Theory Of Knowledge Research Articles

Influence of Duration of Coopetition on the Profitability of Micro and Small Enterprises: A Case of Tanzania Handicraft Industry

The objective of this study was to investigate the influence of the duration of coopetition on the profitability of MSEs in the handicraft industry operating in Arusha, Tanzania. It employed the theories of coopetition and resource dependence as theoretical frameworks. Data collected by survey approach were quantitatively analysed using the moderated Multiple Linear Regression (MLR) model to test the hypotheses. The results demonstrated that the duration of coopetition positively and significantly influenced the MSE’s profitability before and after moderation. The resource interdependence showed a statistically significant moderating influence on strength of the relationship between the duration of coopetition and MSEs’ profitability. The results mean that more profitability is assured if the firms coopete for an extended period and that resource interdependence increases the coopetition propensity of the firms. It is recommended that longitudinal studies be done on the handicraft industry in both urban and rural setting to see if similar results would be obtained with those of cross-sectional studies. In addition, more empirical data from industry-specific MSEs other than handicrafts would substantiate the findings and would add to the coopetition theory's knowledge and understanding.

Some weak points of Lewis’ theory of knowledge ascriptions

This paper explores and criticizes some aspects of David Lewis? theory of knowledge ascriptions. In section one I present the sceptical paradox and the basic assumptions of epistemic contextualism. In section two I explain how Lewis combines the relevant alternatives theory with epistemic contextualism in formulating his theory of knowledge ascriptions. In section three I show that this theory allows knowledge which is based purely on ignoring and I argue that this unfavourable consequence stems from the way in which Lewis formulated the rule of belief within his theory. In the concluding section I point out the problematic aspects and ad hoc character of Lewis? rule of attention and claim that it was thus formulated so as to be able to solve the sceptical paradox. Finally, I claim that Lewis? theory of knowledge ascriptions is untenable in its original form.

Concurrency of Learning: Strategies and Challenges of Promoting Coherence in the Core in the International Baccalaureate Diploma Programme (IBDP)

This study explored the empirical evidence with regards to concurrency of learning among the Theory of Knowledge (TOK), Creativity, Activity and Service (CAS) and Extended Essay (EE), which are the core components in the International Baccalaureate Diploma Programme (IBDP). This mixed method research used a concurrency of learning questionnaire developed by the researchers as well as a focus group interview to explore and explain how concurrency of learning is promoted in the core. The research findings provide readers with insights on the strategies, good practices, challenges as well as suggestions provided by the school practitioners while achieving coherence in the core.

SALAFĪ IDEOLOGY: A NEED FOR AN ENLIGHTENMENT FROM IMĀM AL-MĀTURĪDĪ’S SUNNI SYNTHETIC THEOLOGY

The greatest contribution of Imam Maturidi to the development of Islamic theology was undoubtedly the theory of knowledge proposed by him. The scholar’s unique scientific method in learning of the science of aqeedah, his ability to approach all the facts objectively and critically, ensured that he became one of the greatest thinkers of all time. In his time, Imam Maturidi made extensive use of reason as well as naqli evidence in solving problems related to Islamic theology. This led to the spread of the teachings he founded widely and became one of the doctrines of Sunni Muslims. The article analyzes the views of representatives of the Western Utopian School on utopian theory as well as Muslim philosophers. In particular, the results of the scientific research by Abu Nasr al-Farabi and the English philosopher Thomas More on this subject have been studied comparatively. In addition, the article reveals the differences between as-Salaf as-salih who lived in the first three centuries of Islam and the destructive ideas of the group that claims to be Salaf today. Furthermore, the scientific and practical significance of the doctrine of Maturidiyya, founded by Imam Maturidi, in the struggle against various misguided sects is substantiated.

Introduction of IB Diploma Theory of Knowledge and Examination of Knowledge Questions of Korean Language and Literature Course

Introduction of IB Diploma Theory of Knowledge and Examination of Knowledge Questions of Korean Language and Literature Course

An Introduction to the Theory of Knowledge, written by O’Brien, D.

An Introduction to the Theory of Knowledge, written by O’Brien, D.

Book review: Rajan Gurukkal, History and Theory of Knowledge Production: An Introductory Outline

Rajan Gurukkal, History and Theory of Knowledge Production: An Introductory Outline. New Delhi: Oxford University Press, 2019, 308 pp.

