Relevant bibliographies by topics / Social epistemology

Academic literature on the topic 'Social epistemology'

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Published: 4 June 2021
Last updated: 4 March 2023

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Journal articles on the topic "Social epistemology"

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Grasswick, Heidi E., and Mark Owen Webb. "Feminist epistemology as social epistemology." Social Epistemology 16, no. 3 (July 2002): 185–96. http://dx.doi.org/10.1080/0269172022000025570.

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Schmitter, Amy M. "Cartesian Social Epistemology? Contemporary Social Epistemology and Early Modern Philosophy." Roczniki Filozoficzne 68, no. 2 (June 30, 2020): 155–78. http://dx.doi.org/10.18290/rf20682-8.

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Kartezjańska epistemologia społeczna? Współczesna epistemologia społeczna a wczesna filozofia nowożytna Wielu współczesnych epistemologów społecznych uważa, że tocząc batalię z indywidualistycznym podejściem do wiedzy, walczy tym samym z podejściem do wiedzy opisanym przez Kartezjusza. Choć wypada się zgodzić, że Kartezjusz przedstawia indywidualistyczny obraz wiedzy naukowej, niemniej trzeba dodać, że wskazuje on na istotne praktyczne funkcje odnoszenia się do świadectw i przekonań innych osób. Jednakże zrozumienie racji Kartezjusza za zaangażowaniem się w indywidualizm pozwala nam na identyfikację kluczowych wyzwań, z jakimi spotka się epistemologia społeczna, m.in., że poleganie na świadectwach innych może propagować uprzedzenia oraz hamować autentyczne zrozumienie. Implikacje zawarte u Kartezjusza zostały opracowywane i rozwinięte przez niektórych z jego bezpośrednich spadkobierców. W prezentowanym tekście zostanie przedstawione, jak np. François Poulain de la Barre oraz w pewnym skrócie przez Mary Astell analizują uwarunkowania społeczne kształtujące podmiot epistemiczny rozumiany w duchu Kartezjusza.
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Broncano, Fernando. "Sinopsis de "Conocimiento expropiado"." Quaderns de Filosofia 9, no. 2 (November 29, 2022): 11. http://dx.doi.org/10.7203/qfia.9.2.22951.

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Summary of Conocimiento expropiado Resumen: El libro Conocimiento expropiado trata varios de los temas nucleares de la epistemología política. Parte de la hipótesis de que en la interacción entre posiciones epistémicas y posiciones sociales se producen daños epistémicos que producen daños sociales. El marco teórico del libro es la epistemología de virtudes extendida a los aspectos sociales. Desde estos dos puntos de vista examino temas como la injusticia epistémica, las ignorancias estructurales, la opresión epistémica y las relaciones entre epistemología y orden social democrático. Abstract: The book Conocimiento expropiado deals with several of core issues of political epistemology. It starts from the hypothesis that in the interaction between epistemic positions and social positions epistemic certain harms are produced that amount to social harms. The theoretical framework of the book is virtue epistemology extended to social aspects. From these two points of view, I examine issues such as epistemic injustice, structural ignorances, epistemic oppression and, finally, the relations between epistemology and democratic social order. Palabras clave: Epistemología política, injusticia epistémica, epistemología y democracia. Keywords: Political epistemology, epistemic injustice, epistemology and democracy.
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Goldman, Alvin I. "Social Epistemology." Crítica (México D. F. En línea) 31, no. 93 (December 13, 1999): 3–19. http://dx.doi.org/10.22201/iifs.18704905e.1999.819.

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Harre, Rom, and S. Fuller. "Social Epistemology." Noûs 25, no. 5 (December 1991): 732. http://dx.doi.org/10.2307/2215645.

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Jacobson, Nora. "Social Epistemology." Science Communication 29, no. 1 (September 2007): 116–27. http://dx.doi.org/10.1177/1075547007305166.

