Awareness and the Substructure of Knowledge PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Awareness and the Substructure of Knowledge PDF full book. Access full book title Awareness and the Substructure of Knowledge by Paul Silva Jr. Download full books in PDF and EPUB format.
Author: Paul Silva Jr Publisher: Oxford University Press ISBN: 0192696513 Category : Philosophy Languages : en Pages : 208
Book Description
To say that someone is aware of a fact is a commonplace expression, not at all a philosopher's term of art. It is often used to criticize, excuse, admonish, and inform others. Such uses of the expression presuppose the existence of a state of awareness that one can be in or fail to be in with regard to some fact. Here lies the phenomenon of factual awareness. It is conventional in epistemology to treat 'S is aware of the fact that p' as either expressing the same thought as 'S knows that p' or at least entailing it. Learning of the failure of conventional views is often both surprising and theoretically fruitful. This book presents a comprehensive case against the view that factual awareness just is knowledge or even essentially related to knowledge: factual awareness is not identical to, and it does not entail, knowing, being in a position to know, or being capable of knowing. It provides a systematic exploration of the relation between knowledge and factual awareness, arguing that knowledge is but one species of factual awareness and that we can understand the possession of objective reasons, the normativity of knowledge, and the nature of knowledge in terms of factual awareness. In this way, the state of factual awareness is, structurally and substantively, a more basic type of state than knowledge. If correct, this undermines a number of ways in which knowledge has been regarded as coming 'first' in recent epistemology.
Author: Paul Silva Jr Publisher: Oxford University Press ISBN: 0192696513 Category : Philosophy Languages : en Pages : 208
Book Description
To say that someone is aware of a fact is a commonplace expression, not at all a philosopher's term of art. It is often used to criticize, excuse, admonish, and inform others. Such uses of the expression presuppose the existence of a state of awareness that one can be in or fail to be in with regard to some fact. Here lies the phenomenon of factual awareness. It is conventional in epistemology to treat 'S is aware of the fact that p' as either expressing the same thought as 'S knows that p' or at least entailing it. Learning of the failure of conventional views is often both surprising and theoretically fruitful. This book presents a comprehensive case against the view that factual awareness just is knowledge or even essentially related to knowledge: factual awareness is not identical to, and it does not entail, knowing, being in a position to know, or being capable of knowing. It provides a systematic exploration of the relation between knowledge and factual awareness, arguing that knowledge is but one species of factual awareness and that we can understand the possession of objective reasons, the normativity of knowledge, and the nature of knowledge in terms of factual awareness. In this way, the state of factual awareness is, structurally and substantively, a more basic type of state than knowledge. If correct, this undermines a number of ways in which knowledge has been regarded as coming 'first' in recent epistemology.
Author: Phylis J. Philipson Publisher: UPA ISBN: 0761866353 Category : Education Languages : en Pages : 200
Book Description
Awareness in Action is a user-friendly text/workbook designed for undergraduate and graduate students pursuing mental health degrees (e.g., counseling, psychology, and social work) and other human relations professions (e.g., medicine, nursing, public administration, and business). It has been used successfully by trainers for professional development seminars in human relations. Awareness in Action uses group-based experiential exercises to enhance self-awareness in professional and personal relationships, in order to improve the quality of both types of relationships. It is grounded in the research of cognitive behavior therapy (CBT), solution-focused therapy (SFT), group work theory, and wellness theory, widely used and accepted by mental health clinicians.
Author: Robert L. Selman Publisher: Russell Sage Foundation ISBN: 1610444892 Category : Psychology Languages : en Pages : 344
Book Description
Education specialists have written volumes on the best ways to help children learn to read and write, but who is helping them navigate the potentially treacherous waters of social interactions? While in school to study, children are also preoccupied with understanding the rules governing social relationships. Issues of trust and loyalty, rivalry and conflict, belonging and exclusion affect all school-aged children, but very few lesson plans include social development skills. The Promotion of Social Awareness summarizes thirty years of research on the social development of children in elementary and middle school, and shows how this work has led to a series of programs that promote the social competence of children and adolescents. Rich with lessons drawn from real life, the book includes an in-depth account of the author's partnership with an innovative program designed to help educators promote a sound ethic of social relationships among children, a case study of a teacher particularly gifted at promoting such relationships, and the tale of how the author's theoretical framework fared cross-culturally when exported to Iceland. The Promotion of Social Awareness documents Robert Selman's efforts both as a practitioner trying to help young people develop their interpersonal skills and as a researcher attempting to understand the factors that promote or hinder social development. Selman believes that getting along with others involves concrete and measurable social skills and actions that can be taught. The book underlines how the science of social development has given rise to initiatives and programs that can be used in educational settings to help children get along with each other, and may in the long run help prevent violence, drug abuse, and prejudice. Unique in its marriage of theory and practice, The Promotion of Social Awareness will appeal to a wide readership, including developmental psychologists, educators, and parents.
