50,278 research outputs found

    The Epistemology of Disagreement: Why Not Bayesianism?

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    Disagreement is a ubiquitous feature of human life, and philosophers have dutifully attended to it. One important question related to disagreement is epistemological: How does a rational person change her beliefs (if at all) in light of disagreement from others? The typical methodology for answering this question is to endorse a steadfast or conciliatory disagreement norm (and not both) on a priori grounds and selected intuitive cases. In this paper, I argue that this methodology is misguided. Instead, a thoroughgoingly Bayesian strategy is what's needed. Such a strategy provides conciliatory norms in appropriate cases and steadfast norms in appropriate cases. I argue, further, that the few extant efforts to address disagreement in the Bayesian spirit are laudable but uncompelling. A modelling, rather than a functional, approach gets us the right norms and is highly general, allowing the epistemologist to deal with (1) multiple epistemic interlocutors, (2) epistemic superiors and inferiors (i.e. not just epistemic peers), and (3) dependence between interlocutors

    Educating for Intellectual Virtue: a critique from action guidance

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    Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology (e.g., Montmarquet 1993; Zagzebski 1996; Battaly 2006; Baehr 2011) – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr, 2013) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education as the inculcation of the intellectual virtues. Baehr’s picture contrasts with another well-known position – that the primary aim of education is the promotion of critical thinking (Scheffler 1989; Siegel 1988; 1997; 2017). In this paper – that we hold makes a contribution to both philosophy of education and epistemology and, a fortiori, epistemology of education – we challenge this picture. We outline three criteria that any putative aim of education must meet and hold that it is the aim of critical thinking, rather than the aim of instilling intellectual virtue, that best meets these criteria. On this basis, we propose a new challenge for intellectual virtue epistemology, next to the well-known empirically-driven ‘situationist challenge’. What we call the ‘pedagogical challenge’ maintains that the intellectual virtues approach does not have available a suitably effective pedagogy to qualify the acquisition of intellectual virtue as the primary aim of education. This is because the pedagogic model of the intellectual virtues approach (borrowed largely from exemplarist thinking) is not properly action-guiding. Instead, we hold that, without much further development in virtue-based theory, logic and critical thinking must still play the primary role in the epistemology of education

    Teachers' and children's personal epistemologies for moral education: Case studies in early years elementary education

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    While there is strong interest in teaching values in Australia and internationally there is little focus on young children’s moral values learning in the classroom. Research shows that personal epistemology influences teaching and learning in a range of education contexts, including moral education. This study examines relationships between personal epistemologies (children’s and teachers’), pedagogies, and school contexts for moral learning in two early years classrooms. Interviews with teachers and children and analysis of school policy revealed clear patterns of personal epistemologies and pedagogies within each school. A whole school approach to understanding personal epistemologies and practice for moral values learning is suggested

    ‘Interview’, Probability and Statistics: 5 Questions

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    Learning or imitation?

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    Comprend des références bibliographique

    Hawking Radiation and Analogue Experiments: A Bayesian Analysis

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    We present a Bayesian analysis of the epistemology of analogue experiments with particular reference to Hawking radiation. First, we prove that such experiments can be confirmatory in Bayesian terms based upon appeal to 'universality arguments'. Second, we provide a formal model for the scaling behaviour of the confirmation measure for multiple distinct realisations of the analogue system and isolate a generic saturation feature. Finally, we demonstrate that different potential analogue realisations could provide different levels of confirmation. Our results provide a basis both to formalise the epistemic value of analogue experiments that have been conducted and to advise scientists as to the respective epistemic value of future analogue experiments.Comment: 25 pages, 5 figure

    From Models to Simulations

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    This book analyses the impact computerization has had on contemporary science and explains the origins, technical nature and epistemological consequences of the current decisive interplay between technology and science: an intertwining of formalism, computation, data acquisition, data and visualization and how these factors have led to the spread of simulation models since the 1950s. Using historical, comparative and interpretative case studies from a range of disciplines, with a particular emphasis on the case of plant studies, the author shows how and why computers, data treatment devices and programming languages have occasioned a gradual but irresistible and massive shift from mathematical models to computer simulations

    Towards a quantum evolutionary scheme: violating Bell's inequalities in language

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    We show the presence of genuine quantum structures in human language. The neo-Darwinian evolutionary scheme is founded on a probability structure that satisfies the Kolmogorovian axioms, and as a consequence cannot incorporate quantum-like evolutionary change. In earlier research we revealed quantum structures in processes taking place in conceptual space. We argue that the presence of quantum structures in language and the earlier detected quantum structures in conceptual change make the neo-Darwinian evolutionary scheme strictly too limited for Evolutionary Epistemology. We sketch how we believe that evolution in a more general way should be implemented in epistemology and conceptual change, but also in biology, and how this view would lead to another relation between both biology and epistemology.Comment: 20 pages, no figures, this version of the paper is equal to the foregoing. The paper has meanwhile been published in another book series than the one tentatively mentioned in the comments given with the foregoing versio

    Fundamental concepts in management research and ensuring research quality : focusing on case study method

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    This paper discusses fundamental concepts in management research and ensuring research quality. It was presented at the European Academy of Management annual conference in 2008

    Reclaiming human machine nature

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    Extending and modifying his domain of life by artifact production is one of the main characteristics of humankind. From the first hominid, who used a wood stick or a stone for extending his upper limbs and augmenting his gesture strength, to current systems engineers who used technologies for augmenting human cognition, perception and action, extending human body capabilities remains a big issue. From more than fifty years cybernetics, computer and cognitive sciences have imposed only one reductionist model of human machine systems: cognitive systems. Inspired by philosophy, behaviorist psychology and the information treatment metaphor, the cognitive system paradigm requires a function view and a functional analysis in human systems design process. According that design approach, human have been reduced to his metaphysical and functional properties in a new dualism. Human body requirements have been left to physical ergonomics or "physiology". With multidisciplinary convergence, the issues of "human-machine" systems and "human artifacts" evolve. The loss of biological and social boundaries between human organisms and interactive and informational physical artifact questions the current engineering methods and ergonomic design of cognitive systems. New developpment of human machine systems for intensive care, human space activities or bio-engineering sytems requires grounding human systems design on a renewed epistemological framework for future human systems model and evidence based "bio-engineering". In that context, reclaiming human factors, augmented human and human machine nature is a necessityComment: Published in HCI International 2014, Heraklion : Greece (2014
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