The 21st century is steeped in claims to interconnection, technological innovation, and new affective intensities amid challenges to the primacy and centrality of "the human". Flashpoint epistemology attends to the lived difficulties that arise in teaching, policymaking, curriculum, and research among continuous practices of differentiation, and for which there is no pre-existing template for judgment, resolution, or action. Flashpoint Epistemology Volume 1 examines contemporary collisions and reworkings of cultural-political issues in education through arts and humanities-based approaches. How and whether lines are (re)drawn in educational practice – and via who-what – between justice, morality, religion, ethics, subjectivities, intersectionality, the sublime, and the senses are a particular focus. The volume offers innovative relational approaches and new narrativization strategies, examining the aporia experienced when operating in educational domains of inevitable, recurring, difficult, fortuitous, and/or unforeseen flashpoints. The chapters will engage researchers seeking new approaches to education’s complexities, nested discourses, and ever-moving horizons of enactment. It will also benefit post/graduate students and teachers whose work intersects with sociological, philosophical, and cultural studies and who are curious about claims to interconnection, the ethical quandaries embedded in practice, and the affordances and limits of technological innovation.

The 21st century is steeped in claims to interconnection, technological innovation, and new affective intensities amid challenges to the primacy and centrality of "the human". Flashpoint epistemology attends to the lived difficulties that arise in teaching, policymaking, curriculum, and research among continuous practices of differentiation, and for which there is no pre-existing template for judgment, resolution, or action. Flashpoint Epistemology Volume 2 brings creative sociopolitical research perspectives to flashpoints that emerge amid appeals to globalization, synoptic policy approaches, and new technologies – however defined. The chapters challenge prevailing notions of distance and difference, comparative philosophy, worlding practices, and contact zones. In the remaking of subjects, the unhoming of geopolitics, and new approaches to relationality, youth, and classrooms, complexities in preserving and questioning identity are laid bare and renovated. How technologies challenge and redefine racialization, engendering, and inter/nationalization are examined amid the reworking of oppression, success, well-being, politics, method, and power. The volume will be beneficial for researchers seeking new approaches to education’s complexities, nested discourses, and ever-moving horizons of enactment. It is also a key text for post/graduate students and teachers interested in technological impact, globality, policymaking, and new ways of conducting research in contexts of digitalization and social media.

This book features fourteen original essays that critically engage the philosophy of Richard Rorty, with an emphasis on his ethics, epistemology, and politics. Inspired by James’ and Dewey’s pragmatism, Rorty urged us to rethink the role of science and truth with a liberal-democratic vision of politics. In doing so, he criticized philosophy as a sheer scholastic endeavor and put it back in touch with our most pressing cultural and human needs. The essays in this volume employ the conceptual tools and argumentative techniques of analytic philosophy and pragmatism and demonstrate the relevance of Rorty’s thought to the most urgent questions of our time. They touch on a number of topics, including but not limited to structural injustice, rule-following, Black feminist philosophy, legal pragmatism, moral progress, relativism, and skepticism. This book will be of interest to a wide range of scholars across disciplines who are engaging with the work of Richard Rorty.

This book shows how early women novelists from Aphra Behn to Mary Davys drew on debates about the self generated by the 'scientific' revolution to establish the novel as a genre. Fascinated by the problematic idea of a unified self underpinning modes of thinking, female novelists innovated narrative structures to interrogate this idea.

This book explores how women make meaning at various health flashpoints in their lives, overcoming fear, anxiety, and anger to draw upon self-advocacy, research, and crucial decision-making. Combining focus group research, content analysis, autoethnography, and textual inquiry, the book argues that the making and remaking of what we call “patient epistemologies” is a continual process wherein a health flashpoint—sometimes a new diagnosis, sometimes a reoccurrence or worsening of an existing condition or the progression of a natural process—can cause an individual to be thrust into a discourse community that was not of their own choosing. This study will interest students and scholars of health communication, rhetoric of health and medicine, women’s studies, public health, healthcare policy, philosophy of medicine, medical sociology, and medical humanities.

Metaphysics and Epistemology: A Guided Anthology presents a comprehensive introductory overview of key themes, thinkers, and texts in metaphysics and epistemology. Presents a wide-ranging collection of carefully excerpted readings on metaphysics and epistemology Blends classic and contemporary works to reveal the historical development and present directions in the fields of metaphysics and epistemology Provides succinct, insightful commentary to introduce the essence of each selection at the beginning of chapters which also serve to inter-link the selected writings

How is epistemology related to the issue of teaching science and evolution in the schools? Addressing a flashpoint issue in our schools today, this book explores core epistemological differences between proponents of intelligent design and evolutionary scientists, as well as the critical role of epistemological beliefs in learning science. Preeminent scholars in these areas report empirical research and/or make a theoretical contribution, with a particular emphasis on the controversy over whether intelligent design deserves to be considered a science alongside Darwinian evolution. This pioneering book coordinates and provides a complete picture of the intersections in the study of evolution, epistemology, and science education, in order to allow a deeper understanding of the intelligent design vs. evolution controversy. This is a very timely book for teachers and policy makers who are wrestling with issues of how to teach biology and evolution within a cultural context in which intelligent design has been and is likely to remain a challenge for the foreseeable future.

