Epistemological Justification Research Articles

Model Pendidikan Karakter Peduli Lingkungan Berbasis Agama dan Budaya Lokal: Studi Kasus di Masyarakat Adat Kampung Dukuh Kecamatan Cikelet Kabupaten Garut

This research aims to form a model of character education that cares about the environment in religious-based forest conservation which has characteristics in accordance with the realities of life and culture of the indigenous people of Kampung Dukuh, Ciroyom Village, Cikelet District, Garut Regency in particular and rural communities in general. The method used is a qualitative approach, namely research that does not carry out calculations (numbers) in carrying out epistemological justification. As a result, the indigenous people of Kampung Dukuh live their social life based on religious and cultural values ​​that refer to the sayings of their ancestors.

Wartości i przekonania. Ile etyki jest w etykach stosowanych?

The measure of the usefulness and credibility of applied ethics is its ability to counteract conflicts dividing social and professional groups. To achieve this goal, representatives of applied ethics must meet a basic condition by providing an epistemological justification of the claim to the validity of the judgments they formulate. Yet it is here that they encounter obstacles recognized (earlier) by ethical philosophers and sociologists of knowledge. The problem is not only the variety of moral challenges that an individual faces, but also the way in which their moral attitude is influenced by the group to which they belong. This article attempts to resolve both of these difficulties in a way that is consistent with the goals of applied ethics.

Epistemological justification

AbstractEpistemological justification is a way of thinking that manifests itself through perturbation-resolution cycles revolving around the question why and how was a piece of mathematical knowledge conceived? The paper offers a conceptual framework for constituent elements of epistemological justification. The framework provides: (a) a theoretical basis for epistemological justification, (b) criteria for its occurrence, and (c) analysis of its relation to mathematical explanation. The criteria are illustrated by a series of learning-teaching events taken from teaching experiments aimed at investigating the learning and teaching in linear algebra. The contribution of the proposed framework is three-fold: (a) it addresses a critical aspect of proof understanding not explicitly addressed in the literature; (b) it goes beyond the traditional treatment of mathematical understanding and production into questions about learners’ conceptualization of the origins of mathematical knowledge; and (c) it theorizes instructional approaches that can advance this conceptualization among students.

The Epistemological Profile of Legal Doctrinal Scholarship—A Reply to Geoffrey Samuel

This piece is a response to Geoffrey Samuel’s review article that deals with my 2021 monograph, Legal Doctrinal Scholarship. I aim to correct misrepresentations of my position, but I also seek possibilities of a more constructive engagement between Samuel’s diachronic analysis of the development of legal thought and my synchronic account of the character of legal scholarship. The first substantive section aims to set the record straight by explaining my account of legal doctrinal scholarship (as a normative and hermeneutic discipline) against the background of my thoroughly interpretive methodology. Then, I move on to addressing some of Samuel’s specific objections to my account—related to the idea of the rational reconstruction of the law, the scope of interdisciplinary engagement in academic research into law, and the ideological profile of legal doctrinal scholarship. Finally, I address why Samuel’s own account does not fit into the parameters of my own theoretical project. My methodology leaves room for a range of different approaches to legal scholarship—including Samuel’s historical jurisprudence. However, Samuel’s approach lacks the argumentative force he would need to exclude the possibility of providing legal doctrinal scholarship with a plausible epistemological justification within the methodological parameters of my account. I argue that, ultimately, our debate is about the implications of methodological pluralism: the conditions under which theoretical accounts with very different methodological assumptions may have a correcting influence on one another.
 Keywords: Samuel (Geoffrey); interpretivism; science; scholarship; normativity; rational reconstruction; interdisciplinary engagement; ideology; methodological pluralism.

En la Tierra como en el Cielo”: Profecía y clase en las obras de Ibn Daud

Abraham ibn Daud’s Exalted Faith adapts to rabbinic thought and Jewish tradition the Andalusi Aristotelian model that was the framework for understanding God, man, and man’s purpose in the universe. Ibn Daud defines Jewish belief for the perplexed scholar, arguably providing a genealogy and epistemological justification for the scholarly class—based on acquisition of knowledge of the (Aristotelian) universe and culminating in achieving prophethood. The Aristotelian universe presented in the Exalted Faith offers a version of the elitism Stroumsa argues if at the heart of this Jewish and Muslim scholarly class, one based in Arabic Aristotelian thought. The prevalence of Aristotelian-Farabian (Platonic) philosophy, which held as a central tenet the individual’s ability to know God by developing his intellect through speculation, seemingly offered a religious/societal model in which Jewish traditions and commandments were no longer relevant. Ibn Daud adapts this theory to reassert the necessity for Jewish traditions and to privilege Jewish scholars. to express a vision of individual and social identity for Sephardi scholars in the Diaspora.

