Dissertations / Theses: 'Knowledge and truth'

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Ghosh, Manjulika. "Performatives, knowledge and truth." Thesis, University of North Bengal, 1988. http://hdl.handle.net/123456789/39.

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Nguyen, Hai Hoang. "Truth maintenance in knowledge-based systems." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/28434/.

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Truth Maintenance Systems (TMS) have been applied in a wide range of domains, from diagnosing electric circuits to belief revision in agent systems. There also has been work on using the TMS in modern Knowledge-Based Systems such as intelligent agents and ontologies. This thesis investigates the applications of TMSs in such systems. For intelligent agents, we use a “light-weight” TMS to support query caching in agent programs. The TMS keeps track of the dependencies between a query and the facts used to derive it so that when the agent updates its database, only affected queries are invalidated and removed from the cache. The TMS employed here is “light-weight” as it does not maintain all intermediate reasoning results. Therefore, it is able to reduce memory consumption and to improve performance in a dynamic setting such as in multi-agent systems. For ontologies, this work extends the Assumption-based Truth Maintenance System (ATMS) to tackle the problem of axiom pinpointing and debugging in ontology-based systems with different levels of expressivity. Starting with finding all errors in auto-generated ontology mappings using a “classic” ATMS [23], we extend the ATMS to solve the axiom pinpointing problem in Description Logics-based Ontologies. We also attempt this approach to solve the axiom pinpointing problem in a more expressive upper ontology, SUMO, whose underlying logic is undecidable.

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Lopez-Lorenzo, Miguel-Jose. "Truth and knowledge in law : the integration challenge." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1565299/.

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There is a challenge that needs to be addressed in general jurisprudence, and the challenge I have in mind is composed of two questions: one of these raises a metaphysical issue about what makes it the case that the law requires what it does—call that the constitutive question; the other question raises an epistemological issue about what it is to know what the law requires in the instant case—call that the problem of legal knowledge. Although these questions raise different issues that need to be addressed by general theories of the nature of law, my view is that they are best regarded as two facets of a larger problem: how, if at all, can we reconcile a plausible account of what makes it the case that the law requires what it does with a credible account of what it is to know what the law requires on a particular issue? That, in a nutshell, is the integration challenge confronting the legal domain, and my discussion of it proceeds as follows: I shall begin, in Chapter II, by introducing the integration challenge for the legal domain and demonstrating why that challenge merits scrutiny in philosophical discussions of the nature of law; I shall then establish, in Chapters III-IV, the programme of legal dispositionalism and its attendant objectivity, relevance, and epistemological conditions that constrain adequate solutions to this pressing theoretical problem; as I explain in Chapter V, the problematic is confounded here in that our two leading theories of the nature of law, the orthodox view and the model of principle, fail to negotiate those constraints satisfactorily in their respective accounts of what law is and how it works; so, in Chapter VI, I shall review the importance of taking up our challenge in earnest.

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Antonova, Antonia Ivo. "Finding Truth in Literature." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/992.

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This thesis uses Amy Kind’s defense of epistemic relevance in imagination to examine how and when true beliefs imparted in literary imaginings are justified as knowledge. I will show that readers’ literary imaginings must pass a test of epistemic relevance, as well as be paired with a strong affirming emotional response in order to justify the truth behind the beliefs they impart. I believe the justificatory affective response is a kind of non-propositional emotional imagining, distinct from the type of literary imaginings that initially imparted the beliefs. Due to this thesis’ focus on the justificatory power of literary imaginings related to emotion, my work shows how literature can provide new knowledge to the philosophical realms of ethics and emotion. Literary implications in other types of philosophical inquiry still remain unexplored.

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Cameron, Ross P. "The source of modal truth." Thesis, University of St Andrews, 2006. http://hdl.handle.net/10023/10949.

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This thesis concerns the source of modal truth. I aim to answer the question: what is it in virtue of which there are truths concerning what must have been the case as a matter of necessity, or could have been the case but isn't. I begin by looking at a dilemma put forward by Simon Blackburn which attempts to show that any realist answer to this question must fail, and I conclude that either horn of his dilemma can be resisted. I then move on to clarify the nature of the propositions whose truth I am aiming to find the source of. I distinguish necessity de re from necessity de dicto, and argue for a counterpart theoretic treatment of necessity de re. As a result, I argue that there is no special problem concerning the source of de re modal facts. The problem is simply to account for what it is in virtue of which there are qualitative ways the world could have been, and qualitative ways it couldn't have been. I look at two ways to answer this question: by appealing to truthmakers in the actual world, or by appealing to non-actual ontology. I develop a theory of truthmakers, but argue that it is unlikely that there are truthmakers for modal truths among the ontology of the actual. I look at the main possibilist ontology, David Lewis' modal realism, but argue that warrant for that ontology is unobtainable, and that we shouldn't admit non-actual possibilia into our ontology. I end by sketching a quasi-conventionalist approach to modality which denies that there are modal facts, but nevertheless allows that we can speak truly when we use modal language.

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Fleming, Forrest Shoup. "Truth, Belief, and Inquiry| A New Theory of Knowledge." Thesis, University of California, Irvine, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3626962.

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My dissertation lies at the philosophical intersection of the American pragmatist tradition and contemporary epistemology. By treating truth, justification, and belief as matters of degree, I develop a measure of knowledge that captures all of our fundamental intuitions while providing answers to the problems of epistemic luck, skepticism, and scientific pessimism.

Traditionally, knowledge is understood as justified true belief that is not due to luck. My project follows this general outline. First, I describe the pragmatist understanding of truth first articulated by Charles Sanders Peirce in the late nineteenth century. My first chapter offers Peirce's understanding of truth as the best explanation of our intuitive understanding of what it is for a proposition to be the case and shows how we can understand Peirce's theory as compatible with contemporary theories of truth.

