scholarly journals Epistemic situationism and cognitive ability

2020 ◽  
Author(s):  
John Turri
Keyword(s):  
Social Sciences ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Virtue Epistemology ◽  
Intellectual Virtue ◽  
Epistemic Virtue ◽  
Empirical Psychology ◽  
The Social ◽  
Deliberate Effort ◽  
Over Time

Leading virtue epistemologists defend the view that knowledge must proceed from intellectual virtue and they understand virtues either as refned character traits cultivated by the agent over time through deliberate effort, or as reliable cognitive abilities. Philosophical situationists argue that results from empirical psychology should make us doubt that we have either sort of epistemic virtue, thereby discrediting virtue epistemology’s empirical adequacy. I evaluate this situationist challenge and outline a successor to virtue epistemology: abilism . Abilism delivers all the main benefts of virtue epistemology and is as empirically adequate as any theory in philosophy or the social sciences could hope to be.

Epistemic Virtue of Wisdom and Evidentialism

2021 ◽  
Vol 58 (4) ◽  
pp. 196-208
Author(s):  
Kirill V. Karpov ◽  
Keyword(s):  
Scientific Knowledge ◽  
Virtue Epistemology ◽  
Thomas Aquinas ◽  
Intellectual Virtue ◽  
Epistemic Virtue ◽  
Main Concern ◽  
Primary Concern ◽  
Objective Knowledge ◽  
Human Beings ◽  
Historical Case

My primary concern in this article is the connection between virtue epistemology and evidentialism. This possible connection is analyzed upon, firstly, the example of the intellectual virtue of wisdom, and, secondly, the historical case – Thomas Aquinas’ approach to virtue of wisdom as an intellectual disposition (habitus). I argue that it is possible to offer such an interpretation of ‘intellectual virtue’ that aligns with the peripatetic tradition broadly understood (to which the epistemology of virtues ascends), and on the basis of which an evidentialist theory of justification is offered. In the first part of the paper, I briefly present the main interpretations of virtue epistemology and evidentialism in the light of externalism/internalism debate. In the second part I discuss Aquinas’ understanding of intellectual virtue as a disposition (habitus). The main concern here are virtues of theoretical habitus – wisdom and (scientific) knowledge. I show that habitus in this case is understood in two ways: as an ability, inherent to human beings, and as objective knowledge. Thus, there are two understandings of wisdom – as a virtue and knowledge (scientia). Finally, in the concluding parts of the paper, I outline possible ways of solving presented in the first part challenges to evidentialism and internalism.

History and the Study of Inequality

2020 ◽  
Vol 51 (3) ◽  
pp. 429-441
Author(s):  
Herbert S. Klein
Keyword(s):  
Social Sciences ◽  
Social Economic ◽  
Historical Analysis ◽  
First Century ◽  
Global Inequality ◽  
Historical Factors ◽  
The Social ◽  
Oxford Group ◽  
Over Time

Economic inequality has become one of the most important themes in the social sciences. The debate has revolved around two basic models. Was Kuznets correct in his prediction that inequality declines with economic growth, or was Piketty, along with others in the Berkeley/Paris/Oxford group, correct to counter that capitalism without severe constraints inevitably leads to increasing inequality? The resolution will depend on long-term historical analysis. In Global Inequality, Milanovic proposed new models to analyze the social, economic, political, and historical factors that influence changes in inequality over time and space. In Capitalism, Alone, he changes direction to examine what patterns of capitalism and inequality will look like in the twenty-first century and beyond, as well as how inequality might be reduced without violence.

Visual Literacy

2017 ◽  
Author(s):  
Frank Serafini
Keyword(s):  
Social Sciences ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Social Practice ◽  
Visual Literacy ◽  
Social Contexts ◽  
Visual Images ◽  
Design Elements ◽  
The Social ◽  
Wide Range

