Epistemological Principles Research Articles

An Analysis of Epistemology Implementation through Critical Thinking in the Modern Era

Critical thinking is a major discourse that often goes unnoticed, especially when society faces a contemporary phenomenon that insists on immediate understanding and absolute truth. The study analysis discusses the relevance and urgency of implementing critical thinking skills based on the epistemological approach necessary for all modern society. Diverse challenges and possibilities in the modern era require the skills of critical thinking. The aim is to prepare society to face these diverse challenges and approach new possibilities made in everyday life in the modern era. A descriptive qualitative approach, involving a comprehensive literature review of official documents, reference books, websites, government policies, and scholarly articles related to the research topic, was used in this study. From the results of the study on the topic above, it can be concluded that the cultivation of critical thinking, grounded in epistemological principles, is imperative. Critical thinking and epistemic cognition are no longer exclusive to Academics, but hostically become fundamental needs for everyone in modern society.

A Thematic Study of Nyaya Philosophy with Research Methodology

This thematic study explores the intricate components of Nyaya philosophy and its methodological implications for educational research. This review examines the conceptual distinctions in ontological and epistemological perspectives currently employed within the theoretical framework of educational research. Nyaya philosophy, rooted in the universal truths of Hindu philosophy, serves as a foundation for developing research methodologies. Its sixteen divisions of Padarthas support four primary modes of knowledge acquisition: perception, inference, comparison, and testimony. Nyaya subtly steers researchers towards theoretical generalization in research design, emphasizing the importance of incorporating inductive and deductive procedures in the theoretical processes of educational research. Nyāya philosophy enhances research rigor through its ontological and epistemological principles. By using Nyāya’s categories of existence, substance, quality, and action—research questions are clearly defined. Nyāya’s logical rigor in data analysis ensures valid, consistent conclusions, aiding critical evaluation. Theory building is strengthened by its causation principles and categories, leading to comprehensive theories. Nyāya’s principles also improve the critical evaluation of literature, helping researchers assess and build upon existing knowledge systematically, achieving greater clarity and validity in their studies.

“Two normative orders”: Time, the body, and memory in Okey Ndibe’s Foreign Gods, Inc.

ABSTRACT Foreign Gods, Inc. by Nigerian American writer Okey Ndibe (2014) features the protagonist’s return to his native Nigeria to steal the statue of the local deity for monetary gain. The novel establishes the connection between the loss of respect for the Indigenous belief system and the forces of colonialism and their aftermath in a globalized context. This article argues that the novel’s theme occurs through unifying into realistic representation the three principles of Igbo epistemology – interconnectedness, cause and effect, and reincarnation – as encoded in time, the body, and memory. These dual orders endorse a powerful vision of nature and question the anthropocentric vision embedded in colonialism and capitalism. By incorporating the principles of these dual orders, the novel displays the rich cosmos of the Igbo community that disrupts the discourse of othering and discourages its continuation in the contemporary world.

Exploring the implicit meanings of 'cultural diversity': a critical conceptual analysis of commonly used approaches in medical education.

Existing approaches to cultural diversity in medical education may be implicitly based on different conceptualisations of culture. Research has demonstrated that such interpretations matter to practices and people concerned. We therefore sought to identify the different conceptualisations espoused by these approaches and investigated their implications for education. We critically reviewed 52 articles from eight top medical education journals and subjected these to a conceptual analysis. Via open coding, we looked for references to approaches, their objectives, implicit notions of culture, and to implementation practices. We iteratively developed themes from the collected findings. We identified several approaches to cultural diversity teaching that used four different ways to conceptualise cultural diversity: culture as 'fixed patient characteristic', as 'multiple fixed characteristics', as 'dynamic outcome impacting social interactions', and as 'power dynamics'. We discussed the assumptions underlying these different notions, and reflected upon limitations and implications for educational practice. The notion of 'cultural diversity' challenges learners' communication skills, touches upon inherent inequalities and impacts how the field constructs knowledge. This study adds insights into how inherent inequalities in biomedical knowledge construction are rooted in methodological, ontological, and epistemological principles. Although these insights carry laborious implications for educational implementation, educators can learn from first initiatives, such as: standardly include information on patients' multiple identities and lived experiences in case descriptions, stimulate more reflection on teachers' and students' own values and hierarchical position, acknowledge Western epistemological hegemony, explicitly include literature from diverse sources, and monitor diversity-integrated topics in the curriculum.

