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Central to the particularist project, one that has become the consensus in the philosophy of conspiracy theory theory, is the claim that a general dismissal of these things called `conspiracy theories' is unsustainable. That is, if we want to say a conspiracy theory is suspicious such that we should not believe it, then we have to engage in at least some investigation of it. Particularists have detailed just why a general attitude of skepticism towards conspiracy theories is implausible; they have, in effect, created the case against generalism. The case for particularism, then, has largely been about challenging and rebutting generalist arguments. But what of the bigger picture? If particularists argue that we should not assume conspiracy theories are mad, bad, or dangerous but, rather, investigate them, then how should we go about that investigation? In this paper I describe (some) of the preliminary concerns the particularist (and the generalist) needs to account for when developing an ethics of investigation into these things called `conspiracy theories.' Whilst this paper does not provide a framework for the investigation of conspiracy theories, it provides the framework for such a framework. [ABSTRACT FROM AUTHOR]

Copyright of Praxis Filosófica is the property of Universidad del Valle 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 Er(r)go: Teoria, Literatura, Kultura is the property of Wydawnictwo Uniwersytetu Slaskiego 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.)

Epistemology has become one of the most important disciplines for the world of knowledge in the twenty-first century, particularly in the field of higher education; but it is not always part of the curricula. For this reason, we analyze its origins and concepts (between theory of knowledge and philosophy of science), as well as its scope, exposing the reasons related to its usefulness inside and outside high tertiary, since the discipline allows to reflect on the knowledge gestated in the sciences with a philosophical perspective, mediating its comparative, critical, and rational approach. It is concluded that the advantages associated with its internalization and dissemination, as well as its gravitating influence for the good shaping, development and understanding of scientific research, allow us to determine that any university institution that dispenses with its contribution would be incomplete or deficient. The work is bibliographic, with descriptive-prescriptive scope, and logical-hermeneutic methodology, developed through analysis aimed at the transformation of our institutions, in line with the epistemologies for peace. [ABSTRACT FROM AUTHOR]

The concept of epistemic violence, which became known with the literary scholar Gayatri Chakravorty Spivak, is being used in cultural studies, the humanities and the social sciences with increasing self-evidence. However, of all disciplines that deal intensively with its two core elements - epistemology in philosophy and violence in political science - view the combination of both dimensions with scepticism. From various feminist perspectives, this essay aims to contribute to making an interdisciplinary and multidimensional concept of epistemic violence plausible for a philosophy and political theory that is only gradually facing up to its own androcentrism and Eurocentrism. Fundamental to this is the recognition of the historical and contemporary entanglements of knowledge and domination that are constitutive of colonial modernity. On this basis, it will become clear that the interdisciplinary examination of both the phenomenon and the concept of epistemic violence makes the latter connectable to important questions in epistemology, theory, methodology as well as to academic organisational culture. [ABSTRACT FROM AUTHOR]

Systems theory and Marxist philosophy are inextricably linked. Systems theory and Marxist philosophy are both methodologies in a sense and share the perspective of movement and development. The system theory is also embodied in the Marxist philosophy's conceptions of nature, social history, and epistemology. Studying the system theory in Marxist philosophy will undoubtedly benefit from having a solid understanding of the connection between system theory and that philosophy. It has become crucial to enhance the quality of instruction by analyzing student learning data and providing constructive criticism for teaching methods. The students' learning data from the course teaching Marxist philosophy and systems theory were mined and analyzed based on the Apriori algorithm, and strong association rules between the course teaching contents were generated. We can determine the challenging teaching material that has an impact on students' performance through the analysis of these generation rules, enabling teachers to use this feedback information to enhance their pedagogical approaches. [ABSTRACT FROM AUTHOR]

Copyright of Cadernos PAGU is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos 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 Revista FAMECOS - Mídia, Cultura e Tecnologia is the property of EDIPUCRS - Editora Universitaria da PUCRS 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 Al-Adab / Al-ādāb is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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 Annals of Philosophy / Roczniki Filozoficzne is the property of John Paul II Catholic University of Lublin, Faculty of Philosophy 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.)

