Relevant bibliographies by topics / Epistemic excellence

Academic literature on the topic 'Epistemic excellence'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Epistemic excellence"

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Baril, Anne. "Pragmatic encroachment in accounts of epistemic excellence." Synthese 190, no. 17 (January 5, 2013): 3929–52. http://dx.doi.org/10.1007/s11229-012-0234-4.

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Scholten, Wout, Thomas P. Franssen, Leonie van Drooge, Sarah de Rijcke, and Laurens K. Hessels. "Funding for few, anticipation among all: Effects of excellence funding on academic research groups." Science and Public Policy 48, no. 2 (March 24, 2021): 265–75. http://dx.doi.org/10.1093/scipol/scab018.

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Abstract In spite of the growing literature about excellence funding in science, we know relatively little about its implications for academic research practices. This article compares organizational and epistemic effects of excellence funding across four disciplinary fields, based on in-depth case studies of four research groups in combination with twelve reference groups. In spite of the highly selective nature of excellence funding, all groups employ dedicated strategies to maximize their chances of acquiring it, which we call strategic anticipation. The groups with ample excellence funding acquire a relatively autonomous position within their organization. While the epistemic characteristics of the four fields shape how excellence funding can be used, we find that in all fields there is an increase in epistemic autonomy. However, in fields with more individual research practices a longer time horizon for grants, beyond the usual 5 years, would fit better with the research process.
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Holliman, Richard. "Supporting excellence in engaged research." Journal of Science Communication 16, no. 05 (December 13, 2017): C04. http://dx.doi.org/10.22323/2.16050304.

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This paper reviews the purposes, definitions and criteria designed to embed ‘engaged research’ as a strategic priority with universities, and explores some of the challenges of implementation. Surveys of academics have shown various understandings of, and attitudes to, the practices of engaged research, but also impediments to realising the aspirations it expresses. Drawing on the experience as the academic lead for engaged research at the Open University, the author explores questions of professionalisation, for example, through training, support mechanisms and measures of recognition for engaged research. He concludes by arguing that, if done well, engaged research can promote epistemic justice.
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Hellström, Tomas, Leila Jabrane, and Erik Brattström. "Center of excellence funding: Connecting organizational capacities and epistemic effects." Research Evaluation 27, no. 2 (December 27, 2017): 73–81. http://dx.doi.org/10.1093/reseval/rvx043.

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Vitéz, Kitti. "Mi és ők? Egy felsőoktatási értékelési rendszer vizsgálata a nemzetközi hallgatók szemszögéből." Autonomy and Responsibility Journal of Educational Sciences 5, no. 1-4 (June 22, 2022): 123–26. http://dx.doi.org/10.15170/ar.2020.5.1-4.7.

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Hayes, Aneta, and Jie Cheng. "Datafication of epistemic equality: advancing understandings of teaching excellence beyond benchmarked performativity." Teaching in Higher Education 25, no. 4 (April 29, 2020): 493–509. http://dx.doi.org/10.1080/13562517.2019.1689387.

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Pyrcz, Gregory E., Tessa Claire MacLean, and Mark E. Hopkins. "Demanding Epistemic Democracy and Indirect Civics Pedagogy: The Performance-Oriented Music Ensemble." Philosophical Inquiry in Education 24, no. 3 (July 20, 2020): 237–51. http://dx.doi.org/10.7202/1070609ar.

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The participation of young adults in performance-oriented music ensembles can be seen to enhance democratic capacities and virtues. Much, however, turns on the particular conception of democracy at work. Although contemporary currents in music education tend towards models of liberal and participatory democracy to govern music ensembles, this essay contends that demanding epistemic democracy allows performance-oriented music ensembles the achievement of democratic virtues without sacrificing excellence as a central regulatory ideal. The inclusion of both men and women is shown to be particularly significant in this light. Central to its democratic epistemic ambition, the role of the conductor is considered in the last section of this article.
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Guoqiang, Chen, Tan Jianping, and Tao Yourui. "A Reliability-Based Multidisciplinary Design Optimization Method with Evidence Theory and Probability Theory." International Journal of Reliability, Quality and Safety Engineering 25, no. 01 (February 2018): 1850003. http://dx.doi.org/10.1142/s0218539318500031.

