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Russell's version of the multiple-relation theory from the Theory of Knowledge manuscript is presented and defended against some objections. A new problem, related to defining truth via correspondence, is reconstructed from Russell's remarks and what we know of Wittgenstein's objection to Russell's theory. In the end, understanding this objection in terms of correspondence helps to link Russell's multiple-relation theory to his later views on propositions. [ABSTRACT FROM AUTHOR]

The article discusses the attempt of Donald Davidson that explains knowledge of meaning in terms of truth conditions. The author argues that Davidson's two main rationales presented in his works were unsuccessful. He resumes that the task of doing the details of the story has a constructive part, where propositions are used as theoretical constructs and subject those theories to empirical test, and a foundational part where propositions are being explained.

The article focuses on the shared reading for older emergent readers in bilingual classrooms. Accordingly, children in the primary grades receive the lion's share of attention and resources in learning to read, making young and early readers to have a head start in achieving well in literacy skill and at school in general. However, it is stated that as inner-city, middle-grade teachers will readily attest emergent readers make up a part of their intermediate classrooms as well. The author stresses that there are many studies of bilingual students in special education, which have noted the fact that students improve their language and literacy performance when lessons tap into and build on their experiences and background knowledge.

Contemporary epistemology seems almost exclusively focused on questions concerning knowledge and justification. Such a focus has had two broad consequences. First, epistemologists have neglected other equally important concepts. Specifically, the concept of understanding is absent in most discussions. Secondly, discussions have avoided the role of the will in the agents to whom we attribute knowledge and justification. Surprisingly, virtue epistemology also suffers from this narrow view. Specifically, virtue epistemologists of all kinds have neglected these two important aspects of our epistemic lives. I examine the spectrum of virtue theories in epistemology, and locate a gap between the two sides--responsibilism and reliabilism. This gap, I suggest, might be bridged if we take seriously (i) the idea that there are other epistemic goals apart from knowledge and justification (e.g., understanding), and (ii) that cognition requires the whole person--intellect and will--and not simply the intellect in isolation from other faculties. [ABSTRACT FROM AUTHOR]

In this paper, I argue that Stanley and Williamson's 2001 account of knowledge-how as a species of knowledge-that is wrong. They argue that a claim such as "Hannah knows how to ride a bicycle" is true if and only if Hannah has some relevant knowledge-that. I challenge their claim by considering the case of a famous amnesic patient named Henry M. who is capable of acquiring and retaining new knowledge-how but who is incapable of acquiring and retaining new knowledge-that. In the first two sections of the paper, I introduce the topic of knowledge-how and give a brief overview of Stanley and Williamson's position. In the third and fourth sections, I discuss the case of Henry M. and explain why it is plausible to describe him as someone who can retain new knowledge-how but not new knowledge-that. In the final sections of the paper, I argue that Henry M.'s case does indeed provide a counterexample to Stanley and Williamson's analysis of knowing-how as a species of knowing-that, and I consider and respond to possible objections to my argument. [ABSTRACT FROM AUTHOR]

I shall argue that, according to Aristotle, the knowledge we may attain is profoundly qualified by our status as human knowers. Throughout the corpus, Aristotle maintains a separation of knowledge at the broadest level into two kinds, human and divine. The separation is not complete—human knowers may enjoy temporarily what god or the gods enjoy on a continuous basis; but the division expresses a fact about humanity's place in the cosmos, one that imposes strict conditions on what we may know, with what degree of certainty, and in what areas. While passages bearing on human knowledge are familiar, looking at them collectively and in comparison with certain other well known Aristotelian doctrines may significantly affect how we understand the goals of his philosophy and why our hopes for reaching them must be limited. [ABSTRACT FROM AUTHOR]