Field philosophy is both a collaborative practice of engaged scholarship and a theory of knowledge that contrasts with the model of disciplinary knowledge production. I briefly describe the origins of this special issue and situate it at the intersection of several avenues of discourse. I then offer an account of field philosophy that focuses on its relationships to social epistemology. Finally, I discuss how the history of China and Chinese philosophy might inform field philosophy both in theory and practice. [ABSTRACT FROM AUTHOR]

The unprecedented development of medical informatics is constantly transforming the concept of expertise in medical sciences in a way that has farreaching consequences for both the theory of knowledge and the philosophy of informatics. Deep medicine is based on the assumption that medical diagnosis should take into account the wide array of possible health factors involved in the diagnostic process, such as not only genome analysis alone, but also the metabolome (analysis of all body metabolites important for e.g. drug-drug interactions), microbiome (i.e. analysis of all bodily microorganisms interacting with host cells) or exposome (analysis of all environmental factors triggering potentially harmful cell mutations, such as UV radiation, heavy metals, various carcinogens, etc.). Deep data analysis is of tantamount importance for personalized diagnosis but, at the same time, hardly achievable by a regular human being. However, adequately designed artificial intelligence (e.g. a deep neural network) can undeniably be of great help for finding correlations between symptoms and underlying diseases. Nowadays AI applies to nearly every aspect of medicine, starting from the data analysis of scientific literature, through the diagnostic process, to the act of communication between physicians and their patients. Medical image processing algorithms greatly enhance the chances of successful recognition of melanoma or intestinal polyps. Communication tools designed for physicians use techniques known from social media to provide users with an opportunity to consult the case with colleagues from the same discipline. Natural language processing tools significantly improve doctor-patient communication by the automation of note-taking. Is this enough to support the claim that the non-epistemic competences in medicine are becoming more and more important? Can we attribute expertise only to a person? How is medical informatics changing the way most people usually understand human-computer interactions?. [ABSTRACT FROM AUTHOR]

Copyright of Basic Education College Magazine For Educational & Humanities Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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 paper describes the process of inducting theory using case studies-from specifying the research questions to reaching closure. Some features of the process, such as problem definition and construct validation, are similar to hypothesis-testing research. Others, such as within-case analysis and replication logic, are unique to the inductive, case-oriented process Overall, the process described here is highly iterative and tightly linked to data. This research approach is especially appropriate in new topic areas. The resultant theory is often novel, testable, and empirically valid finally, framebreaking insights, the tests of good theory (e.g. parsimony, logical coherence), and convincing grounding in the evidence are the key criteria for evaluating this type of research. [ABSTRACT FROM AUTHOR]

The process of theory construction in organizational studies is portrayed as imagination disciplined by evolutionary processes analogous to artificial selection The quality of theory produced is predicted to vary as a function of the accuracy and detail present in the problem statement that triggers theory building, the number of and independence among the conjectures that attempt to solve the problem, and the number and diversity of selection criteria used to test the conjectures It is argued that interest is a substitute for validation during theory construction, middle range theories are a necessity if the process is to be kept manageable, and representations such as metaphors are inevitable, given the complexity of the subject matter [ABSTRACT FROM AUTHOR]

A set of ground rules and vocabulary to facilitate focused discussion about the structure of organization and management theories are proposed. The many previous efforts at defining and evaluating theory help establish criteria for theory construction and evaluation. In the establishment of these criteria, description is distinguished from theory, and a matrix of criteria for evaluating the variables, constructs, and relationships that together compose a theory is developed. The proposed matrix may be useful both for defining the necessary components of good theory and for evaluating and/or comparing the quality of alternative theories. Finally, a discussion of the way theories fit together to give a somewhat broader picture of empirical reality reveals the lines of tension between the two main criteria for evaluating theory. [ABSTRACT FROM AUTHOR]

The article focuses on the development of a theory. A discussion is presented about steps involved in developing a theory, such as seeing which factors logically should be considered as part of the explanation of the social or individual phenomena of interest. The authors assert that authors developing theories are considering these factors, they should err in favor of including too many factors, recognizing that over time their ideas will be refined. The article presents information about the importance of sensitivity to the competing virtues of parsimony and comprehensiveness.

A central mission of scholars and educators in professional schools of management, health, education, and social work is to conduct research that contributes knowledge to a scientific discipline, on the one hand, and to apply that knowledge to the practice of management as a profession, on the other (Simon, 1967). To do this well, we need to design our research so that it provides an intimate understanding of the practical problems facing the profession. Equally important, we need to appreciate and strengthen our skills in developing good theory so that research conducted about these problems will advance the knowledge that is relevant to both the discipline and the profession. Lewin's (1945) statement that "nothing is so practical as a good theory" captures a theme that is as important today as it was in Lewin's time. Good theory is practical precisely because it advances knowledge in a scientific discipline, guides research toward crucial questions, and enlightens the profession of management. This special forum focuses on criteria and methods for building good theory. Its purpose is to suggest ways to strengthen our theory-development capabilities, and thereby link better theory with the disciplines and professions represented in the Academy. [ABSTRACT FROM AUTHOR]

The article discusses the standard formulations of non-deductive inference in a hypothesis. It examines the explanatory virtues of probabilistic reasoning that assign subjective probabilities to hypotheses. It also cites the paradigmatic instances of Inference to the Best Explanation (IBE) in inferring a hypothesis.