In my second chapter, I develop a theory of belief such that an agent believes a proposition when she acts as if that proposition were a rule governing her behavior. On this view, beliefs are theoretical entities posited to make sense of other agents' actions. Following this account of belief, I describe what it is for a belief to be true and argue that sense of truth in which beliefs are true is best understood as an approximation of the full descriptive truth.

My third, fourth, and fifth chapters are an account of justification. Chapter 3 is a descriptive account of synchronic justification: we all reject or accept propositions in accordance with maximizing the coherence of our belief-networks. Chapters 4 and 5 articulate and then defend a new measure of diachronic justification, which is a measure of the degree to which a belief is appropriately revisable and therefore embeddable in an ongoing process of fallibilist inquiry. I develop a novel formal quantification of methodological justification and show that it gives plausible results when applied to popular cases.

My final chapter brings justification, truth, and belief together into a scalar knowledge measure. I locate my theory in ongoing epistemic inquiry, describing its conceptual advantages over rival theories as well as its ability to replicate their successes.

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Amsler, Sarah Suzann. "'From truth in strength to strength in truth' : sociology, knowledge and power in Kyrgyzstan, 1966-2003." Thesis, London School of Economics and Political Science (University of London), 2005. http://etheses.lse.ac.uk/1852/.

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This dissertation is a critical sociology of sociology in Soviet and post-Soviet Central Asia. It explores the construction of sociology as a field of knowledge, academic discipline and professional practice in Kyrgyzstan (formerly the Kirgiz Soviet Socialist Republic) from 1966 to 2003, focusing on the late and post-socialist project to transform sociology from a heteronomous to autonomous field of knowledge and practice. It draws especially on the sociology of knowledge and science to explore the localised processes through which social scientific knowledge and political power have been co-constituted on the imperial periphery. Through a comparative case study of sociology in Kyrgyzstani universities, as well as smaller case studies of 'public science' in the national press, it reveals how sociologists have negotiated a fundamental tension in the institutionalisation project - the separation of the production of sociological knowledge from the logic of political power, on the one hand, and their simultaneous association, on the other - to establish both scientific legitimacy and social relevance for sociology in the republic. The types of sociology that emerge from this negotiation - the positivist, applied-professional model and the post-positivist liberal-critical model - are interpreted not as inevitable consequences of the Soviet collapse, but rather the product of decisions made by sociologists within particular intellectual and structural constraints and through the lens of partial bodies of theoretical knowledge. The ascendance of positivist and empiricist sociology in the post-Soviet period is explained as a deliberate, if often extremely uncritical, attempt to reorganise the relationship between power and knowledge in Kyrgyzstani society and to democratise the latter. Finally, the dissertation demonstrates that academic debates about the possibility of scientific truth assume deep personal and political significance when conducted in the context of pronounced social fragmentation and inequality, specifically, in the contexts of authoritarianism and neocolonialism.

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Joakim, Olsson. "Knowledge, truth and the life-affirming ideal in Nietzsche’s perspectivism." Thesis, Uppsala universitet, Avdelningen för teoretisk filosofi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-340449.

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Kindermann, Dirk. "Perspective in context : relative truth, knowledge, and the first person." Thesis, University of St Andrews, 2012. http://hdl.handle.net/10023/3164.

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This dissertation is about the nature of perspectival thoughts and the context-sensitivity of the language used to express them. It focuses on two kinds of perspectival thoughts: ‘subjective' evaluative thoughts about matters of personal taste, such as 'Beetroot is delicious' or 'Skydiving is fun', and first-personal or de se thoughts about oneself, such as 'I am hungry' or 'I have been fooled.' The dissertation defends of a novel form of relativism about truth - the idea that the truth of some (but not all) perspectival thought and talk is relative to the perspective of an evaluating subject or group. In Part I, I argue that the realm of ‘subjective' evaluative thought and talk whose truth is perspective-relative includes attributions of knowledge of the form 'S knows that p.' Following a brief introduction (chapter 1), chapter 2 presents a new, error-theoretic objection against relativism about knowledge attributions. The case for relativism regarding knowledge attributions rests on the claim that relativism is the only view that explains all of the empirical data from speakers' use of the word "know" without recourse to an error theory. In chapter 2, I show that the relativist can only account for sceptical paradoxes and ordinary epistemic closure puzzles if she attributes a problematic form of semantic blindness to speakers. However, in 3 I show that all major competitor theories - forms of invariantism and contextualism - are subject to equally serious error-theoretic objections. This raises the following fundamental question for empirical theorising about the meaning of natural language expressions: If error attributions are ubiquitous, by which criteria do we evaluate and compare the force of error-theoretic objections and the plausibility of error attributions? I provide a number of criteria and argue that they give us reason to think that relativism's error attributions are more plausible than those of its competitors. In Part II, I develop a novel unified account of the content and communication of perspectival thoughts. Many relativists regarding ‘subjective' thoughts and Lewisians about de se thoughts endorse a view of belief as self-location. In chapter 4, I argue that the self-location view of belief is in conflict with the received picture of linguistic communication, which understands communication as the transmission of information from speaker's head to hearer's head. I argue that understanding mental content and speech act content in terms of sequenced worlds allows a reconciliation of these views. On the view I advocate, content is modelled as a set of sequenced worlds - possible worlds ‘centred' on a group of individuals inhabiting the world at some time. Intuitively, a sequenced world is a way a group of people may be. I develop a Stalnakerian model of communication based on sequenced worlds content, and I provide a suitable semantics for personal pronouns and predicates of personal taste. In chapter 5, I show that one of the advantages of this model is its compatibility with both nonindexical contextualism and truth relativism about taste. I argue in chapters 5 and 6 that the empirical data from eavesdropping, retraction, and disagreement cases supports a relativist completion of the model, and I show in detail how to account for these phenomena on the sequenced worlds view.

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Arıcı, Murat. "A study on the connection between justification and truth /." Ankara : METU, 2003. http://etd.lib.metu.edu.tr/upload/1214535/index.pdf.

