Epistemological Approach Research Articles

The Challenges of Using Large Language Models: Balancing Traditional Learning Methods with New Technologies in the Pedagogy of Sociology

The increasing use of artificial intelligence (hereafter AI) in education, particularly through large-scale language models such as ChatGPT and Bing, offers both challenges and opportunities. These models facilitate interaction in conversations and can perform tasks that require natural language processing, from answering questions to solving problems. However, their integration into education raises concerns about the credibility and reliability of the information they provide and about the role of the teacher, emphasizing the need for guided use in educational environments. This article contributes to the discourse from the perspective of the pedagogy of sociology, focusing on the role of chatbots in analyzing texts within the social sciences and humanities fields. Our pilot study, conducted with 17 first-year master’s students studying sociology, reveals that while chatbots can optimize the creation of summaries and the provision of basic information, their reliance on sources such as Wikipedia calls into question the depth and impartiality of the content. In addition, students have criticized chatbots for providing biased or inaccurate outputs. A significant part of our research has compared the epistemological and methodological approaches of chatbots with a traditional, independent literature analysis (deep reading), and we found notable differences in learning outcomes. However, a hybrid approach that combines AI tools with conventional methods offers a promising way to improve learning and teaching strategies and can enhance the critical analytical skills that are crucial for future pedagogies.

Epistemologi Pendidikan Karakter Islami di Pondok Pesantren MBS Al Muttaqiin Gedangsari, Gunung Kidul

Character education is the main goal of education in Indonesia, especially in dealing with the problem of moral degeneration that occurs among students. Character education, which is often associated with personality formation, focuses on instilling ethical values ​​that are reflected in everyday actions and behaviors. This study aims to explore Islamic character education at the MBS Al Muttaqiin Islamic Boarding School, Gedangsari, Gunung Kidul, with an epistemological approach as a theoretical basis. Epistemology, which discusses the process of acquiring and validating knowledge, is applied to understand how Islamic character values ​​are taught and understood by students through an educational process based on revelation (the Qur'an and As-Sunnah) and reason. Habits such as shaking hands, praying in congregation, memorizing the Qur'an, as well as dhikr and prayer are methods used to instill Islamic character, which includes the relationship between humans and Allah (hablum minallah) and relationships between others (hablum minannas). Teachers play an important role as a source of knowledge and role models in the process of internalizing these values, as well as being figures who guide students in obtaining moral and religious knowledge. Through the epistemology of Islamic character education, this study shows that Islamic boarding schools not only shape students with good morals, but also direct them to understand and practice knowledge that is in accordance with Islamic teachings in everyday life.

Hinge trust*

AbstractTrust is central to epistemology, particularly in accounts of testimony, where it describes the relationship between a hearer and a speaker (or trustor and trustee), enabling the acquisition of information. The speaker's trustworthiness—marked by sincerity and knowledge—is essential for testimony to transmit knowledge or justified belief. However, trust's nature and role remain conceptually elusive, as the current debate highlights. This paper addresses the foundational question of what trust entails, rather than the conditions under which one is trustworthy. Specifically, we examine Wittgenstein's On Certainty to propose a characterization of trust in its most fundamental form, termed “hinge trust.” Hinge trust is a stance preceding the ability to form justified beliefs, directed not only at people but also at perceptual faculties, objects, and the environment. It underpins our epistemic practices, particularly in acquiring epistemic hinges essential for reasoning and inquiry.Building on this, we advocate a “trust‐first” framework, analogous to the “knowledge‐first” approach in epistemology. Trust is conceptualized as a primitive stance, distinct from “reliance +” a reactive attitude, or goodwill or commitment. These elements, while significant, are not constitutive of trust. Additionally, we explore the interplay between trust and distrust, arguing that trust is both conceptually and axiologically prior to distrust. Finally, we address the role of trust in testimony and hinge epistemology, demonstrating its foundational significance.

