The Epistemic Dimension of Antisemitism

2021 ◽  
Author(s):  
David H. Schraub
Keyword(s):  
Epistemic Dimension

New Educational Mission

2021 ◽  
pp. 244-263
Keyword(s):  
School Violence ◽  
Multiple Intelligence ◽  
Educational Mission ◽  
School Mission ◽  
New School ◽  
Lesson Content ◽  
Epistemic Dimension

The last chapter proposes to go not only beyond the epistemic dimension to improve it, but also beyond the lesson content. The German's lesson shows how easily we can exceed students' expectations and arouse their curiosity, enthusiasm, and learning investment. If we aspire to decrease school violence, bullying, and delinquency, a new educational mission would be to surpass teaching without necessarily being demanding or time-consuming. Indeed, making use of the relational dimension—using the multiple intelligence and STEAM approaches to include students through competence—seemss to refer to the new school mission as an aspiration builder rather than a selection referee and inducer of discouragement.

The epistemic dimension of reasonableness

2015 ◽  
Vol 41 (6) ◽  
pp. 517-535 ◽  
Author(s):  
Federica Liveriero
Keyword(s):  
Epistemic Dimension

An Epistemic Dimension of Blameworthiness

1997 ◽  
Vol 57 (3) ◽  
pp. 523 ◽  
Author(s):  
Ishtiyaque Haji
Keyword(s):  
Epistemic Dimension

scholarly journals Motivated cognition, conspiratorial epistemology, and bullshit: A model of post-factual political discourse

2019 ◽  
Author(s):  
Marko Kovic ◽  
Christian Caspar ◽  
Adrian Rauchfleisch
Keyword(s):  
Political Discourse ◽  
Speech Act ◽  
Motivated Reasoning ◽  
Motivated Cognition ◽  
Bridging Social Capital ◽  
New Information ◽  
Epistemic Dimension ◽  
Definition Of ◽  
Societal Problems ◽  
Instrumental Goal

We propose a definition of post-factual political discourse as a discursive attitude that consists of three components: Motivated reasoning, conspiratorial epistemology, and bullshit. Motivated reasoning means that any piece of new information will never weaken pre-existing beliefs; it is a form of confirmation bias. Conspiratorial epistemology occurs when information that contradicts pre-existing beliefs is automatically dismissed because it was allegedly manufactured by some conspiracy; evidence for that conspiracy and for the falsity of the dismissed information is not presented. Bullshit is a speach act with which the speaker aims to achieve only some instrumental goal; whether the uttered speech act is true or not is of no consequence to the speaker. Post-factual political discourse is a challenge for democracy because it erodes the epistemic dimension of democracy (thereby making it difficult, if not impossible to identify and solve societal problems) and because it erodes bridging social capital (thereby increasing polarization and tribalization).

scholarly journals Explorative Experiments and Digital Humanism: Adding an Epistemic Dimension to the Ethical Debate

2021 ◽  
pp. 77-82
Author(s):  
Viola Schiaffonati
Keyword(s):  
Computer Science ◽  
Ethical Issues ◽  
Digital Technologies ◽  
Natural Sciences ◽  
Point Of View ◽  
Science And Engineering ◽  
Moral Principles ◽  
Ethical Debate ◽  
Epistemic Dimension ◽  
Ethical Reflections

AbstractThe rise of Digital Humanism calls for shaping digital technologies in accordance with human values and needs. I argue that to achieve this goal, an epistemic and methodological dimension should be added to the ethical reflections developed in the last years. In particular, I propose the framework of explorative experimentation in computer science and engineering to set an agenda for the reflection on the ethical issues of digital technologies that seriously considers their peculiarities from an epistemic point of view. As the traditional epistemic categories of the natural sciences cannot be directly adopted by computer science and engineering, the traditional moral principles guiding experimentation in the natural sciences should be reconsidered in the case of digital technologies where uncertainty about their impacts and risks is very high.

The ‘Technology' Pole

2010 ◽  
pp. 140-169
Author(s):  
Jean-Claude Bertin ◽  
Patrick Gravé
Keyword(s):  
Everyday Life ◽  
Technical Device ◽  
Teaching Activity ◽  
University Teachers ◽  
Research And Teaching ◽  
Material Cost ◽  
The Subject ◽  
Educational Interactions ◽  
Epistemic Dimension ◽  
The Individual

Whether new or old, technologies are a recurring issue in the practice of university teachers and researchers. While they form an integral part of everyday life, they are considered as specific objects in the field of research and teaching. Although they are prized for their instrumental functions, their epistemic dimension remains largely ignored. Resorting to a technical device to optimize a research or a teaching activity or make it more comfortable seems operational; pondering over what this technical device modifies in the organization of the message and the tasks, as well as in the subject (teacher and learner)’s representations is often regarded a waste of time and efficiency. The energetic and material cost is then considered too high for the individual and the collectivity. Yet, if one easily disregards the changes brought about by the introduction of an artifact in educational interactions, the risk is high simply to reproduce the same thing indefinitely: a technically improved pedagogic model – sometimes at a high cost – but basically still the same1. (Albero, 2004, pp. 253-54)

The Sources of Self-Consciousness

2018 ◽  
Author(s):  
José Luis Bermúdez
Keyword(s):  
Cognitive Development ◽  
Visual Perception ◽  
Epistemic Status ◽  
Working Through ◽  
Christopher Peacocke ◽  
Key Features ◽  
Epistemic Dimension ◽  
Recent Account

We can think about the sources of self-consciousness in either a genetic or an epistemic sense. That is, we can think either about the origins of the capacity to think self-conscious thoughts or about the warrant that we have for our self-conscious judgments. These two sets of questions are independent but related. This paper explores the role that the genetic dimension of self-consciousness plays in understanding the epistemology of self-consciousness. I will take as my foil a recent account of some key features of the epistemic dimension of a particular type of self-conscious judgment – the account offered by Christopher Peacocke in his book Being Known (Peacocke 1999). Working through the example of how the bodily self is represented in visual perception shows how the primitive foundations from which self-consciousness emerges in the course of cognitive development are also the foundation for the epistemic status of full-fledged self-conscious thoughts.

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