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Archer, Charles. "Visual veritas : sight, knowledge and truth in Chaucer's Troilus and criseyde." Thesis, University of York, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516623.

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Dobson, Warwick. "Truth in dialogue : a knowledge-centred approach to drama in education." Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321344.

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Arici, Murat. "A Study On The Connection Between Justification And Truth." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1214535/index.pdf.

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In this thesis, I analyze the classical tripartite definition of knowledge. According to this definition there are three conditions for a knowledge claim to arise, namely, belief, truth and justification conditions. The main problem with this definition is even if these three conditions are satisfied one may not know a proposition p because of the fact that the justification of the proposition p may not be relevant in showing that p is true. Therefore, my primary purpose is to establish a strong conceptual connection between justification and truth conditions. To realize this, first, I defend a three-way interrelation between these three conditions. Second, I inquire as to which kind of justification should lead us to which kind of truth. To answer to this question, I postulate three kinds of realities, namely, Subjective Reality, Inter-Subjective Reality, and Allegedly Pure Reality. Furthermore, I re-define the justification condition in such way that there is a kind of whole justification and it requires both internal and external justification. According to this conception of reality and re-definition of justification there already exists a strong conceptual connection between internal justification and Subjective Reality which is completely subject-relative. And I defend the existence of such a connection also between the whole justification and Inter-Subjective Reality. Finally, I argue that no conception of justification can lead us to an Allegedly Pure Reality that the hardest version of skepticism claims to exist.

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Maltman, Stuart. "Academic knowledge and political practice : security studies and Israeli security." Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=230603.

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This thesis examines the production and function of knowledge concerning security and Israeli security. A critical, post-positivist approach to analysing the constitution and practices connected to security knowledge is justified. From a broadly Foucaultian point of view, the thesis looks at the 'regime of truth' within which ideas of Israeli security concerning Palestinians are formulated. The connections between the Security Studies discipline, academic studies focusing on Israel's security, and the formulation of Israel's policy positions towards the Palestinians are examined. Overall, it is shown how the practices of a 'social scientific' Security Studies discipline engaged in producing 'useful' knowledge for state practitioners reinforces and legitimates official Israeli security discourse and practice based around a conception of a singular state-based identity seeking security, primarily through military-diplomatic means, against a recalcitrant and hostile enemy 'Other' in the Palestinians. This basic framework of security knowledge is traced through official Israeli security discourse and practice (the security dispositif) from 1988 to 2009, offering an in-depth analysis of the development and evolution of official security processes concerning the Palestinians. Adopting an explicitly critical ethos for reflexive research, the thesis disrupts and challenges official Israeli security dynamics, finding them to be repeatedly exacerbating conflictual relations. Through the deployment of the regime of truth, the repeated instantiation of the official Israeli security dispositif is shown to re-incite and re-confirm existing parameters of knowledge and knowledge production. The thesis therefore also provides a detailed and critical examination of the notion of a repetitive 'cycle of violence' at the heart of Israeli-Palestinian relations.

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Spies, Samuel Z. "REPORTING TRUTH – ONLINE JOURNALISM, CENSORSHIP, AND THE CREATION OF KNOWLEDGE IN JORDAN." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/475283.

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Anthropology
Ph.D.
Through research grounded in participant observation among online journalists in Jordan, this project contributes to the investigation of longstanding problems in social theory by asking how the relationship between mass communication and politics is changing in the post-internet age. Or perhaps more skeptically, it asks: Is this relationship changing, or do we merely assume that it must be? Focusing on the concept of censorship, where media and politics meet most forcefully, I investigate the intersections of new technologies, journalistic practices, and state control. My dissertation examines how journalists in Jordan negotiate state censorship and understand their own processes of self-censorship as they mediate modernity and political change in a country where political truths are to a great degree contrived and manipulated. My research explores the effects of censorship on digital news transmission – and the effects of digital transmission on censorship – as journalists create knowledge in an evolving media environment. Particularly in the wake of the so-called Arab Spring, new technologies have enabled a cadre of Jordanian journalists and media activists willing to test boundaries, and permitted an explosive media pluralism in the kingdom. In response to this more distributed, smaller-scale media production, the Jordanian state seems to be changing its tactics. Where it earlier relied on newspaper editors to act as gatekeepers, it now relies on cultivating self-censorship in the individual. My research shows that as media production and consumption become more distributed, so must state censorship. No longer centrally negotiated between government and media institutions, it is communicated to journalists through diffuse control, prosecutions of their peers, changing regulatory schema, and professional codes that promote "responsibility" and "balance" on the part of the individual. Nevertheless, there are still avenues of resistance available to journalists at both independent online news outlets and larger state-aligned outlets. I argue that the Jordanian regime disciplines its media to act as a form of window-dressing, in which it performs certain democratic ideals while ceding no power to its citizens and institutions of civil society. Through this strategy, aimed in part toward its own people but primarily at its all-important foreign investors and donors, the state adds a veneer of freedom to its autocratic foundation.
Temple University--Theses

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Lloyd, Michael Scott. "Is there such a thing as objective truth? evangelical reaction to postmodernism /." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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Blair, Brook-Montgomery. "Knowledge, power and the modern state : towards a genealogy of universal productionist order, 1500-1815." Thesis, University of Newcastle Upon Tyne, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339414.

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Ham, Young-kwon. "Thomas's successive discussions of the nature of truth in Sentences 1.19.5, De veritate 1, and Summa theologiae 1.16." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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Hale, Evan L. "Knowledge, Truth, and the Challenge of Revisability: A Critique of Actor-Network Theory." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333733604.

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Wong, Alan. "Alisdair MacIntyre's theory of truth the hermeneutical turn in a tradition-constituted rationality /." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Mondy, Brian J. "Answering Questions: The Aims and Value of Inquiry." Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/599.

