Epistemological Views Research Articles

Practice of academic and applicative archaeology in Slovenia from a social epistemological perspective

In the relatively abundant bibliography on archaeological theory and epistemology the impact of archaeological practice on archaeological epistemology has remained somehow less explored despite the fact that in the last three decades archaeology has undergone radical changes in practice. We would like to point to three interconnected trends: an exceptional increase in the amount of archaeological fieldwork, the fact that probably more than 90% of all field projects are in the domain of heritage protection, and that archaeology has become a data-driven discipline, producing new circumstances which challenge the traditional epistemological views and require social epistemological rethinking. This paper aims to explore some social epistemological aspects in current archaeological practice in Slovenia where two rather distinctive groups of archaeological researchers emerged, academic archaeologists and field professionals. The distinction between the two groups has grown since the late 1990s with the introduction of preventive archaeology, changes in legislation in heritage protection, and the development of the commercial sector in archaeology. These changes opened a series of questions on epistemic effects in new circumstances, e.g. how these two groups contribute to archaeological knowledge, how their modes of obtaining knowledge are structured and organized, what social factors condition these modes, and, least but not last, the question of forms of epistemic asymmetries.

Anarchism Paul Karl Feyerabend: His Concept and Dedication to Development of Contemporary Islamic Education

Education is a basic and very important activity for every individual. Through education, humans can gain knowledge about everything. Apart from that, education also influences human awareness in knowing God more deeply and understanding themselves. Therefore, quality education will provide the expected results, namely the use of an individual's intellectual abilities in all aspects of his life. Paul Karl Feyerabend is known as a controversial philosopher who put forward anarchist views in epistemology and scientific methodology. In the context of Islamic education, Feyerabend believes that freedom of thought, criticism and dialogue are important principles that must be emphasized in the learning process. The purpose of this research is to investigate the concept and dedication of Paul Karl Feyerabend in the context of contemporary Islamic education with an anarchist perspective. This research is library research with a qualitative approach that focuses on descriptive analysis based on data information obtained, including sources. primary or secondary. The results of the analysis show that in Feyerabend's view, the concept of anarchism is not about disorder or chaos, but rather about diversity, plurality, and criticism of authority and norms that inhibit freedom of thought and expression. Feyerabend's dedication to contemporary Islamic education can be seen in his efforts to promote freedom of thought, independent research and as a source of inspiration for developing alternative approaches to religious learning. The anything goes principle provides the basis for creating an educational environment that is inclusive, critical, and based on freedom of thought.

Beyond polarization towards dynamic balance: harmony as the core of mental health.

Worldviews are culturally derived assumptions that influence individual and collective behaviors, values, and representations of reality. The study of mental functions is not exempt from this influence, as reflected in scientific theories, methodological approaches, and empirical studies. Despite acknowledging the interplay of mental processes with developmental, environmental, and cultural dimensions, psychological research is still primarily based on quantitative methods, and on the conceptualization of mental phenomena as unfolding along polarized continua. A lively epistemological debate surrounds this approach, especially underscoring the risk of blurring the distinction between constructs derived from statistical models and real-life processes and experiences. Based on this debate and on recent empirical evidence derived from the positive psychology literature, this paper is aimed at proposing an integrated view of mental health, as a holistically patterned, contextually imbedded, and dynamic phenomenon changing over time and across life events, with harmony, harmonization and dynamic balance as core qualities. The heuristic potential of investigating the qualitative configuration patterns of mental health dimensions across individuals and groups, beyond their position along a quantitative continuum, is outlined. The development of more integrated approaches and methodologies to investigate mental health as a harmonization process, taking into account personal, contextual and developmental features, would be aligned with evidence derived from the integration of traditional nomothetic and ideographic approaches, and other life sciences. However, the development of a transdisciplinary line of research requires further inputs from different epistemological views, as well as higher attention to the potential contribution of different philosophical traditions.

