Going beyond the Given: Generation of New Knowledge in the Lab and in the Classroom

2015 ◽  
Author(s):  
Patricia J. Bauer
Keyword(s):  
New Knowledge ◽  
The Given

Towards The New Episteme

2013 ◽  
pp. 45-59
Author(s):  
Zbigniew Król
Keyword(s):  
Knowledge Management ◽  
Tacit Knowledge ◽  
Philosophy Of Language ◽  
Explicit Knowledge ◽  
Professional Collaboration ◽  
Science Knowledge ◽  
Types Of Knowledge ◽  
New Knowledge ◽  
Definition Of ◽  
The Given

The usual horizon of knowledge science is limited to nominalism, empiricism, and naturalistic and evolutionary epistemologies. I propose to broaden this horizon by applying some other philosophical attitudes, such as a non-nominalistic philosophy of language. A basic methodology for the new episteme, including (non-nominalistic) typology and a definition of knowledge and of tacit knowledge, is proposed. Several types of knowledge and the corresponding tacit knowledge are discussed within a broadened philosophical context. There are many types of knowledge and tacit knowledge using different methods of sharing. The main problem with the effective sharing of tacit knowledge is sharing knowledge relevant to the given problem. The transfer, change and transformation of tacit knowledge into explicit knowledge are possible. An example of such a transition, which I call conceptualization, is described. Conceptualization exemplifies how new knowledge can be created with the use of tacit knowledge. A need also exists for a professional collaboration between knowledge science, knowledge management and philosophy.

Towards The New Episteme

2010 ◽  
Vol 1 (1) ◽  
pp. 43-57
Author(s):  
Zbigniew Król
Keyword(s):  
Knowledge Management ◽  
Tacit Knowledge ◽  
Philosophy Of Language ◽  
Explicit Knowledge ◽  
Professional Collaboration ◽  
Science Knowledge ◽  
Types Of Knowledge ◽  
New Knowledge ◽  
Definition Of ◽  
The Given

The usual horizon of knowledge science is limited to nominalism, empiricism, and naturalistic and evolutionary epistemologies. I propose to broaden this horizon by applying some other philosophical attitudes, such as a non-nominalistic philosophy of language. A basic methodology for the new episteme, including (nonnominalistic) typology and a definition of knowledge and of tacit knowledge, is proposed. Several types of knowledge and the corresponding tacit knowledge are discussed within a broadened philosophical context. There are many types of knowledge and tacit knowledge using different methods of sharing. The main problem with the effective sharing of tacit knowledge is sharing knowledge relevant to the given problem. The transfer, change and transformation of tacit knowledge into explicit knowledge are possible. An example of such a transition, which I call conceptualization, is described. Conceptualization exemplifies how new knowledge can be created with the use of tacit knowledge. A need also exists for a professional collaboration between knowledge science, knowledge management and philosophy.

scholarly journals Critique of the reflexive-referential analysis of phenomenal knowledge

2009 ◽  
Vol 52 (2) ◽  
pp. 53-67
Author(s):  
Miljana Milojevic
Keyword(s):  
Subject Matter ◽  
Semantic Theory ◽  
Main Concern ◽  
Basic Assumptions ◽  
Phenomenal Knowledge ◽  
New Knowledge ◽  
The Subject ◽  
The Given

The main concern of this paper is John Perry's attempt to analyze phenomenal knowledge in a way that avoids the objection which states that the non-deducibility of this kind of knowledge leads to the ontological conclusion that physicalism must be false. The attempt in question determines the content of phenomenal knowledge with a help of the reflexive-referential semantic theory which enables us to explain a growth in knowledge without introducing new (non-physical) facts on the subject matter level as the object of this new knowledge. I will argue that even on the assumption that the case of phenomenal knowledge is just another case of recognition knowledge, as Perry argues, the end result of the analysis suffers from unavoidable inconsistencies and the given analysis of the content of phenomenal knowledge proves to be incompatible with the basic assumptions of the central argumentation.

