Results 61 to 70 of about 5,695 (290)
Contextualism and Knowledge Norms [PDF]
, 2017 I provide an opinionated overview of the literature on the relationship of contextualism to knowledge norms for action, assertion, and belief. I point out that contextualists about ‘knows’ are precluded from accepting the simplest versions of knowledge ...
Worsnip, Alex
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Maximally Epistemic Interpretations of the Quantum State and Contextuality [PDF]
Physical Review Letters, 2013 v1: 4 pages, revTeX4.1, some overlap with arXiv:1207.7192. v2: Changes in response to referees including revised proof of theorem 1, more rigorous discussion of measure theoretic assumptions and extra introductory ...
Leifer, Matthew S., Maroney, O. J. E.
openaire +4 more sources
Opposing consensus science through scholarly practices: The role of claims maintenance
Journal of the Association for Information Science and Technology, EarlyView.Abstract This study examines how three US‐based communities who oppose consensus science produce and disseminate scholarly‐like artifacts: pro‐life activists, Young Earth Creationists, and Anthropogenic Climate Crisis skeptics. Prior research shows that industry‐ or church‐backed advocacy campaigns often generate claims supported by these communities ...
Irene V. Pasquetto +3 more
wiley +1 more source
Appropriate Belief Without Evidence [PDF]
, 2015 In this paper I defend a version of Wittgensteininan contextualism. This is a view about justification on which some beliefs are epistemically appropriate because evidence cannot be adduced in their favour.
Ashton, Natalie Alana
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Linguistic Evidence and Substantive Epistemic Contextualism
Logos & Episteme, 2021 Epistemic contextualism (EC) is the thesis that the standards that must be met by a knowledge claimant vary with (especially conversational) contexts of utterance. Thus construed, EC may concern only knowledge claims (“Semantic EC”), or else the knowledge relation itself (“Substantive EC”).
openaire +1 more source
British Educational Research Journal, EarlyView.Abstract Quality in early childhood education and care (ECEC) is a contested concept and has generally been conceptualised by inter‐related indicators such as staff qualifications, educational environment, policy or child‐to‐staff ratios. There has been a more limited emphasis on how young children might perceive and experience quality.
Nikki Fairchild, Éva Mikuska
wiley +1 more source
British Educational Research Journal, EarlyView.Abstract With growing attention to student agency in academic and policy discourse, international education has become a prominent context for examining how students navigate new cultural, academic, linguistic and social environments. However, much of this discussion attributes student agency to the ‘international’ aspect, while overlooking the ...
Soyoung Lee
wiley +1 more source
Epistemological Implications of Relativism [PDF]
, 2017 Relativists about knowledge ascriptions think that whether a particular use of a knowledge-ascribing sentence, e.g., “Keith knows that the bank is open” is true depends on the epistemic standards at play in the assessor’s context—viz., the context in ...
Carter, J. Adam
core
Knowledge and reasonableness [PDF]
, 2020 The notion of relevance plays a role in many accounts of knowledge and knowledge ascription. Although use of the notion is well-motivated, theorists struggle to codify relevance.
Lawlor, Krista
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British Educational Research Journal, EarlyView.Abstract The latest reform of initial teacher education (ITE) in France, introduced in 2021, aims to make teacher training less theoretical and therefore more ‘practical’. New elements, such as the replacement of the Écoles Supérieures pour le Professorat et l'Éducation (ÉSPÉs) by the Instituts Nationaux Supérieurs du Professorat et de l'Education ...
Eric Maleyrot, Thérèse Perez‐Roux
wiley +1 more source