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Uncertainties, including aleatory and epistemic uncertainties, always exist in multidisciplinary system. Due to the discontinuous nature of epistemic uncertainty and the complex coupled relation among subsystems, the computational efficiency of reliability-based multidisciplinary design optimization (RBMDO) with mixed aleatory and epistemic uncertainties is extremely low. A novel RBMDO procedure is presented in this paper based on combined probability theory and evidence theory (ET) to deal with hybrid-uncertainties and improve the computational efficiency. Firstly, based on Bayes method, a novel method to define the probability density function of the aleatory variables is proposed. Secondly, the conventional equivalent normal method (J-C method) is modified to reliability analysis with hybrid-uncertainties. Finally, a novel RBMDO procedure is suggested by integrating the modified J-C method into the frame of sequence optimization and reliability analysis (SORA). Numerical examples and engineering example are applied to demonstrate the performance of the proposed method. The examples show the excellence of the RBMDO method both in computational efficiency and accuracy. The proposed method provides a practical and effective reliability design method for multidisciplinary system.
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Lushetich, Natasha. "Idiosyncrasy as Strategy in the Age of Epistemic Violence." Artnodes, no. 20 (December 15, 2017): 111–19. http://dx.doi.org/10.7238/artnodes.v0i20.3149.

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One of the first principles of capitalism is, undeniably, instrumentalisation; the subjection of one thing to another with the speculative aim of producing some future ‘value’, regardless of how dubious – or even noxious this ‘value’ may be. In the knowledge economy, which produces value from accelerated innovation (also interpretable as the overproduction of the minimally different) value is extracted in two chief ways: via the misplaced rhetoric of excellence, and via netocratic quantification. Both of these processes are further aggravated by the additive nature of the digital media (Han); the irrationality of rationality (Ritzer); and attention deficit. Despite the fact that knowledge in general, and artistic knowledge in particular, is heterogeneous as well as, essentially, undecidable, in this essay I argue for a specific brand of knowledge: idiosyncratic, and, if need be, incomprehensible. Not as a weak ‘I would rather not’ strategy of resistance – to borrow from Herman Melville’s over-exploited, half-dead anti-hero Bartleby – but as an antidote to reductionism, information deluge, and their increasing neurological consequences, such as Information Fatigue Syndrome.
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Bandola-Gill, Justyna. "Between relevance and excellence? Research impact agenda and the production of policy knowledge." Science and Public Policy 46, no. 6 (August 1, 2019): 895–905. http://dx.doi.org/10.1093/scipol/scz037.

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Abstract The recent moves towards incentivising ‘impact’ within the research funding system pose a growing challenge to academic research practices, charged with producing both scientific, and social impact. This article explores this tension by drawing on interviews with sixty-one UK academics and policymakers involved in publicly-funded knowledge exchange initiatives. The experiences of the interviewed academics point to a functional separation of academic practices into three distinct types: producing traditional research, translating research, and producing policy-oriented research. These three types of practices differ in terms of both the epistemic qualities of the produced knowledge and its legitimacy as valid academic work. Overall, the article argues that the relationship between relevance and excellence of research within the impact agenda is characterised by simultaneous contradiction and co-dependence, leading to hybridisation of academic knowledge production and expansion of the boundaries of policy expertise into the traditionally-academic spaces.
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Books on the topic "Epistemic excellence"

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Hayes, Aneta. Inclusion, Epistemic Democracy and International Students: The Teaching Excellence Framework and Education Policy. Palgrave Macmillan, 2019.

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Shepherd, Joshua. The Shape of Agency. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198866411.001.0001.

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In this book Shepherd offers a perspective on the shape of agency by offering interlinked explanations of the basic building blocks of agency, as well as its exemplary instances. In the book’s first part, he offers accounts of phenomena that have long troubled philosophers of action: control over behavior, non-deviant causation, and intentional action. These accounts build on earlier work in the causalist tradition and undermine the claims of many that causalism cannot offer a satisfying account of non-deviant causation, and therefore intentional action. In the book’s second part, he turns to modes of agentive excellence—ways that agents display quality of form. He offers a novel account of skill, including an account of the ways that agents display more or less skill. He discusses the role of knowledge in skill and concludes that while knowledge is often important, it is inessential. This leads to a discussion of knowledge of action—of the way that knowledge of action and knowledge of how to act informs action execution. Shepherd argues that knowledgeable action includes a unique epistemic underpinning. For in knowledgeable action, the agent has authoritative knowledge of what she is doing and how she is doing it when and because she is poised to control her action by way of practical reasoning.
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Potter, Nancy Nyquist. Good defiance and flourishing. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199663866.003.0003.

