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The book is about the development of the theory of epistemic fields with the corresponding relational and information fields as a framework for the understanding of strategies and tactics of the theory of knowing as the production of intellectual investment flows and the theory of knowledge accumulation as the production of intellectual capital stocks in systems of factories and departments providing the foundations for the development of open algorithms in the open space of problem-solution dualities. The concepts and the roles of thinking and reasoning with curiosity, creativity, hope, Ill-posed problems, phantom problems, unsolved problems, misinformation, disinformation, fake news, and courage are introduced, defined, and analyzed on the cognitive journeys over the space of ignorance-knowledge dualities, where dualistic-polar conflicts between duals in the space of ignorance-knowledge dualities are resolved with the instruments of fuzzy optimization, the results of which are used to induced the zones of ignorance, the zones of knowledge, and the zones of contentions. A complete development of the set of connecting paths of spaces and sub-spaces is provided, where all varieties, categories, and spaces reside in dualistic-polar structures with knowledge stock viewed as a single tree with the same roots, one trunk, many branches, and a fruit cocktail. The ontological space contains the space of actual-potential dualities as the primary category of knowing, and the epistemological space contains the space of imagination-reality dualities as the derived category of knowing within the space of primary-derived dualities. The space of potentials contains the space of imaginations which contains the sub-spaces of possibility-impossibility, probability-improbability, and possibility-probability dualities with corresponding spaces of necessity-freedom and anticipation-expectation dualities leading to the conception of the possible-world-impossible-world dualities in the space of semantic-non-semantic dualities. This book is also a continuation of the sequence of my works on the theories of paradigms of thought, rationality, info-statics, info-dynamics, entropy, problem-solution dualities in self-contained mathematics and philosophy, and their relational connectivity to information, language, knowing, knowledge, cognitive practices and open maching learning relative to nominalism, and the space of construction-reduction dualities over the spaces of fundamental-applied, production-consumption, input-output, and cost-benefit dualities.
This title provides the first thorough defense of a naturalized virtue epistemology.
This comprehensive book introduces the concepts and theories central for understanding knowledge. It aims to reach students who have already done an introductory philosophy course. Topics covered include perception and reflection as grounds of knowledge, and the nature, structure, and varieties of knowledge. The character and scope of knowledge in the crucial realms of ethics, science and religion are also considered. Unique features of Epistemology: * Provides a comprehensive survey of basic concepts and major theories * Gives an up-to-date account of important developments in the field * Contains many lucid examples to support ideas * Cites key literature in an annotated bibliography.
This textbook introduces the concepts and theories central for understanding the nature of knowledge. It is aimed at students who have already done an introductory course. Epistemology, or the theory of knowledge, is concerned about how we know what we do, what justifies us in believing what we do, and what standards of evidence we should use in seeking truths about the world of human experience. The author's approach draws the reader into the subfields and theories of the subject, guided by key concrete examples. Major topics covered include perception and reflection as grounds of knowledge, the nature, structure, and varieties of knowledge, and the character and scope of knowledge in the crucial realms of ethics, science and religion.
The book provides a thorough exploration of the epistemic dimensions of ignorance: what is ignorance and what are its varieties?
Exploring the predicates of education from theoretical, practical and historical perspectives, this book revalorizes the central role of the humanities in the ethical and aesthetic formation of the individual. This book considers timely questions of process and epistemology in today’s academy. It examines the subject of learning as it arises in the individual, is defined by educators, and is conceived by society at large. In attempting to formulate a lingua franca for contemporary pedagogy, the book highlights the concrete activities of educators and students and the qualities that emerge in the educational process. By synthesizing the writings of educational theorists working in different fields—philosophy, psychology, anthropology and more—Epistemology and the Predicates of Education highlights the transformational nature of knowledge and its capacity to invigorate the student through the practice of self-inquiry. The analytical and focused research offered in Epistemology and the Predicates of Education will be of interest to researchers, academics and postgraduate students in the fields of philosophy of education and higher education.