РІВНЕВА МОДЕЛЬ ДОСЛІДНИЦЬКОГО НАВЧАННЯ УЧНІВ МАТЕМАТИКИ З ВИКОРИСТАННЯМ КОМП’ЮТЕРНО ОРІЄНТОВАНОЇ МЕТОДИЧНОЇ СИСТЕМИ

Здійснено огляд методологічних положень моделювання, що належать до теорії пізнання. Особлива увага приділяється поняттю аналогії, підкреслено важливість аналогії для моделювання, узагальнення і абстрагування, ізоморфізму і гомоморфізму. Розглядаються деякі особливості моделювання, підкреслюється універсальність моделювання як дослідницького методу. Розглядаються проблеми використання в математичній освіті експериментальних досліджень і дослідницький метод у навчанні математики учнів закладів загальної середньої освіти. Дослідницькі задачі розглядаються як різновид навчальних задач для вирішення проблемних ситуацій, для розв’язування яких необхідне експериментування з динамічними моделями математичних об’єктів. Аналізується використання спеціальних математичних пакетів і математичних методів у підтримці навчання математики та для експериментування в математичній галузі, зокрема з використанням комп’ютерного моделювання. Пропонується класифікація педагогічних програмних засобів для розвитку творчого потенціалу учнів. Розглядається методична система дослідницького навчання математики як комп’ютерно орієнтована система навчання. Акцентується увага на можливостях використання системних дослідницьких прийомів і методів навчання, варіативних дидактичних конструктів з метою навчання математики. Розглядається рівнева модель дослідницького навчання та класифікація дослідницьких задач. Пропонується можливість коригування користувачем комп’ютерно орієнтованої системи навчання та аналізуються взаємозв’язки моделі з матеріальним і нематеріальним видами прототипу. Розглядаються особливості використанням нових інформаційно-комунікаційних технологій. Пропонується уточнення визначення поняття моделі, приділяється увага етапам побудови моделі, що сприяє розкриттю змісту алгоритму моделювання. Розглядаються можливості використання систем комп’ютерної математики в організації комп’ютерного дослідження під час навчання математики на уроках та в позаурочний час. У дослідженні формулюються завдання узагальнення властивостей, типів, задач і функцій моделі як універсального методу пізнання (параметричність, системність, інформаційність, образність, абстрактність, спрощеність), уточнюється визначення моделі і конкретизуються властивості моделі як гносеологічного інструменту.

Book review: Rajan Gurukkal, History and Theory of Knowledge Production

Rajan Gurukkal, History and Theory of Knowledge Production (New Delhi: Oxford University Press), 2019, x + 308 pp., ₹995.

The Ideology Behind Sesandaran Dance Show in Bali

This research was carried out with the aim of understanding the existence of Sesandaran Dance, which until now is still sustainable in the midst of the hectic tourist attraction of Tanjung Benoa Bali. Although many tourists are interested in watching the Sesandaran Dance Show, the local community seems to not be interested in commercialising the dance for tourism. This research was conducted using qualitative methods. All primary and secondary data, which were obtained directly in the field through participant observation, in-depth interviews, and FGDs with related informants, were analysed using aesthetic theory, religious theory, and relation theory of knowledge power. The research findings showed that the people in the traditional village of Tanjung Benoa perform Sesandaran Dance in the form of a drama, and the local society continues to preserve the Sesandaran Dance until now because it is based on religious ideology, self-actualisation ideology and cultural preservation ideology in this global era.

A Critical Review of Gardenian Disciplinary Thinking: Disciplinarity in the International Baccalaureate’s Theory of Knowledge Course

Students and teachers often have differing – and sometimes conflicting- perceptions of the aims of the International Baccalaureate’s Theory of Knowledge (ToK) course. In an attempt to demystify ToK, I explore the extent to which Gardenian Disciplinary Thinking (GDT) can be used as a lens through which to view and understand the intentions of the course. I suggest that, in general, ToK aims to encourage GDT. That aim is achieved by facilitating: 1) A domain-specific approach to critical thinking; and 2) A focus on second-order knowledge. Both of those practices are essential for performing GDT. Before looking at its applications in ToK, I critically review GDT via three themes: globalisation, domain-based critical thinking and meaningful learning. To position the principles that underly GDT, I compare GDT to trans-disciplinarity, a practice often placed in opposition to disciplinarity. Ultimately, I show that GDT can provide possibilities for achieving some of the aims of ToK despite the weaknesses of Gardenian Disciplinarity.

Investigating the perspective of Theory of Knowledge teachers in International Baccalaureate World Schools

