Piaget's Genetic Epistemology and the Problem of Truth

Dialogue ◽  
1987 ◽  
Vol 26 (3) ◽  
pp. 501-512
Author(s):  
Gary F. Greif
Keyword(s):  
Subject Matter ◽  
Exact Algorithm ◽  
Point Of View ◽  
Objective Knowledge ◽  
Heuristic Function ◽  
Genetic Epistemology ◽  
Philosophical Reflection

Piaget's work represents, f?om his own point of view, not only a study of intelligence, but a remedy for philosophical studies of the same subject matter. Philosophy in general, according to Piaget, “does not give us knowledge, as it lacks methods of verification”, that is, it does not give knowledge of anything except the personality of the philosopher “sim-ply meditating in his study by the light of his own reason”. Philosophical reflection can serve a heuristic function, but cannot yield objective knowledge, of truth. Piaget succinctly states this crucial methodologicalposition as follows:Although speculative reflection is a fertile and even necessary heuristic introduction to all inquiry, it can only lead to the elaboration of hypotheses, as sweeping as you like, to be sure, but as long as one does not seek verification by a group of facts established experimentally or by a deduction conforming to an exact algorithm (as in logic), the criterion of truth can only remain subjective, in the manner of an intuitive satisfaction, of “self-evidence,” etc.

THE METADIALOGUE CONCEPT IN ITS LINGUISTIC ASPECT

2019 ◽  
Vol 29 (5) ◽  
pp. 721-726
Author(s):  
Yu.V. Kupriyanova ◽  
I.M. Vasilyanova
Keyword(s):  
Subject Matter ◽  
Dynamic Structure ◽  
Point Of View ◽  
Semantic Relations ◽  
Human Cognition ◽  
Main Research ◽  
Key Points ◽  
Research Findings ◽  
The Subject ◽  
Linguistic Aspect

The article summarizes the key points in the development of the metadialogue phenomenon from a linguistic point of view. Some stages of the development of this concept and the difficulties associated with its structuring are covered. The main research findings of modern foreign and domestic experts on its study are considered. Some characteristics of the subject of the research from the standpoint of various pragmatic installations are given. On the basis of the dynamic structure of the metadialogue development, certain principles of semantic relations connected with the dialectical nature of human cognition are presented. Excursion into the history and evolution of the concept is presented. Several types of formulation of the subject matter are given. In accordance with the goal of speech exposure, internal problems of the development of metadialogue are highlighted and the critical points related to solving these problems are described. The rules of metadialogue flow are explained at the level of steps, the success/failure of which directly affects the final result of communication. The prospects of development of the concept research in accordance with various types of discourse are indicated.

Subjective Point of View of a Student on Ways of Subject Matter Structure Creation by the Teacher

2015 ◽  
Vol 5 (2) ◽  
pp. 148-171
Author(s):  
Denisa Gunišová ◽  
Jana Duchovičová
Keyword(s):  
Subject Matter ◽  
Point Of View ◽  
Subjective Perception ◽  
Cognitive Frames ◽  
Teacher Work ◽  
Approach To Teaching ◽  
The Subject ◽  
Definition Of ◽  
Level Of Understanding ◽  
Education Process

Authors in this contribution focus on issue of subject matter structure creation by the teacher as an important psycho-didactic domain of education process and how does a student perceive this structure. The aim of the teacher is not only to impart the knowledge to students but also to show them and teach them possible ways of how to understand the subject matter better and how to get to the fundamentals of it. Based on the structure of subject matter created by the teacher a student creates cognitive frames which become basis for his further learning. We pay attention to definition of epistemology of subject matter structure, questions of psycho-didactic approach to teaching, creating structure of subject matter and how does the teacher work with the text. Empirical part of the contribution investigates teachers' preferences of subject matter structure and statistically describes subjective perception of level of understanding of the subject matter by a student influenced by the particular subject matter structure realized by the teacher.

Anomalies of Infants and Children

PEDIATRICS ◽  
1959 ◽  
Vol 23 (1) ◽  
pp. 150-150
Author(s):  
JOSEF WARKANY
Keyword(s):  
Dental Caries ◽  
General Practitioners ◽  
Subject Matter ◽  
Congenital Anomalies ◽  
Point Of View ◽  
Infants And Children ◽  
Facial Bones ◽  
Functional Disturbances ◽  
Facial Clefts ◽  
The Subject

This book was written, according to the foreword, primarily for students and general practitioners. It is designed as a quick reference to aid in discussions with parents and to facilitate an understanding of the anatomic anomalies discussed, of the resulting functional disturbances and their treatment. The authors are plastic surgeons and the subject matter is chosen essentially from their point of view. They deal with a variety of congenital anomalies but also with disorders resulting from postnatal injuries. Such etiologically heterogeneous subjects as deformities of the skull and brain, facial clefts, hemangiomas, fractures and dislocations of the facial bones and dental caries are discussed.

