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Copyright of Conservative Thought / Muhafazakar Düşünce is the property of Muhafazakar Dusunce Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Felsefe ve Sosyal Bilimler Dergisi (FLSF) is the property of Felsefe ve Sosyal Bilimler Dergisi (FLSF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study was conducted to determine opinions of the students studying history on knowledge sources and their use. The population of the study was the history department students in Turkish universities, and the sample of the study included 217 4th grade students studying history at nine Turkish universities. The study is in scanning model. Theoretical basis was formulated making use of relevant literature. A questionnaire was developed to collect data. The findings gained about the matter were interpreted in tables with the help of SPSS program. Analyses included variance test, t test values, significance test and independence degree of differences between opinions. In the light of the findings gained from the study, some suggestions about the matter were made in the conclusion section. [ABSTRACT FROM AUTHOR]

In almost all epistemologies, intuition is one of the most discussed issues with regard to its value. Intuition, in its most general meaning, is a 'direct comprehension'. What brings intuition to that disputatious point is this statement of 'direct'. Statement of 'direct' is while sometimes used as a contrary to the rational and empirical knowledge, sometimes used -as if in Avicenna- in the meaning of velocity and reliability of rational and empirical knowledge. In the former, because either rational knowledge or empirical knowledge is not relied, intuition is put forward or it's advocated that those which are difficult to obtain by means of reason and senses can be obtain only by means of intuition that is thought as a new source of knowledge. In the latter, intuition is not a source of knowledge and takes place in the group of empirical knowledge. The artical is about the analysis of these subjects. [ABSTRACT FROM AUTHOR]

Copyright of Eurasian Journal of Educational Research (EJER) is the property of Eurasian Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)