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Shevchenko, A. A. "«Social» in Social Epistemology." Siberian Journal of Philosophy 20, no. 2 (November 15, 2022): 10–18. http://dx.doi.org/10.25205/2541-7517-2022-20-2-10-18.

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The paper analyzes the main social contexts constituting social epistemology. It describes external so­cio-political contexts which define the framework and required procedures for open research, scientif­ic consensus and epistemic justice. However, the article argues for special importance of internal social contexts – those of knowledge production in research groups. The treatment of knowledge as a collective enterprise requires, in turn, discussion of a new set of problems: the ways and mechanisms of creating the collective subject of knowledge, ways of overcoming disagreements between individual researchers and research teams, explanation of scientific change and others. The «social turn» in epistemology calls for a careful study of these two types of interacting contexts – external and internal ones.
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Lynch, William T. "Social Epistemology Transformed." Symposion 3, no. 2 (2016): 191–205. http://dx.doi.org/10.5840/symposion20163215.

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Gorman, Michael, and Robert Rosenwein. "Simulating social epistemology." Social Epistemology 9, no. 1 (January 1995): 71–79. http://dx.doi.org/10.1080/02691729508578775.

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McNulty, Lisa. "Lockean Social Epistemology." Journal of Philosophy of Education 47, no. 4 (July 30, 2013): 524–36. http://dx.doi.org/10.1111/1467-9752.12035.

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Dissertations / Theses on the topic "Social epistemology"

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Palermos, Spyridon Orestis. "Extending cognition in epistemology : towards an individualistic social epistemology." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7972.

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The aim of the present thesis is to reconcile two opposing intuitions; one originating from mainstream individualistic epistemology and the other one from social epistemology. In particular, conceiving of knowledge as a cognitive phenomenon, mainstream epistemologists focus on the individual as the proper epistemic subject. Yet, clearly, knowledge-acquisition many times appears to be a social process and, sometimes, to such an extent—as in the case of scientific knowledge—that it has been argued there might be knowledge that is not possessed by any individual alone. In order to make sense of such contradictory claims, I combine virtue reliabilism in mainstream epistemology with two hypotheses from externalist philosophy of mind, viz., the extended and distributed cognition hypotheses. Reading virtue reliabilism along the lines suggested by the hypothesis of extended cognition allows for a weak anti-individualistic understanding of knowledge, which has already been suggested on the basis of considerations about testimonial knowledge: knowledge, many times, has a dual nature; it is both social and individual. Provided, however, the possibility of distributed cognition and group agency, we can go even further by making a case for a robust version of antiindividualism in mainstream epistemology. This is because knowledge may not always be the product of any individual’s cognitive ability and, thereby, not creditable to any individual alone. Knowledge, instead, might be the product of an epistemic group agent’s collective cognitive ability and, thus, attributable only to the group as a whole. Still, however, being able—on the basis of the hypothesis of distributed cognition—to recognize a group as a cognitive subject in itself allows for proponents of virtue reliabilism to legitimately apply their individualistic theory of knowledge to such extreme cases as well. Put another way, mainstream individualistic epistemologists now have the means to make sense of the claim that p is known by S, even though it is not known by any individual alone.
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Barnes, Allison. "Empathy and epistemology." Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/10905.

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Cordeiro, dos Santos Ana Christina. "The social epistemology of experimental economics." Rotterdam : Rotterdam : Erasmus Universiteit ; Erasmus University [Host], 2006. http://hdl.handle.net/1765/8094.

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Wright, Jack. "Pluralism and social epistemology in economics." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/290423.