О круговом понимании рациональности и регрессе экспериментатора

The article deals with the problem of circular proof, which arises in the philo­sophical discussions about rationality, its ideals and standards. Trying to define what rationality is, we are forced to refer to its ideals and criteria, the rationality of which must be established in advance with the help of rational procedures. This situation is characterized as an epistemic circular dependence of the instru­ment and the result and is compared with the situation of experimenter’s regress. The experimenter’s regress is a circular reasoning in which it is possible to judge the correctness of the scientific results obtained only on the basis of the correct­ness of the procedure for obtaining them, and it is impossible to judge the cor­rectness of the procedure for obtaining them without reference to the obtained results. Thus, the proponents of the objectivity of the result and their opponents have no rational grounds for choosing one of the alternatives. The epistemo­logical problematization of the experimenter’s regress indirectly problematizes the theories of rationality, since science and the criteria of rational choice adopted in it act as standards of rationality in itself. It is shown that the epistemological justification of overcoming the experimenter’s regress is carried out by referring to “external factors” that are rationalized by the epistemologist. Although these external factors are declared “irrational,” they are rationalized in the epistemolo­gist’s “laboratory,” add to the baggage of the grounds of rational consent, and en­rich the notion of rationality. This allows us to qualify the circle described by ra­tionality in defining itself as virtuous.

Философская теология как практика. Подход Уильяма Олстона

In this article I explain William Alston’s doxastic approach. Alston’s idea is that Christian mystical perceptual doxastic practice can be considered as a distinct cognitive domain. To realize this idea, Alston introduces the notion of doxastic practice and shifts the discussion from the problem of epistemological justification of particular beliefs to the problem of proving the reliability of doxastic practices. He compares the Christian mystical perceptual doxastic practice with the doxastic practice of sense perception finding much in common between them. Most importantly, however, is that it is impossible to prove the reliability of practices without committing the so-called error of the epistemic circle. Against his approach, Alston formulates an objection from religious pluralism and quite successfully solves it. However, it seems to me that this objection can be reformulated – I argue that a situation in which several contradictory practices exist simultaneously reduces markedly the epistemic probability that the beliefs generated by each practice will turn out to be true. I conclude the paper by arguing that philosophical theology, understood as practice, can more successfully deal with a reformulated version of the problem of religious pluralism in that it can more successfully show the coherence of new concepts with background beliefs, both that which is engaged by philosophical theology and that which extend beyond it and constitute the common knowledge of the cognizing subject.

An Epistemological Analysis of the Social and Humanitarian Significance of Artificial Intelligence Innovations in Context of Artificial General Intelligence

Nowadays, new directions for the development of artificial intelligence (AI) have emerged, the task has been set to develop artificial general intelligence (AGI), which is able to go beyond the narrow AI, gain a high degree of autonomy, independently solve problems in different environmental conditions and thus have the ability to perform the functions of natural intelligence. In this regard, important philosophical, theoretical, and methodological questions arise concerning the definition and evaluation of the social significance of new AI achievements, especially regarding the correlation of their socio-humanitarian and technological aspects. It is necessary to overcome a purely technocratic approach, which usually ignores the negative consequences of digitalization, the possible risks and threats of AI development. These difficulties are conditioned by the paradigm gap between the system of concepts used to describe technologies and the systems of concepts specific to socio-humanitarian descriptions and explanations. The so-called ontological paradox arises during digital transformation and the introduction of AI into social systems. An ontological paradox is also an epistemological paradox, since any statement of an ontological type presupposes its epistemological justification. To overcome this gap, V.E. Lepskiy proposes the conception of self-developing polysubjective environments – cybernetics of the third order. This conception allows to create a conceptual “bridge” between two systems of definitions that do not have direct logical connections between them. A productive tool for this can be the information approach, which is widely used to solve such interdisciplinary problems. This makes possible to theoretically correctly connect technological and socio-humanitarian descriptions in a single conceptual structure and to analyze main socio-humanitarian criteria for evaluating digital innovations. The article discusses in detail the main provisions of the information approach and its application for the development of AGI systems, the socio-humanitarian assessment of AI autonomous development, and the resolution of security issues.