The epistemic objection against perdurantism

According to Perdurantism, persons are identical to maximal aggregates of appropriately interrelated temporal parts. Within the Perdurantist framework, an epistemic concern arises, targeting the perduring persons’ belief that they are persons, suggesting that, ultimately, they are not in a position to know that they are persons as opposed to temporal parts. Despite the consideration it has received over the years, this concern has not yet been converted into a full-fledged objection. This paper aims to address this gap by exploring the possibility of formulating a coherent Epistemic Objection against Perdurantism. We shall examine several epistemological principles around which such an objection might be built, arguing that none of them, in the end, allows a plausible formulation of the objection. As a result, we shall conclude that the burden of proving that in a Perdurantist setting persons are not in a position to know that they are persons rests with the objectors.

Prinsip Epistemologi Islam pada Sekolah Islam Terpadu

The principles of Islamic Epistemology are an important foundation in education at Integrated Islamic Schools. This article explores the concept and application of Islamic epistemological principles in an educational context. This principle guides curriculum development, teaching methods, and learning evaluation that are rooted in Islamic values. By considering the sources, processes and boundaries of knowledge from an Islamic perspective, these schools integrate religious teachings with learning, enriching students' experiences and strengthening their religious identity. This article highlights the importance of Islamic epistemological principles in understanding the relationship between science and religion and how their application improves education in Integrated Islamic Schools.

Knowledge transfer, not just true beliefs: virtue epistemology as a philosophical basis for education

Introduction. Modern pedagogical practice is being reformed due to systemic changes in the ways of social interaction. Knowledge transfer is being significantly modified under the influence of technical innovations, although it remains traditionally one of the main tasks of the educational process. The development of artificial intelligence, neural networks and other analytical computer systems shows that propositional knowledge is not the privilege of the human mind. This state of affairs changes the idea of knowledge as such. In this regard, the participants of the educational process face the task of revising the philosophical basis of modern learning in terms of finding a new definition of knowledge. It is also necessary to develop new methodological recommendations that would correspond to modern epistemological theories of knowledge, belief and understanding. Materials and research methods. The article uses the methods of conceptual analysis and comparative study characteristic of philosophy. The research materials are sources on theory of knowledge, education and also on applied epistemology. Results. Virtue epistemology is one of the most actively developing theories of knowledge in contemporary philosophy and humanities. It is based on the idea that knowledge cannot be an accidental belief, but must be the merit of a cognitive agent. This approach solves many problems of the philosophical theory of knowledge and creates a subjectoriented view of the nature of the cognitive process. This attitude allows us to use virtue epistemology in debates about applied issues, including those related to the explanation of the tasks and content of education. Discussion. A feature of the analysis within virtue epistemology is attention to cognitive skills (reliabilism) and sustained intellectual dispositions (responsibilism) in their relationship to the process of formation of true beliefs. Virtue epistemology defines knowledge through the notion of merit in the manifestation of subjective qualities, so the student's motivation and the context of belief formation should be taken into account when developing specific methodological recommendations. Such an approach explains why standardized testing cannot serve as the sole and primary means of assessing learners. At the same time, the general semantic peculiarity of the notions of virtue allows us to appeal to examples of individuals as ideal types of certain qualities (this is called exemplarism). At the same time, it is necessary to explain why these traits are the excellences that make their bearer better in epistemic terms. Conclusion. In explaining the knowledge transfer, pedagogy can be based on the philosophical principles of virtue epistemology. Such integration enriches both disciplines: pedagogy gets a conceptual scheme adequate to the modern social and technological situation, and epistemology gets a practical application.

The Research Philosophies, Values, and Principles of Ontology, Epistemology, And Axiology in A State-Owned Holding Company

The Research Philosophies, Values, and Principles of Ontology, Epistemology, And Axiology in A State-Owned Holding Company

Scientific logic and spatio-temporal dependence in analyzing extreme-precipitation frequency: negligible or neglected?