The use of the term integral embodies both a set of theoretical commitments and a set of normative commitments. It is used as a theoretical term in developmental psychology and social science to describe a certain stage or level of human development. It is also used as a normative term in metatheory, epistemology, and ethics as part of prescriptive offerings about what is preferable to do and be. Labeling a person or artifact as integral is typically a move that both positions the person or artifact in terms of a developmental model and evaluates the person or artifact in light of set of agreed-upon norms. Problems arise with this de-differentiation of descriptive evaluative claims. I explore these by looking at some of the key facets of Integral Theory, with an eye toward what I will call growth-to-goodness assumptions. Evidence is reviewed demonstrating that highly developed persons and theoretical models often do not deserve to be praised by being labeled integral. The claim that higher stages are better than lower ones is true only in certain cases, when "better" has been well specified. Thus, integrally informed theorists should be as concerned about clarifying the normative function of integral-reflecting on its use as a prescriptive term-as they are with applying the term as a descriptor. This involves admitting and embracing the normative function of the term integral. [ABSTRACT FROM AUTHOR]

Agreement between "independent" measurements of a theoretically posited quantity is intuitively compelling evidence that a theory is, loosely speaking, on the right track. But exactly what conclusion is warranted by such agreement? I propose a new account of the phenomenon's epistemic significance within the framework of Bayesian epistemology. I contrast my proposal with the standard Bayesian treatment, which lumps the phenomenon under the heading of "evidential diversity." [ABSTRACT FROM AUTHOR]

Copyright of Dialogue: Canadian Philosophical Review is the property of Cambridge University Press 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 European Journal of Social Education is the property of Formation d'Educateurs Sociaux Europeens (FESET) 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.)

The author presents a response to commentary about a theory that people need to define the function of a token trait with the help of modal claims. He points out that the new account of etiological function proposed by critics cannot avoid the circularity problem. He explains that the only way to avoid the trait-type individuation objection is to define the token trait's function with reference to the properties of the trait.

Albert Einstein insists that his epistemology made his discovery of relativity possible. He believed it was his understanding of the relationship of experience and reason that allowed him to reconsider certain 'truths' of physics. Specifically, he believed that reality and thought were independent but related, and that conceptual systems are independent of but conditioned by experience. Failure to understand the relation between experience and reason had, Einstein believed, limited progress in science. His understanding of the relation, on the other hand, enabled him to formulate relativity theory and therefore provides one example of the relevance of philosophy to scientific inquiry. [ABSTRACT FROM AUTHOR]

This text is to show how articulate the political and epistemological perspective in the work of Bolivian sociologist René Zavaleta. The central concept to develop its complex work will be to all. René Zavaleta has been perhaps the most important theoretical Bolivia during the twentieth century and his work is still of great importance to today. [ABSTRACT FROM AUTHOR]

The article focuses on the aspects of naturalized epistemology and historicism. It informs about the association of naturalized epistemology with relativism along with information on various attempts of philosophers and scientists over treating philosophical theories of knowledge as in continuous movement with scientific theories about the working of the world.

In this paper we investigate the relation between knowledge and political action, focusing on knowledge claims stemming from science that at the same time have relevance in a policy context. In so doing, we will revisit some well-known and some lesser known approaches, such as C.P. Snow's thesis of the two cultures and Mannheim's conceptualization of theory and practice. We arrive at a distinction between knowledge for practice and practical knowledge, which we briefly apply to the case of climate change science and policy. We state as our thesis that policy is ever more reliant on knowledge, but science can deliver ever less certainty. Political decisions and programs have to recognize this fact, either implicitly or explicitly. This creates a paradox that is normally resolved through the political decision and not the dissemination of “truth” in the sense of uncontested knowledge. We use the case of the Intergovernmental Panel on Climate Change as an example. [ABSTRACT FROM AUTHOR]