Wittgenstein does not talk much explicitly about reason as a general concept, but this paper aims to sketch some thoughts which might fit his later outlook and which are suggested by his approach to language. The need for some notions in the area of ‘reason’ and ‘rationality’ are rooted in our ability to engage in discursive and persuasive linguistic exchanges. But because such exchanges can (as Wittgenstein emphasises) be so various, we should expect the notions to come in many versions, shaped by history and culture. Awareness of this variety, and of the distinctive elements of our own Western European history, may provide some defence against the temptation of conceptions, such as that of ‘perfect rationality’, which operate in unhelpfully simplified and idealised terms. [ABSTRACT FROM AUTHOR]

An important issue for information ethics is how much control people should have over the dissemination of information that they have created. Since intellectual property policies have an impact on our welfare primarily because they have a huge impact on our ability to acquire knowledge, there is an important role for epistemology in resolving this issue. This paper discusses the various ways in which intellectual property policies can have an impact on knowledge acquisition both positively and negatively. In particular, it looks at how intellectual property policies can affect the amount of information that people create, the quality of that information, the accessibility of that information, the diversity of that information, and the locatability of that information. [ABSTRACT FROM AUTHOR]

Academic critical thinking and thinking critically are known as the two syllogistic expository component parts of intellectual organized manners of the know-how knowledge. Both are concerned the intrinsic traditional and extrinsic innovative cognitive deliberations on truth findings. The research undertaken has revealed significant differences in strategic contextualization approaches by application of the two sets of models. Specifically, with regard to their academic efficacy and efficiency, both sets of models were generally how to enhance human knowledge concerning factfindings and assertions of truth. Analysis of perceptual similarities and differences, however, revealed that more variable perceptions exist between critical thinking and thinking critically. [ABSTRACT FROM AUTHOR]

History of mathematics occupies itself describing processes of growth and development, whereas philosophy of mathematics is concerned with questions of justification. Both play an essential role within the educational context. But there is a problem because genuine historical studies necessitate ever greater particularity whereas mathematics and philosophy require generality and abstraction. The paper offers some methodological reflections about these matters together with two case studies from nineteenth century history of arithmetic and integration theory, respectively, which try to strike a balance between the directly opposed requirements. [ABSTRACT FROM AUTHOR]

Sanford Goldberg has called our attention to an interesting problem: How is it that young children can learn from the testimony of their caregivers (their parents, teachers, and nannies, for example) even when the children themselves are undiscriminating consumers of testimony? Part One describes the importance and scope of the problem, showing that it generalizes beyond tots and their caregivers. Part Two considers and rejects several strategies for solving the problem, including Goldberg's own. Part Three defends a solution, positing a previously unnoticed social dimension to knowledge. [ABSTRACT FROM AUTHOR]

The article offers information on indispensability argument and anti-realism in philosophy of mathematics. It is posed that the indispensability argument for abstract mathematical entities has been an essential issue in the philosophy of mathematics. Moreover, it is mentioned that improving the assumptions on this concern can lead to a new anti-realistic philosophy of mathematics, particularly in mathematical calculations wherein what really exist and can be employed as tools are not abstract mathematical abilities, but inner representations created in imagining abstract mathematical entities, and that the thoughts created in imagining infinite mathematical entities are confined by external conditions.

The article offers information on cooperative naturalism. It is posed that the radical forms of naturalistic epistemology appear more like revolutionary manifestos than reasonable alternatives. Moreover, it is mentioned that a modest form of naturalism is worth promoting. It is also stated that this modest form can work with hermeneutics to solve epistemic problems. Relative to this, it is forwarded that seemingly cooperative naturalism connects the gap between analytic and continental philosophy.