A Ciência na Educação Segundo John Dewey

1998 ◽  
Vol 6 (12) ◽  
pp. 129-144
Author(s):  
Pedro Galvão ◽  
Keyword(s):  
Scientific Knowledge ◽  
Subject Matter ◽  
John Dewey ◽  
Social Process ◽  
Point Of View ◽  
Special Role ◽  
Educational Value

Education plays a very special role in Dewey’s System of thought. And according to Dewey, science, being knowledge at its best, has an unsurpassable educational value which every genuine democracy must take seriously. Here I try to show how and why Dewey developed this point of view. I start by considering how, in Dewey’s System, education is seen as a form of experience deeply significant to philosophy. Then I try to stress the most inte resting points concerning Dewey’s view of education as a social process. This leds me to explain why Dewey thought that the best kind of education should occur in a democratic environment and what does he mean by that. At this point it becomes possible (I hope) to effectively understand where Dewey saw the educational value of scientific knowledge and how, according to him, should that value be promoted. Since the superiority of scientific knowledge lies in its method, Dewey argued, science becomes deprived of all its educational value whenever is taught, as ususal, as a mere ready-made subject-matter.

Reason in Madness: A Tale of a Tub

PMLA ◽  
1954 ◽  
Vol 69 (1) ◽  
pp. 198-222
Author(s):  
Harold D. Kelling
Keyword(s):  
Subject Matter ◽  
Point Of View ◽  
The Other ◽  
Lost Cause

To judge from most criticism of Swift's Tale of a Tub, the work is a skillful and powerful failure, because the faults Swift parodies have distilled into his own pen. For though the Tale is clearly meant to be an exposé of the literary sins of formless, ephemeral, and subjective writing, critics find that the brilliance of the book results from Swift's being guilty of just those sins. One critic finds in the Tale both confusion and the intrusion of Swift's “insane egotism” and his “sense of insecurity,” while other critics find order but at the expense of the other qualities. Mrs. Miriam K. Starkman examines the intellectual background of the book thoroughly and concludes that the confusion is the reader's rather than Swift's but that the Tale is a learned work of merely biographical and historical interest, a “meaningful and prodigiously skillful espousal of a lost cause.” Ricardo Quintana and Robert C. Elliott find that the Tale has unity but only because Swift's point of view, that man is essentially irrational, informs all sections of the book. Most of the critics, then, find Swift expressing his subjective attitudes and lacking a subject upon which he could comment with any objectivity and universality. “So diverse is this subject matter,” says Elliott, “that one can not possibly find in it alone a principle of organization.”

Subject Matter Analysis in Physical Education

2015 ◽  
pp. 229-248
Author(s):  
Carolina Picchetti Nascimento
Keyword(s):  
Physical Education ◽  
Educational Research ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Dialectical Materialism ◽  
Point Of View ◽  
School Subject ◽  
Theoretical Concepts ◽  
Philosophical Foundations

Educational research grounded in the theoretical perspective of developmental teaching can provide some ideas, challenges, and proposals to be discussed. From a developmental perspective, the fundamental content of teaching and learning covers the theoretical concepts of each school subject. Through the area of physical education, the author discusses the process for identifying and systematizing the theoretical concepts that organize school subjects. This discussion is proposed from the point of view of its philosophical foundations in dialectical materialism and from concrete possibilities and challenges in educational research. Through analysis and systematization of the essential and necessary relations that organize physical education and by an attempt at making these relations concrete, the author highlights the value and challenges that arise during a process of a subject matter analysis in educational research.

Type-theoretical checking and philosophy of Mathematics

1998 ◽  
Author(s):  
Nicolaas Govert de Bruijn
Keyword(s):  
Set Theory ◽  
Subject Matter ◽  
Mutual Influence ◽  
Mathematical Reasoning ◽  
Philosophy Of Mathematics ◽  
General Information ◽  
Point Of View ◽  
De Bruijn ◽  
Level Of Understanding ◽  
The Way

After millennia of mathematics we have reached a level of understanding that can be represented physically. Humankind has managed to disentangle the intricate mixture of language, metalanguage and interpretation, isolating a body of formal, abstract mathematics that can be completely verified by machines. Systems for computer-aided verification have philosophical aspects. The design and usage of such systems are influenced by the way we think about mathematics, but it also works the other way. A number of aspects of this mutual influence will be discussed in this paper. In particular, attention will be given to philosophical aspects of type-theoretical systems. These definitely call for new attitudes: throughout the twentieth century most mathematicians had been trained to think in terms of untyped sets. The word “philosophy” will be used lightheartedly. It does not refer to serious professional philosophy, but just to meditation about the way one does one’s job. What used to be called philosophy of mathematics in the past was for a large part subject oriented. Most people characterized mathematics by its subject matter, classifying it as the science of space and number. From the verification system’s point of view, however, subject matter is irrelevant. Verification is involved with the rules of mathematical reasoning, not with the subject. The picture may be a bit confused, however, by the fact that so many people consider set theory, in particular untyped set theory, as part of the language and foundation of mathematics, rather than as a particular subject treated by mathematics. The views expressed in this paper are quite personal, and can mainly be carried back to the author’s design of the Automath system in the late 1960s, where the way to look upon the meaning (philosophy) of mathematics is inspired by the usage of the unification system and vice versa. See de Bruijn 1994b for various philosophical items concerning Automath, and Nederpelt et al. 1994, de Bruin 1980, de Bruijn 1991a for general information about the Automath project. Some of the points of view given in this paper are matters of taste, but most of them were imposed by the task of letting a machine follow what we say, a machine without any knowledge of our mathematical culture and without any knowledge of physical laws.