Health mediation intervention at the base of a social housing complex in Seine-Saint-Denis, France: a mixed-methods, realistic evaluation protocol.

Health mediation, similar to health navigation in the United States or Canada, is known by various terms worldwide. In France, health mediation has historically been implemented by civil society organizations to support hard-to-reach populations. Health mediation is increasingly considered by health authorities as a valuable tool for health promotion to reduce health inequalities. However, systematic evaluations of its effects are scarce, making it difficult for decision-makers to generalize health mediation as a health policy. Our study aims to bridge this gap, by framing a research protocol to evaluate a health mediation intervention. The intervention consists of setting up a biweekly mobile booth using an 'outreach' approach at the base of a social housing complex in 12 neighborhoods of Seine-Saint-Denis with marked indicators of social deprivation. We chose a realistic evaluation approach and a mixed-methods methodology, which is the best fit for assessing complex interventions such as the one we aim to assess. Realistic evaluation is a relatively new approach, and sharing studies based on this type of epistemological and methodological approach is required. This study aims to contribute to the reflection on and the production of standard tools to ensure that the use of this evaluation approach is improved.

Beyond testimony: Sharing epistemic resources

Abstract We acquire from others many of our epistemic resources – individual items of propositional knowledge but also evidential standards, perceptual sensibilities, and the overarching perspectives that include beliefs, standards, and sensibilities together. Knowledge from testimony, which is one category of acquisition of epistemic resources from others, has been studied extensively by epistemologists. We can begin to explore the wider realm of epistemic sharing by varying the characteristic features of testimony. Eleven dimensions of variation provide some structure to this domain. The interactive complexity of the dimensions suggests a virtue epistemological approach to the evaluation of patterns of receptivity to the variety of sharings that we confront as knowers.

Apprendere (con) l’intelligenza artificiale. Un approccio media-archeologico

LEARNING (WITH) ARTIFICIAL INTELLIGENCE. A MEDIA-ARCHAEOLOGICAL APPROACH Abstract The article explores the role and implications of generative artificial intelligence (AI) in the educational context, challenging polarized narratives between apocalyptic and integrated perspectives. Through a historical-cultural analysis and a media-archaeological approach, it examines the dialogic and performative nature of AI, suggesting a critical and mindful approach to its use. Particular attention is given to the relationship between simulation and intelligence, highlighting how designing meaningful learning experiences requires a deep understanding of the underlying cultural frameworks. Finally, it proposes a reinterpretation of the educational challenges posed by AI, advocating for the integration of innovative epistemological and didactic approaches that enhance humanmachine interaction without resorting to instrumental or deterministic simplifications.

The systemic evolutionary theory of the origin of cancer (SETOC): an update

The Systemic Evolutionary Theory of the Origin of Cancer (SETOC) is a recently proposed theory founded on two primary principles: the cooperative and endosymbiotic process of cell evolution as described by Lynn Margulis, and the integration of complex systems operating in eukaryotic cells, which is a core concept in systems biology. The SETOC proposes that malignant transformation occurs when cells undergo a continuous adaptation process in response to long-term injuries, leading to tissue remodeling, chronic inflammation, fibrosis, and ultimately cancer. This process involves a maladaptive response, wherein the 'endosymbiotic contract’ between the nuclear-cytoplasmic system (derived from the primordial archaeal cell) and the mitochondrial system (derived from the primordial α-proteobacterium) gradually breaks down. This ultimately leads to uncoordinated behaviors and functions in transformed cells. The decoupling of the two cellular subsystems causes transformed cells to acquire phenotypic characteristics analogous to those of unicellular organisms, as well as certain biological features of embryonic development that are normally suppressed. These adaptive changes enable cancer cells to survive in the harsh tumor microenvironment characterized by low oxygen concentrations, inadequate nutrients, increased catabolic waste, and increased acidity. De-endosymbiosis reprograms the sequential metabolic functions of glycolysis, the TCA cycle, and oxidative phosphorylation (OxPhos). This leads to increased lactate fermentation (Warburg effect), respiratory chain dysfunction, and TCA cycle reversal. Here, we present an updated version of the SETOC that incorporates the fundamental principles outlined by this theory and integrates the epistemological approach used to develop it.