Winfield's explication of Hegel's theory of mind, especially Hegel's theory of intelligence, is, he suggests, important for solving three problems that continue to haunt contemporary work in the philosophy of mind and epistemology: 1) A problem concerning the acquisition of language and its place in an account of consciousness, 2) A problem concerning the objectivity of representations, and 3) A problem concerning the grounds of knowing. I think Winfleld is correct in identifying all three problems as having their source in Kantian philosophy. I examine these three problems more carefully through a critical lens aimed at recent work by John McDowell and Robert Brandom. Both philosophers claim certain Hegelian influences. I argue that, in crucial ways, both Brandom and McDowell have each inherited the problems Hegel sought to solve and that are so clearly articulated in Winfleld's essay. [ABSTRACT FROM AUTHOR]

Hegel's idealism and his epistemology have been seriously misunderstood due to various deep-set preconceptions of Hegel's expositors. These preconceptions include: Idealism is inherently subjective; Hegel's epistemology invokes intellectual intuition; Hegel was not much concerned with natural science; Natural science has no basic role to play in Hegel's Logic, In criticizing these notions, I highlight four key features of Hegel's account of intelligence: (1) Human cognition is active, and forges genuine cognitive links to objects that exist and have intrinsic characteristics, regardless of what we may think, believe, or say about them; (2) The Denkbestimmungen that structure and thus characterize worldly objects and events can only be grasped by intelligence (not merely by consciousness); (3) Intelligence obtains genuine objectivity by correctly identifying characteristics of a known object; (4) Central to our intelligent comprehension of Denkbestimmungen is natural scientific investigation. These findings show that Hegel's Logic is much more closely tied with Naturphilosopkie and with natural science than is commonly supposed. I conclude with eight hermeneutical pointers for understanding Hegel's writings. [ABSTRACT FROM AUTHOR]

It has recently been argued that any epistemological theory that allows for what is called basic knowledge, viz., knowledge that an agent acquires from a certain source, even if he fails to know that the source is reliable, falls victim to what is known as the problem of easy knowledge. The idea is that for such theories bootstrapping and closure allow us far too easily to acquire knowledge (justification) that seems unlikely under the envisaged circumstances. In this paper, I begin by highlighting the distinction between the (epistemic) legitimacy and dialectical effectiveness of such inferences. After evaluating some of the well-known solutions to this problem, I offer a mixed view of the legitimacy of easy knowledge inferences while trying to provide novel explanations as to how contrary intuitions arise. [ABSTRACT FROM AUTHOR]

The relationship between knowledge and power has always been acutely problematic, particularly in the study of international relations. Inspired by an address by Ann Tickner, this article urges the need to develop culturally sensitive approaches to the question of scholarly responsibility in the realm of power in different historical, cultural, social, and intellectual contexts. Taking international relations scholarship in China as an example, I suggest that the expanding political space and the weakness of critical scholarship in China, combined with a historically induced intellectual predicament and inherited cultural legacies, constitute a useful analytical framework for making sense of Chinese understandings of scholarly responsibility. This framework also helps to understand the perpetual agony of Chinese intellectuals in coming to terms with the turbulent relations between knowledge and power in China today. [ABSTRACT FROM AUTHOR]

