scholarly journals THERE IS NO KNOWLEDGE FROM FALSEHOOD

Episteme ◽  
2014 ◽  
Vol 12 (1) ◽  
pp. 53-74 ◽  
Author(s):  
Ian Schnee
Keyword(s):  
Gettier Case ◽  
Knowledge Based ◽  
Inferential Knowledge ◽  
The Subject ◽  
Number Of Authors

AbstractA growing number of authors defend putative examples of knowledge from falsehood (KFF), inferential knowledge based in a critical or essential way on false premises, and they argue that KFF has important implications for many areas of epistemology (whether evidence can be false, the Gettier debate, defeasibility theories of knowledge, etc.). I argue, however, that there is no KFF, because in any supposed example either the falsehood does not contribute to the knowledge or the subject lacks knowledge. In particular, I show that if the subject actually has knowledge in putative KFF cases, then there is always a veridical evidential path meeting the basing conditions that accounts for her knowledge; if there is no such path, then the subject is in a type of Gettier case. All the recent arguments that rely on KFF are therefore based on a mistake.

scholarly journals Social Capital and Educational Achievements: Coleman vs. Bourdieu

2016 ◽  
Vol 6 (2) ◽  
pp. 81-100
Author(s):  
Silvia Rogošić ◽  
Branislava Baranović
Keyword(s):  
Social Capital ◽  
Social Theory ◽  
Social Reproduction ◽  
Conflict Theory ◽  
Theoretical Concepts ◽  
Educational Achievements ◽  
Theoretical Approaches ◽  
Scientific Papers ◽  
The Subject ◽  
Number Of Authors

The influence of social capital on an individual’s educational achievements is the subject of numerous scientific papers. Research on social capital is most frequently based on Coleman’s (1988) or Bourdieu’s (1986) theories of capital, which are related to different paradigms of social theory: whereas Coleman’s approach has its roots in structural functionalism, Bourdieu’s approach contains elements of conflict theory. A number of authors, starting with Bourdieu, attempt to explain and prove that, when connected with the education of individuals, the activity of social capital facilitates social reproduction. Other authors support the notion that social capital is, in fact, a powerful weapon that encourages social mobility. A third group of researchers emphasise that neither of these approaches in isolation can entirety explain the influences of social capital on an individual’s education (Ho, 2003). The present paper offers a review of research focusing on the influences of social capital on educational achievements, while outlining the fundamental differences between the two theoretical approaches that are most frequently used for research of this topic. The aim of the paper is to explain the influence of social capital on an individual’s educational achievements under Bourdieu’s and Coleman’s theoretical concepts, and to establish whether combining the approaches is possible. The conclusion and arguments show that it is legitimate to use all three theoretical approaches. 

12. The Mineral Requirements of Dairy Cattle

1930 ◽  
Vol 2 (1) ◽  
pp. 1-37 ◽  
Author(s):  
J. A. Crichton
Keyword(s):  
Milk Yield ◽  
Mineral Content ◽  
Mineral Metabolism ◽  
Common Knowledge ◽  
Practical Importance ◽  
Mineral Elements ◽  
Knowledge Based ◽  
Feeding Experiments ◽  
Long Duration ◽  
The Subject

The most important fact brought out by a review of the present position of our knowledge of mineral metabolism and the mineral requirements in the dairy cow is, that, in spite of the amount of work which has been done on the subject, our information is exceedingly scanty. We know that deficiency of calcium or phosphorus may affect rate of growth, milk yield, breeding capacity, and in all probability susceptibility to certain diseases. We know also that even on what are counted good rations, depletion of the tissues, especially of calcium, in heavy milking cows during lactation is common. In some districts deficiency of iodine causes pathological conditions, and it is common knowledge based on practical observations that even on pasture there is liable to be a deficiency of chlorine. With regard to the possibility of deficiencies of other mineral elements and the effect of such deficiencies on the health and milk production of cows, we have not yet even begun to accumulate knowledge. It is thus impossible to make a final pronouncement with regard to any of the main problems. We need many more data on the metabolism of minerals in the lactating animal and on feeding experiments of long duration with rations of different mineral content. Such information as we have, however, suggests that the subject is one of great potential practical importance, and that if the necessary information were available it might be applied to the more economical production of milk, both by increasing milk yield and by reducing mortality from disease.With regard to the information we do possess, much of it is not immediately applicable in practice because the data have been accumulated with diets and under conditions which have no parallel in practice. The following conclusions sum up in a general way the practical bearing of our present knowledge.

scholarly journals Varför forskarutbildning?