El presente trabajo presenta la problemática del análisis metateórico de las teorías del cambio conceptual y plantea la discusión de algunas cuestiones relevantes. En primer lugar, se examina el alcance y significado de la utilización de la categoría de “teoría”, lo que se ha denominado la teoría de la teoría. Para ello se exponen algunos ejemplos y se ofrecen las razones que pretenden avalar dicha utilización; luego, se muestran las críticas que se han formulado, las alternativas que se han propuesto, así como la perspectiva abierta por la discusión. En segundo lugar, se explora el impacto de las tesis ontológicas y epistemológicas sobre las investigaciones del cambio conceptual, identificando su modus operandi: en los problemas que permiten plantear y los que no permiten; en el enfoque metodológico que se asume; en la concepción de la objetividad del conocimiento de los sujetos del cambio; y en la elección de los modelos explicativos. Finalmente, se argumenta en defensa de un marco filosófico relacional o dialéctico en oposición a un marco escisionista para la investigación del cambio conceptual.This paper presents the problem of metatheoretical analysis of theories about conceptual change, and a discussion of some important issues is proposed. First, we examine the scope and meaning of the use of “theory” as a conceptual category, which has been called the “theory of theory”. To this end, we provided some examples and reasons to endorse such use, together with criticism formulated, alternatives proposed, and perspectives open for discussion. Second, we explore the impact of ontological and epistemological theses about conceptual change research, identifying their modus operandi, on a) the problems that may be posed and those that may not; b) the methodological approach assumed; c) the concept of objectivity in knowledge of subjects of change; and d) the election of explanatory models. Finally, we argue in defence of a philosophical relational or dialectical framework as opposed to a split one within conceptual change research. [ABSTRACT FROM AUTHOR]

Copyright of Problems / Problemos is the property of Vilnius University 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.)

Scientific realists endeavor to secure inferences from empirical success to approximate truth by arguing that, despite the demise of empirically successful theories, the parts of those theories responsible for their success do, in fact, survive theory change. If, as some antirealists have recently suggested, successful theory parts are only identifiable in retrospect, namely, as those that have survived, then the realist approach is trivialized, for now success and survival are guaranteed to coincide. The primary aim of this article is to counter this argument by identifying successful theory parts independently from their survival. [ABSTRACT FROM AUTHOR]

Theory change is a central concern in contemporary epistemology and philosophy of science. In this paper, we investigate the relationships between two ongoing research programs providing formal treatments of theory change: the (post-Popperian) approach to verisimilitude and the AGM theory of belief change. We show that appropriately construed accounts emerging from those two lines of epistemological research do yield convergences relative to a specified kind of theories, here labeled 'conjunctive'. In this domain, a set of plausible conditions are identified which demonstrably capture the verisimilitudinarian effectiveness of AGM belief change, i.e., its effectiveness in tracking truth approximation. We conclude by indicating some further developments and open issues arising from our results. [ABSTRACT FROM AUTHOR]

In the first half of the 20th century the interpretation of lack was a central problem in the philosophy of Károly Böhm and of the Kolozsvár School's outstanding members (Sándor Makkai, Béla Varga). Böhm analyzed it mainly from metaphysical and epistemological points of view and then from the perspective of the theory of values and ethics. In his system we shall consider the relationship between these. In Béla Varga's philosophy we shall analyze the relationship between lack and conscience, the fullness of being, in Sándor Makkai's theory the connections of infinity and lack. Meanwhile we shall make a digression to discuss the issues of "defective reality" and the lack of good at Béla Brandenstein. Finally, we shall tackle József Révay's theory regarding moral paradoxes. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to establish pluralism as the basis for bibliographic classification theory and practice and examine the possibility of establishing trustworthy classifications. Design/methodology/approach - The paper examines several key notions in classification and extended previous frameworks by combining an explanation-based approach to classification with the concepts of cognitive authority and trust. Findings - The paper presents an understanding of classification that allows designers and editors to establish trust through the principle of transparency. It demonstrates that modern classification theory and practice are tied to users' activities and domains of knowledge and that trustworthy classification systems are in close dialogue with users to handle bias responsible and establish trust. Originality/value - The paper establishes a foundation for exploring trust and authority for classification systems. [ABSTRACT FROM AUTHOR]

Copyright of Veritas is the property of EDIPUCRS - Editora Universitaria da PUCRS 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 paper analyzes the ethically important moments that helped build, then break, and then negotiate the relationship between researchers and schools during an ethnographic-type study conducted by the team of researchers from a prominent private university. I posit that the researchers' unskilled approach culminated in producing written representations of the schools that were ethically problematic. To quote one school: 'That is NOT what's happening at Horizon!' Guided by simplistic understandings of procedures, rather than by articulated moral principles, the researchers were unable to scrutinize and interrogate their data in light of the context from which the data were collected. They thus failed to examine reflexively the knowledge they produced in their written representations. My critique uses a framework that counters harm with benefit and authority with respect, drawing on both consequential and non-consequential ethical theories, and emphasizes an ethic of care. [ABSTRACT FROM AUTHOR]