Hasan Hanafi’s Perspective Soul Theory

The soul does have its magnetic power, so discussions about the soul will continue as long as humans live. If abstract, it cannot be seen or felt but is believed to exist. Debates between scientists are commonplace about whether the soul exists or whether the soul is just a discussion of humans who cannot discuss what is experienced. This research uses a descriptive qualitative method. Qualitative research does not carry out calculations in carrying out epistemological justification. Hasan Hanafi in this includes the soul in the formulation of theology. In Hasan Hanafi's theology, Hanafi tries to reconstruct theology by reinterpreting classical theological themes in a metaphorical-analogical way. Below are explained three important Hanafi thoughts related to the themes of kalam; the substance of God, the attributes of God and the Problem of Monotheism

Introducing students and prospective teachers to the notion of proof in mathematics

Although the notion of proof is important for all learners’ mathematical experiences, there has been limited attention to what it might involve and look like to introduce students and prospective teachers to proof. In this paper we argue for the importance of having a coherent approach to introducing students and prospective teachers to proof, and we discuss the theoretical basis of a learning trajectory relevant to both groups. We also discuss an instructional sequence that aimed to promote the learning trajectory among English secondary students and U.S. prospective elementary teachers, drawing on data from two multi-year design experiments. The learning trajectory comprises two milestones: (1) seeing a need to learn about proof and (2) developing an operationally functional conceptualization of proof. The “need” in milestone 1 entails an aspect of epistemological justification applicable to both students and prospective teachers, and a further aspect of pedagogical justification applicable to prospective teachers.

Epistemological Foundations of Liberal Education for Democratic Life

This paper explores the epistemological justification of liberal education for all, and of foundations courses for teachers, set forth by Harry Broudy, the paramount voice in philosophy of education during the mid to late twentieth century. This justification, grounded in Michael Polanyi’s revolutionary theory of tacit knowing, reveals that such education and preparation, issuing in a capable and confident person, is entailed by commitment to equal opportunity and democratic life.

Justifying, contextualising and operationalising performance indicators of learning and teaching: the role of theories and practice of learning and teaching

ABSTRACT The paper characterises the learning and teaching process with a focus on higher education and describes the basics of contemporary theories of learning and teaching. Against this conceptual background, the interweaving of performance indicators and theories and practice of learning and teaching is analysed. For a small, selected number of exemplary performance indicators, it is shown that they are justified by theories and practice of learning and teaching. The justification link between indicators and theories of learning and teaching is usually not a straightforward relation but a complicated material inference that is multifactorial on both sides, the premises and the conclusions of the inference. The analysis contributes to improve the understanding of the epistemological justification of performance indicators of learning and teaching.

ADVOCACY AS A STRATEGY IN TEACHING IN THE TERTIARY LEVEL

This paper was in response to the thrust of the Commission on Higher Education (CHED) in the Philippines on how teachers can achieve multimodal ways of the presentation. The researchers offered a research-based alternative to creating an advocacy-based teaching strategy at the tertiary level in this paper. The researchers chose random students’ outputs to present how the advocacy has been done. The researcher offers an epistemological justification that suggests advocacy in education is compatible with the concept of openmindedness and may serve as a vehicle for the realization of a university’s tripartite function: instruction, research, and community service in the form of service-learning.

Review of Religious Variables in Advance Care Planning for End-of-Life Care: Consideration of Faith as a New Construct

Religion and spirituality have long been considered important social determinants of human health, and there exists an extensive body of research to support such. End-of-life (EOL) may raise complex questions for individuals about religious and spiritual (R/S) values guiding advance care planning (ACP) and EOL care decisions, including the provision of spiritual care. This commentary will review the history and current national trends of ACP activities for EOL, principally within the United States. It will describe the relationship of religious variables and the attributes of selected research instruments used to study religious variables on ACP and EOL preferences. The review also summarizes unique ACP challenges for patients with neurocognitive disorders and severe mental illness. Findings disclose that higher levels of religiosity, reliance on religious coping, conservative faith traditions, and “belief in God's control over life's length and divine intervention have lower levels of ACP and more intensive EOL care preferences, although the provision of spiritual spiritual care at EOL mitigates intensive EOL care. Based upon the curated evidence, we propose an epistemological justification to consider “faith” as a separately defined religious variable in future ACP and EOL research. This review is relevant to geriatric psychiatrists and gerontological health care professionals, as they may be part of multidisciplinary palliative care teams; provide longitudinal care to patients with neurocognitive disorders and severe mental illness; and may provide diagnostic, emotional, and therapeutic services for patients and families who may struggle with EOL care decisions.

The motivational role of affect in an ecological model

Drawing from empirical literature on ecological psychology, affective neuroscience, and philosophy of mind, this article describes a model of affect-as-motivation in the intentional bond between organism and environment. An epistemological justification for the motivating role of emotions is provided through articulating the perceptual context of emotions as embodied, situated, and functional, and positing perceptual salience as a biasing signal in an affordance competition model. The motivational role of affect is pragmatically integrated into discussions of action selection in the neurosciences.

