framed as mortality data. Overall, 24% of the sample population chose comfort care and 76% chose resuscitation. A strong trend was detected toward a framing effect on treatment preference; respondents for whom prognosis was framed as survival data were more likely to elect resuscitation. This framing effect was significant in a multivariate analysis controlling for religiousness, parental status, and beliefs regarding the sanctity of life. Of these covariates, only religiousness modified susceptibility to framing; participants who were not highly religious were significantly more likely to be influenced to opt for resuscitation by the positive frame than were participants who were highly religious. Framing bias may compromise efforts to approach prenatal counseling in a

Physics teaching in a public school: an ethnographic case study with an epistemological bias

Directory of Open Access Journals (Sweden)

Neusa T. Massoni

2012-04-01

Full Text Available This paper is a classroom ethnography. Ethnography in a research strategy that attempts to comprehensively describe a culture, in this case the culture of a physics classroom in the 12th grade of a public high school in Porto Alegre, Brazil. This study is part of a larger scope study designed to investigate the contributions of contemporary views of the nature of science to the improvement of physics teaching. It is in sense that this paper assumes an epistemological perspective. The physics teacher that was observed had conceptions partially aligned to those epistemological views, however, although our initial intention was to search for relationships between her conceptions an her teaching practices we ended up with a detailed interpretative description of the classroom reality that revealed relevant aspects to the comprehension of such a culture and to the teaching and learning process in physics. This interpretative description is what we present here.

100-ps framing-camera tube

International Nuclear Information System (INIS)

Kalibjian, R.

1978-01-01

The optoelectronic framing-camera tube described is capable of recording two-dimensional image frames with high spatial resolution in the <100-ps range. Framing is performed by streaking a two-dimensional electron image across narrow slits. The resulting dissected electron line images from the slits are restored into framed images by a restorer deflector operating synchronously with the dissector deflector. The number of framed images on the tube's viewing screen equals the number of dissecting slits in the tube. Performance has been demonstrated in a prototype tube by recording 135-ps-duration framed images of 2.5-mm patterns at the cathode. The limitation in the framing speed is in the external drivers for the deflectors and not in the tube design characteristics. Faster frame speeds in the <100-ps range can be obtained by use of faster deflection drivers

The transcendence of time in the epistemology of observation from a phenomenological standpoint

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Stathis Livadas

2011-12-01

Full Text Available In this article I deal with time as a notion of epistemological content associated though with the notion of a subjective consciousness co-constitutive of physical reality. In this phenomenologically grounded approach I attempt to establish a 'metaphysical' aspect of time, within a strictly epistemological context, in the sense of an underlying absolute subjectivity which is non-objectifiable within objective temporality and thus non-susceptible of any ontological designation. My arguments stem, on the one hand, from a version of quantum-mechanical theory (History Projection Operator theory, HPO theory in view of its formal treatment of two different aspects of time within a quantum context. The discrete, partial-ordering properties (the notions of before and after and the dynamical-parameter properties reflected in the wave equations of motion. On the other hand, to strengthen my arguments for a transcendental factor of temporality, I attempt an interpretation of some relevant conclusions in the work of J. Eccles ([5] and of certain results of experimental research of S. Deahaene et al. ([2] and others.

TITIK TOLAK EPISTEMOLOGIS FILSAFAT ALAM SEMESTA IMMANUEL KANT

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Miska M. Amien

2017-03-01

Full Text Available Immanuel Kant denied metaphysical thought. According to Kant, men are not able to understand the nature of something but phenomena. So also in terms of the universe, men can not attain the nature of universe but phenomena that rose from universe. In this context, Kant denied traditional cosmology. However, Kant develops his own cosmology. He talks about the origin of cosmos. Although the origin of cosmos can not retrace clearly, but it is able to understood by nebular theory. Kant explained space and time base on epistemological principles. Space and time are an image in human mind, they rose in the same time, and the other things came later.

Habermasian knowledge interests: epistemological implications for health sciences.

Science.gov (United States)

Granero-Molina, José; Fernández-Sola, Cayetano; Muñoz Terrón, José María; Aranda Torres, Cayetano

2015-04-01

The Habermasian concept of 'interest' has had a profound effect on the characterization of scientific disciplines. Going beyond issues unrelated to the theory itself, intra-theoretical interest characterizes the specific ways of approaching any science-related discipline, defining research topics and methodologies. This approach was developed by Jürgen Habermas in relation to empirical-analytical sciences, historical-hermeneutics sciences, and critical sciences; however, he did not make any specific references to health sciences. This article aims to contribute to shaping a general epistemological framework for health sciences, as well as its specific implications for the medical and nursing areas, via an analysis of the basic knowledge interests developed by Habermas. © 2015 John Wiley & Sons Ltd.