2018 ◽  
Vol 24 (2) ◽  
Author(s):  
Peter Dellgran ◽  
Staffan Höjer
Keyword(s):  
Social Workers ◽  
Professional Practice ◽  
Personal Growth ◽  
Research Policy ◽  
Significant Feature ◽  
Policy Issues ◽  
Knowledge Based ◽  
The Subject ◽  
Professional Practitioners ◽  
Doctoral Programmes

Why doctoral education? Motivational factors and aspirations among nurses, teach- ers and social workers A significant feature of our knowledge-based society is the gradual academization and professionalization of a growing numbers of occupations. In Sweden, as in other countries, this academization has in several cases led to the establishment of profession-based university disciplines, with professors and PhD programmes, in order to develop and reinforce a scienti c base for profes- sional practice and education. A crucial element in this process is that professional practitioners are expected to seek admission to these doctoral programmes, and thereby choose a career as a researcher, and in varying degrees become involved in the continued development of scientific knowledge within their discipline. This article is based on a survey with 749 respondents and the aim is to examine and compare motives and aspirations among nurses, teachers and social workers to undertake doctoral educa- tion. Over 90 per cent of the respondents have stayed in academia as teachers and researchers after their PhD. e results show that multiple motives are normal but that desire for personal growth and personal challenge dominates declared motives in all groups. However, social workers more often stresses political aspirations, while nurses and teachers more often highlight professional and practice-oriented motivation. Furthermore, motives also have some impact on the subject of the dissertation. Studies on patients and professional practice and methods are, for instance, more common among nurses compared to social workers, where research more frequently deals with organizations, social problems and social policy issues. Finally, some implications for research policy, and the continual debate about the gap between research and professional practice, are discussed.

scholarly journals Flamenco Dance as a Means of Expressing Emotions and Developing Emotional Intelligence

ICONI ◽  
2020 ◽  
pp. 38-45
Author(s):  
Anastasia L. Kucherenko ◽  
◽  
Nina A. Konopleva ◽  
Keyword(s):  
Emotional Intelligence ◽  
Human Existence ◽  
Human Being ◽  
Artistic Creativity ◽  
Emotional Tension ◽  
Wilhelm Reich ◽  
The Subject ◽  
Motivating Factor ◽  
Number Of Authors

The article examines the fl amenco dance as a means of expression of the dancer’s emotions and development of emotional intellect. It has been noted that up to the present time in scholarship there has not been any unifi ed approach towards the essence of the concept of “emotion” and the characterization of emotional intellect. The authors of the article note that emotions demonstrate the experience of various types of situations by the subject, evaluation of their meaning, as well as transformations and regulations of behavior in consideration of the achieved evaluation. The article substantiates the meaning of human existence in the context of the affective-emotional nature of individuals and people’s belonging to the category of emotional-social beings. It is shown that emotions serve not only as an organizing and motivating factor of behavior, but also as a factor of personalized development and relationship with the surrounding world. Analysis is made of the views on emotions of a number of authors, including Wilhelm Reich, who presumed that chronic tension in the human being’s organism negatively affects his energetic fi eld, at the basis of which lie strong emotions, not allowing him to experience these emotions and distorting the expression of feelings. The human being can free himself of such energy blocks only after having fully experienced these emotions. In its turn, the experience of these emotions and, consequently, their discharge may be carried out by means of art and artistic creativity. Hereinafter the fl amenco dance is examined as a means not only of remittal of the dancer’s and the audience’s psycho-emotional tension, but also the development of emotional intellect.

scholarly journals Uresničevanje pričakovanj visokošolskih učiteljev in asistentov od usposabljanj v okviru projekta INOVUP

2020 ◽  
Vol 13 (Spec. Iss.) ◽  
pp. 151-167
Author(s):  
Matej Urbančič ◽  
Nina Kristl
Keyword(s):  
Higher Education ◽  
Teaching Method ◽  
Practical Knowledge ◽  
Positive Contribution ◽  
Quality Of Instruction ◽  
University Teachers ◽  
Knowledge Based ◽  
Usable Knowledge ◽  
The Subject