Whereas a great many academics have presumed to speak knowledgeably about Aristotle's work, comparatively few have actually studied his texts in sustained detail and very few scholars in the social sciences have examined Aristotle's work mindfully of its relevance for the study of human knowing and acting on a more contemporary or enduring plane. Further, although many people simply do not know Aristotle's works well, even those who are highly familiar with Aristotle's texts (including Nicomachean Ethics) generally have lacked conceptual frames for traversing the corridors of Western social thought in more sustained pragmatist terms. It is here, using symbolic interactionism (a sociological extension of pragmatist philosophy) as an enabling device for developing both transsituational and transhistorical comparisons, that it is possible to establish links of the more enduring and intellectually productive sort between the classical scholarship of the Greeks and the ever emergent contemporary scene. After (1) overviewing the theoretical emphasis of symbolic interactionism, this paper (2) locates Aristotle's works within a broader historical context, (3) situates Aristotle's Nicomachean Ethics within the context of his own work and that of his teacher Plato, and (4) takes readers on an intellectual voyage through Aristotle's Nicomachean Ethics. Not only does his text address a great many aspects of human lived experience, but it also has great instructive value for the more enduring study of human group life. Accordingly, attention is given to matters such as (a) human agency, reflectivity, and culpability; (b) definitions of the situation; (c) character, habits, and situated activities; (d) emotionality and its relationship to activity; (e) morality, order, and deviance; (f) people's senses of self regulation and their considerations of the other; (g) rationality and judgment; (h) friendship and associated relationships; (i) human happiness; and (k) intellectual activity. In concluding the paper, one line of inquiry that uses contemporary symbolic interaction as resource for engaging Aristotle's Nicomachean Ethics is suggested. However, as indicated in the broader statement presented here, so much more could be accomplished by employing symbolic interactionism as a contemporary pragmatist device for engaging Aristotle's Nicomachean Ethics. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine if there are relationship among freshmen students' Field depended or field independent (FD/FI) cognitive style, conceptual understandings, and problem solving skills in mechanics. The sample consisted of 213 freshmen (female = 111, male = 102; age range 17-21) who were enrolled in an introductory physics course required for science education prospective teachers. Data collection was done during the fall semesters in three successive years. At the beginning of each semester the Force Concept Inventory (FCI) and the Group Embedded Figure Test (GEFT) were administered to assess students' initial understanding of basic concepts in mechanics and FD/FI tendency of students, respectively. After completion of the course, the FCI and the Mechanics Base Line Test (MBT) were administered. The results indicated that students conceptual understanding were not statistically related to their FD/FI cognitive styles for both pre and post results. However, their problem-solving skills were statistically related to their FD/FI cognitive style. The findings of the present and previous studies are compared, and the possible effects of the present studies on previous studies on teaching, learning and assessment for introductory mechanics are discussed. [ABSTRACT FROM AUTHOR]

I start from Phillips' discussion of Rhees's dissatisfaction with the idea of a language-game. Then, from a rereading of Moore, I go on to exemplify interconnected uses of the expressions “language-game,”“recurrent procedure,”“world-picture,”“formal procedure,”“agreement in judgment,”“genre picture” and “form of life.” The discussion is related to sense perception, our knowledge of time and space, and the picture-theory. These topics connect with Wittgenstein's earlier treatment of the will – which changed markedly later. The subtext (in footnotes) confronts (i) the sceptical methods of Descartes and Hume with the grammatical methods of Leibniz, Kant and Wittgenstein, and (ii) the realism of Leibniz and the Tractatus with the transcendental idealism of Kant. My conclusion is that, although the method of Wittgenstein's later work remains in a sense grammatical, (i) in its new form it can free us from the conviction that the intellect can and must resolve one way or the other the conflicts that arise in the course of the latter confrontation, and that (ii), although release from such a conviction is to be seen as the aim of philosophical discourse in general, it allows philosophy to retain its overriding significance. A positive element in that lies in the respect the method demands for that in a human life which is transcendental to the activity of scientific theorising: respect, therefore, for the unique perspective of the individual historical agent. [ABSTRACT FROM AUTHOR]

The value problem for knowledge is the problem of explaining why knowledge is cognitively more valuable than mere true belief. If an account of the nature of knowledge is unable to solve the value problem for knowledge, this provides a pro tanto reason to reject that account. Recent literature argues that process reliabilism is unable to solve the value problem because it succumbs to an objection known as the swamping objection. Virtue reliabilism (i.e., agent reliabilism), on the other hand, is able to solve the value problem because it can avoid the swamping objection. I argue that virtue reliabilism escapes the swamping objection only by employing what I call an entailment strategy. Furthermore, since an entailment strategy is open to the process reliabilist (in two different forms), I argue that the process reliabilist is also able to escape the swamping objection and thereby solve the value problem for knowledge. [ABSTRACT FROM AUTHOR]