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This chapter examines the relationship between defiance and flourishing by analyzing three cases and unpacking some of the epistemic and ontological assumptions that undergird our naïve ideas about flourishing. The aim is to clarify under what conditions a person with a mental disorder might be able to flourish, what a claim of flourishing entails, and why some defiant behavior is central to this theory of flourishing—it counts as good defiance. It argues against Aristotle’s account of human virtue as a function of excellent reasoning and against positive psychology’s conception of mental health as well-being and flourishing. Instead, it identifies features of non-ideal flourishing that are then applied to three people with diagnoses: one with schizophrenia, one with depression, and one with Borderline Personality Disorder. The author then explains how she would evaluate these three cases in terms of their defiant behavior.
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Brady, Michael S. Suffering and Virtue. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198812807.001.0001.

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Suffering, in one form or another, is present in all of our lives. But why do we suffer? On one reading, this is a question about the causes of physical and emotional suffering. But on another, it is a question about whether suffering has a point or purpose or value. In this book, Michael Brady argues that suffering is vital for the development of virtue, and hence for us to live happy or flourishing lives. After presenting a distinctive and original account of suffering, and a novel account of its core element, unpleasantness, Brady proceeds to focus on three claims that are central to his picture. The first is that forms of suffering, like pain and remorse, can themselves constitute virtuous responses. The second is that suffering is essential for four important classes of virtue—virtues of strength, such as fortitude and courage; virtues of vulnerability, such as adaptability and humility; moral virtues, such as compassion; and the practical and epistemic excellences that make up wisdom. His final claim is that suffering is vital for the social virtues of justice, love, and trust, and hence for the flourishing of social groups.
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Book chapters on the topic "Epistemic excellence"

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Hayes, Aneta. "Pedagogy as a Political Act Towards Epistemic Democracy—The Type of Understanding of Teaching Excellence the TEF Can Shape?" In Inclusion, Epistemic Democracy and International Students, 75–103. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11401-5_4.

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Ratti, Emanuele. "Epistemology, Philosophy of Science, and Virtue." In Science, Technology, and Virtues, 149–60. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190081713.003.0009.

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This chapter offers an overview of how virtue-based concepts have been used by philosophers of science to shed light on epistemic aspects of science. In the epistemology of science, the word virtue has referred to two different concepts. First, virtue can be understood as excellence, where excellence is a quality of a model, a theory, or a hypothesis. Second, virtue can be understood more narrowly as a stable character trait and/or disposition of scientists themselves. The first meaning is connected to the long-standing debate on the qualities that make a scientific theory a good scientific theory. The second meaning is connected to a much more recent conversation exploring the connections between virtue epistemology and philosophy of science. I explore how these two meanings of virtue have been developed, and I highlight underexplored areas that can advance our understanding of the relation between virtue theory and philosophy of science.
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Bengson, John, Terence Cuneo, and Russ Shafer-Landau. "The Nature of Inquiry." In Philosophical Methodology, 10–34. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192862464.003.0002.

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This chapter proposes a two-stage model of theoretical inquiry—inquiry that, when successfully undertaken for its own sake, results in some epistemic or alethic achievement. At the first stage, inquirers use various procedures to collect data that are relevant to answering the questions that open inquiry. At the second stage, inquirers apply a method to these data in an effort to construct a theory poised to facilitate some positive epistemic or alethic state. This two-stage model is distinguished from rival accounts of inquiry, such as those proposed by Descartes, Dewey, and Stalnaker. The chapter includes a discussion of the proper goals of theoretical inquiry, distinguishing merely proper goals (those whose realization implies an inquiry’s success or excellence) from ultimate proper goals (those whose realization suffices to fully resolve the inquiry at hand). The chapter concludes with a defense of the claim that inquiry’s ultimate proper goal is neither truth nor knowledge but rather theoretical understanding.
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Shepherd, Joshua. "Knowledgeable Action." In The Shape of Agency, 140–67. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198866411.003.0008.

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This chapter develops an account of a different mode of agentive excellence. This one essentially involves knowledge of action and knowledge of how to act. Here we call it knowledgeable action. The aim of this chapter is two-fold. First, to explain the special epistemic features often thought to hold of knowledge of action. Second, to explain how this knowledge plays an important role in action execution. Along the way this chapter discusses various accounts of knowledge of action, which variously emphasize roles for intention, perception, and conscious awareness. Towards the end, the chapter compares and contrast the author’s account to nearby accounts that focus, not on knowledgeable action, but on knowledge how.
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Zagzebski, Linda Trinkaus. "Intellectual Virtues." In Epistemic Values, 93–107. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197529171.003.0006.