As a part of the International Baccalaureate (IB) Diploma Programme (DP) students participate in the Theory of Knowledge (TOK) course. This research used a mixed methods design to investigate the perspective of TOK teachers in IB schools worldwide. To address the research questions, quantitative survey data were analyzed from 1,534 participants, and focus groups with 33 TOK teachers were conducted in Australia, The Netherlands, and the United States. Quantitative data were analyzed using descriptive statistics, t-tests, ANOVA, and linear trends analysis to identify group differences. Qualitative data were coded and analyzed using an inductive approach. Overwhelmingly, survey results indicated that teachers value the TOK course. Teachers ranked the main purposes of the TOK course as 1) to develop an awareness of how knowledge is constructed, critically examined, and renewed by individuals and communities and 2) to help students make connections among academic disciplines and among thoughts, feelings and actions. Teachers ranked the main benefits to students as 1) students better able to critically evaluate knowledge and 2) students better able to identify and reflect on personal assumptions. Teachers strongly agreed that teaching TOK has been a valuable professional development experience for them. Specifically, they indicated it enhanced their own critical thinking and developed their interdisciplinary understanding. Survey results and focus groups suggest the main challenges are 1) assessment, 2) time, and 3) administrative issues (scheduling and class size). Regarding implementation, approximately half of DP coordinators indicated that TOK implementation was different than other IB Diploma Programme aspects, specifically that teacher support and time were different.

Is the Truth Condition Superfluous for Defeasibility Theories of Knowledge?

Sarsilabilirlik kuramlari makul bir bilgi tanimina ulasabilmek icin hatali gerekcelendirmelere dayali dogru inanclari eleme stratejisini guder. Farkli felsefeciler kendilerine ozgu sarsilabilirlik anlayislari gelistirmistir. Sarsilmaz gerekcelendirmeler hicbir zaman yanlis inanclarin dayanagi olmadigindan Zagzebski (1994) kati sarsilabilirlik sartinin inancin dogrulugu ile gerekcelendirilmesi arasindaki bagimsizligi ortadan kaldirdigini ifade eder. Bunu takiben, Zagzebski ve yine benzer gorusleri savunan bazi felsefeciler (or. Merricks, 1995) sarsilmaz gerekcelendirmenin zorunlu olarak dogrulugu beraberinde getirdigi sonucuna varir. Bu makalede, sarsilmaz gerekcelendirmelerin her zaman dogru inanca ulasmamasi durumuna ornek gostererek, dogruluk kosulunun luzumsuz olmadigini iddia ediyorum. Iddiama gore metafizik sorulara (ornegin: Tanri var midir?) iliskin inanclar sarsilmaz gerekcelendirmelere sahip olabilirler. Buna ragmen soz konusu gerekcelendirmeler destekledikleri inanclara dogruluk atfedemez.

Cuerpo y verdad en el joven Nietzsche: apuntes sobre la problemática gnoseológica en Sobre verdad y mentira en sentido extramoral

La investigación reconstruye dos momentos formativos del joven Nietzsche que ilustran la continuidad de sus preocupaciones gnoseológicas y que desembocan, reelaboradas creativamente, en el escrito Sobre verdad y mentira en sentido extramoral (1873). Por un lado, sus escritos de la época universitaria de Leipzig (1865-1869), en los que se articula ya una confrontación con las teorías del conocimiento de Schopenhauer y Kant; por el otro, sus trabajos y lecturas preparatorios de 1872/73. Lejos del estereotipo que hace de su obra de juventud una época romántica, nuestra propuesta hermenéutica defiende la imagen compleja y ambigua de una atípica formación filosófica, cuyo valor radica en reevaluar algunas líneas de fuerza que no sólo dan unidad y sentido a su obra juvenil, sino que enlacen directamente con preocupaciones centrales de su pensamiento de madurez, tales como la crítica a la metafísica occidental o las reflexiones sobre el cuerpo y la vida.

Development of the effect evaluation indicators system for health education of patients with peripherally inserted central catheter

Objective To develop the effect evaluation indicators system for health education of patients with PICC. Methods Based on the theory of knowledge,attitude and practice and health belief model,the effect evaluation indicators system for health education of patients with PICC was formulated by using literature review,qualitative research and Delphi method. Results The recovery rates of two rounds' questionnaires were 100%(25/25) and 96% (24/25) respectively.The rate of expert advice was 64% (16/25) and 52%(13/25) respectively.The experts' authority coefficient, determination coefficient and familiarity coefficient was 0.88, 0.90, and 0.86, respectively. The effect evaluation indicators system for health education of patients with PICC included 4 first-level indicators,39 second-level indicators.The coordination coefficient of first-level and second-level indicators was 0.413 and 0.324, respectively. Conclusions The effect evaluation indicators system for health education of patients with PICC is scientific and reliable,which can provide measurable basis for clinical nurses to implement and assess health education for patients with PICC. Key words: Catheterization,central venous; Health education; Delphi Technique; Effect evaluation

Two Non-Counterexamples to Truth-Tracking Theories of Knowledge

Two Non-Counterexamples to Truth-Tracking Theories of Knowledge

The Intellectual Virtue and Theory of Knowledge in Four Chapters of Guanzi

In terms of its theoretical significance,the virtue theory in the "Four Chapters"in Guanzi relieves the tension between the metaphysical position and common sense: a life in accordance with the "Dao"shall face the challenges from physiological needs and emotional experience. Through regarding the cognitive ability as the innate function of mind-heart and demonstrating the intellectual virtue with the principle of calmness and following,the"Four Chapters"argues that human beings can take part in and even dominate the evolution of the universe. The element of "following"( yin) implies that human beings are capable to master the"Dao"and the nature of all things in the world. In addition,it also develops a coherent discourse from ordinary language and previous ways to speak of "Dao".