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This dissertation provides an account of the aims of rational inquiry with the purpose of explaining the value of truth, information, justification, understanding, and knowledge. I argue that inquirers ought to have two chief and competing goals: to pursue information, and to avoid error. Inquirers ought to want answers that fully satisfy their demands for information, but they should also want those answers to be true. These goals come into conflict, since an agent aiming solely to avoid error could reject any putative information, while an agent aiming solely at pursuing information could accept any putative information regardless of the evidence. Rational inquirers must, then, have some way of balancing their competing aims. I argue that rational inquirers must strike this balance by appealing to the practical reasons for which they are inquiring, which entails that the theory of inquiry has an essential pragmatic element. In pursuing her primary aims an inquirer will need to pursue justification—an account of which is provided—and also ought to be concerned to avoid the luck that is present in Gettier cases. These reflections explain why knowledge has played such a central role in epistemology, since I argue that successful inquiry will result in a form of internalist knowledge.

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Shapiro, Lucy Deborah. "Intellectual achievement in pursuit of true belief." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1005955.

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The practice of inquiry, in which we seek and pursue true beliefs by forming justified beliefs, is important to us. This thesis will address two questions concerning the significance of this practice. These are the question of what explains our preference for this particular belief-forming practice, and whether this value can be explained by the value of true belief alone. To answer these questions I will examme a variety of our intuitive commitments to particular values, assuming their general accuracy. I will use an inference from the goal of a practice to the value of a practice, an inference based on the assumption that when we pursue something it is valuable. I will discuss our intuitive commitments to the value of justification. I will also rely on the implications of the presence of pride and admiration in relation to the outcome of an inquiry (especially in situations where a belief is difficult to form). By using this methodology, I will argue for three sources of value that explain the unique significance of the value of inquiry. The first is the value of its unique role in our being able to form reliably true beliefs. Second, I will argue for Wayne D. Riggs' account of epistemic credit; Riggs defends the value of our being responsible for true beliefs, they are our achievements. Third, I will argue for an additional the value of delivering a skilful epistemic performance, another kind of achievement. I will show that although the value of true belief plays a role in explaining some of the values, the third value for inquiry is independent of the value of true belief. This means that there are intellectual rewards, which can be gained from this practice, that extend beyond the value of true belief.
KMBT_363
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Scherer, Jochen. "Truth is what's true for me? : reassessing the knowledge claims of new age spirituality." Thesis, Bangor University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505982.

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Vogelaar, Alison E. "Goracle's travels: Re-visioning knowledge and community for climate change in "An Inconvenient Truth"." Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337219.

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Jackson, Abigail. "Effects of nonprobative information on judgments of knowledge." Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case149149374007465.

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Null, Daniel L. "Anti-foundationalism in Nancey Murphy and her ability to make theological truth claims." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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Barthold, Lauren Swayne. "Contingency, truth, and tradition Alasdair MacIntyre's and Richard Rorty's view of narrative /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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BODINI, PAOLO. "DEMOCRACY AND THE RULE OF KNOWLEDGE." Doctoral thesis, Università degli Studi di Milano, 2022. http://hdl.handle.net/2434/920424.

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Democracy and the Rule of Knowledge The work starts from the analyses of epistocratic theorists, reconstructing their criticism to democracy in order to develop a broader reflection on the role of political knowledge (episteme) within democratic paradigm. The thesis aims to present knowledge as vital component of political agency that democracy assumes and institutionalizes. Nonetheless, epistocrats’ epistemic reductionism represents a misinterpretation of such an agency and, accordingly, the remedies they support are presented as a misunderstanding of episteme’s reach and function in political process. Chapter 1 focuses on epistocrats’ account of citizens’ epistemic littleness, emphasizing how ignorance and irrationality characterize their participation to political decision-making. Chapter 2 deals with the notion of political knowledge assumed by epistocracy: episteme is understood as a body of factual information, which constitutes the cognitive background of political decision-making. Chapter 3 argues that epistocratic interpretation of democracy recalls instrumentalism and, with it, the questionable assumption of politics as a mere epistemic practice. On the contrary, the thesis collocates the role of episteme in a procedural understanding of democracy, asserting that democracy embodies an “enlightened procedure”. In this view, democracy institutionalizes people’s capacity to formulate and consider factual truths (“serviceable truths”) concerning the context in which they operate as decision-makers. Chapter 4 challenges epistocracy by proposing an alternative institutional approach to deal with political ignorance. Democratic institutions have the duty to empower citizens’ epistemic agency, transforming the assumption of that agency into the commitment to spread political knowledge in society.

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Ellison, Hannah. "'Nothing but the truth' : genre, gender and knowledge in the US television crime drama 2005-2010." Thesis, University of East Anglia, 2014. https://ueaeprints.uea.ac.uk/48772/.

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Over the five year period 2005-2010 the crime drama became one of the most produced genres on American prime-time television and also one of the most routinely ignored academically. This particular cyclical genre influx was notable for the resurgence and reformulating of the amateur sleuth; this time remerging as the gifted police consultant, a figure capable of insights that the police could not manage. I term these new shows ‘consultant procedurals’. Consequently, the genre moved away from dealing with the ills of society and instead focused on the mystery of crime. Refocusing the genre gave rise to new issues. Questions are raised about how knowledge is gained and who has the right to it. With the individual consultant spearheading criminal investigation, without official standing, the genre is re-inflected with issues around legitimacy and power. The genre also reengages with age-old questions about the role gender plays in the performance of investigation. With the aim of answering these questions one of the jobs of this thesis is to find a way of analysing genre that accounts for both its larger cyclical, shifting nature and its simultaneously rigid construction of particular conventions. Building on the work of Jason Mittell this thesis sets out to engage with the way genres manage to lay claim to diversity while maintaining an ineffable quality of recognisability. In order to do this the thesis in the main is a case study of six different shows from across the genre: Bones, Lie to Me, The Mentalist, Psych, Ghost Whisperer and Medium. Through narrative textual analysis of both the shows and their ancillary and para-texts a case is made for additions to Mittell’s work. I posit a theory based on a continuum of graduated articulation. This is a way of mapping conventions prevalent in a genre without reducing them to a selection of identical aesthetic or narrative tropes. As part of this the method re-centralises narrative in the understanding of television genre.