Cloud computing assurance – a review of literature guidance

2017 ◽  
Vol 25 (1) ◽  
pp. 26-46 ◽  
Author(s):  
Rossouw von Solms ◽  
Melanie Willett
Keyword(s):  
Cloud Computing ◽  
Best Practices ◽  
Subject Matter ◽  
It Governance ◽  
Point Of View ◽  
Review Of Literature ◽  
Executive Management ◽  
Content Type ◽  
The Subject ◽  
Made In

Purpose This paper aims to provide guidance on cloud computing assurance from an IT governance point of view. The board and executive management are tasked with ensuring proper governance of organizations, which should in the end contribute to a sense of assurance. Assurance is understood to be a part of corporate governance which provides stakeholders with confidence in a subject matter by evaluating evidence about that subject matter. Evidence will include proof that proper controls and structures are in place, that risks are managed and that compliance with internal and external requirements is demonstrated with regard to the subject matter. Decisions regarding the use of cloud computing in organizations bring these responsibilities to the fore. Design/methodology/approach The design of this paper is based on an extensive review of literature, predominantly best practices and standards, from the fields covering IT governance, cloud computing and assurance. Findings The results from this paper can be used to formulate cloud computing assurance evidence statements, as part of IT governance mandates. Originality/value This paper aims to add value by highlighting the responsibility of managers to ensure assurance when exploiting opportunities presented through IT advances, such as cloud computing; serving to inform management about the advances that have and are being made in the field of cloud computing guidelines; and motivating that these guidelines be used for assurance on behalf of organizations adopting and using cloud computing.

scholarly journals From Biosphere to Semiosphere to Social Lifeworlds. Biology as an Understanding Social Science

1970 ◽  
Vol 3 (2) ◽  
pp. 51-74
Author(s):  
Günther Witzany
Keyword(s):  
Social Science ◽  
Subject Matter ◽  
Natural Science ◽  
Point Of View ◽  
Protein Bodies ◽  
Context Dependent ◽  
Mechanistic Biology

The change could not be more radical. Biology, as a classical natural science, has celebrated numerous successes. Examining its subject matter from a reductionistic, materialistic point of view has led to exceptional knowledge and given rise to dozens of sub-disciplines. Unfortunately, by pursuing such detail, satisfactory answers to central questions – What is life? How did it originate and how do we view ourselves as living beings? – have been lost in a universe of analytical units. Yet not entirely! A transdisciplinary network is evolving: it goes beyond reductionistic biology, beyond vitalism or a rekindled (metaphysical) enchantment of nature. It is increasingly able to provide better answers to these questions than firmly established, traditional, mechanistic biology: (1.) a semiotics that transcends Peirce, James and Morris to serve as a basis for the interpretation of sign processes in biosemiotics (Kull 2005), (2.) developmental biologists, embryologists and epigeneticists who have turned the paradigm “DNA-RNA-Protein-everything else” (Arthur Kornberg) on its head and who try to understand protein bodies as context-dependent interpreters of the genetic text, (3.) a philosophy that reconstructs biology as an understanding social science which describes the rule-governed sign-mediated interactions of cell individuals to mega-populations in their lifeworlds.

scholarly journals Forensic Science: a Crisis or the Need to Clarify the Subject?

2017 ◽  
pp. 26-32
Keyword(s):  
Forensic Science ◽  
Subject Matter ◽  
Civil Procedure ◽  
Point Of View ◽  
The Other ◽  
Forensic Sciences ◽  
Aim Of Science ◽  
Science In Russia ◽  
The Subject

The article is devoted to clarification of the phenomenon and logics included into the subject of forensic science. The author criticizes attempts of other commentators to extend the subject matter of this science as well as the statements about so-called crisis in forensic science in Russia. From the author’s point of view, there is no reason to speak about a crisis. At the same time, it is necessfry to specify the subject matter of forensic science. The author argues against extension of the subject matter of forensic science to the fields of civil procedure and arbitration. He believes that the main aim of science has been still to detect a trace picture of a crime. So, forensic science is primarily in the field of fighting crime. Only powerful bodies and officials carry out forensic activities. As for the other subjects (such as advocates) – they can only use the achievements of forensic sciences. The author analyzes positions of Russian (including Soviet) and German commentators. The analysis allowed the author to propose the definitions of forensic science and criminalistical (forensic) characteristics of crime.

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