Students with differing profiles of epistemological beliefs - their beliefs about personal epistemology, intelligence, and learning - vary in thinking, reasoning, motivation, and use of strategies while working on academic tasks, each of which affect learning. This study examined students' epistemological beliefs according to gender, school orientation, overall academic achievement, and performance on two differently structured academic tasks. Epistemological beliefs in fixed and quick ability to learn, simple knowledge, and certain knowledge differed significantly as a function of gender, school orientation, and levels of academic achievement. These beliefs, particularly the belief in simple knowledge, significantly predicted overall performance and reflective judgment scores on the ill-structured task but not on the well-structured task. Implications concerning the relations among epistemological beliefs, reflective judgment, gender, school orientation, task structure, and achievement are discussed. [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]

It is argued that teaching is more important to shared understanding of management and organizations than scholars acknowledge. Teaching has been ignored in discussions of scholars' intellectual enterprise, in part, because of a practicality that violates Romantic Era ideals of intellectuals as otherworldly and pure. Yet teachers in conversation with their students have always been central to how students learn and develop their ideas. In the case of management professors, who they teach (students with management experience), the institutional context in which they teach them (tuition-dependent and rankings-focused university business schools), and the publishing industry (increasingly focused on lower-division books for teenagers) are as much causes of the fractured visage of management scholarship as are any actions of the field's elites. Implications for action include more open conversations about how MBA teaching influences our intellectual work and the development of coherent books for experienced adult students. [ABSTRACT FROM AUTHOR]

We have used 19.9 million papers over 5 decades and 2.1 million patents to demonstrate that teams increasingly dominate solo authors in the production of knowledge. Research is increasingly done in teams across nearly art fields. Teams typically produce more frequently cited research than individuals do, and this advantage has been increasing over time. Teams now also produce the exceptionally high-impact research, even where that distinction was once the domain of solo authors. These results are detailed for sciences and engineering, social sciences, arts and humanities, and patents, suggesting that the process of knowledge creation has fundamentally changed. [ABSTRACT FROM AUTHOR]

Mary knows all there is to know about physics, chemistry and neurophysiology, yet has never experienced colour. Most philosophers think that if Mary learns something genuinely new upon seeing colour for the first time, then physicalism is false. I argue, however, that physicalism is consistent with Mary's acquisition of new information. Indeed, even if she has perfect powers of deduction, and higher-level physical facts are a priori deducible from lower-level ones, Mary may still lack concepts which are required in order to deduce from the lower-level physical facts what it is like to see red. [ABSTRACT FROM AUTHOR]

Three ancient yogic philosophies, describing the evolution of cognitive—affective phenomena toward the nondual state of yoga, or union, (e.g., dissolution of the subject—object dichotomy) couple with empirical studies to redefine, and expand, existing constructs for, and relationship between, creativity and intelligence. The Ocean Model addresses the integration of novelty, appropriateness, and authenticity in creative endeavor with intelligence: the intrinsic factors being recognition, informational limitation, choice, and selective adaptation to the environment. Creativity and intelligence are described in three increasingly subtle states, crystallized, fluid, and vacuous, which are influenced by the psychological interplay of dispassion (vairagya) and discrimination (viveka) at variegated levels. It is argued that the key difference between intelligence and creativity lies in the nature of intention: whether limited or transcendent. A 9-module matrix is developed to map variations in the expanded creativity—intelligence relationship. Suggestions for empirically testing the Ocean Model are further supported by studies of empathy and wisdom. A unique method to test dispassion, involving ambivalent character traits and their relationship to psychological integration, is presented. [ABSTRACT FROM AUTHOR]