Visual literacy was originally defined as a set of visual competencies or cognitive skills and strategies one needs to make sense of visual images. These visual competencies were seen as universal cognitive abilities that were used for understanding visual images regardless of the contexts of production, reception, and dissemination. More contemporary definitions suggest visual literacy is a contextualized, social practice as much as an individualized, cognitively based set of competencies. Visual literacy is more aptly defined as a process of generating meanings in transaction with multimodal ensembles that include written text, visual images, and design elements from a variety of perspectives to meet the requirements of particular social contexts. Theories of visual literacy and associated research and pedagogy draw from a wide range of disciplines including art history, semiotics, media and cultural studies, communication studies, visual ethnography and anthropology, social semiotics, new literacies studies, cognitive psychology, and critical theory. Understanding the various theories, research methodologies, and pedagogical approaches to visual literacy requires an investigation into how the various paradigm shifts that have occurred in the social sciences have affected this field of study. Cognitive, linguistic, sociocultural, multimodal, and postmodern “turns” in the social sciences each bring different theories, perspectives, and approaches to the field of visual literacy. Visual literacy now incorporates sociocultural, semiotic, critical, and multimodal perspectives to understand the meaning potential of the visual and verbal ensembles encountered in social environments.

scholarly journals Evaluation research of teaching materials for political and citizen education through historical contents

2019 ◽  
Vol 22 (2) ◽  
Author(s):  
Joaquín Prats ◽  
Concha Fuentes Moreno ◽  
Marta Sabariego
Keyword(s):  
Social Sciences ◽  
Cognitive Abilities ◽  
Evaluation Research ◽  
Democratic Citizenship ◽  
Historical Knowledge ◽  
Citizen Education ◽  
The Social ◽  
First Results ◽  
The University ◽  
The Relationship

El siguiente artículo presenta los primeros resultados de la investigación titulada “Desarrollo de la formación sociopolítica para una ciudadanía democrática: diseño e implementación de materiales didácticos en Ciencias Sociales (I+D EDU 2015-65621-C3-3-R)” realizada por el grupo DHIGECS de investigación en Didáctica de las Ciencias Sociales de la Universitat de Barcelona. Partiendo del análisis de investigaciones precedentes, se incide en el papel fundamental que debe tener el conocimiento histórico en la construcción de la dimensión social y ciudadana en los estudiantes. Para ello, se diseñaron materiales didácticos con ese objetivo, que fueron aplicados en centros escolares y analizados mediante un proceso observacional y un análisis cualitativo de los registros con el programa QSRNVIVO 12. Los resultados muestran la relación que se establece entre el uso de metodologías indagativas en el aula de historia, y el desarrollo de capacidades cognitivas que permiten un mejor desarrollo de la dimensión política y ciudadana. The following article introduces the first results of the research entitled "Development of sociopolitical training for a democratic citizenship: design and implementation of didactic materials in Social Sciences (R & D EDU 2015-65621-C3-3-R)" carried out by the DHIGECS research group in Social Science Didactics at the University of Barcelona. Based on the analysis of previous research, the fundamental role that historical knowledge should have in the construction of the social and citizen dimension in students is emphasized. For this, didactic materials were designed with this objective, which were applied in schools and analyzed through an observational process and a qualitative analysis of the records, with the QSRNVIVO 12 program. The results show the relationship established between the use of active methodologies in the history classroom and the development of cognitive abilities that allow a better development of the political and citizen dimension.

“Folia Turistica” in 1990-2018 – a Bibliometric Analysis

2019 ◽  
Vol 50 (2) ◽  
pp. 3-3
Author(s):  
Bartosz Szczechowicz
Keyword(s):  
Social Sciences ◽  
Bibliometric Analysis ◽  
Editorial Staff ◽  
Community Research ◽  
Scholarly Publications ◽  
The Social ◽  
Practical Implications ◽  
Very High ◽  
Participatory Observation ◽  
Over Time

Purpose. The aim of this article is to investigate the characteristics of “Folia Turistica” (FT), covering such questions as thematic profile, authors, and affiliations, internationalization, taking into account the content of issues from the origins of the magazine (1990) to the present (2018). Method. The aim of the work was achieved through two research methods, which were used in a complementary fashion: bibliometric analysis (in which data that quantitatively expressed the content of the relevant issues of FT was gathered, processed, and interpreted) and participatory observation, from the author’s participation in FT’s editorial staff. Results. FT is predominantly concerned with issues in the social sciences, it is closely tied to the humanities, and the natural sciences are also present, though this profile has changed over time. Contributors to FT have included more than 400 Polish authors over thirty years, representing almost ninety schools, from academies of physical education and universities to economic, agriculture, natural science, and technical colleges, and others. Though the number of foreign authors is limited, we should stress that they represent academies on four continents, and in many cases are figures with very high positions in the international community. Research and conclusions limitations. The limitations derive from the properties of the methods used, primarily displayed in the identification of FT’s thematic profile. This arbitrarily identified profile subordinates every article to a single overriding field of study – while many articles published in FT are multi- or interdisciplinary. Practical implications. This diagnosis of FT includes postulates for how the magazine might develop in the future. Originality. The specialist literature (especially Polish) fairly seldom makes critical evaluations of scholarly publications. Type of article. Empirical.