Exploration of middle school students’ scientific epistemological beliefs and their engagement in argumentation

Epistemological beliefs and argumentation are two important themes in science education, but research on the relationship between them is scarce. We treated epistemological beliefs in our study considering the cognitivist view of personal epistemology and included the justification, source, certainty, and development dimensions. We examined students’ engagement in argumentation by considering expositional comments, oppositional comments, information seeking, and co-construction of knowledge. Sixth-grade students participated in this study. We measured the students’ epistemological beliefs quantitatively before and after the argumentation activity to reveal any changes in their epistemological beliefs. We then used qualitative data to reveal how the students engaged in argumentation during whole-class discussions. Finally, we proposed possible connections between students’ epistemological beliefs and their engagement in argumentation. MANOVA results showed no significant change in students’ epistemological beliefs. Qualitative analyses revealed that students mainly used expositional comments during argumentation. Our findings suggested that the use of expositional comments can support the justification dimension of epistemological beliefs, but overuse of exposition can hinder other epistemological beliefs. Oppositional comments can feed the certainty and development dimensions of epistemological beliefs. Information-seeking can promote both the justification and source dimensions of epistemological beliefs. Finally, the use of co-construction of knowledge can improve both the justification and development dimensions of epistemological beliefs. The discussion and implication part addresses students’ epistemological beliefs, engagement in argumentation, and the connection between epistemological beliefs and argumentation.

On using pairwise comparison in the analytic hierarchy process: Validity is goal while consistency is means

To improve the quality of decision-making, the judgments of experts should be properly elicited. Pairwise Comparison (PC), kernel of the Analytic Hierarchy Process (AHP), is a prevalent method to manifest human judgments in Multiple Criteria Decision Making (MCDM). This study proposes a pragmatic guideline for using the PC matrix in the AHP to help decision makers (DMs) improve their decisions. First, extensive computer simulations indicate that, without strong evidence of linear relationship between an inconsistency index of a PC matrix and validity of priority vector derived from that matrix, it is questionable to set a threshold for this index to determine whether a PC matrix acceptable. Second, to resolve this problem, we propose a scale-validity (SV) index as an effective proxy for evaluating the validity of derived priority vector. Third, by integrating two paradigms (deterministic vs. statistical), we suggest a pragmatic guideline for DMs who have different epistemological views of inconsistency in order to improve their decision when using the AHP. To demonstrate the effectiveness and superiority of the proposed method, four examples of comparative analysis are illustrated. Finally, we summarize the results, contributions, and suggestions.

Philosophical strategies for nature of science based on worldviews: The quantum interference of single electron

This study aims to present a strategy to transform the worldviews of students, especially college science classrooms, into desirable current worldviews (Darwin, Quantum mechanics, Einstein, refer to Fig 1). Above all, the worldviews, that is metaphysical belief, needs to be changed. This is because metaphysical belief is the basis for the whole framework of conception. Since the previous study emphasized epistemological belief only, an emphasis was placed on metaphysical belief on which epistemological belief is based. Therefore, the two beliefs should be used to elucidate in the education of Nature of Science. Metaphysical belief in the science of cosmic order, symmetry, or disorder is often important in scientific research and can lead to an epistemological view that can select or reject a certain kind of explanation. Specially, the two-slit experiment with single electrons is a radical illustration of another paradigm shift, from classical (mechanistic materialism) to quantum physics (desirable dialectical materialism). The double slit electron experiment creates sensuous images that can be grasped at once. Because quantum mechanics is inherently abstract, it is difficult to accept its meaning.

CULTURA CORPORAL E EDUCAÇÃO FÍSICA A PARTIR DA FILOSOFIA MARXISTA

In the generation of knowledge, especially in the field of Physical Education, there is a historical conflict in Brazil between two theoretical-pedagogical and epistemological views. In this study, the focus is given to body culture, contrasting with the vision of physiotherapy in the area of School Physical Education in Brazil. The objective is to highlight the importance of knowledge of body culture as a result of work, in its intangible and essential dimension for human existence, as a determining factor in the cultural expression of the body, going beyond the emphasis on physiotherapy. In this sense, the theoretical-methodological basis was based on the principles of Marxist philosophy, in the context of Historical Materialism and the Dialectical method. Finally, we emphasize the sign of body culture as a component of culture and human production, which shapes the expression of the body of individuals, through the organization of body activities, expansion of the cultural heritage of humanity and overcoming the forms of body expression inspired by the idea of physics.