One goal of epistemology is to refute the skeptic. Another, with an equally dist- guished if briefer pedigree, is to make sense of science as a knowledge-acquiring enterprise. The goals are incompatible, in that the latter presupposes that the skeptic is wrong. The incompatibility is not strict. One could have both goals, conditi- ing the latter upon success at the former. In fact, however, epistemologies aimed at the skeptic tend not to get anywhere near science. They’ve got all they can handle guring out how we can know we have hands. I come to epistemology from the philosophy of science, my original interest in which was epistemological. Philosophers of science are concerned with epistemic justi cation, but their question about it is how far it extends. They take justi cation to be unproblematic at the level of ordinary experience; their worries begin with the interpretation of experience as evidence for theory. They are interested in the scope of scienti c knowledge. Having taken a position on this question (1997), - guing that justi cation extends to theoretical hypotheses, I came to wonder about the nature of justi cation generally. This is not a belated discovery of the skeptical problem or a reconsideration of what I took to be unproblematic. It is simply an interest in the possibility of locating epistemic advance in science within a broader understanding of the nature of epistemic justi cation. Now that I know that just- cation extends to theory, I am taking a step back and asking what justi cation is.
Epistemic logic is the branch of philosophical thought that seeks to formalize the discourse about knowledge. Its object is to articulate and clarify the general principles of reasoning about claims to and attributions of knowledge. This comprehensive survey of the topic offers the first systematic account of the subject as it has developed in the journal literature over recent decades. Rescher gives an overview of the discipline by setting out the general principles for reasoning about such matters as propositional knowledge and interrogative knowledge. Aimed at graduate students and specialists, Epistemic Logic elucidates both Rescher's pragmatic view of knowledge and the field in general.
Hartry Field presents a selection of thirteen essays on a set of related topics at the foundations of philosophy; one essay is previously unpublished, and eight are accompanied by substantial new postscripts.Five of the essays are primarily about truth, meaning, and propositional attitudes, five are primarily about semantic indeterminacy and other kinds of 'factual defectiveness' in our discourse, and three are primarily about issues concerning objectivity, especially in mathematics and in epistemology. The essays on truth, meaning, and the attitudes show a development from a form of correspondence theory of truth and meaning to a more deflationist perspective.The next set of papers argue that a place must be made in semantics for the idea that there are questions about which there is no fact of the matter, and address the difficulties involved in making sense of this, both within a correspondence theory of truth and meaning, and within a deflationary theory. Two papers argue that there are questions in mathematics about which there is no fact of the mattter, and draw out implications of this for the nature of mathematics. And the final paper arguesfor a view of epistemology in which it is not a purely fact-stating enterprise.This influential work by a key figure in contemporary philosophy will reward the attention of any philosopher interested in language, epistemology, or mathematics.
Gila Sher approaches knowledge from the perspective of the basic human epistemic situation—the situation of limited yet resourceful beings, living in a complex world and aspiring to know it in its full complexity. What principles should guide them? Two fundamental principles of knowledge are epistemic friction and freedom. Knowledge must be substantially constrained by the world (friction), but without active participation of the knower in accessing the world (freedom) theoretical knowledge is impossible. This requires a grounding of all knowledge, empirical and abstract, in both mind and world, but the fall of traditional foundationalism has led many to doubt the viability of this 'classical' project. The book challenges this skepticism, charting a new foundational methodology, foundational holism, that differs from others in being holistic, world-oriented, and universal (i.e., applicable to all fields of knowledge). Using this methodology, Epistemic Friction develops an integrated theory of knowledge, truth, and logic. This includes (i) a dynamic model of knowledge, incorporating some of Quine's revolutionary ideas while rejecting his narrow empiricism, (ii) a substantivist, non-traditional correspondence theory of truth, and (iii) an outline of a joint grounding of logic in mind and world. The model of knowledge subjects all disciplines to robust norms of both veridicality and conceptualization. The correspondence theory is at once robust, universal, and flexible, allowing multiple patterns of correspondence, including complex and indirect patterns. Logic's systematic grounding brings it in line with other disciplines without neglecting its strong necessity, generality, and normativity, which are explained by its semantic formality.