This paper examines how an ideology of cultural authenticity emerges in the casual but playful conversations of a bilingual Mexican American friendship group. Authenticating discourse, as illustrated here, is part of an ongoing, ordinary interactional routine through which speakers take overt (authentication) stances, which I call authenticating moves, to display, impugn, vie for, and enact forms of ethnic identity. In the data, issues of authenticity in relation to Mexicanness emerge as a result of the interactional exploitation of three ideological constructs: purity of bloodline, purity of nationality, and Spanish linguistic fluency. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of language variation and change in a socially stratified corpus of Glaswegian collected in 1997. Eight consonantal variables in read and spontaneous speech from 32 speakers were analysed separately and then together using multivariate analysis. Our results show that middle-class speakers, with weaker network ties and more opportunities for mobility and contact with English English speakers, are maintaining traditional Scottish features. Working-class adolescents, with more limited mobility and belonging to close-knit networks, are changing their vernacular by using ‘non-local’ features such as TH-fronting and reducing expected Scottish features such as postvocalic /r/. We argue that local context is the key to understanding the findings. Mobility and network structures are involved, but must be taken in conjunction with the recent history of structural changes to Glasgow and the resulting construction of local class-based language ideologies which continue to be relevant in the city today. [ABSTRACT FROM AUTHOR]

Academic literacies research has developed over the past 20 years as a significant field of study that draws on a number of disciplinary fields and subfields such as applied linguistics and sociolinguistics, anthropology, sociocultural theories of learning, new literacy studies and discourse studies. Whilst there is fluidity and even confusion surrounding the use of the term 'academic literacies', we argue in this paper that it is a field of enquiry with a specific epistemological and ideological stance towards the study of academic communication and particularly, to date, writing. To define this field we situate the emergence of academic literacies research within a specific historical moment in higher education and offer an overview of the questions that the research has set out to explore. We consider debates surrounding the uses of the singular or plural forms, academic literacy/ies, and, given its position at the juncture of research/theory building and application, we acknowledge the need for strategic as well as epistemological and ideological understandings of its uses. We conclude by summarising the methodological and theoretical orientations that have developed as 'academic literacies', conceptualised as a field of inquiry, has expanded, and we point to areas that merit further theoretical consideration and empirical research. [ABSTRACT FROM AUTHOR]

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The article analyzes the current phenomenon known as "Return to Marx," which refers to Western Marxist philosophy, in China. It points out the need to reconstruct ideology, embodies the academic path of the Chinese Marxist philosophy and emphasize the logic while little is known of the history. The epistemological root of the phenomenon was taken into account. Brief description and information about the methodological discussions made by Chinese scholars regarding the phenomenon is further presented.

Abstract??In this paper, the idea ofcoming into presenceand an epistemology that recognises the agency of the learner in the construction of knowledge is developed as an organising framework for reconceptualising design education. Design is typically taught as a problem solving exercise based on a representational epistemology. A critique of the representational epistemology is presented. The idea of design ascoming into presenceis introduced and exemplified though considerations of implicate order, context, and closure. It is suggested that an epistemology of presence provides a better alignment between how people experience the world through design and the ways in which they engage with it both intellectually and practically. [ABSTRACT FROM AUTHOR]

This paper examines the role of the imagination in Hume's epistemology. There specific powers of the imagination are identified -- the imagistic, conceptual, and productive -- as well as three corresponding kinds of fictions based on the degree of belief contained in each class of ideas the imagination creates. These are generic fictions, real and mere fictions, and necessary, fictions, respectively. Through these manifestations, it is emphasized, Hume presents the imagination both as the positive force behind human creativity and a subversive presence that transforms experience while at once making it possible. [ABSTRACT FROM AUTHOR]

The current study sought to uncover how temporal information is represented in our knowledge about routine events. In Experiment 1 we collected norming data on eight routines taken from Galambos (1983). In Experiment 2 participants were presented with two actions of varying distance from a routine and asked “Are the actions in the correct order?”. We found that a number of variables interact with distance, including action position, routine familiarity, and experimental block. These data suggest that sometimes participants are faster when the actions are far apart in the routine, while at other times they are faster when actions are closer together, providing evidence for both distance and reverse-distance effects, respectively. A model is presented to help interpret these data in which temporal information for routine events is both: (1) coarsely coded, and processed by an estimation mechanism; and (2) represented serially, and processed by a scanning mechanism. [ABSTRACT FROM AUTHOR]