Reflection, fallibilism, and doublethink

ABSTRACT A distinctive feature of Juan Comesaña's epistemological account is the possibility of an agent possessing a false proposition as evidence. Comesaña argues that there are a number of theoretical virtues of his account once we accept this possibility, however, one might expect that there are particular vices of his account as well. Littlejohn and Dutant (2021. “Even if it Might not be True, Evidence Cannot be False.” Philosophical Studies 179 (3): 801-827. https://doi.org/10.1007/s11098-021-01695-0) claim that a reflective agent who accepts Comesaña's view is rationally compelled to update their credences differently than unreflective agents, or else they will be guilty of a problematic kind of doublethink: evidence in general can be false, but my evidence is never false. I argue that parallel reasoning applies to any epistemological view that says that it is possible for a rational agent to be wrong about what their evidence is. When a rational agent reflectively accepts that they could be wrong about their evidence they are rationally compelled to update their credences differently than unreflective agents, or else they will be guilty of a problematic kind of doublethink: even though rational agents in general are wrong about their evidence, I'm never wrong about my evidence. Reflecting on a particular challenge to Comesaña's view ultimately reveals a general challenge to fallibilism.

Toward reframing brain-social dynamics: current assumptions and future challenges.

Evolutionary analyses suggest that the human social brain and sociality appeared together. The two fundamental tools that accelerated the concurrent emergence of the social brain and sociality include learning and plasticity. The prevailing core idea is that the primate brain and the cortex in particular became reorganised over the course of evolution to facilitate dynamic adaptation to ongoing changes in physical and social environments. Encouraged by computational or survival demands or even by instinctual drives for living in social groups, the brain eventually learned how to learn from social experience via its massive plastic capacity. A fundamental framework for modeling these orchestrated dynamic responses is that social plasticity relies upon neuroplasticity. In the present article, we first provide a glimpse into the concepts of plasticity, experience, with emphasis on social experience. We then acknowledge and integrate the current theoretical concepts to highlight five key intertwined assumptions within social neuroscience that underlie empirical approaches for explaining the brain-social dynamics. We suggest that this epistemological view provides key insights into the ontology of current conceptual frameworks driving future research to successfully deal with new challenges and possible caveats in favour of the formulation of novel assumptions. In the light of contemporary societal challenges, such as global pandemics, natural disasters, violent conflict, and other human tragedies, discovering the mechanisms of social brain plasticity will provide new approaches to support adaptive brain plasticity and social resilience.

KARL POPPER’S CONCEPT OF ‘WORLD 3’

Karl R. Popper (1902-1994) was a great philosopher of 20th century best known for his Political Philosophy and his contribution in Philosophical Epistemology. His concept of ‘World 3’is basically an extension of his Epistemological views. According to Popper there is not one single world in front of us but three. ‘World 1’ is the world of material objects. ‘World 2’ is the world of human perception, conception, a disposition to act or react etc. ‘World 3’ is the world of all possible human creation. Popper considers Plato as the first discoverer of ‘World 3.’ Popper considers World of Ideas or Forms as the first attempt in the history of Western Philosophy to locate the Ontology of Knowledge. In the World of Forms of Plato every Idea is perfect, every idea is a Substance and objectively existent. But according to Popper the ‘World 3’ is Manmade and not divine. He is also of the view that with the interaction of ‘World 1’ and ‘World 2’, ‘World 3’ comes in to being but after its coming to existence, it liberates itself from the previous worlds. It becomes objective, self-existent but Popper claims that it is not divine as Plato and Hegel think of it. This article is an attempt to critically discuss that is it possible for any world to be Manmade in nature and yet totally independent of any human mind at the same time? Keywords: World 3, World of Forms, Objective Spirit, Epistemology, Ontology.

Slavophile Philosophy and the Subjective School in Sociology: An Experience of Comparative Analysis

This article problematizes the relationship between the sociological and philosophical traditions of Russian social thought based on the material of the subjective school and of Slavophilism. The absence of direct ideological and conceptual continuity between these avenues is shown, albeit they do share common mental and world-view prerequisites. Slavophilism and the subjective school are compared along three lines — epistemological, social, and historiosophical. The distinguishing features that reveal the correspondence between the aforementioned schools are as follows: the orientation towards a holistic view of reality, unifying life and cognition; the ethical dominant of epistemological views and the inclination towards a practical and transformative attitude towards reality; anthropocentrism and personalism; a romantically ecstatic formulation of the popular/commoner issue; missionary and messianic motives of historiosophical quests, and journalism as a genre of theoretical reflection. It is suggested that the cultural codes of the national social mentality are reflected in the outlined worldview complex.

