Awareness of and awareness that: their combination and dynamics

2020 ◽  
Author(s):  
Claudia Fernández-Fernández ◽  
Fernando R Velázquez-Quesada
Keyword(s):  
Explicit Knowledge ◽  
Logical Framework ◽  
Epistemic Actions ◽  
The Given ◽  
The Way

Abstract The paper proposes a logical framework representing the notion of explicit knowledge as the combination of awareness of and awareness that. The setting, semantically combining neighbourhood models with ideas from awareness logic, separates the mere fact of entertaining some information (being aware of$\varphi$) from the acknowledgement that the information is indeed the case (being aware that$\varphi$ holds). The text discusses not only the main properties these concepts obtain under the given representation, but also several of the epistemic actions that can be defined, and the way they affect the agent’s awareness (and thus her knowledge).

On the Identity Theory of Truth

Philosophy ◽  
2000 ◽  
Vol 75 (1) ◽  
pp. 127-130 ◽  
Author(s):  
JC Beall
Keyword(s):  
Identity Theory ◽  
The Given ◽  
The Way

In his recent ‘A Prolegomenon to an Identity Theory of Truth’ (Vol. 74, 1999) Stewart Candlish discusses the so called identity theory of truth. His aim in the article is to clear away initial difficulties that apparently stand in the way of developing the budding theory. There is one difficulty, however, that, by Candlish's lights, cannot be overcome—at least not easily. My aim in this paper is to help the identity theory by showing that, pace Candlish, the given difficulty is merely apparent. I do not ‘solve’ the alleged problem; I dissolve it. Dissolution, however, is solution enough.

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.

Academic Libraries as Complex Systems

2011 ◽  
pp. 215-232
Author(s):  
Álvaro Quijano-Solís ◽  
Guadalupe Vega-Díaz
Keyword(s):  
Academic Libraries ◽  
Teaching And Learning ◽  
Explicit Knowledge ◽  
Systems Approach ◽  
Academic Library ◽  
Point Of View ◽  
Collaborative Group ◽  
Basic Unit ◽  
Viable System ◽  
The Way

The purpose of this chapter is to describe how the concepts and principles from the Systems Approach may be helpful in understanding and modeling the collaborative group cognitive processes in information handling in an academic library. In order to address complexity and dynamics, this chapter analyzes several theoretical positions, which together may help us to shape the academic library from a comprehensive and systemic point of view (such as Systems Approach, Communities of Practice, Activity Theory and the Viable System Model). This chapter suggests focalizing on the activity (performed by a community) as the basic unit of analysis in studying the complexity of academic libraries. This activity is what allows the transmission of tacit and explicit knowledge and the skills from an expert to a novice. Other elements in the activity are objectives, rules and regulations, and importantly the learning processes that occur dialectically between subjects and community. A model such as Beer´s in the way the authors presented it in this chapter fits well to decompose reality and synthesize it to analyze the proposed complexity. This may allow facing organizational problems by focusing in the way people act to transform the inputs into products and add value to them by teaching and learning.

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.

The role of consciousness and sub-consciousness in teaching of grammar in ELT

2018 ◽  
Vol 5 (1) ◽  
pp. 115-120
Author(s):  
Selin Ozdemir ◽  
Fatih Yavuz
Keyword(s):  
Literature Review ◽  
Language Learning ◽  
Explicit Knowledge ◽  
Learning Processes ◽  
Grammar Teaching ◽  
High Level ◽  
Teaching Grammar ◽  
The Way

Teaching grammar has been regarded as one of the most crucial issues in the field of language. It gains its importance since it helps learners attain high level of accuracy and proficiency in language learning processes. During these processes, the way of teaching grammar differs under some certain circumstances and is divided into some sub-categories such as conscious grammar teaching and subconscious grammar teaching. In this study, a literature review of issues on the role of consciousness and sub-consciousness in teaching of grammar has been widely discussed since there are numerous views, claims and approaches related to choosing one of them as an ideal way to teach grammar. Both of them have a significant impact on the knowledge of grammar .The study revealed that neither conscious grammar teaching which lays emphasis on the structures and rules of a language nor subconscious grammar teaching without attention to explicit knowledge of grammar should be neglected. Keywords: Grammar teaching, consciousness, sub-consciousness, deductive, inductive.

scholarly journals The conceptual sphere of the modern English pedagogical discourse

2020 ◽  
pp. 69-74
Author(s):  
Gayane R. Nersesyan
Keyword(s):  
Functional Role ◽  
Wide Scope ◽  
Social Phenomena ◽  
Pedagogical Discourse ◽  
Main Research ◽  
Wide Range ◽  
The World ◽  
The Given ◽  
The Way

The given article investigates the conceptual sphere of the modern English pedagogical discourse. The purpose of the paper is presented by the identification of the main concepts of discourse and the ways they are verbalised by means of language. In order to meet the aim the author touches upon the main approaches to the notion “concept”, as well as the concepts already identified in the pedagogical discourse. The main research is represented by the linguacognitive, pragma-semantic, and discourse analyses of the English pedagogical discourse, represented by the authentic pedagogical articles, along with the identification of its main concepts which reflect a wide range of both social and pedagogical processes. The results of the analysis represent the English pedagogical discourse to be rather independent conceptual sphere showing its own features. The identified concepts TOLERANCE, MULTICULTURALISM, PROFICIENCY and LANGUAGE show the strong interconnection between current social phenomena and the pedagogical sphere affecting the way individuals explore the world. The actualization of these concepts becomes possible with the help of language that implements dominant lexemes, derivatives, synonyms, evaluation, and other language means to deliver the functional role of the English pedagogical discourse. The research allows us to conclude that this very type of the discourse, its conceptual sphere and complex pragmatic-communicative charge still represent a wide scope for further research that is yet to be conducted.