Critical thinking skills in the International Baccalaureate’s “Theory of Knowledge” subject: Findings from an Australian study

There is considerable debate both in Australia and internationally about the best way for schools to deliver the thinking skills required for university study and professional work life – skills that are often referred to by the term “critical thinking”. This article reviews the literature on the effective teaching of critical thinking and looks at one example of a secondary school subject aimed at developing critical thinking skills in its graduates, namely the Theory of Knowledge (ToK) subject in the International Baccalaureate Diploma Program (DP). ToK, a core element of the DP, has no set curriculum. Instead, ToK requires students to think deeply about knowledge problems and to formulate coherent views on the nature of knowledge. This article reports on an Australian study into the teaching and learning of ToK and presents associated outcomes in cohorts of both secondary and tertiary students.

Application of Microsim medical simulation training system in medical student's clinical thinking training

Objective To evaluate the value and feasibility of Microsim medical simulation training system in medical students' clinical thinking training. Method 96 students of 5-year program of medicine of Grade 2009 and Grade 2010 were the research object. These students were randomly divided into two groups (group A: After 3 weeks' clinical practice in respiratory medicine, taking 1 week Microsim training. group B: Taking 4 weeks clinical practice in respiratory medicine. Each group has 48 students.). The examination and teaching satisfaction of the two groups were observed after the end of the internship. SPSS 17.0 statistical software was used to analyze the collected data (measurement data matching t test, counting data by chi-square test). Results The Microsim system score: group A was (89.37±7.18), group B was (61.95±15.34). The difference between groups was statistically significant. The following scores suggested the assessment of students' ability of clinical thinking: ability to analyze problems [group A (89.95±4.02) vs. group B (75.51±6.34)], the ability to deal with the problem [group A (78.81±8.09) vs. group B (59.67±9.33)], treatment scheme [group A (86.74±6.59) vs. group B (70.39±7.05)] and the treatment effect [group A (88.61±8.16) vs. group B (63.54±11.48)]. In these aspects, the two groups had statistically significant difference, but communication [group A (82.47±5.23) vs. group B (84.09±3.72)] had no statistically significant difference between the two groups. 89.6% (43) of the participants believed that the Microsim medical simulation training system could significantly improve the clinical thinking ability, but only 58.3% (28) of the students believed that the basic theory of knowledge could be consolidated. Conclusion Microsim medical simulation training system can improve the students' ability of clinical thinking and clinical comprehensive treatment ability. It can be used as an effective complement to clinical practice teaching. Key words: Microsim medical simulation training system; Clinical practice; Clinical thinking

Impact of case simulation contest on emergency nurse′s first aid skills and comprehensive abilities

Objective To probe into case simulation contest training to improve emergency the nurse′s first aid skills and comprehensive abilities in Emergency Department (ED). Methods A total of 40 emergency nurses, who rotated ED in our hospital from January 2013 to December 2013, were selected as observation group, on the basis of the conventional training added simulation contest training. A total of 38 rotated emergency nurses in our hospital were chosen in January 2012 to December 2012 as control group, and received the implementation of regular training. After training, we compared two groups of nurse training overall appraisal result, simulation technology skills and comprehensive abilities. Results The scores of knowledge theory, skills operation and comprehensive ability evaluation results for rotated ED nurses in the control group respectively were (85.36±8.32), (81.61±8.22) and (82.25±8.01), while the theory of knowledge, skills operation and comprehensive ability evaluation results were (96.21±8.21), (93.54±7.38) and (95.04±7.55) in the observation group, and the scores of observation group were significantly higher than that of the control group, and the differences were statistically significant (t=5.982, 6.541, 7.015, respectiuely; P<0.01). The operation skill score in the observation group were higher than that of control group, the differences were statistically significant (P<0.05). In the observation group, the scores of nurse′s comprehensive ability, such as nursing basic operation, emergency handling capacity, simulated condition judgment, effective cooperation with doctors, nursing records completed and coordination command ability, were higher than these of control group, the differences were statistically significant (P<0.01). Conclusions Case simulation contest training to learn first aid skills is greatly integrated with clinical application, improves the nurses′ interest in learning, cultivates the coordinated ability, and it promotes nurse′s first aid skills and comprehensive ability, and provides an effective way to train ED nurses. Key words: Nurse; Emergency department; First aid skills; Comprehensive ability; Case simulation contest training