"The 21st century is steeped in claims to interconnection, technological innovation, and new affective intensities amid challenges to the primacy and centrality of 'the human'. Flashpoint epistemology attends to the lived difficulties that arise in teaching, policymaking, curriculum and research among continuous practices of differentiation, and for which there is no pre-existing template for judgment, resolution or action. Flashpoint Epistemology Volume 1 examines contemporary collisions and reworkings of cultural-political issues in education through arts and humanities-based approaches. How and whether lines are (re)drawn in educational practice - and via who-what - between justice, morality, religion, ethics, subjectivities, intersectionality, the sublime and the senses are a particular focus. The volume offers innovative relational approaches and new narrativization strategies, examining the aporia experienced when operating in educational domains of inevitable, recurring, difficult, fortuitous and/or unforeseen flashpoints. The chapters will engage researchers seeking new approaches to education's complexities, nested discourses, and ever-moving horizons of enactment. It will also benefit post/graduate students and teachers whose work intersects with sociological, philosophical and cultural studies and who are curious about claims to interconnection, the ethical quandaries embedded in practice, and the affordances and limits of technological innovation"--

Traditionally, the notion of defeat has been central to epistemology, practical reasoning, and ethics. Within epistemology, it is standardly assumed that a subject who knows that p, or justifiably believes that p, can lose this knowledge or justified belief by acquiring a so-called 'defeater', whether that is evidence that not-p, evidence that the process that produced her belief is unreliable, or evidence that she has likely misevaluated her own evidence. Within ethics and practical reasoning, it is widely accepted that a subject may initially have a reason to do something although this reason is later defeated by her acquisition of further information. However, the traditional conception of defeat has recently come under attack. Some have argued that the notion of defeat is problematically motivated; others that defeat is hard to accommodate within externalist or naturalistic accounts of knowledge or justification; and still others that the intuitions that support defeat can be explained in other ways. This volume presents new work re-examining the very notion of defeat, and its place in epistemology and in normativity theory at large.

4.5 Initiation Language in Philo's Secondary Mode of Exegesis -- 4.5.1 Excursus: Philo and Enoch Traditions -- 4.5.2 De gigantibus 50-55 -- 4.5.3 A Mixed Economy: Active and Passive Attitudes of Mind -- 4.5.4 Proximate Jewish Perspectives -- 4.6 Conclusion -- Chapter 5: Scriptural Exegesis and the Language of Divine Inspiration in the Allegorical Commentary -- 5.1 Introduction -- 5.1.1 Chapter Preview -- 5.2 Approaches to Divine Inspiration in Antiquity -- 5.2.1 Perspectives on Divine Inspiration in Plato -- 5.2.2 Perspectives on Divine Inspiration in Aristotle -- 5.2.3 Other First-Century, Non-Jewish Perspectives on Divine Inspiration -- 5.2.4 Ancient Jewish and Early Christian Perspectives on Divine Inspiration -- 5.3 Divine Inspiration in Philo's Writings -- 5.3.1 Divine Inspiration in Philo's Non-Allegorical Writings -- 5.3.2 Divine Inspiration in Philo's Allegorical Writings -- 5.4 Exegetical Foci in Philo's Approach to Divine Inspiration -- 5.4.1 The 'Lesser' and 'Greater' Mysteries of Moses: Sacr. 59-62 -- 5.4.2 Philo, Exodus and Divine Inspiration -- 5.5 Genesis in Philo's Language of Divine Inspiration -- 5.5.1 Platonic Perspectives on Non-Rational Divine Inspiration -- 5.5.2 Ecstasy and Prophecy as Allied Phenomena -- 5.5.3 Divine Inspiration and the 'Greater Mysteries' of Moses -- 5.5.4 The Self-Taught Nature and Ecstatic Inspiration -- 5.5.5 Homeric Portrayals of Self-Taught Inspiration -- 5.6 Conclusion -- Chapter 6: Conclusion -- 6.1 A Central Clue to Philo's Theological Epistemologies -- 6.1.1 General Summary -- 6.1.2 Areas of Overlap Between the Two Epistemologies -- 6.1.3 The Epistemological Significance of Initiation Language -- 6.1.4 The Epistemological Significance Divine Inspiration Language -- 6.2 Evaluation -- 6.3 Avenues for Further Research