Abstract. Statistics is often misused in hydro-climatology, thus causing research to get stuck on unscientific concepts that hinder scientific advances. In particular, neglecting the scientific rationale of statistical inference results in logical and operational fallacies that prevent the discernment of facts, assumptions, and models, thus leading to systematic misinterpretations of the output of data analysis. This study discusses how epistemological principles are not just philosophical concepts but also have very practical effects. To this aim, we focus on the iterated underestimation and misinterpretation of the role of spatio-temporal dependence in statistical analysis of hydro-climatic processes by analyzing the occurrence process of extreme precipitation (P) derived from 100-year daily time series recorded at 1106 worldwide gauges of the Global Historical Climatology Network. The analysis contrasts a model-based approach that is compliant with the well-devised but often neglected logic of statistical inference and a widespread but theoretically problematic test-based approach relying on statistical hypothesis tests applied to unrepeatable hydro-climatic records. The model-based approach highlights the actual impact of spatio-temporal dependence and a finite sample size on statistical inference, resulting in over-dispersed marginal distributions and biased estimates of dependence properties, such as autocorrelation and power spectrum density. These issues also affect the outcome and interpretation of statistical tests for trend detection. Overall, the model-based approach results in a theoretically coherent modeling framework where stationary stochastic processes incorporating the empirical spatio-temporal correlation and its effects provide a faithful description of the occurrence process of extreme P at various spatio-temporal scales. On the other hand, the test-based approach leads to theoretically unsubstantiated results and interpretations, along with logically contradictory conclusions such as the simultaneous equi-dispersion and over-dispersion of extreme P. Therefore, accounting for the effect of dependence in the analysis of the frequency of extreme P has a huge impact that cannot be ignored, and, more importantly, any data analysis can be scientifically meaningful only if it considers the epistemological principles of statistical inference such as the asymmetry between confirmatory and disconfirmatory empiricism, the inverse-probability problem affecting statistical tests, and the difference between assumptions and models.

Pedagogue’s fallacy and pedagogue’s parsimony

ABSTRACT Pedagogue’s fallacy occurs when epistemological principles are applied by educators that in fact do not tell of, or explain, or help understand, the subject at hand. It is identified and introduced in this article to raise an important issue in the construction of pedagogical models of religious education: knowledge is reduced and/or distorted to systematise it for pedagogical purposes. Cases of this fallacy have long been identified in the pages of this journal, albeit implicitly, such as in critiques of the ‘world religions’ approach and debates over other pedagogical models. The purpose of this article is to explore and explicate pedagogue’s fallacy in order to distinguish useful ways to structure and sequence knowledge on the one hand, from erroneous reduction, distortion, or even fabrication on the other. As religious education is diversifying in terms of the disciplines, religious traditions and standpoints with which it engages, understanding and remedying pedagogue’s fallacy has never been more significant. This is because avoiding or mitigating pedagogue’s fallacy is pertinent to achieving and maintaining epistemic justice. I offer the strategy of pedagogue’s parsimony to do this.

Formation of conceptual representations of reality on the basis of reflective practice (research experience)

Introduction. The transition from ordinary perceptions of reality to conceptualized ones is a significant problem of philosophical education. The aim of this article is to identify the ways of this transition in the course of doctoral students' work with modern philosophical literature, to substantiate ontological and epistemological principles of understanding reality, and to summarize modern approaches to solving this problem. Materials and Methods. On the basis of teaching practice, which goes back to Socrates' Maieutic method, the principle of “pro et contra”, and substantially determined by the discussions of realists and anti-realists about the nature of reality, the ways of strengthening the discipline of judgment, improving the reflexive culture, clarifying the bases of one's own ideas about the world and formalizing them in a thoughtful system of judgments are revealed. The method of research into the formation of conceptual representations of reality involves analyzing the ways of transition from unconsidered opinions through the recognition of their insufficiency and unsatisfactoriness to such knowledge, which Plato called ‘theory’ (θεωρία), i.e. rationally constructed principles of analytics. In this methodological approach (communicative-competence - in the modern formulation), the very sequence of cognitive acts is important: from ordinary ‘naïve’ perceptions - to a clear understanding of the complexity of the problem - then to the formation of questions in the audience that lead beyond a surface view of reality - and to the possible conceptual coherence and validity of perceptions of reality. Results. In the course of History and Philosophy of Science for doctoral students, the author proposed and justified the use of a three-level construct of moving from everyday representations of reality to conceptually meaningful ones. At the first level it was proposed to give an intuitive definition of the concept of ‘reality’; at the second level to analyze it, relying on sources from among those recommended by the lecturer or chosen independently, then briefly formulate the essence of realistic and anti-realistic approaches and identify the logic of one of them, and at the third level to move to the opposite position and present the relevant arguments. The author summarized the results of this procedure, which includes critical overcoming of ordinary statements about the nature of reality and dialogue between opposite conceptual solutions to the problem, and substantiated that such practice gives the effect of “awakened consciousness” and becomes the basis for readiness to conduct an internal dialogue on complex philosophical problems. Conclusions. The skills of reality analysis presented in the article develop and improve the reflexive practice of young researchers, clarify the basis of their own perceptions of the world, formalize them in a reasoned and critically elaborated system of judgments, and form their readiness to solve complex problems in science and philosophy.