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Johnson, Lisa. "Power, Knowledge, Animals." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/479.

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Although Foucault did not address the question of the animal, he asserted the assessment of whether a new politics of truth can be constituted as "the essential political problem" (1980, p. 134). Though the "essential political problem" may be considered as it relates to the politics of truth about animals, a Foucaultian perspective does not allow a prediction in response, other than the recognition that change may occur. What is understood to be "true" about animals may change if the relationships between events that exist at a given time ("conditions") require the emergence of a different way of knowing. This Foucaultian critique of thought about animals examines "truth" about animals as an historical contingency, variable according to the conditions that have allowed its production. This project contributes to the development of a theoretical context of the politics of truth about animals. The politics of truth about animals is understood to be the push and pull of knowledge generated and perpetuated about them, together with concurrent power apparatuses in support of that knowledge as well as the ever present resistance to that power. By applying and extending Foucault's theory of power -that is, that knowledge is a carrier of power, power is a perpetuator of knowledge, and all power relations have resistances - this work employs Foucault's archaeological method to uncover dominant and subjugated discourses about animals and to describe power-knowledge associated with statements about animals that are understood to convey true things. This project describes the changeable nature of "truth" about animals and, necessarily, the politics of it, since the politics of truth is understood to be propelled by whichever knowledge and associated power are then dominant. Statements in "error" are also examined as resistance to power-knowledge about animals. The project describes subjugated discourses about animals that have been understood in various times and places to have truth-telling powers or, at least, to have been understood as "error," which provided points of resistance to the dominant discourse. It describes the partial derivation of discourse about animals by examining dominant discourses (e.g., the discourse of law and the discourse of lines) and subjugated discourses (e.g., animals are not personal property, karmic discourse, transmigration of souls discourse, rational animal discourse). Additionally, it describes like disperse statements among different referents (i.e., slave, animal, woman) that comprise various discursive formations that have been understood at various times to have truth-telling power about different referents. Subjugated discourse sometimes emerges as new "truth," though no such prediction can be made. To illustrate the point, the project describes the emergence of the new academic field related to the question of the animal, which resurrects or draws from some subjugated discourse (e.g., animals are not personal property).

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O'Farrell, Kevin. "Joyce after Nietzsche : irony and the will to truth." Thesis, University of Oxford, 2012. https://ora.ox.ac.uk/objects/uuid:3de0686a-b70f-433c-ae20-9de7d554b08e.

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This thesis explores and evaluates the work of James Joyce using the ideas of Friedrich Nietzsche. It does so not only by examining Joyce's knowledge of Nietzsche's writings, but also through demonstrating how effectively they can illuminate Joyce's themes and techniques, and aid in a general reconceptualisation of his literary project. My analysis draws on several of Nietzsche's key concepts - perspectivism, ressentiment, the will to power - and applies them to Joyce's work. The main idea I use however is the will to truth. I argue that Joyce's primary concern as an artist was the depiction of what he saw as the truth of contemporary existence, in Dublin and more generally. This aim determines his technē, the origin and form of his work of art. Various manifestations of irony, a key element of Joyce's technique, help illustrate the importance of this will to truth. This understanding of his work eliminates the false division between form and content and through an emphasis on Joyce's artistry and philosophy, rather than the historical context in which he wrote (that is, on the author rather than the man), allows for a truly critical assessment. The five chapters that follow my introduction are chronologically ordered. They examine the early works, Dubliners, A Portrait of the Artist as a Young Man, and especially Ulysses, in considerable detail and from various angles. Though careful to respect the individuality of each, my analyses find a common thread of realism uniting the three major works of prose fiction; beginning with the French naturalism of the short stories, moving on to a new development of perspectival irony and a unique mode of allegory in his first novel, and ending in what Joyce called 'the new realism' of his epic. My study then explains how and why realism is problematised in the later chapters of Ulysses as the will to truth comes to question itself. The thesis concludes with an assessment of Finnegans Wake, considering how it marks a radical departure from Joyce's earlier practice, and why I regard it a failure.

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Watts, Sylvia. "Religion and bodily knowledge : Adorno, Derrida, and the late modern truth of religion in a northern town." Thesis, University of Leeds, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505064.

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This project considers the possibility of the truth of religion in late modernity by examining the difficulties in understanding the nature of both religious and bodily knowledge because of the continued primacy of intellectual knowledge in Western thought. It looks at the ways in which the body and its knowledge have been represented in the West in Christian thought and practice and in theory, and the models of the body and self which these ideas have produced. It concludes that models which acknowledge the malleability within limits of the human body and the lack of unity of the self more usefully represent the nature of our relationship with the world and our understanding of it than some of the stereotypes of social theory, and that this implies both the necessarily dangerous nature of human knowledge and that reality as a whole might include features which have been dismissed as superstitious by a purely intellectual model of reason.

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Gill, Matthew James. "Accountants' truth : argumentation, performance and ethics in the construction of knowledge by accountants in the City of London." Thesis, London School of Economics and Political Science (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431774.

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Willows, David Keith. "Divine knowledge and the education of humanity : a Kierkegaardian perspective on the question of how truth is learned." Thesis, King's College London (University of London), 1999. https://kclpure.kcl.ac.uk/portal/en/theses/divine-knowledge-and-the-education-of-humanity--a-kierkegaardian-perspective-on-the-question-of-how-truth-is-learned(e5a1b68f-fb36-4d92-90be-dfb4487e6f6f).html.

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Åsander, Ann-Sofie. "HIV-infected African parents living in Stockholm social networks, disclosure, parenthood, and knowledge about HIV-transmission /." Stockholm : Infectious diseases unit, Karolinska Institutet, 2010. http://diss.kib.ki.se/2010/978-91-7409-774-0/.