Meeting the expectations of higher education teachers and assistants for training within the INOVUP project. All university teachers work with students, but not all of them are aware that the teaching approach is as important and as relevant as the subject content. Within the INOVUP project, university teachers receive training in higher education didactics to raise the quality of instruction. The main premise of the project is that the teaching method is related to the acquired knowledge, understanding of the content, motivation for work and cooperation between students and teachers. The article addresses teachers’ responses to and expectations of these training events and how these expectations are met. The results show that more than three-quarters of the participants seek practical, usable knowledge. The participants are mostly satisfied with the training, which they consider to be a positive contribution to the acquisition of theoretical and practical knowledge and motivation for further deepening their knowledge. Based on these findings, recommendations can be put forward to upgrade training for future participants.

scholarly journals Anvendelsesforpligtet grundforskning på læreruddannelsen

2018 ◽  
Vol 3 (1) ◽  
pp. 120
Author(s):  
Bo Nielson
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Lesson Study ◽  
Pedagogical Knowledge ◽  
The West ◽  
Pedagogical Content ◽  
Knowledge Based ◽  
The Subject ◽  
Study Case ◽  
Teachers Professional Development

 Siden 2013 har læreruddannelsen fået pligt til at bedrive forskning og udvikling (FoU) som en del af kerneopgaven. Denne opgave er blevet implementeret på meget forskellige måder på landets læreruddannelser. I denne artikel argumenterer jeg for, at FoU skal balancere et ideal om transformation af praksis gennem udfordringsbasering og løsningsorientering, samtidig med at der skal ydes et substantielt bidrag til forskningsfeltet. FoU skal ligeledes balancere et ideal om praksisnærhed og medinddragelse samtidig med et ønske om generaliserbarhed og skalering. Artiklen afsluttes med en introduktion til interventionsforskningen som et konstruktivt bud på en ramme og struktur, der kan rumme ovenstående fordringer.  To be able to differentiate between approaches to teachers’ professional development, Cochran-Smith and Lytle have developed three conceptions of the relationships between teachers’ knowledge and their practice. One of these, Knowledge-of-practice, is the basis for this article, as we use Lesson studies to exemplify the potentials of approaches within this conceptualization. In Japan, Lesson studies are used in all subjects, whereas in the West the approach predominantly is used in Mathematics and with a focus on pedagogical content knowledge. Based on a lesson study case in the subject of Danish, we argue that approaches as lesson study provide teachers the possibility to research and solve teaching problems with a focus simultaneously on pedagogical knowledge and pedagogical content knowledge.

scholarly journals Læreres kompetenceudvikling - ud fra knowledge-of-practice

2018 ◽  
Vol 3 (1) ◽  
pp. 73
Author(s):  
Hanne Møller
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Lesson Study ◽  
Pedagogical Knowledge ◽  
The West ◽  
Pedagogical Content ◽  
Knowledge Based ◽  
The Subject ◽  
Study Case ◽  
Teachers Professional Development

ResumeFor at kunne skelne mellem tiltag til lærerudvikling har Cochran-Smith og Lytle udviklet tre grundforståelser af forholdet mellem læreres viden og deres praksis. En af disse, Knowledge-of-practice, er udgangspunkt for artiklen, idet vi med Lektionsstudier eksemplificerer potentialerne ved at benytte tiltag inden for denne grundforståelse. I Japan benyttes lektionsstudier i alle fag, mens tiltaget i Vesten overvejende bruges i matematikfaget og med et fagdidaktisk fokus. Ud fra en case om lektionsstudier i danskfaget argumenterer vi for, at tiltag som lektionsstudier giver lærere mulighed for at udforske og løse problemstillinger i deres undervisningspraksis fra et samtidigt alment og fagdidaktisk perspektiv. AbstractTo be able to differentiate between approaches to teachers’ professional development, Cochran-Smith and Lytle have developed three conceptions of the relationships between teachers’ knowledge and their practice. One of these, Knowledge-of-practice, is the basis for this article, as we use Lesson studies to exemplify the potentials of approaches within this conceptualization. In Japan, Lesson studies are used in all subjects, whereas in the West the approach predominantly is used in Mathematics and with a focus on pedagogical content knowledge. Based on a lesson study case in the subject of Danish, we argue that approaches as lesson study provide teachers the possibility to research and solve teaching problems with a focus simultaneously on pedagogical knowledge and pedagogical content knowledge.