Either you know or you've gotta believe

The standard analysis of knowledge in contemporary epistemology is the view that a subject \(S\) knows a proposition \(p\) iff 1.) \(p\) is true; 2.) \(S\) believes that \(p\); 3.) \(S\) is justified in believing that \(p\). Hence, knowledge is justified true belief (JTB)1. The second condition that (propositional) knowledge entails belief is called the entailment thesis and has been considered by the majority as uncontroversial. Numerous accounts of knowledge and belief have been constructed involving entailment thesis granting it a default status. The generally accepted view in today's epistemology is that knowledge is something more than 'merely' belief. Few philosophers argued against the entailment thesis, even if barely any arguments for it have been presented. Some of the earlier voices in contemporary epistemology arguing against the entailment thesis and for the superiority of belief were Colin Radford's and Bernard Williams'. Today Blake Myers-Schulz and Eric Schwitzgebel as well as Dylan Murray, Justin Sytsma and Jonathan Livengood provide convincing arguments disputing the rightfulness of the entailment thesis. In what follows I will discuss different accounts of knowledge and belief and point out the overlooked connection between these accounts and argue that it supports yet another line of argument against the entailment thesis. I will further argue that knowledge and belief are two separate concepts, neither of which can be defined in terms of the other, and that it is a belief that is more complex and requires further conditions than knowledge, most of all agent's actions.

Toward developing a valid and reliable assessment of adults' nature of engineering views

AbstractBackgroundPre‐college engineering education reform documents aim to help students develop engineering literacy. Helping students develop sophisticated epistemological views about engineering makes a significant contribution toward developing engineering‐literate citizenry. Despite these widely recognized benefits, research on students' and teachers' epistemological views about engineering, commonly termed nature of engineering (NOE) views, has remained stagnant due to the absence of an open‐ended questionnaire whose collected evidence of validity indicates its appropriateness for assessing students' and teachers' NOE understanding.PurposeThe purpose of this study is threefold: (a) describing the development of a new open‐ended instrument, the Views of Nature of Engineering Questionnaire version B (VNOE‐B), (b) providing evidence in support of the VNOE‐B validity and reliability, and (c) discussing the implications of the newly developed instrument for future research.Design/MethodWe aimed to provide evidence for the content and face validity of the VNOE‐B by seeking input from a panel of science/engineering educators. Evidence for the construct validity was determined by analyzing the open‐ended questionnaire and semistructured interview responses provided by pre‐service and in‐service teachers (considered novices in this field) and experts (engineers and engineering educators).ResultsOur findings indicate that the VNOE‐B is consistently successful in differentiating between experts' and novices' NOE views. All engineering experts held sophisticated NOE views across all NOE views under study, whereas most novices held partially informed or uninformed NOE views.ConclusionEvidence of validity supports the appropriateness of the VNOE‐B as an open‐ended instrument for assessing adults' NOE views. Its application may guide teacher educators in determining the efficacy of teacher professional development in meeting the aim of improving in‐service teachers' NOE understanding. Additionally, VNOE‐B may potentially inform the success of pre‐service teacher training.

The Dual Vision of Zixue and Its Relevance to Contemporary Philosophical Innovation

Zixue is a collective term for the knowledge and thought contained under “Philosophical Writings of the Masters” (Zi Shu 子书) in the Siku Quanshu Zongmu (Catalogue of the Complete Library in Four Divisions). From the point of view of philosophical epistemology, the branch of learning known as the Study of the Masters or zixue (子学) is in fact about broad understanding of the myriad things on the knowledge dimension and practicing discernment amid multitudinous theories and seeing intent on entering the way on the dimension of thought. The relative balance between the dimensions of knowledge and thought in zixue reflect both the historical circumstances of the continuous growth of traditional learning/knowledge and the fact that zixue is open and pluralistic in character. The innovation of contemporary Chinese philosophy must be fundamentally related to the social practice of China’s great era, but one feasible way to make this happen is to draw useful cultural inspiration from the historical process of the dynamic interaction between knowledge and thought in traditional zixue, thus allowing tradition to take on greater vitality and vigor and develop new forms.