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This chapter defends the view that intellectual virtues are deep and enduring acquired intellectual excellences, supported by the underlying idea in Exemplarist Moral Theory that excellences are admirable traits, and admirable traits are those that people admire on reflection and that have features identified in empirical studies. The intellectual virtues require both admirable intellectual motivations and reliable success in reaching the truth, and the defense of this claim is that that is what people admire on reflection. The connection of intellectual virtue with moral virtue also explains admirable states like wisdom that are recently getting attention in philosophy and psychology after a long period of neglect.
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Nauriya, Anil Kumar. "Libraries and the Preservation of Public Intellectual Space and Heritage." In Advances in Library and Information Science, 218–30. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0043-9.ch011.

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There is one aspect of Libraries that needs particularly to be highlighted, namely the role of the public library as a par excellence site that upholds the public intellectual space when contrasted to the more restricted academic space. It is a primary means by which public intellectuals and, through them, civil society, may hold even academia to account when the latter becomes confined by dead habits or restricted by institutional, bureaucratic, elitist or other, structures. It needs to be emphasized that academia and scholarship are not necessarily congruent. The interplay between academia and scholarship is crucial and that is made possible by the public library. Open libraries, especially public libraries, are at least as vital as the academia. The importance of a library or a museum is not necessarily related to its location or its size. “Preservation” and “intellectual heritage” need to be decolonized in order to realize epistemic justice.
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Paakkunainen, Hille. "Doubts about “Genuinely Normative” Epistemic Reasons." In Metaepistemology, 122–40. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198805366.003.0008.

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Instrumentalist and teleologist views in metaepistemology hold that epistemic reasons are goal-relative or value-relative. In the face of counterexamples involving apparently pointless or counterproductive beliefs that are nonetheless supported by excellent epistemic reasons, some have retreated to the following view: while even pointless or counterproductive beliefs can be supported by excellent epistemic reasons in a not-genuinely-normative sense, we can have genuinely normative epistemic reasons only for beliefs that do serve some goal or value. In this chapter doubts are raised about the distinction between genuinely normative and not-genuinely-normative epistemic reasons employed here. It is suggested that there’s no real need or intuitive motivation for the distinction, beyond the ad hoc need of salvaging instrumentalist and teleologist views from counterexamples. The sense in which all epistemic reasons—even reasons for apparently pointless or counterproductive beliefs—seem to be equally normative is explained; and the implications for instrumentalists and teleologists are outlined.
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Miller, Richard B. "Epilogue." In Why Study Religion?, 303–6. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197566817.003.0010.

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The epilogue concludes the book by clarifying how Critical Humanism makes possible an ethics of religious studies. Positioned against an episteme that draws its sustenance from Reformation, Enlightenment, and post-Enlightenment thinking, Critical Humanism provides reasons that enable present and future generations to grasp the values of studying religion and provides a model of reasoning that can break the spell of the field’s regime of truth of value-neutrality. It thereby enables scholars to overcome a long-standing repression of desire and discover humanistic excellences according to which motives for studying religion are desirable and worthy of attachment and transmission. Seen in this way, the epilogue argues, Critical Humanism is a vocation. It allows scholars to recommend religious studies for the present and in ways that make possible hope for the future.
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Conference papers on the topic "Epistemic excellence"

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Wang, Baosheng, Tengyue Ma, Lihong Bao, Zhenhui Ma, Pan Hu, Da Li, Chunlei Su, Lixin Chen, and Xiuhuan Tang. "Functional Reliability Investigation on Capacity of Reactor Core Natural Circulation Cooling in XAPR Under MLOCA." In 2022 29th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/icone29-93526.

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Abstract Due to the epistemic uncertainties involved in the numerical values of its parameters and its modeling, the system may not accomplish its function as required. Functional failure becomes an important factors in the natural circulation system operation failure, which needs to be considered in the system reliability analysis. In order to solve the problem of multi-dimensional uncertainty parameters and small functional failure probability of passive systems, an efficient functional reliability estimation method based on improved response surface and importance sampling subset simulation was presented. This method was applied in natural circulation cooling in XAPR reactor core. Combined with MLOCA, the uncertainties related to the input parameters and the model were considered. And then the probability of functional failure and the sensitivity measures were estimated with the combination of response surface method and importance sampling subset simulation method. The assessment results show that the functional failure probability is 3.796 × 10−3, and it is fully considered the functional failure in the passive system reliability analysis. Meanwhile, this method has high computed efficiency and excellent computed accuracy compared with traditional probability analysis methods, and it is robust to nonlinear functional function of XAPR.
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