Teaching Slovak as a foreign language through the prism of project teaching

2021 ◽  
Vol 3/2021 (2) ◽  
pp. 1-10
Author(s):  
Andrea Babiarová
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Communication Competence ◽  
Educational Process ◽  
School Activities ◽  
New Knowledge ◽  
Language Communication ◽  
The Individual ◽  
The Given ◽  
Communication Culture

The paper reflects on the issue of the educational process, in which it is necessary to apply such teaching methods that will arouse students' interest in learning and acquiring new knowledge. The principles of communication in teaching Slovak as a foreign language should also be placed in the given context aiming to develop students' communication competence. The paper also seeks to justify that, while teaching Slovak as a foreign language, the balance of the individual components (language – communication – culture) needs to be ensured, while the latter is not always given due attention. This unfavourable phenomenon can be eliminated by (out-of)school activities through project teaching, which encourages students to actively participate in the teaching process and enriches their knowledge of culture.

The Structure Principle of Knowledge Mesh and its Application

2012 ◽  
Vol 433-440 ◽  
pp. 4428-4433 ◽  
Author(s):  
Ren Zi Yang ◽  
Hong Sen Yan
Keyword(s):  
Topological Space ◽  
Manufacturing Systems ◽  
Transitive Closure ◽  
Basic Knowledge ◽  
New Knowledge ◽  
Inherent Structure ◽  
Complex Relationships ◽  
Knowledgeable Manufacturing ◽  
Essential Mapping ◽  
The Given

Aiming at the rationality of new knowledge mesh, which is obtained from the self-reconfiguration of knowledgeable manufacturing systems, the inherent structure principle of the knowledge mesh is studied. Firstly, the sets of the knowledge points are classified by the equivalent relations, and the function topological space is constructed. The relationships between the sets of the knowledge points and the function topological space are established by the real set. In the function topological space, the conclusions of the base are given, which show the essential mapping relationships of the knowledge mesh, the topological space and the base. After knowing the principle, the structure of the knowledge mesh is reduced by using the equivalent relations, the base and the basic knowledge points. The completeness of the complex relationships in the knowledge mesh is studied by the transitive closure. These conclusions can reduce the structure and enhance the rationality of the knowledge mesh. Finally the given example shows that these theories are effective.

A Pediatric Case of Benign Episodic Unilateral Mydriasis with Clinical Characteristics Resembling Tadpole Pupil

2021 ◽  
Author(s):  
Rebecca Lise Gammelgaard Henneberg ◽  
Pernille Kure Vandborg ◽  
Jonas Kjeldbjerg Hansen
Keyword(s):  
Clinical Characteristics ◽  
Autonomic Failure ◽  
Clinical Spectrum ◽  
Pediatric Case ◽  
New Knowledge ◽  
Unilateral Mydriasis ◽  
The Given

AbstractBenign episodic unilateral mydriasis is an episodic disturbance with dilatation of the entire pupil, often lasting for hours. It occurs most frequently in women aged between 20 and 50 years and is closely associated with migraines. Only a few pediatric cases have been reported. The demographics of benign unilateral mydriasis correspond to another episodic disturbance of the pupil, the tadpole pupil. Also, the clinical similarities between the two conditions are numerous. However, tadpole pupil is an irregular distortion of the pupil lasting from seconds to minutes and occurring in clusters. We present a 16-year-old girl with benign unilateral mydriasis and migraine. Her episodes of mydriasis lasted from seconds to minutes, occurred in clusters, and were thus like episodes of tadpole pupil. Benign unilateral mydriasis presenting this way has not been reported previously. This observation links the phenotypes of benign unilateral mydriasis and tadpole pupil closer together. The given case provides new knowledge as it (i) expands the clinical spectrum of benign episodic unilateral mydriasis, (ii) links the phenotypes of benign unilateral mydriasis and tadpole pupil together, and (iii) in comparison with knowledge about autonomic failure in migraine patients may add to hypotheses on pathophysiology in both pupillary disorders.