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36

McGrath, Susan Lee. "The politics of truth, a case study of knowledge construction by the Social Planning Council of Metropolitan Toronto, 1957-1988." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0001/NQ41238.pdf.

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Farnen, Lawrence Lee. "Justification of religious belief in Lesslie Newbigin's and Harold Netland's writings contrasting viewpoints /." Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Neto, JoÃo Pereira da Silva. "Perpectivismo em Nietzsche: a vida como critÃrio de verdade." Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=6584.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
O perspectivismo nietzschiano, pela abrangÃncia de suas conclusÃes, assim como pela constÃncia de sua problematizaÃÃo, merece menÃÃo especial dentro dos temas comuns Ã interpretaÃÃo nietzschiana. TÃo grande quanto a importÃncia do tema, talvez apenas a dificuldade de sua abordagem. Interpretar a tese perspectivista nietzschiana significa entrar em um labirinto de possibilidades criado pela ausÃncia de sistematicidade de sua elaboraÃÃo, assim como pela pluraridade interpretativa a que deu lugar entre seus comentadores. NÃo obstante o perspectivismo, levado Ãs suas Ãltimas consequÃncias, significar uma reavaliaÃÃo da verdade como valor, nos vemos na necessidade de lhe atribuir um valor de verdade, sob pena de invalidar tanto os resultados de sua adoÃÃo quanto a validade de todo o esquema conceitual nietzschiano. Assim, investigar a possÃvel pretensÃo de verdade que uma tese epistemolÃgica como o perspectivismo nietzschiano pode sustentar, significa nos colocarmos contra toda uma tradiÃÃo que se ampara em preceitos fundacionistas e realistas, e defender uma concepÃÃo de verdade a qual nÃo se pode fundar, nem pode recorrer Ã realidade como seu critÃrio de validade. Mergulhados assim no problema, tendo frequentemente contra, e sÃ em poucas ocasiÃes a favor, toda uma tradiÃÃo de comentadores, nÃo nos caberia a palavra final. De modo que, mais do que oferecer uma interpretaÃÃo conciliativa da tese perspectivista, nos debruÃamos sobre a mesma como sobre um enigma, cuja magnificÃncia nÃo reside em sua decifraÃÃo, mas em sua inextricabilidade.
The Nietzscheâs perspectivism, by the abrangency of its conclusions, as well by the constancy of his approach, deserves special mention among the common themes in the interpretation of Nietzsche. As big as the importance of the topic, just the difficulty of their interpretation perhaps. To interpretate the perspectivism on Nietzsche, means to enter into a maze of possibilities created by the lack of systematicity of their development, as well as the interpretative plurality it provoked among his commentators. Although the perspectivism, coming to its ultimate consequences, implies a reassessment of the true as a value, we saw ourself in the need to assign to her a truth value, failing to invalidate both the results of its adoption, as the validity of any nietzschean conceptual scheme. Thus, to investigate the possible claim to truth that a thesis as the nietzschean epistemological perspectivism can sustain, means put ourself stand against a whole tradition that sustains itself in foundational and realistic precepts, and defend a conception of truth which can not be found, and which can not turn to reality as its validate criterion. So, deep into the problem, and often against, and only a few occasions to favor, a whole tradition of commentators, we can not say we have the final solution. So, rather than offering an peaceful interpretation of nietzschean perspectivism, we focus on it as on a puzzle whose greatness lies not in its deciphering, but in her insolubility.

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Rusinak, Maryanne A. "The development of the idea of certitude in the thought of John Henry Newman." Theological Research Exchange Network (TREN) Access this title online, 1998. http://www.tren.com/search.cfm?p033-0507.

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Clough, Sharyn S. "The epistemological ties that bind, a pragmatist case against feminist theories of truth and knowledge and the implications for feminist science." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24302.pdf.

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Jacobson, Guy. "The development of an expert system shell with a mixed knowledge representation, explicit control of reasoning and a truth maintenance system." Master's thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/15897.

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Bibliography: pages 227-236.
This thesis concentrates on several important issues in expert system research, namely - representation of knowledge - control of reasoning - implementation of non-monotonic logics via truth maintenance systems. There are three parts to this thesis. PART1 covers the background research in the above mentioned topics. PART2 discusses the WISE system and the way in which research from PART1 was applied to the development of the WISE shell. PART3 considers the features of other expert system shells.

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Dalpra, Fabio Caputo. "O amor a Deus como fundamento do conhecimento nas Confissões de Agostinho." Universidade Federal de Juiz de Fora (UFJF), 2009. https://repositorio.ufjf.br/jspui/handle/ufjf/3830.

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CNPq - Conselho Nacional de Desenvolvimento Científico e Tecnológico
O pensamento de Agostinho se erige a partir da vigorosa confluência entre a filosofia neoplatônica e o cristianismo. Assim, o constructo teológico-filosófico das Confissões reflete uma verdadeira síntese entre a cultura humanística clássica e a Bíblia, onde Deus como relação de identidade, de alteridade e de amor é o tema fundador de toda a reflexão. Nesta perspectiva, o presente trabalho tem por objetivo investigar o influxo do amor na teoria do conhecimento agostiniana, ou seja, o modo como a possibilidade do conhecimento se encontra fundamentada no amor a Deus.
The thought of Augustine has set itself up by the vigorous confluence between the Neoplatonic philosophy and Christianity. Thus, the theological-philosophical construct of Confessions reflects a genuine synthesis between the classical humanistic culture and the Bible, in which God, as relationship of identity, alterity and love, is the theme that founds the whole reflection. From this perspective, the work aims to investigate influx of love in the Augustine’s theory of knowledge, i.e., how the possibility of knowledge is based on love for God.

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Houser, Jon Scott. "The relationship of the nature of man and the criterion of truth a study of the views of Erasmus, Montaigne, and Calvin /." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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Roche, William A. "The structure and grounding of epistemic justification." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1141674153.