Epistemology, culture, justice and power: non-bioscientific knowledge for medical training.

Science.gov (United States)

Kuper, Ayelet; Veinot, Paula; Leavitt, Jennifer; Levitt, Sarah; Li, Amanda; Goguen, Jeannette; Schreiber, Martin; Richardson, Lisa; Whitehead, Cynthia R

2017-02-01

While medical curricula were traditionally almost entirely comprised of bioscientific knowledge, widely accepted competency frameworks now make clear that physicians must be competent in far more than biomedical knowledge and technical skills. For example, of the influential CanMEDS roles, six are conceptually based in the social sciences and humanities (SSH). Educators frequently express uncertainty about what to teach in this area. This study concretely identifies the knowledge beyond bioscience needed to support the training of physicians competent in the six non-Medical Expert CanMEDS roles. We interviewed 58 non-clinician university faculty members with doctorates in over 20 SSH disciplines. We abstracted our transcripts (meaning condensation, direct quotations) resulting in approximately 300 pages of data which we coded using top-down (by CanMEDS role) and bottom-up (thematically) approaches and analysed within a critical constructivist framework. Participants and clinicians with SSH PhDs member-checked and refined our results. Twelve interrelated themes were evident in the data. An understanding of epistemology, including the constructed nature of social knowledge, was seen as the foundational theme without which the others could not be taught or understood. Our findings highlighted three anchoring themes (Justice, Power, Culture), all of which link to eight more specific themes concerning future physicians' relationships to the world and the self. All 12 themes were cross-cutting, in that each related to all six non-Medical Expert CanMEDS roles. The data also provided many concrete examples of potential curricular content. There is a definable body of SSH knowledge that forms the academic underpinning for important physician competencies and is outside the experience of most medical educators. Curricular change incorporating such content is necessary if we are to strengthen the non-Medical Expert physician competencies. Our findings, particularly our cross

Measuring epistemological beliefs in history education : An exploration of naïve and nuanced beliefs

NARCIS (Netherlands)

Stoel, G.; Logtenberg, A.; Wansink, B.; Huijgen, T.; van Boxtel, C.; van Drie, J.

2017-01-01

This study investigates a questionnaire that measures epistemological beliefs in history. Participants were 922 exam students. A basic division between naïve and nuanced ideas underpins the questionnaire. However, results show this division oversimplifies the underlying structure. Exploratory factor

From "They" Science to "Our" Science: Hip Hop Epistemology in STEAM Education

Science.gov (United States)

Dolberry, Maurice E.

Hip hop has moved from being considered a type of music into being understood as a culture in which a prominent type of music originates. Hip hop culture has a philosophy and epistemological constructs as well. This study analyzed those constructs to determine how conceptions of science factor in hip hop worldviews. Pedagogical models in culturally responsive teaching and Science, Technology, Engineering, Arts, and Mathematics (STEAM) education were also examined to discern their philosophical connections with hip hop culture. These connections were used to create two theoretical models. The first one, Hip Hop Science, described how scientific thought functions in hip hop culture. The second model, Hip Hop STEAM Pedagogy, proposes how hip hop culture can inform STEAM teaching practices. The study began by using Critical Race Theory to create a theoretical framework proposing how the two theoretical models could be derived from the philosophical and pedagogical concepts. Content analysis and narrative inquiry were used to analyze data collected from scholarly texts, hip hop songs, and interviews with hip hop-responsive educators. The data from these sources were used initially to assess the adequacy of the proposed theoretical framework, and subsequently to improve its viability. Four overlapping themes emerged from the data analyses, including hip hop-resistance to formal education; how hip hop culture informs pedagogical practice in hip hop-responsive classrooms; conceptions of knowledge and reality that shape how hip hoppers conduct scientific inquiry; and hip hop-based philosophies of effective teaching for hip hoppers as a marginalized cultural group. The findings indicate that there are unique connections between hip hop epistemology, sciencemindedness, and pedagogical practices in STEAM education. The revised theoretical framework clarified the nature of these connections, and supported claims from prior research that hip hop culture provides viable sites of

Making students' frames explicit

DEFF Research Database (Denmark)

Nielsen, Louise Møller; Hansen, Poul Henrik Kyvsgaard

2016-01-01

Framing is a vital part of the design and innovation process. Frames are cognitive shortcuts (i.e. metaphors) that enable designers to connect insights about i.e. market opportunities and users needs with a set of solution principles and to test if this connection makes sense. Until now, framing...