The Principle of Epistemic Disparity has it that a mind of lesser power cannot adequately comprehend the ways of a more powerful intellect. The paper considers the role of this principle in the thought of St. Thomas and also offers some commentary on its wilder implications. [ABSTRACT FROM AUTHOR]

The author presents case illustrations or phenomenological renderings of conscious and unconscious memory phenomena that corroborate findings in modern neuroscience. She contends that the literary presentation is a heightening of actual brain processes. She examines examples that show ways in which literature and art capture the human memory process in contexts of a modernist understanding of time.

Knowledge partitioning refers to the notion that knowledge can be held in independent and non-overlapping parcels. Partitioned knowledge may cause people to make contradictory decisions for identical problems in different circumstances. We report two experiments that explored the boundary conditions of knowledge partitioning in categorization. The studies examined whether or not people would partition their knowledge (1) when categorization rules were or were not verbalizable and (2) when the to-be-categorized stimuli comprised perceptually separable or integral dimensions. When learning difficulty was controlled, partitioning occurred across all combinations of verbalizability and integrality/separability, underscoring the generality of knowledge partitioning. Partitioning was absent only when the task was rapidly learned and people reached a high level of proficiency, suggesting that task difficulty plays a critical role in the emergence of partitioned knowledge. [ABSTRACT FROM AUTHOR]

The article criticizes the Intelligent Community, USA for its failure to provide correct information on Iraq's weapons-of-mass-destruction process in 2002. Knowledge of epistemological skills can help Intelligent analysts in giving the secret information. The author calls for the recruitment of epistemological talent and cultivation of epistemological skills to the Intelligence Community to improve its performance.

What explanation can be given for the relevance of literature to Bourdieu's theoretical work? In order to explain this choice of object, in the first part of this article I consider the national and international context within which Bourdieu's theory has been built. In the French intellectual space literature was a central theoretical object. In the international context, the attention paid to literature was justified by the importance given to the symbolic phenomena in the main contemporary theoretical traditions. In order to appreciate the singularity and difficulty of Bourdieu's theoretical acquisition, I try to reconstruct the problems that he attempted to resolve, the theoretical possibilities with regard to which his hypotheses were defined, and the position that he held in his field of production at the time in which they were formulated. In Bourdieu's thought, this conjunctural dimension does not imply that a theory is particularized or relativized. So he presented his theoretical frameworks on literature as a model applying to any kind of cultural products. In the second part of my paper I intend to test these claims by examining under what conditions and to what extent his ‘Principles of a science of works’ have been considered transposable to other national contexts and/or to new objects. [ABSTRACT FROM AUTHOR]

How can we manage knowledge, human and intellectual resources, cognitive and behavioral dynamics at their best within the corporations? The main challenge is to use the missing knowledge, often incomplete and contradictory, owned by a single man and globally not available to anyone. [ABSTRACT FROM AUTHOR]

Nonaka's proposition that knowledge is created through the interaction of tacit and explicit knowledge involving four modes of knowledge conversion is flawed. Three of the modes appear plausible but none are supported by evidence that cannot be explained more simply. The conceptual framework omits inherently tacit knowledge, and uses a radically subjective definition of knowledge: knowledge is in effect created by managers. A new framework is proposed suggesting that different kinds of knowledge are created by different kinds of behaviour. Following Dewey, non-reflectional behaviour is distinguished from reflective behaviour, the former being associated with tacit knowledge, and the latter with explicit knowledge. Some of the implications for academic and managerial practice are considered. [ABSTRACT FROM AUTHOR]

The article reports on the theory of virtue in epistemology. The theory of virtue in epistemology is examined through the presentation of cases, whose core idea is that the nature of knowledge is best understood by reflecting on its role in intellectual practice. The intellectual practice is defined as any normatively structured way of finding things, resolving problems and answering questions.