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Hill, William Riley. "Soren Kierkegaard an unlikely model for Christian apologetics /." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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Boswell, Rosabelle. "Producing knowledge or building 'regimes' of truth? : a critical study of two community based organisations and a development facilitation Agency in the Western Cape." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/19706.

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This study is based on research carried out at the request of the Community and Urban Services Support Project (CUSSP). The research formed part of the internship programme for the Practical Anthropology course at the University of Cape Town, and involved an investigation into the communication strategies employed by community based organisations in two selected areas in the Western Cape, namely, Franschhoek and New Rest (Guguletu). The thesis is a self-reflexive account of the research period and it explores how the acceptance of participatory approaches to development, and, conflicting interpretations of the term 'participation' can be constructed, maintained and reproduced; resulting in potential conditions which support processes of domination. Reflexivity involves a systematic and continuous analysis of the research process. To do this one should not necessarily aim to learn more about oneself (although this is an inevitable result of field work) but continuously to move from the 'intensely personal experience of one's own social interactions ... to the more distanced analysis of that experience for an understanding of how identities are negotiated, and [particularly for this thesis] how social categories, boundaries and hierarchies and processes of domination are experienced and maintained' (Wright & Nelson 1995:48).

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Byun, Soo Young. "Bonjour's Positions on Empirical Knowledge: From Coherentism to Foundationalism." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/philosophy_theses/6.

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Lawrence Bonjour supported coherentism in the early period, but turns to foundationalism in the later period. In this paper I shall focus on two sides in relation to his epistemology. To understand his early and later positions, first, I shall explain his coherentism and foundationalism. Second, I shall consider what objections have been raised to each position. Thus we can evaluate why Bonjour abandoned his coherentism and why his foundationalism succeeds as a plausible theory for empirical justification.

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Aguiar, Tânia Margareth Bancalero. "A relação da educação com a verdade: considerações a partir da interrogação, do saber e da técnica." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-17052012-133030/.

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O objetivo central da pesquisa consiste em pensar sobre a relação da educação com a verdade. A partir da pergunta qual a relação da educação com a verdade?, buscando menos uma única resposta e mais a abertura de possibilidades de reflexão para o campo da educação, considerando que tal pergunta se dirige ao cerne do embate que se apresenta nesse campo, configurado como um jogo entre a espiritualidade e a racionalidade. Questões sobre a finalidade da educação, sobre a pertinência da técnica ou da formação para a cidadania, por exemplo, ilustram a atualidade desse jogo de oposição que parece estar vinculado a tal relação. Para tanto, espera-se ir além dos estudos das teorias pedagógicas e da analítica da verdade, para confrontar essa relação na história, a partir dos estudos de Michel Foucault, especialmente analisados em seus cursos no Collège de France na década de 1980. Toma-se a relação da educação com a verdade a partir de três referentes: a interrogação, o saber e a técnica. Elementos referentes identificados nos estudos de Michel Foucault e Jacques Lacan sobre a verdade, pensadores tomados em suas diferenças irreconciliáveis, mas numa posição que qualifica ambos na inauguração de um modo de pensar sobre a verdade e que permite, a partir desses três elementos, obter uma perspectiva de análise que favorece a identificação dos modos de relação da educação com a verdade, desde a Antiguidade até a Modernidade.
This research aims at reflecting upon the correlation between education and the truth. Starting from the question What is the correlation between education and the truth?, instead of a unique answer, a wider range of possibilities in terms of reflection upon the educational field is expected, bearing in mind that such question is addressed to what concerns the conflicts in this field, configured as a game between spirituality and rationality. Questions regarding the aim of education, the relevance of the technique or the education for citizenship for instance, illustrate the current situation of this opposition game which seems to be connected to such correlation. Therefore, this research aims at going beyond the studies of pedagogical theories and the analytics of the truth, in order to confront this correlation in history, based on the studies of Michel Foucault, especially analyzed in his courses at College de France in the 1980s.The correlation between education and the truth can be interpreted in three possibilities: questioning, knowledge and technique. Different elements identified in the studies of Michel Foucault and Jacques Lacan regarding the truth, thinkers taken in by their irreconcilable differences, but in a position that qualifies both in the inauguration of a new way of thinking about the truth and which makes it possible, starting from these three elements, to obtain an analysis perspective which favors the identification of the correlation between education and the truth, from antiquity to modernity.

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Pinna, Cesar Moretti. "A VERDADE EM HEIDEGGER E SEU POTENCIAL PARA UMA EDUCAÇÃO DE AUTONOMIA." Pontifícia Universidade Católica de Goiás, 2005. http://localhost:8080/tede/handle/tede/1278.