Optimising the Anthropocene definition: an epistemological view with briefings on four 2022-23 conferences

Optimising the Anthropocene definition: an epistemological view with briefings on four 2022-23 conferences

Narrative as a Way of Understanding the World: Goodman's Epistemological View

브루너의 내러티브 이론은 내러티브를 생성하는 우리의 사고 과정이 어떠한 것인지를 탐구한 이론이다. 주로 이야기의 형태로 제시되는 내러티브는, ‘내러티브 사고 양식’이라는 우리의 특징적인 사고 작용의 결과물이다. 브루너는 이를 ‘패러다임 사고 양식’이라는 다른 방식의 사고 작용과 비교하여 설명하고 있다. ‘패러다임 사고 양식’은 기존의 심리학계에서 주로 연구되던 사고의 작용을 이르는 것으로, 논리적이고 과학적인 방식을 따라 전개되는 사고이다. 브루너는 이러한 사고 양식이 과학이나 수학의 이론과 같은 형태의 결과물을 생성하는 우리 정신의 작용을 설명하는 데에는 유효하지만, 문학의 분야를 설명하는 데에는 적절하지 못하다는 결론을 내린다. 그리고 이를 설명할 수 있는 개념을 굿맨의 인식론에서 발견하였다. 굿맨은 우리가 기호를 통해 세계를 알게된다고 본다. 기호는 우리가 어떤 것을 인식할 때 지각하는 형태·색조·이름 등의 특정한 요소들을 인지적으로 받아들이는 형식이다. 굿맨은 여러 학문 분야들이 기호화의 방식에서는 차이가 있으나, 그것이 기호화된 체계라는 점에서는 모두 동일하다고 말한다. 그리고 예술 분야의 대표적인 기호화의 방식으로 ‘예시’를 제시한다. ‘예시’는 대상이 가지는 어떤 속성의 견본을 하나의 예로서 보여주는 것으로, 여러 예시 중 하나를 제시한 것이기 때문에 다른 것과 비교하여 옳고 그름을 판단할 수는 없으며, 그것이 예로서 얼마나 적합한가만을 말할 수 있다. 브루너는 이러한 방식으로 작동하는 사고를 ‘내러티브 사고 양식’으로 이르고 있다. 그가 설명하는 ‘내러티브 사고 양식’의 특징들은 이러한 관점에서 일관되게 해석할 수 있다. 이는 또한 세계를 이해하는 방식으로서 문학과 예술이 가지는 의미를 이해할 수 있게 한다.J. S. Bruner's theory about narrative is an exploration of human thinking process that create narratives. Narrative, which is mainly produced in the form of stories, is the result of characteristic thinking process by humankind. Bruner called it “narrative mode of thought”. Bruner compares it to another way of thinking called “paradigmatic mode of thought”. The “paradigmatic mode of thought” indicates the kind of thinking that has traditionally been studied in psychology. It is a way of thinking that is logical and scientific. Bruner recognized that this mode of thought is valid for explaining the process of mind to produce theories in science and math, but is invalid for explaining the process of mind to create literature. He found an conception for narrative mode of thought in N. Goodman's epistemology. In Goodman's view, we come to know the world by symbols. When we perceive something, we identify it with certain elements, such as shape, color, name, and so on. These shapes, colors, names are the symbol which our cognition can take information about the world. Goodman proposes that although each field of studies is different in the way of symbolizing, they are all the same in that they are symbolized systems. He suggested “exemplification” as a typical form of symbolization in the arts. Exemplification is a sample of a property that is shown as an example. Because it is presented as one of many examples, it cannot be judged right or wrong in comparison to the others. We can say only how suitable it is as an example. Bruner refers to a process of thinking that works in this way as “narrative mode of thought”. The features of narrative mode of thought he describes can be explained with this perspective. Also it presents the meaning of literature and art as a way of understanding about the world.

