The Gettier Problem has shaped most of the fundamental debates in epistemology for more than fifty years. Before Edmund Gettier published his famous 1963 paper, it was generally presumed that knowledge was equivalent to true belief supported by adequate evidence. Gettier presented a powerful challenge to that presumption. This led to the development and refinement of many prominent epistemological theories, for example, defeasibility theories, causal theories, conclusive-reasons theories, tracking theories, epistemic virtue theories, and knowledge-first theories. The debate about the appropriate use of intuition to provide evidence in all areas of philosophy began as a debate about the epistemic status of the 'Gettier intuition'. The differing accounts of epistemic luck are all rooted in responses to the Gettier Problem. The discussions about the role of false beliefs in the production of knowledge are directly traceable to Gettier's paper, as are the debates between fallibilists and infallibilists. Indeed, it is fair to say that providing a satisfactory response to the Gettier Problem has become a litmus test of any adequate account of knowledge even those accounts that hold that the Gettier Problem rests on mistakes of various sorts. This volume presents a collection of essays by twenty-six experts, including some of the most influential philosophers of our time, on the various issues that arise from Gettier's challenge to the analysis of knowledge. Explaining Knowledge sets the agenda for future work on the central problem of epistemology.

"This book investigates changes induced by information and communications technology in today's education system"--Provided by publisher.

This pioneering text contributes to the theory and practice of teaching and learning. The purpose is to unlock how key stakeholders of the spectrum of pre-universities in Singapore make sense of 'knowledge' and 'knowledge work', and endeavour to determine how their understanding of 'knowledge' shapes their understanding of 'knowledge work' and the conditions that affect their knowledge work. This monograph contributes in a most productive fashion to the necessary educational debates on teaching and learning, which quickly segue into pragmatic political debates about what sort of society and global community we desire.Using three widely diverse pre-university settings in Singapore as case studies, this book seeks to fill the existing gap by elucidating educators' and students' identification of knowledge, knowledge work and the problems and challenges confronting knowledge work.

From antiquity to the end of the twentieth century, philosophical discussions of understanding remained undeveloped, guided by a 'received view' that takes understanding to be nothing more than knowledge of an explanation. More recently, however, this received view has been criticized, and bold new philosophical proposals about understanding have emerged in its place. In this book, Kareem Khalifa argues that the received view should be revised but not abandoned. In doing so, he clarifies and answers the most central questions in this burgeoning field of philosophical research: what kinds of cognitive abilities are involved in understanding? What is the relationship between the understanding that explanations provide and the understanding that experts have of broader subject matters? Can there be understanding without explanation? How can one understand something on the basis of falsehoods? Is understanding a species of knowledge? What is the value of understanding?

This book presents an in-depth perspective of knowledge as a fundamental process of any organization rather than just another resource to be managed. The author presents a process-oriented theory of creating and applying knowledge directed towards both researchers and practitioners. In this book the author develops normative knowledge management guidelines which draw from a unique view on knowledge, discussed in the field of philosophy since Plato but neglected by most knowledge management authors – by applying a philosophically grounded ‘social epistemology’ to organizations. The guidelines in this book call for an open and reflective space of knowledge creation, aligned with goals and structures of the organization. Numerous examples, field studies, and an application to the main case study on Seven-Eleven Japan complement both the descriptive view on knowledge as well as the normative guidelines presented in this book.​

Document from the year 2020 in the subject Didactics - Common Didactics, Educational Objectives, Methods, , language: English, abstract: Today science teaching and learning is among other points of focus in educational research worldwide. This is because low students’ achievement in science educational programs has remained a great concern for all and for a long time and science literate individuals make greater contributions towards development. In response, Uganda government among other strategies recommended paying higher salaries to all her scientists’ employees. Students’ science performance in northern Uganda primary teachers’ colleges persistently remained low for a long time in spite of several efforts made for improvement. Good science teaching which improves performance demands for a graduate teachers’ full understanding of characteristics of science knowledge. Characteristics of science refers to different ways by which science knowledge or information can be explained or described correctly, for example, science knowledge is subjective and tentative. This study therefore investigated levels of tutors’ understanding of characteristics of science knowledge, their educational qualifications and year one and two students’ performance in Kyambogo University promotional and final 2017 and 2018 science education examinations results. Data was analyzed using descriptive statistics. The results indicated tutors have recommended qualifications but lack understanding of characteristics of science knowledge and students’ performance is also low. The condition requires Kyambogo University to ensure immediate integration of science tutors’ training curriculum with the framework of ideas of characteristics of science knowledge. In addition, education managers should organize and plan for workshop training for tutors on characteristics of science knowledge.

This open access book – as the title suggests – explores some of the historical roots and epistemological ramifications of perspectivism. Perspectivism has recently emerged in philosophy of science as an interesting new position in the debate between scientific realism and anti-realism. But there is a lot more to perspectivism than discussions in philosophy of science so far have suggested. Perspectivism is a much broader view that emphasizes how our knowledge (in particular our scientific knowledge of nature) is situated; it is always from a human vantage point (as opposed to some Nagelian "view from nowhere"). This edited collection brings together a diverse team of established and early career scholars across a variety of fields (from the history of philosophy to epistemology and philosophy of science). The resulting nine essays trace some of the seminal ideas of perspectivism back to Kant, Nietzsche, the American Pragmatists, and Putnam, while the second part of the book tackles issues concerning the relation between perspectivism, relativism, and standpoint theories, and the implications of perspectivism for epistemological debates about veritism, epistemic normativity and the foundations of human knowledge.

The volume includes a set of selected papers extended and revised from the 4th International conference on Knowledge Discovery and Data Mining, March 1-2, 2011, Macau, Chin. This Volume is to provide a forum for researchers, educators, engineers, and government officials involved in the general areas of knowledge discovery and data mining and learning to disseminate their latest research results and exchange views on the future research directions of these fields. 108 high-quality papers are included in the volume.

What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.

Necessary Beings is concerned with two central areas of metaphysics: modality—the theory of necessity, possibility, and other related notions; and ontology—the general study of what kinds of entities there are. Bob Hale's overarching purpose is to develop and defend two quite general theses about what is required for the existence of entities of various kinds: that questions about what kinds of things there are cannot be properly understood or adequately answered without recourse to considerations about possibility and necessity, and that, conversely, questions about the nature and basis of necessity and possibility cannot be satisfactorily tackled without drawing on what might be called the methodology of ontology. Taken together, these two theses claim that ontology and modality are mutually dependent upon one another, neither more fundamental than the other. Hale defends a broadly Fregean approach to metaphysics, according to which ontological distinctions among different kinds of things (objects, properties, and relations) are to be drawn on the basis of prior distinctions between different logical types of expression. The claim that facts about what kinds of things exist depend upon facts about what is possible makes little sense unless one accepts that at least some modal facts are fundamental, and not reducible to facts of some other, non-modal, sort. He argues that facts about what is absolutely necessary or possible have this character, and that they have their source or basis, not in meanings or concepts nor in facts about alternative 'worlds', but in the natures or essences of things.