scholarly journals The Ethics of Controllability as Influenceability

2021 ◽  
Author(s):  
Emiliano Lorini ◽  
Giovanni Sartor
Keyword(s):  
Autonomous Agents ◽  
Logical Analysis ◽  
Artificial Agents ◽  
Logical Framework ◽  
Stit Logic ◽  
And Control ◽  
The Way

We present a logical analysis of influence and control over the actions of others, and address consequential causal and normative responsibilities. We first account for the way in which influence can be exercised over the behaviour of autonomous agents. On this basis we determine the conditions under which influence leads to control on the implementation of positive and negative values. We finally define notions of causal and normative responsibility for the action of others. Our logical framework is based on STIT logic and is complemented with a series of examples illustrating the application. Our analysis applies to interactions between humans as well as to those involving autonomous artificial agents.

scholarly journals SIMULATION OF THE HEAT TRANSPORT PROBLEMS WITH RADIATION IN PLATE

2001 ◽  
Vol 1 ◽  
pp. 273
Author(s):  
H. Kalis ◽  
I. Kangro
Keyword(s):  
Mathematical Modelling ◽  
Heat Transport ◽  
Transport Problems ◽  
The Given ◽  
The Way

In the literature [1 -5 ] simple and effective algorithms for mathematical modelling processes of distribution of heat in multilayered spaces are created. In the given work the way of improvement o f accuracy of algorithms is considered at approximation of integrals derivatives more the supreme orders are used.

Ñ??ananda’s Concept and Reality: An Assessment

2017 ◽  
Vol 34 (1) ◽  
pp. 3-23
Author(s):  
Stephen Evans
Keyword(s):  
Buddhist Studies ◽  
Seminal Work ◽  
The Given ◽  
The Way

Bhikkhu Ñ??ananda’s Concept and Reality has exerted a certain influence on Buddhist Studies, from translations of the P?li Nik?yas to interpretations of doctrine. Far beyond proposing translations for papañca and papañca-saññ?sa?kh?, the book lays out a thesis, supported and illustrated by frequent citations from the Nik?yas, concerning the role of concepts and language itself in perpetuating bondage to sa?s?ra. Concepts and language are said to obscure reality in a self-perpetuating cycle that bars us from liberation. The thesis has intuitive force and profound implications for understanding the P?li sources. However, the presentation is flawed by inconsistencies, lack of clarity, and overly interpretive translations of the P?li — it is not even clear in important details precisely what Ñ??ananda’s intended thesis is. The present offering is an attempt at clarifying this seminal work so as to enable building upon it. The given thesis is elucidated, making its problems explicit, and suggesting resolutions, arriving finally with a proposal of what he may have intended. Along the way, I indicate where given support from the Nik?yas is weak.

“The marquise went out at 5 o’clock”: Novel beginnings and realistic expectations

2020 ◽  
Vol 6 (1) ◽  
pp. 4-17
Author(s):  
Kai Mikkonen
Keyword(s):  
Charles Dickens ◽  
Contemporary Literature ◽  
Emile Zola ◽  
The Novel ◽  
Crucial Point ◽  
Narrative Perspective ◽  
Narrative Mode ◽  
The Given ◽  
Verb Tense ◽  
The Way

AbstractThis paper poses the question of how the beginning of a narrative may (or may not) imply a generic frame. More precisely, the objective is to examine the way in which the given narrative mood (perspective, type of discourse) and the initial narrating instance (or narrative situation) relate to generic expectations. Specific attention is given to cues of realism in the openings of nineteenth-century European novels. The discussion critically assesses F. K. Stanzel’s (A Theory of Narrative) and Philippe Hamon’s (“Un discours contraint”) assumptions about the way in which initial narrative choices might identify the genre of the text. Both Stanzel and Hamon, in their differing ways, over-emphasise the generic implications of the narrative mode. The crucial point of distinction for Stanzel in this regard is the reflector mode. More specifically, he argues that an initial figural narrative situation could be considered conspicuously fictional. Hamon, in turn, highlights the question of novelistic conventions in realistic discourse, one generic marker of which is what he calls the “narrative concretization (alibi) of the performance of the discourse,” such as the strategy of delegating the narration to a narrator-character at the beginning of the novel. It is maintained in this paper that although novelistic beginnings cannot determine the text’s fictionality or genre by their narrative mode alone, the narrative perspective and situation in the opening can evoke, in connection with other potential markers, such as perspective, personal pronouns, verb tense, peritexts, and their combined rhetorical function, generic expectations that shape the reader’s understanding of the text. Paul Valéry’s famous mock-novelistic beginning “The marquise went out at 5 o’clock” is used as a point of reference in the discussion, and representative examples of “realistic” beginnings are drawn from Charles Dickens, Émile Zola and contemporary literature.

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