Author: L. Robert Kohls Publisher: Nicholas Brealey ISBN: Category : Business & Economics Languages : en Pages : 168
Book Description
This guide contains simulation games, case studies, icebreakers and other training activities for developing cross-cultural awareness in virtually any setting
Author: Peter Garrett Publisher: Routledge ISBN: 1317385330 Category : Language Arts & Disciplines Languages : en Pages : 658
Book Description
The Routledge Handbook of Language Awareness is a comprehensive and informative overview of the broad field of language awareness. It contains a collection of state-of-the-art reviews of both established themes and new directions, authored and edited by experts in the field. The handbook is divided into three sections and reflects the engaging diversity of language awareness perspectives on language teaching and teachers, language learning and learners, and extending to additional areas of importance that are less directly concerned with language instruction. In their introductory chapter, the editors provide valuable background to the language awareness field along with their summary of the chapters and issues covered. A helpful section giving further reading suggestions for each of the chapters is included at the end of the book. This volume is essential reading for graduate students and researchers working in the sphere of language awareness within applied linguistics, sociolinguistics and across the wider spectrum of language and communication.
Author: Gail T. Gillon Publisher: Guilford Publications ISBN: 1462532918 Category : Language Arts & Disciplines Languages : en Pages : 290
Book Description
Translating cutting-edge research into practical recommendations for assessment and instruction, this book has helped thousands of readers understand the key role of phonological awareness in the development of reading, writing, and spelling. It clearly shows how children's knowledge about the sound structure of spoken language contributes to literacy acquisition. Evidence-based strategies are described for enhancing all learners' phonological awareness and effectively supporting those who are struggling (ages 3–17). The book discusses ways to tailor instruction and intervention for a broad range of students, including English language learners (ELLs) and those with reading or language disorders. New to This Edition: *Incorporates over a decade of important advances in research, assessment, and instruction. *Chapter on ELLs, plus additional insights on ELLs woven throughout the book, including new case studies. *Chapter on spelling development. *Significantly revised coverage of children with complex communication needs.
Author: C.A. Heywood Publisher: Elsevier ISBN: 0080498108 Category : Psychology Languages : en Pages : 349
Book Description
The present volume was assembled in honor of Professor Alan Cowey FRS, and attempts to embrace his wide range of research interests in visual neuroscience. It is divided into four sections. The first contains a group of papers dealing with different fundamental aspects of the visual system, including the control and monitoring of eye movements. The second is concerned with the functional organization of cortical visual areas and their role in visual perception and visually guided action. The third addresses issues concerning color and motion perception, along with broader questions of visual attention; and the effects of selective brain damage on these different aspects of visual experience. The fourth and final section of the volume deals explicitly with questions relating to visual awareness, with particular emphasis on 'blindsight', a topic on which Alan Cowey has worked extensively in recent years, both in humans and in monkeys.
Author: Claudia Fernández-Fernández Publisher: Springer Nature ISBN: 3030696065 Category : Philosophy Languages : en Pages : 142
Book Description
This book creates a conceptual schema that acts as a correlation between Epistemology and Epistemic Logic. It connects both fields and offers a proper theoretical foundation for the contemporary developments of Epistemic Logic regarding the dynamics of information. It builds a bridge between the view of Awareness Justification Internalism, and a dynamic approach to Awareness Logic. The book starts with an introduction to the main topics in Epistemic Logic and Epistemology and reviews the disconnection between the two fields. It analyses three core notions representing the basic structure of the conceptual schema: “Epistemic Awareness”, “Knowledge” and “Justification”. Next, it presents the Explicit Aware Knowledge (EAK) Schema, using a diagram of three ellipses to illustrate the schema, and a formal model based on a neighbourhood-model structure, that shows one concrete application of the EAK-Schema into a logical structure. The book ends by presenting conclusions and final remarks about the uses and applications of the EAK-Schema. It shows that the most important feature of the schema is that it serves both as a theoretical correlate to the dynamic extensions of Awareness Logic, providing it with a philosophical background, and as an abstract conceptual structure for a re-interpretation of Epistemology.
Author: Larissa Aronin Publisher: Springer Nature ISBN: 3031370279 Category : Electronic books Languages : en Pages : 297
Book Description
This volume offers a unique insight into multilingualism and sociolinguistic diversity employing the dominant language constellation (DLC) approach. How can novel research inform teaching practices? How do current theories account for multilingual reality in settings as diverse as countries of Western and Eastern Europe and Tunisia and Maghreb? The volume deals with issues of plurilingual identity of teachers and multilingual learners and examines the issues of foreign language teaching both in contexts perceived as monolingual and multilingual Drawing on the intersection of analytic categories such as language repertoire, translanguaging, visuality and narratives, it particularly emphasizes the connections between DLCs, language awareness and identity. The contributors demonstrate how formal language teaching can capitalize on the DLC paradigm and how teacher education programs can use it both as a framework to discuss and as a tool to enhance teacher education and professional development. This volume on DLC as an approach to exploring facets of language awareness and identity presents a very welcome contribution to the study of multilingualism as a complex and dynamic phenomenon. The studies stemming from a range of mainly educational settings in different countries will definitely enhance our thinking perspectives in an area of research with increasing interest. Prof. Dr. Ulrike Jessner, University of Innsbruck (Austria) and University of Pannonia (Hungary).
Author: Paul Silva Jr
Author: Paul Silva Jr
Author: Phylis J. Philipson
Author: Robert L. Selman
Author: Panos Markopoulos
Author: L. Robert Kohls
Author: Peter Garrett
Author: Gail T. Gillon
Author: C.A. Heywood
Author: Claudia Fernández-Fernández
Author: Larissa Aronin