Ready for the future?\\ Then, teach and think critically

2020 ◽  
Vol 1 (1) ◽  
pp. 40-47
Author(s):  
Veronika Babyradova ◽  
Jitka Hrežová
Keyword(s):  
Social Sciences ◽  
Board Game ◽  
Sources Of Information ◽  
Structured Interviews ◽  
Poisonous Plants ◽  
The Czech Republic ◽  
Fields Of Study ◽  
New Knowledge ◽  
The Subject ◽  
The Given

The main aim of this work was to create a complex educational kit for learning about poisonous plants growing in the Czech Republic. This set is intended especially for juniors at grammar schools, where it may be utilized in biology seminars. The kit aims to showcase interdisciplinary connections between biology and other natural as well as social sciences, which is a way of positively impacting students’ interests in the sciences through topics that are not strictly related to biology. Using the RWCT (Reading and Writing for Critical Thinking) method allows the students to connect what they already know with new knowledge, develop a complex opinion thanks to that connection and understand issues that overlap to different fields, which may not be necessarily related. The main contribution of this work lies in the educational set consisting of four parts: the teaching brochure, a board game, a matching game, and several worksheets. The whole set is designed to make the students actively think about the subject, its overlaps, and connections to other fields of study, and then to lead them towards creating a complex opinion on the given topic. Another important feature of the set is that it leads the students to make use of their textbook, rather than any digital sources of information (e.g.\ slides from a teacher, to which they are accustomed nowadays in classes). The teaching set was tested in a sample biology seminar classes attended by 18 students. Following the lesson, the usefulness of the set was evaluated through semi-structured interviews with three respondents, who had taken part in the class. However, more testing lessons and more similar interviews with attending students would be needed to conclusively prove the effectiveness of this teaching set.

Personal Problem Solving of Partners in Divorce Proceedings

2015 ◽  
Vol 36 (1) ◽  
pp. 82-103 ◽  
Author(s):  
Tereza Soukupova ◽  
Petr Goldmann
Keyword(s):  
Gender Differences ◽  
Problem Solving ◽  
Thematic Apperception Test ◽  
Scoring Systems ◽  
Personal Control ◽  
Personality Characteristics ◽  
Personal Problem ◽  
Thematic Apperception ◽  
And Gender ◽  
The Given

Abstract. The Thematic Apperception Test is one of the most frequently administered apperceptive techniques. Formal scoring systems are helpful in evaluating story responses. TAT stories, made by 20 males and 20 females in the situation of legal divorce proceedings, were coded for detection and comparison of their personal problem solving ability. The evaluating instrument utilized was the Personal Problem Solving System-Revised (PPSS-R) as developed by G. F. Ronan. The results indicate that in relation to card 1, men more often than women saw the cause of the problem as removable. With card 6GF, women were more motivated to resolve the given problem than were men, women had a higher personal control and their stories contained more optimism compared to men’s stories. In relation to card 6BM women, more often than men, used emotions generated from the problem to orient themselves within the problem. With card 13MF, the men’s level of stress was less compared to that of the women, and men were more able to plan within the context of problem-solving. Significant differences in the examined groups were found in those cards which depicted significant gender and parental potentials. The TAT can be used to help identify personality characteristics and gender differences.

Investment Traits and Intelligence in Adulthood

2013 ◽  
Vol 34 (2) ◽  
pp. 82-89 ◽  
Author(s):  
Sophie von Stumm
Keyword(s):  
Individual Differences ◽  
Personality Traits ◽  
Fluid Intelligence ◽  
Need For Cognition ◽  
Openness To Experience ◽  
Intelligence Tests ◽  
Crystallized Intelligence ◽  
New Knowledge ◽  
The Relationship ◽  
Over Time

Intelligence-as-knowledge in adulthood is influenced by individual differences in intelligence-as-process (i.e., fluid intelligence) and in personality traits that determine when, where, and how people invest their intelligence over time. Here, the relationship between two investment traits (i.e., Openness to Experience and Need for Cognition), intelligence-as-process and intelligence-as-knowledge, as assessed by a battery of crystallized intelligence tests and a new knowledge measure, was examined. The results showed that (1) both investment traits were positively associated with intelligence-as-knowledge; (2) this effect was stronger for Openness to Experience than for Need for Cognition; and (3) associations between investment and intelligence-as-knowledge reduced when adjusting for intelligence-as-process but remained mostly significant.

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