Epistemological Analysis of the Negotiation Process

The article examines negotiations as dialogues concerning conflicting interests among participants. It argues that negotiations represent the primary and most socially significant type of dialogue. This is evidenced by the disproportionate volume of research dedicated to negotiations compared to other forms of dialogue, as well as the multidisciplinary approach to their study. The purpose of the article is to investigate negotiations through the lens of epistemology, one of the disciplines involved in their analysis. The author contends that negotiations are epistemological processes governed by epistemological principles. To elucidate these principles, the article explicates key categories serving as research instruments, primarily focusing on the concepts of “negotiation” and “interest.” The relationship between “interest” and related concepts such as “desire,” “need,” and “benefit” is explored. There are two types of dialogue: those concerning the veracity of descriptions and those focused on the rationality of prescriptions. The article elucidates the distinct nature of negotiations as dialogues about prescriptions. The article also underscores the importance of the categories of “research” and “communication” in understanding the nature of negotiations. Since negotiations are fundamentally a form of communication, the examination of conflicting interests and the search for solutions to these conflicts do not fall within the negotiation process itself. These tasks are addressed prior to negotiations, during the research phase. The purpose of negotiations is to discuss and either accept or reject the outcomes of these preliminary investigations, particularly pre-drafted agreements on resolving conflicts of interest. Based on this framework, the article explores the epistemological mechanisms underlying negotiations related to the division, consolidation, and exchange of benefits. Additionally, the Harvard Negotiation Program, which seeks to transform negotiations from a confrontation of positions into a collaborative search for a shared solution, is subjected to epistemological analysis. The role of empathy in facilitating this transformation is also discussed. In conclusion, it is argued that an epistemological analysis of negotiations not only deepens our understanding of their nature as a distinct form of communication but also offers tools for enhancing negotiation practices, promoting the resolution of conflicts of divergent interests in various social conflicts without resorting to physical confrontation.

Review of Ontology, Epistemology, and Axiology in Research Articles on Implementing Digital Literacy in Students' Online Learning Activities

Digital literacy is a competency that should be mastered by various education sectors, from primary education to higher education. This study aims to examine research entitled Analysis of the Application of Digital Literacy in Student Online Learning Activities. This study was reviewed based on ontology, epistemology, and axiology. The method of this study was content analysis, the object of which is the application of digital literacy in student online learning activities. This study found that the research still needs to fulfill the ontology principle. Furthermore, the epistemological principle is sufficiently fulfilled, and only a few deficiencies can be adjusted. Finally, the axiological principle is fulfilled because it contains several values that can be derived from this research. This study's implications are that the government should provide infrastructure and tools to increase digital literacy in Indonesia.

Cardiology Update 2024

Contemporary practice of cardiology is inspired by epistemological principles of Evidence Based Medicine. With rapidly evolving scientific data, it is imperative that clinicians are updated with the most recent evidence. We intend to review some of the most recent trials that may in the future impact our clinical practice. Here we discuss some practice changing trials in Coronary artery disease, heart failure and preventive cardiology.

La educación un proceso articulador de diversas ciencias y ramas del conocimiento

Abstract The logical historical process followed by education up to our days, shows not to have the level of science; pedagogues, theoreticians, philosophers, epistemologists imprecise boundaries with the other branches of knowledge. The problem manifests itself when we try to clarify: how to base its scientificity or its evident articulating process that favors formative qualities of people, its main objective is to base articulations and relational integration of diverse disciplines favoring permanent humanization. Hypothetically, it configures a Dialectical, Holistic, Systemic, Complex epistemic model (DIAHOLSIC), based on the theories: dialectic, holistic configurational, systemic, complex; it assumes intradisciplinary, pluridisciplinary, interdisciplinary, interdisciplinary, transdisciplinary, multidisciplinary, multidimensional approaches, allowing to explain, demonstrate, delineate, clarify, sustain; establishing epistemological principles to consider it a bridge between diverse scientific disciplines, fields of knowledge, influencing human formation, creation, cultural transmission, humanization, communication, social coexistence; it accepts theoretical – practical contributions always using them to last until imperishable confines. It is fundamental, as an integral formation of individuals, making them capable of reasoning, developing independent thinking, enriching and improving; it perfects existing educational experiences placed at the service of students. Keywords: Education, articulation process, sciences and branches of knowledge.