scholarly journals TPACK of Prospective Mathematics Teachers at an Early Stage of Training

2021 ◽  
Author(s):  
Yuri Morales-López ◽  
Yerlin Chacón-Camacho ◽  
Wilbert Vargas-Delgado
Keyword(s):  
Mathematics Teachers ◽  
Current Knowledge ◽  
Early Stage ◽  
Quadratic Function ◽  
Initial Training ◽  
First Semester ◽  
Knowledge Based ◽  
Theoretical Inquiry ◽  
The Subject ◽  
Forms Of Knowledge

The objective of this work is to present the results of an investigation on the technological, pedagogical and content knowledge evidenced by mathematics teachers in the second-level of initial training (preservice) at the Universidad Nacional, from the TPACK model perspective, on the subject of functions. The research has a qualitative approach with an interpretive hermeneutical stance. A sample of 27 teachers in training who were enrolled in courses related to the three base domains of the TPACK model (pedagogical, technological and content of quadratic function) during the first semester (I cycle) of 2020 was used. A theoretical inquiry was carried out that allowed the creation of an instrument that made possible the description of the participants’ knowledge based on this model focused on the topic of quadratic function. The results show that participants possess instrumental dominance over the basic forms of knowledge underlying the model. It is concluded that, although participants have already experimented in courses related to these forms of knowledge, there is insufficient evidence to ascertain that their current knowledge would allow them to integrate technologies as a didactic resource within the teaching of the subject of quadratic function.

A scanning electron microscopic study of human cholesterol gallstones

1978 ◽  
Vol 36 (2) ◽  
pp. 524-525
Author(s):  
K. Funatsu ◽  
M. Oda ◽  
V. Edwards ◽  
Joyce Chan ◽  
M. J. Phillips
Keyword(s):  
Electron Microscopic ◽  
Cholesterol Gallstones ◽  
Scanning Electron Microscopic Study ◽  
The Subject ◽  
The Common ◽  
Cut Surface ◽  
Standard Techniques ◽  
Scanning Electron ◽  
Number Of Authors

Structural studies on cholesterol gallstones have been the subject of relatively little investigation despite the fact that a number of authors have shown that the scanning electron microscope (SEM) can provide excellent visualization of their surface and internal structure. It is recognized that there are many types of gallstones but cholesterol is their main constituent in North America. Since major efforts are now being made clinically to dissolve cholesterol stones in vivo using bile acids and other agents, it was deemed useful to study by SEM the common multifacetted gallbladder stone since it is likely that the structure of such stones influence their dissolution. Multifacetted cholesterol gallstones obtained from human gallbladders were prepared for SEM using standard techniques. Stones were divided equally into two halves, one of which was mounted with its outer surface up, the other with its cut surface up, on an aluminum stud by means of conductive paint.

On Probability and Chance, and their connection with the Business of Insurance

1896 ◽  
Vol 3 ◽  
pp. 87-113
Author(s):  
T. B. Sprague
Keyword(s):  
Amount Of Information ◽  
Differences Of Opinion ◽  
The Subject ◽  
Number Of Authors

Gentlemen,—This Society was privileged during a recent Session to listen to an eloquent and highly original address by Professor Chrystal:— ‘On some fundamental Principles in the Theory of Probability.’ The value of such addresses, dealing, as Professor Chrystal's did, with questions on which wide differences of opinion exist, is not to be measured simply by the amount of information they contain ; they serve a much more useful purpose, by leading those who hear them, or afterwards read them, to think out for themselves the various questions discussed. Speaking for myself, I have to thank the Professor, not only for a pleasant evening spent in listening to him, but for causing me to consider carefully the fundamental principles of the theory with which, as Actuaries, we are all supposed to be so much concerned. I have found the subject a most interesting one, and I propose to lay before you this evening, some of the reflections that have occurred to me, and the conclusions at which I have arrived, after carefully studying what has been written on the subject by a number of authors.

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