Necessity for finite rational minds– Kant on empirical nomic necessity and the conceptual purposiveness of nature

Kant claims that empirical laws of nature “carry with them an expression of necessity” (Kant, 1998; A159/B198). What precisely is this “expression of necessity” and what grounds it? The metaphysical necessitation approach asks “What are laws of nature for Kant?” It answers that, for Kant, empirical laws possess necessity and are grounded in the properties and causal powers essential to natural kinds. The epistemological systematization approach claims that empirical natures, kinds and causal laws are rightly viewed as necessitating in virtue of the place they ideally take within an ultimate systematic conception of nature. The paper defends a hybrid transcendental-idealist approach to empirical necessity. It argues that Kant offers a transcendental deduction of the a priori principle of the systematic conceptual purposiveness of nature. In contrast to the systematization approach, this builds necessity into our most fundamental, conceptually articulated experience of nature. The approach can furthermore complement metaphysical necessitation accounts by showing that the commitment to necessitation follows from the metaphysical doctrine of transcendental idealism and the critical project of articulating the a priori transcendental conditions of experience. Recognizing the transcendental status of the principle of the systematic conceptual purposiveness of nature thus allows us to merge valuable insights of both the epistemological systematization and the metaphysical necessitation views.

Characteristics of refractory disease and persistent symptoms in inflammatory arthritis: Qualitative framework analysis of interviews with patients and health care professionals.

This study aims to explore patients' and clinicians' understanding and experiences of refractory disease (RD) and persistent physical and emotional symptoms (PPES) in patients with inflammatory arthritis (IA), namely rheumatoid arthritis or polyarticular juvenile idiopathic arthritis from their perspectives through interviews and/or focus groups. A qualitative study was conducted, following a pragmatic epistemology approach with framework analysis employed. Semi-structured interviews or focus groups with IA patients (n = 25) and multi-disciplinary rheumatology HCPs (n = 32) were conducted at one time point to obtain participants respective understanding and experiences of managing RD/PPES, and its impact on the patient-professional relationship. Three key themes were identified from both patients and professionals' experiences of RD/PPES: (1) relevant treatment experiences, (2) symptoms (with or without inflammation) and (3) impact: physical, psychological and social. These themes included 28 specific categories that would be considered as components characterizing RD/PPES, most common to both patients and HCPs with six being patient-specific and only one HCP-specific. The specific biopsychosocial symptoms and impacts of RD/PPES pertain to pain, fatigue, stiffness, joint involvement and physical, psychological and social functioning and quality of life, covering disease-related distress, mobility and independence. Wider influential factors such as comorbidities, non-adherence, health/medication beliefs and behaviours and social support were also identified. Common persistent symptoms that have both mental and physical impact characterize RD/PPES in IA and therefore a more integrated holistic approach to treatment is needed from multi-disciplinary HCPs, including health psychologists.

Innovation in Strategies for Faculty Development and Career Advancement

The Minister of Education, Culture, Research, and Technology's Decree Number 384/P/2024 serves as a strategic foundation in the management of functional lecturer positions to support the tridharma of higher education. This policy responds to the need for aligning national regulations by utilizing technology, such as the Integrated Resource Information System (SISTER), to ensure transparency and accountability. Through an ontological, epistemological, and axiological philosophical approach, this policy emphasizes the importance of the presence of lecturers as agents of change, the validity of data-based assessments, and their benefits for institutions and society. Innovative strategies such as competency needs mapping, mentoring, and reward and punishment techniques are integrated to enhance the performance and professionalism of lecturers. With the five-stage Rogers adoption evaluation framework, this policy is designed to ensure adaptive and evidence-based implementation. Overall, this policy provides a new direction in the transformation of higher education in Indonesia, supports the sustainable development of lecturers, and holistically improves the quality of the academic ecosystem. Highlights: Emphasizes data-driven assessments to ensure transparency and accountability. Integrates competency mapping, mentoring, and rewards to boost professionalism. Adopts a five-stage framework for evidence-based and adaptive implementation. Keywords: functional position of lecturers; SISTER; reward and punishment; evaluation; higher education