The field perspective in Gestalt therapy remains a rich source of controversy and challenge in outlining and articulating a theory of practice. In teaching Gestalt therapy, particularly the field perspective, it is useful to find examples of the principles that direct and support practice, as well as enhance and expand theory. Latner (2008) presents the field as an inspiring, evocative idea, suggesting that when a term such as field perspective has a "connotative richness," we can best define it by searching for examples that "speak to us" (p. 27). He offers as an illustration how he is inspired by Dogen, a Zen Buddhist teacher writing a thousand years ago, and how he intuitively understands a field universe through Dogen's work (p. 25). In similar fashion, William Wordsworth (1770-1850) and Martin Buber speak with a connotative richness of emergent creation and paradoxical agency, two principles of field theory recently described in the literature (O'Neill & Gaffney, 2008). This article is an experiment in reaching out for just such connotative richness-an intuitive understanding of emergent creation and paradoxical agency-to find an articulation of these principles in ways that speak to Gestalt practitioners. [ABSTRACT FROM AUTHOR]

In the paper “On the role of the research agenda in epistemic change”, Olsson and Westlund have suggested that the notion of epistemic state employed in the standard framework of belief revision (Alchourrón et al. ; Gärdenfors ) should be extended to include a representation of the agent’s research agenda (Olsson and Westlund ). The resulting framework will here be referred to as interrogative belief revision. In this paper, I attempt to deal with the problem of how research agendas should change in contraction, a problem largely left open by Olsson and Westlund. Two desiderata of an appropriate solution are suggested: one is a principle of continuity, stating that changes in the research agenda should somehow reflect that certain long term research interests are kept fixed. The other desideratum, which is based on part of Olsson and Westlund’s motivation for adding research agendas to the epistemic states, is that we should be able to account for how contraction may serve to open up new, fruitful hypotheses for investigation. In order to achieve these desiderata, I base my solution on a revised version of Olsson and Westlund’s notion of epistemic state. [ABSTRACT FROM AUTHOR]

The article focuses on the philosophical conceptions of knowledge and beliefs. It connotes the epistemological and ethical theories of beliefs and notes the reliabilism of these lores. It cites the conflict of ideas between acts and beliefs, in terms of analogy. Moreover, the value cited over the possession of beliefs, is also mentioned.

'Practice' is a familiar term in everyday language but it also has a long history of scholarship. What then does it mean to 'turn' towards practice, and how would we know when a practice turn has occurred? To answer these questions, this article develops a theoretical view of practice as a transactional social process involving experience and action as mutually informing aspects of human conduct. This perspective is elaborated in detail by drawing on the ideas of the pragmatist philosophers, especially George Herbert Mead. In particular, it is asserted that 'transactionality' and 'temporality', when taken together, offer a theoretical perspective on practice that is dynamic, emergent and socially agentic. The utility of this pragmatist approach is illustrated using a published study of a strategizing episode. The article concludes that a practice turn is indeed underway in organization studies, but there is still some distance to travel before the full potential of this turn is realized. [ABSTRACT FROM AUTHOR]

Developmental counseling is a promising model integrating theory and practice. A. E. Ivey's (2000; A. E. Ivey & 0. F Goncalves, 1988) work is discussed as a template for proposing a more comprehensive developmental perspective. Where A. E. Ivey's model renders a case for cognition, the current article encompasses other developmental systems driving cognitive processes, such as attachment, self, and affect. A developmental systems theory is advanced as one possible solution to the limitations of available models. Application to case vignettes and a rethinking of style shift are offered. [ABSTRACT FROM AUTHOR]

This paper provides a systematic reconstruction of Cavendish's general epistemology and a characterization of the fundamental role of that theory in her natural philosophy. After reviewing the outlines of her natural philosophy, I describe her treatment of 'exterior knowledge', i.e. of perception in general and of sense perception in particular. I then describe her treatment of 'interior knowledge', i.e. of self-knowledge and 'conception'. I conclude by drawing out some implications of this reconstruction for our developing understanding of Cavendish's natural philosophy. [ABSTRACT FROM AUTHOR]

The article presents the author's reflections on the purpose of higher education and the relationship between philosophy and university. It explores how different views of the university reflect differing perspectives on humanity and the world. Citing the book "Was heisst akademisch" (What does Academic Mean) by German author Josef Pieper, the author considers the meaning of the term academic in terms of philosophy understood as a theoretical form of knowing. The author also describes two forms of academic deformation, the focus on usefulness as the ultimate criteria for learning and the sophist approach to knowledge that focuses on formalism.

Copyright of Dansk Sociologi is the property of Djøf Forlag 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 Problems / Problemos is the property of Vilnius University 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.)