scholarly journals A New Argument for Goldman and Olsson's Solution to the Extra‐Value‐of‐Knowledge Problem

Theoria ◽  
2021 ◽  
Author(s):  
Jakob Koscholke
Keyword(s):  
Value Of Knowledge ◽  
Knowledge Problem

PENERAPAN KURIKULUM 2013 DALAM MENINGKATKAN KETERAMPILAN, SIKAP, DAN PENGETAHUAN

2017 ◽  
Vol 6 (2) ◽  
pp. 389
Author(s):  
Otang Kurniaman ◽  
Eddy Noviana
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Learning Process ◽  
Research Method ◽  
Student Knowledge ◽  
Learning Materials ◽  
Value Of Knowledge ◽  
The Third ◽  
Self Confidence ◽  
Classroom Action Research

Implementation of the 2013 curriculum is very different from the previous curriculum, there are still many obstacles that we know greatly affect the learning outcomes, both in terms of media used, the assessment in the 2013 curriculum is more complicated than the previous curriculum then the methods used to convey the learning materials that want to be taught not effective or even incompatible with the material to be conveyed. This research method is a classroom action research conducted in improving the learning process, with four meetings. The assessment taken in this study is an evaluation evaluation of each meeting in the form of attitudinal value, value of knowledge and skill value based on teacher's book on theme 4 "Healthy is Important" with sub theme 1 "Importance of Health and Environment". On the attitudes that appear attitude of self-confidence, curiosity and independence Already entrusted by 20.68% confidence, and curiosity while mandated 6.2% lower because students are still not familiar with the implementation of the curriculum 2013. Results of student knowledge seen the development in excellent value at the first meeting of 36.4%, at the second meeting decreased to 30.3%, while at the third meeting experienced a 52.25% increase again. While on the results of these students' skills on four meetings emerged every meeting with a very good category at the first meeting of 18.1%, at the second meeting increased to 27.3%, the third meeting decreased to 20.68%, while at the fourth meeting increased again by 65.62%.

Research-teaching Links and the Knowledge Problem

Transactions ◽  
2007 ◽  
Vol 4 (2) ◽  
pp. 1-7
Author(s):  
Chris Webster
Keyword(s):  
Knowledge Problem

Freedom and Practical Judgement

2017 ◽  
Author(s):  
David Owens
Keyword(s):  
Standard View ◽  
Value Of Knowledge ◽  
Capacity To Act

This chapter develops an intellectualist view of practical freedom according to which practical freedom is a capacity to act on our view of what we ought to do. This view is embodied in a judgement rather than in a belief about what we ought to do. Practical judgement is to be distinguished both from other truth-directed phenomena like believing and guessing and also from non-truth-directed states like imagining and intending. We make practical judgements where we are ignorant of what to do. We also make and act on such judgements where we think we know what to do. This fact suggests a non-standard view of the value of knowledge. It also enables us to defend an intellectualist account of freedom against voluntaristic alternatives.

Reliabilism and the extra value of knowledge

2010 ◽  
Vol 157 (1) ◽  
pp. 93-105 ◽  
Author(s):  
Wayne A. Davis ◽  
Christoph Jäger
Keyword(s):  
Value Of Knowledge
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