Examining epistemological challenges of large language models in law

Abstract Large Language Models (LLMs) raises challenges that can be examined according to a normative and an epistemological approach. The normative approach, increasingly adopted by European institutions, identifies the pros and cons of technological advancement. Regarding LLMs, the main pros concern technological innovation, economic development and the achievement of social goals and values. The disadvantages mainly concern cases of risks and harms generated by means of LLMs. The epistemological approach examines how LLMs produce outputs, information, knowledge, and a representation of reality in ways that differ from those followed by human beings. To face the impact of LLMs, our paper contends that the epistemological approach should be examined as a priority: identifying risks and opportunities of LLMs also depends on considering how this form of artificial intelligence works from an epistemological point of view. To this end, our analysis compares the epistemology of LLMs with that of law, in order to highlight at least five issues in terms of: (i) qualification; (ii) reliability; (iii) pluralism and novelty; (iv) technological dependence and (v) relation to truth and accuracy. The epistemological analysis of these issues, preliminary to the normative one, lays the foundations to better frame challenges and opportunities arising from the use of LLMs.

Digital colonialism in language education: from the global North’s celebratory discourse to capitalist colonization of the global South .

Western epistemological approaches in language education have traditionally constructed a celebratory discourse on technological development by promoting “hyperbolic narratives of the big data revolution” (Milan; Treré, 2019, p. 320). This dominant epistemological approach is contextual and it is designed to serve the interests of the industry, governments, and science of the geographical place in which it is framed - the Global North. In this paper, we call for an epistemological change in the positivist take on Big Data, and we challenge its seemingly universal and beneficial mindset. We seek to show that the theories on digital literacies - although considered to be critical of traditional literacies - have not touched upon the realities of digital capitalist colonization of the Global South. The article tackles digital colonization by presenting and analyzing the coloniality of knowledge, power and being in the Global South. The coloniality of knowledge manifests itself through the colonization of education and common sense in the Global South. The coloniality of power emerges in the form of digital capitalism, platform capitalism and surveillance capitalism. And finally, the coloniality of being takes the shape of digital influencers who market themselves. We seek to contest and de-Westernize the discourses on digital literacies in language education classrooms by revealing the power’s opacity they create.

The role of women in rural enterprises and their contributions to sustainable territorial development. Popular market of the city of Latacunga, province of Cotopaxi and the ShunGo Foundation

Territorial development is a broad and multidimensional approach that can be applied in the empirical field to transform the economic, social and environmental dynamics of the territory conceived as a social construction, whose main objective is to improve the well-being of rural societies. It is based on structural changes in the productive and institutional dynamics, highlighting the role of rural women in the performance of entrepreneurial activities that contribute to poverty reduction, employment and income generation, among other fundamental aspects to promote the improvement of the quality of life of the population and the competitiveness of rural territories. The objective of this study was to analyze the role of rural women in the promotion of enterprises that contribute to sustainable territorial development. For this purpose, an empiricist-inductivist epistemological approach was used, whose postulates underpinned the use of the quantitative method. The information was collected from 73 rural women entrepreneurs of the popular market (68 people) and 5 representatives of the ShunGo Foundation of the city of Latacunga, province of Cotopaxi, through the application of a questionnaire submitted to expert validation. Among the main findings of the research, the role of the entrepreneurial woman for the sustainable development of the locality from the economic, social and environmental approach through business activities mainly oriented to the agricultural and livestock sector stands out

Professional judgment of the auditor. Skills involved, from the postulates proposed by Peter Facione