scholarly journals PENGGUNAAN MEDIA MADDING UNTUK MENGASAH KEMAMPUAN KOGNITIF PESERTA DIDIK PADA MATERI KONSEP PERDAGANGAN INTERNASIONAL

2021 ◽  
Vol 1 (2) ◽  
pp. 178-184
Author(s):  
DIAH ARUMSASI
Keyword(s):  
Social Sciences ◽  
International Trade ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Inquiry Learning ◽  
Learning Model ◽  
Average Score ◽  
Step Cycle ◽  
Average Value ◽  
Daily Test

The research objectives of this class are: (1) to describe the learning process using the Inquiry Learning Model to improve the Cognitive Ability of the International Trade Concept Students of Class XI Social Sciences 2. (2) to describe how much the students' increase in the cognitive ability of the international trade concept is indicated by the value of the results. student learning using the Inquiry Learning Model for Class XI Social Sciences 2. (3) Describing behavioral changes that accompany cognitive abilities or understanding the concept of International Trade is too broad and often updated with regard to International Trade information related to the condition of the country in society, by using Inquiry Learning Model for Class XI Social Sciences 2 Students using the Inquiry Learning Model for Class XI Social Sciences 2 Students. SMA N 2 Mranggen. Based on the results of the study, it is known that the average score for the Daily Test which is used as the Pre-Cycle is 38.43, only 1 student has completed the KKM, the average score for Cycle 1 which is used as the Pre-Cycle is 43.14 with 1 student who completes KKM, the average value for Cycle 2 which is used as Pre-Cycle is 59.71 with 21 students who complete the KKM. Thus, the average daily test for both Pre-Cycle, Cycle 1 and Cycle 2 continues to increase with the number of each student. above the KKM has increased. In addition, non-test results also showed a change in behavior for the better in terms of motivation and interest in reading. Students show better responses and activities starting from Pre-Cycle, Cycle I and Cycle II. It can be seen that there is an increase in each step / cycle, which shows things that show success in the application of learning models and media madding in learning economics of the basic competencies of International Trade. ABSTRAKTujuan Penelitian Kelas ini yaitu: (1) Mendeskripsikan Proses Pembelajaran dengan menggunakan Model Pembelajaran Inquiry untuk meningkatkan Kemampuan Kognitif Konsep Perdagangan Internasional Peserta Didik Kelas XI IPS 2. (2) Mendeskripsikan Seberapa banyak Peningkatan Peserta didik Kemampuan Kognitif Konsep Perdagangan Internasional yang ditunjukkan oleh nilai hasil belajar siswa dengan menggunakan Model Pembelajaran Inquiry pada Peserta Didik Kelas XI IPS 2. (3) Mendeskripsikan perubahan perilaku yang menyertai peningkatan kemampuan kognitif atau pemahaman Konsep Perdagangan Internasional terlalu luas dan seringkali update berkaitan dengan informasi Perdagangan Internasional berkaitan dengan kondisi negara di masyarakat, dengan menggunakan Model Pembelajaran Inquiry pada Peserta Didik Kelas XI IPS 2. SMA N 2 Mranggen, (4) Mendeskripsikan perubahan perilaku yang menyertai peningkatan motivasi belajar dan membaca yang kurang untuk memahami materi Perdagangan Internasional ini dengan menggunakan Model Pembelajaran Inquiry pada Peserta Didik Kelas XI IPS 2. SMA N 2 Mranggen. Berdasarkan hasil penelitian, diketahui Nilai Rata - rata untuk Ulangan Harian yang dijadikan sebagai Pra Siklus adalah 38,43, hanya 1 siswa yang tuntas KKM, Nilai Rata - rata untuk Siklus 1 yang dijadikan sebagai Pra Siklus adalah 43,14 dnegan 1 siswa yang tuntas KKM, Nilai Rata - rata untuk Siklus 2 yang dijadikan sebagai Pra Siklus adalah 59,71 dengan 21 siswa yang tuntas KKM dengan demikian untuk rata - rata ulangan harian baik Pra Siklus, Siklus 1 dan Siklus 2 tetap mengalami peningkatan dengan jumlah masing – masing siswa yang diatas KKM mengalami peningkatan. Selain itu hasil non tes juga menunjukkan adanya perubahan perilaku menjadi lebih baik dalam hal motivasi dan minat baca. Peserta didik menunjukkan respon dan aktivitas yang lebih baik dimulai dari Pra Siklus, Siklus I dan Siklus II. Dapat dilihat bahwa ada peningkatan pada setiap step / siklusnya, dimana memperlihatkan hal yang menunjukkan keberhasilan dalam penerapam model pembelajaran dan media madding dalam pembelajaran ekonomi kompetensi dasar Perdagangan Internasional ini.