A Survey of Science/Theology Paradigms among Students at a College in the Young-Earth or Old-Earth Creationist Tradition

I report and analyze the administration of a survey investigating students' beliefs about the relationship between science and theology at a college in the young-earth or old-earth creationist tradition. Using a previously established survey, science-theology paradigms were identified. With 221 responses, there was enough statistical power to identify some links between the science-theology paradigms and other beliefs in areas of epistemology of science, theology, and preferred model of creation or evolution. Results showed that these paradigms are often interconnected, not allowing for tidy classifications of students' beliefs about faith and science. Results suggest that students who are more religious and know more science are more likely to match with at least one science-theology paradigm. And, those with more constructivist epistemological views on the nature of science are more likely to view science and Christian faith in harmony.

The End of the Law? Law, Theology, and Neuroscience

The End of the Law? Law, Theology, and Neuroscience

A Study on the Misconception of Art by Epistemological View

본 연구의 목적은 미술 학문의 개념 변화(지식 습득)를 인식론적 관점에서 탐색해 보는 것이었다. 연구의 내용을 정리하면 다음과 같다. 첫째, 미술교육자들이 미술이라는 학문의 정체성과 가치에 대한 깊은 이해를 가지고 있어야 한다. 그래야 학생들에게 미술적 개념에 대하여 설득력 있게 설명할 수 있다. 둘째, 미술교육자들이 오개념에 대한 인식론적 이해가 필요하다. 학습자들이 가지고 있는 인식론적 장애도 지식이다. 또한 학생들이 인식론적 전환을 가지는 것 자체가 쉽지 않은 일이다. 그럼에도 그러한 장애를 알고 극복하는 것이 학습의 핵심(Cornu, 1991)이라는 사실을 학생들이 인지하고 극복하도록 고무해야 한다. 셋째, 인식론적 관점을 전환시킬 수 있는 방법들을 습득하고 있어야 한다. 구체적인 방법으로 ‘인식론적 프레이밍’, ‘인지 갈등 상황’, ‘전형적 인식 상황’과 ‘결정적 예’ 등이 있다. 학문적 사고의 습득 과정에서 인식론적 장애가 발생하며, 이는 불가피한 것이고, 필수적인 것이다(Bachelard, 1970/1991). 새로운 학문적 사고는 기존의 모순적 사고를 버리고, 새로운 무모순적 사고를 습득하는 것이 아니라, 새로운 사고가 기존의 사고를 포용하여 확장되는 것이다.The purpose of this study was to investigate the misconception of art by epistemological view. The result of this study are summarized as follows. First, art educators should have profound understanding on the identity, value of the discipline of art. Then, art educators teach and demonstrate what is art. why artistic thinking is different with other principles, and how does it help students development. Second, art educators should have epistemological understanding on the misconceptions. The change of epistemological view is not easy, because the change of misconceptions require the change the attributes of epistemology. However, art educators should encourage students to recognize that to know and overcome the epistemological obstacles is the essence of learning(Cornu, 1991). Third, art educators should know the methods of change for epistemological view. They are ‘Epistemological Frame’, ‘Typically Perceived Situation’ and ‘Critical Example’, and ‘Cognitive Conflict Strategy’. The epistemological obstacles are inevitable(Bachelard, 1970/1991). They are part of the natural learning process. Art educators must try to understand that learning in education is not to abandon the old knowledge and accept new one but to embrace the new knowledge.

Beyond the InstinctDebate: Daniel Lehrman's Contributions to Animal Behavior Studies.

This paper examines the contributions of Daniel S. Lehrman (1919-1972) to animal behavior studies. Though widely cited as a critic of the early ethological program presented by Konrad Lorenz and Niko Tinbergen, other significant aspects of Lehrman's career and research have not received historical attention. In this paper, I offer a fuller account of Lehrman's work by situating his debate with ethologists within the larger context of Lehrman's early scholarly development under G. K. Noble and T. C. Schneirla, by examining his scientific research on the ring-dove as well as his epistemological views about the best way to understand animal behaviour, and by presenting his leadership in institution and network-building of interdisciplinary approaches to animal behavior. This essay highlights Lehrman's impact on the evolution of ethology, endocrinology, and developmental biology.