The intention of this work is to examine the cognitive and dispositional skills involved in the formation of the auditor's professional judgment, considering the postulates of critical thinking proposed by Peter Facione. The ontological position was based on the construction of social reality, which gave rise to a rationalist epistemological approach, according to which knowledge is generated from reason. The Delphi Method was adopted, widely supported by Facione, the guiding author of this work for the development of studies in the field of critical thinking. The findings of the research show the need to incorporate, in the field of audit, critical thinking with a view to guaranteeing the formulation of a rational and quality objective judgment that bases decision-making to improve the management of the entity. by management and members of corporate governance

Instrumento musical como categoria de pensamento: reflexões sobre técnica e tecnologia desde uma Antropologia da Música

Through ethnographic research developed with luthiers and other types of musical instrument builders in the state of Rio Grande do Sul, this article presents a reflection on the concepts of technique, technology, musical instrument and music. Starting from an epistemological approach of the Anthropology of Technique and Technology, we seek to reflect on how Musical Sciences, understood as an area of ​​knowledge production that concerns Music in its sound, epistemological and organological sense, can contribute in a peculiar way to the requalification of concepts used in other fields such as Philosophy and Anthropology itself. More than artifacts used to make music, we propose that musical instruments are categories of thought, which refer to a specific type of “technical object” or “thing” that is constituted in the flow of materials.

The Urgency of Philosophy of Science in the Context of Human Civilization: An Epistemological Analysis

This research aims to find out how the urgency of philosophy of science in the context of human civilization with epistemological analysis. An important part in creating and advancing human civilization is played by the philosophy of science. A thorough understanding of epistemology, the field of philosophy that deals with theory, offers a critical perspective on how people learn and develop science. With a focus on the epistemological viewpoint that serves as the foundation of scientific thinking, this article examines the importance of philosophy of science in relation to the advancement of human civilization. To gain a comprehensive understanding, this research uses descriptive qualitative research with a literature review. This study shows how the philosophy of science can guide human civilization towards more sustainable, knowledge-based and equitable growth. Philosophy of science plays a very important role in shaping human understanding of knowledge and the development of scientific methodology. Through critical analysis of basic concepts and epistemological approaches, philosophy of science helps us evaluate the validity of knowledge and the methods used in research. With the growing complexity of challenges facing humanity, such as climate change and social injustice, the critical thinking taught by philosophy of science is becoming increasingly relevant. In addition, philosophy of science contributes to innovation by encouraging reflective and interdisciplinary approaches in research. Therefore, the urgency of philosophy of science in the context of human civilization lies in its ability to facilitate ethical dialogue, encourage sustainable innovation, and ensure that the knowledge produced is relevant and beneficial to the whole of society.

EPISTEMOLOGÍA Y MULTIDISCIPLINARIEDAD: NUEVAS PERSPECTIVAS DEL SABER

Abstract The purpose of this essay is to reflect on the new perspectives of knowledge in epistemology and multidisciplinarity. This descriptive analysis focuses on the importance of epistemology in the validation of scientific knowledge considering its historical, social and psychological foundations. Epistemological dilemmas related to the nature of truth, justification and belief are decisive in understanding and evaluating knowledge. This discipline analyzes the methods and principles that guarantee the reliability of research knowledge. Multidisciplinary research integrates diverse epistemological approaches, from empiricism to pragmatism, to address complex problems, strengthening the generation of interdisciplinary learning. Ethics requires a commitment to principles such as respect, justice and beneficence, avoiding questionable practices and ensuring scientific rigor in research. In conclusion, epistemology validates scientific knowledge through justification, truth and belief, relying on theories such as empiricism and rationalism. Dynamic epistemic models guide research and facilitate the interpretation of phenomena. Multidisciplinarity enriches the study by integrating diverse methods, while ethics guarantees responsible practices, such as informed consent and integrity of results.

A Comparative Study on Philosophy, Epistemology, and Methods of Teaching in Design Studios in the Beaux Art, Polytechnique, and Bauhaus: Regeneration, Development, or Transformation?