The article deconstructs representations of mind and intelligence found in the works of theorists Arthur Jensen and Daniel Goleman. The texts deconstructed by the author include Jensen's domain-general concept of mental ability and the idea of Goleman about emotional intelligence. The author utilizes the Causal Layered Analysis (CLA) by S. Inayatullah in this article.

How can we cultivate intellectual virtues in our students? I provide an overview of virtue epistemology, explaining two types of intellectual virtues: reliabilist virtues and responsibilist virtues. I suggest that both types are acquired via some combination of practice on the part of the student and explanation on the part of the instructor. I describe strategies for teaching these two types of virtues in the classroom, including an activity for teaching the skill of using the square of opposition, and several activities that encourage students to practice open-minded acts, intellectually courageous acts, and the motivation for truth. [ABSTRACT FROM AUTHOR]

This article discusses the concept of geo-mentals as a model for understanding the problem of knowledge creation. It illustrates the start of knowledge as that of the birth of a child. It is intellectual responsibility of a person interested in the life that receives child to realize that it is the earth that stands as the existential base before a person, and it is truth that defines the intellectual basis of civilization. No life is definable without the direct reference to the earth-nature and also without the guidance coming from truth-wisdom that civilization keeps enunciating.

Feeling as the main character of your own life: this is, at synthetic and intuitive level, the most incisive definition of the self empowerment status of the person. A modern description of the person must not be limited to objective or objectivable parameters, but it must consider personal subjective and socially relevant behaviors. You reach therefore an individualization process in which the person is the carrier of his own integrity, achieving also a an examination of his self-empowerment in its double meaning of status and process. The empowerment oriented personal microculture is a gathering of correlated orientation concerning the individual bygone of the people founded on their subjectivity and their inner dynamics. A complete analysis of the factors related to the process of the possibilities and empowerment includes various orientations focalized on the stability - change - empowerment axis and on the microculture subtending them. The peculiarities of the microculture are summed in the procedural character, in the trasversality e in the absolute individuality. The applicative ambits of the concept of microculture are in the individual and group training field, implementing the processes of possibility and competencies development. [ABSTRACT FROM AUTHOR]

The author presents an analysis of historicism versus positivism in the realm of the social universe. The issue is whether to present the operative dynamics of the social universe scientifically or historically. It is posited that there can be no middle ground between historicism and positivism. There can be no easy answers and the philosophical issue can be debated endlessly. Instead of attempting to resolve the issue, it is suggested that attention be directed instead to epistemology for answers.

Abstract: Practical intelligence as measured by tacit-knowledge inventories generally has shown a weak relation to other intelligence constructs. However, the use of assessments capturing specialized, job-related knowledge may obscure the generality of practical intelligence and its relation to general intelligence. This article presents three studies in which three new everyday tacit-knowledge inventories are examined. Confirmatory factor analysis was used to evaluate the factor structure of each inventory and their measurement equivalence across samples. In addition, a single-factor model was tested for its fit to the covariance among the three new tacit-knowledge inventories and the Practical subscale from the Sternberg Triarchic Abilities Test. The relation between a higher-order practical intelligence factor emerging from this analysis and fluid and crystallized intelligence also was investigated. The results indicate that the new tacit-knowledge inventories are reliable and valid assessments of practical intelligence across diverse samples. The results also support the conclusion that practical intelligence and general intelligence are not the same construct, though some overlap was found. [Copyright &y& Elsevier]

This article discusses the need for confidence in argumentation as a source of intellectual progress. Confidence in argument depends not only on its workings but also on the position to make the most of it. Argumentation is useful in many ways like, it aims truth, knowledge or rational view. It demands an analytical thinking and is directed to defend an allegation. Moreover, it is a social activity wherein one argues with the other and with that, their understanding of the issue increases.