Non-violent aspect of the problem of identity

The work is devoted to understanding the new speculative-realist approach to the consideration of the non-violent aspect of the problem of identity. There is a close connection between the problem of identity and a broader one of its kind — the problem of identification. Particular attention is drawn to the epistemological principles of the new approach and how they relate to the very idea of identity. Based on a detailed consideration of these principles, the role and place of the principle of non-violence in solving the problem of identity is stated.

On Proofs for the Existence of God: Aristotle, Avicenna, and Thomas Aquinas

In this paper, I examine Aristotle’s cosmological proof of God’s existence, Avicenna’s metaphysical proof, and Thomas Aquinas’s five-way proof. By comparing these proofs, I argue that philosophers and theologians take different approaches to proving God’s existence not only because they follow different epistemological principles but, more fundamentally, because they construct different metaphysical frameworks in which God as the Supreme Being plays different roles and is thus clarified differently. The proof of God’s existence is also of theological significance. This paper makes an original contribution by showing that, despite Avicenna’s harsh criticism, Aquinas returns to Aristotelian cosmological proof. Moreover, Aquinas goes beyond Aristotle by identifying God not only as the First Mover but also as the Creator. The theme of God’s existence bridges philosophy and theology, and it also clearly reflects the interplay and mutual influence of Greek philosophy, Arabic Aristotelianism, and Latin Scholastics.

Duboisian Leadership through Standpoint Epistemology

Abstract I outline a defence of a naive group-level standpoint epistemology. According to this view then under conditions often met in real situations of oppression, it is the majority view on questions of import to those marginalised by oppression that ought to be treated as deference worthy. I further argue that this view is inspired by and coheres well with various doctrines laid out and defended by W.E.B. Du Bois, making this a recognisably Duboisian vision of standpoint epistemology. The central conceptual move is to relate principles of social epistemology under conditions of oppression that were of great interest to Du Bois with the conditions for group accuracy that have been studied by social-choice theorists working on Condorcet’s Jury Theorem, as well as contemporary epistemological work on group polarisation. I argue that once these elements are brought together a surprisingly cogent case for deference to the simple majority view of the marginalised can often be made.

NALAR ‘IRFANI DALAM PENAFSIRAN: STUDI TAFSIR SUFI ‘ISYARI SAHL AL-TUSTARY

Al-Qur'an is a sacred doctrine for the Islamic community. It requires sincere effort and sound reasoning to delve into its interpretative meanings. In the epistemology of Islamic scholarship, three types of reasoning are known: bayani, Irfani, and burhani. Irfani reasoning comprises a set of epistemological principles that have garnered much debate, including strong opposition, with some figures vehemently prohibiting its use in interpreting the meanings of the Qur'an. This opposition aims to prevent the potential deviation from Islamic law, especially in matters of creed. Sahl al-Tustari is a renowned figure considered to be qualified in interpreting the Qur'an using Irfani or ishari reasoning. He is regarded as a moderate ishari figure, minimizing the likelihood of misinterpretation. The epistemology of Irfani reasoning has been practiced since the time of the Prophet Muhammad and has received direct approval from him. Using a descriptive-analytical method, this writing attempts to present and analyze the discourse on Sufi ishari commentary, along with the associated pros and cons.

Epistemological and noological foundations of the doctrine of Barlaam of Calabria on the knowledge of God and the vision of the intellectual light

The article proposes a new approach to the reconstruction of the doctrine of Barlaam of Calabria about the knowledge of God and the vision of the “intellectual light” on the basis of its epistemology and noology. In implementing this approach it was found that the basis of Barlaam’s teaching about the absolute unknowability of God is the epistemological principle: “like is known by like”. God, as completely alien to the created world, cannot be known by any of the cognitive abilities of man: neither by “perception”, nor by “opinion and reason”, nor by “mind”. The knowledge or vision of God Himself is in no way inaccessible to man. The knowledge of God is limited by the highest cognitive ability — the mind, its nature and the ability to contemplate intelligible concepts. Therefore the only thing available to man is contemplation (comprehension) in his mind of intellectual concepts (knowledge) about God. The mind, the concepts (knowledge) indwelling in the mind, and the act of thinking — all this is in relation to “dentity” to each other. In this noologically closed system of knowledge of God, the «intelligent light» is the mind that contemplates itself, and through this contemplates in itself all true knowledge about God. The knowledge of God and the vision of God are thus reduced by Barlaam to an intellectual act of self-knowledge. The article also examines the doctrine of Barlaam about the difference between intellectual light, Tabor light and supersubstantial light.