The paper aims to investigate some philosophical and epistemological foundations in collecting knowledge in three important schools of architecture including Beaux Art, Polytechnique, and Bauhaus. Those three schools not only had differentiation in the time and location but also different ontological views of the built environment. Despite the less philosophical arguments on the architecture education, the curriculum and structure of the design studios (ateliers) referred to the beliefs, ideology, and philosophy even though they were not explicit. The content analysis, logical argument, and interpretation techniques were applied in this research to compare, investigate, and analyze the content of design studios and curricula to demonstrate the epistemological approach and the philosophical foundations in those three schools. The findings of the research show some linkages between the contextual and philosophical movements in the times of the schools and the structure of teaching. The effective philosophical foundations in those schools included neoclassicism, idealism, and romanticism for Beaux Art, rationalism, empiricism, and functionalism for Polytechnique, and socialism, modernism, and constructivism for Bauhaus. While it was not possible to draw a distinctive line between other philosophical thoughts from the schools, however, those philosophical schools were more related. In conclusion, the research realized a significant connection between four factors that form any architecture school, curriculum, and studio including philosophical and ontological context, epistemological discourses on knowledge, architecture projects and context, and architect’s beliefs and ideology. These four factors orient architecture education. The results could be useful for architecture schools, which will guide the other schools to select their orientation in the future.

Case studies of health economic analyses informing pharmaceutical health technology assessments for essential medicine selection and public-sector guidelines in South Africa.

Constrained resources under universal health coverage (UHC) necessitate a balance between medication costs and essential health system requirements. Policymakers practice priority-setting, as either implicit or explicit rationing, embedded in evidence-informed decision-making processes to guide funding decisions. Health technology assessment (HTA) is a method that may assist explicit evidence-informed priority setting. South Africa developed an official HTA methods guide in 2022, however before this, commissioning and performing economic evaluations was not standardized. We conducted a descriptive collective case study to explore the impact of economic analyses on the selection of, and access to, essential medicines in South Africa. Four cases were purposefully selected, and both official information and secondary data, including media reports, were reviewed. Data elements were extracted and organized in a matrix. Cases were reported narratively with a positivist epistemological approach, presenting the authors' reflections. We found economic analyses that reflected methodologies described in the HTA guide: international reference pricing, cost-minimization, cost-effectiveness, cost-utility, and budget impact analyses. Economic analyses informing the 'resource-use' domain in the GRADE evidence-to-decision framework supported decision-making, influenced market-shaping with price reductions of interventions through benchmarking (fosfomycin, flucytosine), improved equitable access nationally (flucytosine), and prioritized a defined patient group in a justifiable and transparent manner (bortezomib). A standardized HTA evaluation process guided by a nationally accepted framework is necessary for evidence-informed decision-making. Economic analyses (cost-effectiveness, affordability, and resource use) should be consistently included when making decisions on new interventions.

Follow the user: Taking advantage of Internet users as methodological resources

In this article, I introduce a novel epistemological approach meant to re-adapt the digital methods paradigm to a fast changing digital landscape. This change was mostly brought about by the transformation of Web 2.0 into a platformized social media environment and the advent of the post-API and platform surveillance era. This approach is premised on the idea of considering the Internet user as a source of methods, rather than an object of study. To this purpose I suggest to ‘ follow the user’, meaning to take advantage of the natively digital methods that Internet users employ to gather, organise, manage and create their own digital data throughout their everyday digital practices. In order to illustrate my approach, I show how to practically follow the users in each of the key phases of a digital research project within social media platforms: keywords selection, data collection, data sampling, data analysis. In doing so, I mean to contribute to an emerging strand of research within the digital methods tradition which is trying to: (a) update digital methods, given the continuous mutations of the digital landscape; (b) seek a more organic and systematic integration of digital and qualitative methods; (c) go beyond the classical quali-quanti dichotomy.