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Fashion educational seduces and guides practical pedagogical. Despite the "new features" the apathy it is presented when one is about the discovery for thinking. What it was lost in the logic of a rationalism? What to recoup without coming back behind? We would say that much of this if must to the conception of the truth in conformity form. Would not be principle of the school the development of one to think autonomous worker and conformist? This dissertation is justified for searching answers to a pedagogical investigation and of the knowledge, in general. Recouping of one to think original through a critical one to the concept of Truth. Developing of the origin meets hidden in "deciphering" of a word Alétheia. This "decipher" we will search in an analysis of the concept elaborated for Martin Heidegger. As objective we consider an analysis of the school, referring to the production of an independent knowledge and as an institution that does not develop one to think original for being unaware of, or not to understand, the concept of Truth as capacity to discover through the astonishment. We elaborate an analysis of the construction of the concept of alétheia in the heideggeriana understanding and have the conception of the heraclitiano being. We make a critical one of the current situation as for a knowledge said independent and constructed, being however, alienator and dependent. The followed methodology will have to be the reading and analysis of workmanships of Platão, Heidegger, Heraclitus and have authors who argue the concept of Truth, inside of a phenomenology a perspective. Beyond the use of readings of the pedagogical and educational areas. We elaborate an analysis through a theoretical research of which will be able to leave given that they make possible a critical one to the alienator education and to contribute for an education of autonomy, through one to think original. The work is developed from an introduction and four chapters being that I opted, for the proper characteristics of the work, in leaving the conclusion in open. The first chapter deals with the development of the concept of truth of Platão the Nietzsche, its problematic consequences and. The following chapter mentions to critical of Heidegger to the traditional concept of truth and its proposal it on alétheia. Third disserta on the relation between education-knowledge-truth and freedom. E the final chapter develops the concept of the pedagogical paidéia and the alétheia as alternative for an autonomy of thinking.
Modismos educacionais seduzem e orientam práticas pedagógicas. Apesar das novidades a apatia apresenta-se quando se trata da descoberta pelo pensar. O que se perdeu na lógica de um racionalismo? O que recuperar sem voltarmos atrás? Diríamos que muito disso se deve à concepção da verdade em forma de conformidade. Não seria princípio da escola o desenvolvimento de um pensar autônomo e não conformista? Esta dissertação justifica-se por buscar respostas a uma indagação pedagógica e do conhecimento, em geral. O recuperar de um pensar original através de uma crítica ao conceito de Verdade. O desenvolver da originalidade encontra-se encoberto no decifrar de uma palavra. Alétheia. Esta decifração buscarei em uma análise do conceito elaborado por Martin Heidegger. Como objetivos propomos uma análise da escola, referente à produção de um conhecimento autônomo e como uma instituição que não desenvolve um pensar original por desconhecer, ou não compreender, o conceito de Verdade como capacidade de descobrir através do espanto. Elaboramos uma análise da construção do conceito de alétheia na compreensão heideggeriana e da concepção do ser heraclitiano. Fazemos uma crítica da situação atual no que se refere a um conhecimento dito autônomo e construído, sendo porém, alienante e dependente. A metodologia seguida deverá ser a leitura e análise de obras de Platão, Heidegger, Heráclito e de autores que discutem o conceito de Verdade, dentro de uma perspectiva fenomenológica. Além do uso de leituras das áreas pedagógicas e educacionais. Elaboramos uma análise através de uma pesquisa teórica da qual poderão sair dados que possibilitem uma crítica à educação alienante e contribuir para uma educação de autonomia, através de um pensar original. O trabalho é desenvolvido a partir de uma introdução e quatro capítulos sendo que optei, pelas próprias características do trabalho, em deixar a conclusão em aberto. O primeiro capítulo trata do desenvolvimento do conceito de verdade de Platão a Nietzsche, suas conseqüências e problemáticas. O capítulo seguinte refere-se a crítica de Heidegger ao conceito tradicional de verdade e sua proposta sobre alétheia. O terceiro disserta sobre a relação entre educação-conhecimento-verdade e liberdade. E o capítulo final desenvolve o conceito da paidéia e da alétheia como alternativas pedagógicas para uma autonomia do pensar.

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Kuennemann, Ingrid. "Vérité et connaissance dans l'oeuvre fictionnelle de Thomas Pynchon, de "The voice of the hamster" à "Against the day"." Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030005.

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Outre leur caractère encyclopédique, les récits de Thomas Ruggles Pynchon Jr. empruntant le mode de la quête, la vérité et sa trouvaille s’en trouvent explicitement au fondement. La vérité est cependant aussi centrale que structurellement absente, hors-récit, relevant plutôt de la condition même d’existence du récit, se confondant presque avec la possibilité de dire, la fonction de nomination : vaut pour vérité le fait que le dit se tienne de lui-même. La connaissance, elle, choit ce faisant du côté de l’inconscient, là où le sujet s’abîme dans cette vérité extérieure à lui qu’est la garantie que son être puisse se soutenir de son dire, là où le sujet se trouve donc sans le savoir. Cet extérieur au sujet se conjoint fondamentalement avec son corps : toute parole en effet se situe à la frontière où la chair tombe sous le coup du symbolique et c’est le corps, celui de la filiation, de la reproduction, du social, qui agite le discours, celui-ci n’ayant d’autre fonction que de le retranscrire. La connaissance se dessine ainsi comme visant toujours, à travers les objets prélevés dans le réel, un corps en reste du symbolique. Ce partage du corps et du discours est cause du hiatus entre la vérité et la connaissance, la matière et l’identité, tel que plus le protagoniste, cet autre sans corps, en apprend, à son propre sujet pour commencer, moins il s’y reconnaît, en une forme de perpétuel manquement à soi-même – et n’est-ce pas, de la même façon, afin de se divertir, de se changer les idées qu’un lecteur cueille un livre, pour finalement s’apercevoir s’y être retrouvé, ou inversement s’il avait justement commencé par vouloir s’y chercher ?
Thomas Ruggles Pynchon Jr.’s narratives, beside their encyclopedic nature, use the quest mode and therefore truth and its revelation explicitly lie at their foundation. Yet truth is as central as it is structurally absent, outside of the narrative, more coming under the condition of existence of the narrative itself, almost coinciding with the possibility of saying, the nomination function: passes for truth the fact that the word holds all by itself. Knowledge, on its part, falls on the unconscious side, where the subject sinks in this truth external to him, which is the guarantee that his being can be supported by his saying, where the subject thus finds himself without knowing it. This dimension outside of the subject fundamentally conjoins with his body: every word indeed is situated on the border where the flesh falls within the symbolic, and it is the body, that of filiation, of reproduction, of the social, which moves the discourse, the latter having no other function than to transcribe it. Thus knowledge appears as always aiming, through objects extracted from the real, at a body remaining partly outside of the symbolic. This sharing between body and discourse causes the hiatus between truth and knowledge, matter and identity. Thus the more the protagonist, this other without a body, learns about himself to begin with, the less he recognizes himself, in a form of perpetual misidentification – and in the same way, doesn’t the reader pick a book in order to divert himself, to get a break, only to realize in the end that he found elements of himself in it, or conversely if he precisely intended in the first place to look for himself?

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Dissertations / Theses on the topic 'Knowledge and truth'

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