Longitudinal Surveys

2015 ◽  
Author(s):  
D. Sunshine Hillygus ◽  
Steven Snell
Keyword(s):  
Social Sciences ◽  
Cross Sectional ◽  
Panel Surveys ◽  
Longitudinal Surveys ◽  
Individual Level ◽  
Level Change ◽  
The Social ◽  
Panel Attrition ◽  
Panel Conditioning ◽  
Over Time

Longitudinal or panel surveys, in which the same individuals are interviewed repeatedly over time, are increasingly common in the social sciences. The benefit of such surveys is that they track the same respondents so that researchers can measure individual-level change over time, offering greater causal leverage than cross-sectional surveys. Panel surveys share the challenges of other surveys while also facing several unique issues in design, implementation, and analysis. This chapter considers three such challenges: (1) the tension between continuity and innovation in the questionnaire design; (2) panel attrition, whereby some individuals who complete the first wave of the survey fail to participate in subsequent waves; and (3) specific types of measurement error—panel conditioning and seam bias. It includes an overview of these issues and their implications for data quality and outlines approaches for diagnosing and correcting for these issues in the design and analysis of panel surveys.

scholarly journals Causes and Consequences of Coalitional Cognition

2020 ◽  
Author(s):  
Mina Cikara
Keyword(s):  
Social Sciences ◽  
Cognitive Processes ◽  
Intergroup Dynamics ◽  
Change Over Time ◽  
Coalitional Psychology ◽  
The Social ◽  
Recent Developments ◽  
Category Labels ◽  
Over Time

What is a group? How do we know to which groups we belong? How do we assign others to groups? A great deal of theorizing across the social sciences has conceptualized ‘groups’ as synonymous with ‘categories,’ however there are a number of limitations to this approach: particularly for making predictions about novel intergroup contexts or about how intergroup dynamics will change over time. Here I join a growing chorus of researchers striving to systematize the conditions under which a generalized coalitional psychology gets activated—the recognition of another’s capacity for and likelihood of coordination not only with oneself but with others. First I review some recent developments in the cognitive processes that give rise to the inference of coalitions and group-biased preferences (even in the absence of category labels). Then I review downstream consequences of inferences about capacity and likelihood of coordination for valuation, emotions, attribution, and inter-coalitional harm. Finally I review examples of how we can use these psychological levers to attenuate intergroup hostility.

Dictionary Plus Social Sciences

2016 ◽  
Keyword(s):  
Social Sciences ◽  
Social Science ◽  
The Social ◽  
Reference Collection ◽  
Ongoing Project ◽  
Over Time

This dictionary comprises authoritative, highly accessible entries relating to the social sciences—from politics, economics, and geography, to sociology, history, and psychology, among many other subjects. These entries are supplementary to other social science-related titles in the Quick Reference collection, and are written by specialist authors. The dictionary is an ongoing project, and more entries will be added over time.

Puzzling the Picture using Grounded Theory

2016 ◽  
Vol 7 (3) ◽  
pp. 82-94
Author(s):  
Elisabeth E. Bennett
Keyword(s):  
Social Sciences ◽  
Grounded Theory ◽  
Case Studies ◽  
Research Approach ◽  
Substantive Theory ◽  
The Social ◽  
Coding Strategies ◽  
First Time ◽  
Over Time

Since the first publication by Glaser and Strauss in 1967, Grounded Theory has become a highly influential research approach in the social sciences. The approach provides techniques and coding strategies for building theory inductively from the “ground up” as concepts within the data earn relevance into an evolving substantive theory. Over time, Grounded Theory has undergone development and adaptations, and the first phases of analysis have been successfully applied to other types of inductive approaches, such as basic qualitative and case studies. The methodological literature can be difficult to navigate for new researchers as well as experienced analysts using the approach for the first time. This article synthesizes the work of various seminal scholars to address the value of grounded theorizing and it builds a picture of what it means to do grounded theory.

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