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Reid B. Locklin 《Teaching Theology & Religion》2013,16(3):201-220
In this article I propose a method of selecting and assigning readings in the religious studies or theology classroom, such that these readings complicate one another, rather than standing in opposition or as simple alternatives. Such a strategy emulates key pedagogical insights of twelfth‐century sentence collection, an activity at the very heart of the earliest universities in Europe. It also draws support from the theories of intellectual development advanced by William G. Perry, Jr. and the Women's Ways of Knowing Collaborative. Both precedents suggest a principle of “complicating views” that can be flexibly employed in a variety of ways and diverse pedagogical contexts, as illustrated by examples from several classes. Such strategies aim to avoid reinforcing intellectual patterns of dualism or undifferentiated relativism; instead, they attempt to promote students' ability to integrate discordant voices and to appreciate diverse points of view, while also staking their own claims relative to them. 相似文献
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Maarit Mäkelä 《Knowledge, Technology, and Policy》2007,20(3):157-163
During the last decade, research in art and design in Finland has begun to explore new dimensions. Artists and designers have taken an active role in contextualising and interpreting the creative process in practice, as well as the products of this process, by looking at the process itself and the works produced through it. From this new point of view, the knowledge and the skills of a practising artist or designer form a central part of the research process, and this has produced a new way of doing research. In this new type of research project, part of the research is carried out as art or design practice. The central methodological question of this emerging field of research is: how can art or design practice interact with research in such a manner that they will together produce new knowledge, create a new point of view or form new, creative ways of doing research? In this article, the making and the products of making are seen as an essential part of research: they can be conceived both as answers to particular research questions and as artistic or designerly argumentation. As an object made by an artist–researcher, the artefact can also be seen as a method for collecting and preserving information and understanding. However, the artefacts seem unable to pass on their knowledge, which is relevant for the research context. Thus, the crucial task to be carried out is to give a voice to the artefact. This means interpreting the artefact. During the process of interpretation, furthermore, the artefact has to be placed into a suitable theoretical context. In this process, the final products (the artefacts) can be seen as revealing their stories, i.e. the knowledge they embody. 相似文献
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Garry Young 《Philosophia》2009,37(2):341-360
Over recent years, there has been a resurgence of interest in arguments favouring intellectualism—the view that Ryle’s epistemic
distinction is invalid because knowing how is in fact nothing but a species of knowing that. The aim of this paper is to challenge
intellectualism by introducing empirical evidence supporting a form of knowing how that resists such a reduction. In presenting
a form of visuomotor pathology known as visual agnosia, I argue that certain actions performed by patient DF can be distinguished
from a mere physical ability because they are (1) intentional and (2) knowledge-based; yet these actions fail to satisfy the
criteria for propositional knowledge. It is therefore my contention that there exists a form of intentional action that not
only constitutes a genuine claim to knowledge but, in being irreducible to knowing that, resists the intellectualist argument
for exhaustive epistemic reduction.
相似文献
Garry YoungEmail: |
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Propositional knowledge and know-how 总被引:1,自引:0,他引:1
John N Williams 《Synthese》2008,165(1):107-125
This paper is roughly in two parts. The first deals with whether know-how is constituted by propositional knowledge, as discussed
primarily by Gilbert Ryle (1949) The concept of mind. London: Hutchinson, Jason Stanley and Timothy Williamson (2001). Knowing
how. Journal of Philosophy, 98, pp. 411–444 as well as Stephen Hetherington (2006). How to know that knowledge-that is knowledge-how. In S. Hetherington
(Ed.) Epistemology futures. Oxford: Oxford University Press. The conclusion of this first part is that know-how sometimes does and sometimes does not
consist in propositional knowledge. The second part defends an analysis of know-how inspired by Katherine Hawley’ (2003).
Success and knowledge-how. American Philosophical Quarterly, 40, pp. 19–31, insightful proposal that know-how requires counterfactual success. I conclude by showing how this analysis helps
to explain why know-how sometimes does and sometimes does not consist of propositional knowledge. 相似文献
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《Women & Therapy》2013,36(2):7-27
SUMMARY The United Nations Convention on the Rights of the Child, an international treaty that supports and protects humans under age eighteen, embodies several principles that are useful in guiding mental health treatment with young people. Here we summarize relevant tenets of the Convention and offer an analysis regarding its relevance to feminist therapy. Topics covered include participation and limited self-determination, privacy and autonomy, supportive community, access to information and care, least restrictive environment, and access to protection and recovery assistance. We then deconstruct the apparent assumptions underlying the Convention through a feminist, post-modern, social constructionist perspective. We conclude that the Convention offers a useful vision for work with children and is consistent in some ways with feminist-informed practice, although attention must be given to factors about which the Convention is silent, including gender, privilege, and assumptions regarding family, child, mental health, and human development. 相似文献
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By 4 years of age, children have been reinforced repeatedly for searching where they see someone point. In two studies, we asked whether this history of reinforcement could interfere with young children's ability to discriminate between a knowledgeable and an ignorant informant. Children watched as one informant hid a sticker while another turned around, and then both informants indicated where they though the sticker was, either by pointing or by using a less practiced means of reference. Children failed to discriminate between the two informants when they pointed, but they chose the location indicated by the knowledgeable informant when the informants used a cue other than pointing. Pointing can disrupt as basic an understanding as the link between seeing and knowing. 相似文献
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Elisabeth Bacon Jean-Marie Danion Francoise Kauffmann-Muller Agns Bruant 《Consciousness and cognition》2001,10(4):473-484
Recent studies have shown that schizophrenia may be a disease affecting the states of consciousness. The present study is aimed at investigating metamemory, i.e., the knowledge about one's own memory capabilities, in patients with schizophrenia. The accuracy of the Confidence level (CL) in the correctness of the answers provided during a recall phase, and the predictability of the Feeling of Knowing (FOK) when recall fails were measured using a task consisting of general information questions and assessing semantic memory. Nineteen outpatients were paired with 19 control subjects with respect to age, sex, and education. Results showed that patients with schizophrenia exhibited an impaired semantic memory. CL ratings as well as CL and FOK accuracy were not significantly different in the schizophrenic and the control groups. However, FOK ratings were significantly reduced for the patient group, and discordant FOK judgments were also observed more frequently. Such results suggest that FOK judgments are impaired in patients with schizophrenia, which confirms that schizophrenia is an illness characterized by an impaired conscious awareness of one's own knowledge. 相似文献
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