The return of metaphysics as a subject matter of historical ontology: analytical review (ending)

The second part of the article continues the analytical and historiographical overview of the problems that are substantively related to the question of the role, meaning and historical fate of metaphysics. The author focuses on the phenomenon of the return of metaphysics to the philosophy of our time. The author traces the gradual rehabilitation of metaphysical problems in post-positivist studies of sci-ence. An attempt is made to differentiate these studies from the viewpoint of the opposition between internalism and externalism. The author shows the limits of this differentia-tion and highlights the mixed type of re-search, which focuses on the interaction of “external” and “internal” determinants of knowledge. It is shown that the postpositivist idea of the background knowledge extends not only to scientific (empirical) knowledge, but also to its philosophical (theoretical) justification, which is recognized by many re-searchers as historically and culturally conditioned. This opens up the possibility of a historical critique of the ontological presuppositions of the epistemological (transcendental) justification of science. Such presuppositions are considered in relation to the dis-course of negative ontology, which prohibits the cognitive experience of transcendent be-ing. The author shows that the criticism of these assumptions is carried out in the form of a regressive transcendental argument, which, comparing them with a new, philo-sophically revised scientific ontology, reveals their historically limited character. Thus, the regressive transcendental argument allows us to go beyond the negative ontology of the transcendental justification of science. This leads to the replacement of historical epistemology, whose subject matter is limited to knowledge and its historically mobile structures, with historical ontology, which returns to the description and explanation of reality. The author considers the concepts of new re-alism in the context of historical ontology and traces the connection of the new realism with the post-metaphysical and metametaphysical discourses.

Ceteris Paribus: An Epistemological Error with Ethical Consequences

Herein I call into question a common epistemological justification for placebo controls, and thereby problematize the use of placebo in many modern clinical trials. I demonstrate both the ethical harm and epistemic inferiority of placebo controls in certain knowledge contexts, arguing the standard of care should be the more acceptable comparator for novel treatments in such contexts.

Multidimensional Property Supplementation: A Method for Discovering and Describing Emergent Qualities of Concepts in Grounded Theory Research.

Multidimensional property supplementation is a grounded theory method for analysis that conceives of concepts as multidimensional spaces of possibilities. It is applied in an iterative process comprising four steps: expansion, whereby vague codes are split and contraries postulated; abstraction of practically significant differences in terms of properties and dimensions; geometrization of properties to create conceptual subspaces that supplant subcategories and have additional, emergent qualities; and unification of the concept by validating it against data and relieving it of properties that do not tie in sufficiently with other concepts. Multidimensional conceptual models encourage the researcher to elaborate properties that explain, predict, or guide action. Fully developed, they can be easily connected to others in a process and function, by virtue of their emergent qualities, as falsifiable hypotheses in their own right. For these reasons, multidimensional property supplementation is open to epistemological justification without presuming acceptance of techniques specific to grounded theory.

Integrating Advocacy and Environmental Education: A Response to Burns & Norris

This paper responds to David Burns and Stephen Norris whose article, “Open-minded Environmental Education in the Science Classroom”, appeared in Volume 18(1) of Paideusis. Burns and Norris (2009) suggest an incompatibility between environmental advocacy and science education because they feel that environmental advocacy necessarily promotes particular political agendas that are extra-scientific, and that such agendas subvert the development of open-mindedness (Hare, 1979; 2000; 2003). In this paper, I offer an alternative reading of Hare’s concept of open-mindedness that is more accepting of careful and thoughtful integrations of science education and social advocacy. I offer an epistemological justification that suggests that advocacy in education (in science and elsewhere) is not only compatible with the concept of open-mindedness, but may also serve as a vehicle for its flourishing.

Ifá Divination System as an Embodiment of both the Internalist and Externalist bases of Justification in African Epistemology

An essential part of the concept of knowledge is the belief that the basic premises for knowledge must be justified. This means that for a knowledgeclaim to be true, there is a need for its justification. In African epistemology, the justification of beliefs and epistemic claims has mostly been considered from an externalist perspective such that justification appears to be one dimensional. Since epistemic claims can be justified using either the internalist or externalist perspective, this paper aims at showing that there are internalism and externalism in African epistemology and that Ifá divination system embodies both the internalist and externalist basis of justification in African epistemology.
 Keywords: Internalism, Externalism, African Epistemology, (Ifá) divination, Justification