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Economics plays a significant role in decision-making in contemporary western societies, but its role is increasingly questioned. A recurring topic among the challenges raised by critics is that economics as a discipline lacks sufficient pluralism. That is, it fails to enable, encourage, and respect the use of different ontologies, methodologies, theories, and/or schools of thought to study economic reality. Has this been a productive critique? Does talk about pluralism help identify genuine problems in the discipline? Pluralism in economics could draw support from the current consensus in philosophy that pluralism in science is a good thing. I argue, however, that the claim that economic research is insufficiently pluralist is unlikely to convince economists who believe economics is already pluralist enough and that it does not offer unambiguous recommendations for change. This is because there are too many legitimate ways to interpret how pluralism maps to practice. There are numerous variables that pluralist ideals might focus on-the things that they seek multiple rather than one of-and different interpretations of how many of those variables economics has in practice. Yet, as I go on to argue, this does not mean that talk of pluralism is entirely beside the point, since the reasons pluralists offer for their ideals do help to identify genuine problems in economics. The social epistemic strategies that arguments for pluralism recommend point us to three concrete issues in the way economic research is organised: gender imbalances, a steep internal hierarchy, and a dismissive attitude to outsiders. I show that economic research could be more progressive, representative of the interests of those in society, accepted, and legitimate and less likely to fall into bias if the discipline alleviated its gender imbalances, if it were less hierarchical, and if it had a healthier relationship with outsiders. In chapter 1, I outline the debate about pluralism in economics and explain how my thesis utilises a novel approach to social epistemology to offer a way out of the impasse in which that the debate presently resides. In chapter 2, I explain the different philosophical arguments for pluralism in science and categorise them using the variables they focus on and the reasons they give for pluralism. In chapter 3, I argue that interpreting pluralism as a particular arrangement of variables for economics to attain does not lead to unambiguous recommendations for change because it leaves too much open. Yet, I go on to argue, in chapter 4, that drawing on the reasons for pluralism can provide a set of heuristics for piecemeal evaluations of the social epistemic practices in economics. In chapters 5, 6, and 7, I apply these heuristics to economics. I provide evidence that [a] women are outnumbered in economics and face an adverse environment in the discipline, that [b] economics is steeply hierarchical, and that [c] economists form an in-group that assumes superiority and frequently dismisses outside voices. I argue that these three features of economic research block avenues for productive forms of feedback (mechanisms that help to challenge, justify, and refine scientific knowledge), block the interests of certain perspectives being heard, and block public scrutiny of the decisions made by economists.
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Matthews, P. "Social epistemology and online knowledge exchange." Thesis, University of the West of England, Bristol, 2015. http://eprints.uwe.ac.uk/25677/.

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This document summarises the submitted research which has investigated online knowledge exchange and related it to the philosophical field of social epistemology. The broad aims have been: firstly to investigate what social epistemology theory can offer in the way of guidance and evaluative frameworks for the design of knowledge systems; and secondly, to determine what the empirical study of knowledge exchange platforms can tell us about epistemology as emerging from online practice. The submitted work consists of six papers that are a mixture of review/position papers and reports of empirical investigation. These have been published in information science journals and conference proceedings. However, following the established tradition of information science, the work is positioned as being cross disciplinary in ambition. After introducing the submitted papers and the inspiration for the research, the main theoretical positions of the research are outlined and justified. These were a naturalised social epistemological position, inspired by Alvin Goldman, but widened to a situated and systems-oriented view. The naturalised view of epistemology allows for consideration of evidence from psychology, and here some key theories in social and cognitive psychology are outlined. Finally, as the subject is human-computer-human interaction, the sociotechnical setting is established. Further, the main platforms of study in the empirical work — social question answering systems — are introduced and described. The main methodology and research approaches followed are presented next. A mixed methods philosophy was deemed suitable for this area of research and — alongside the review work — the broad web science method of combining network and data investigation with qualitative methods is justified. Review work included early collaborations with an information scientist and a philosopher which helped to bring together and clarify epistemological and sociotechnical themes. The discussion section presents some of the main themes and conclusions of the submitted work, including: 1) The identification of knowledge patterns and practices online; 2) Criteria for online knowledge exchange distilled from the social epistemology literature; 3) Some triangulations where theory from philosophy and psychology seemed to corroborate and serve to explain online behaviour; 4) Socio-temporal aspects to online knowledge exchange that are perhaps under developed in philosophy but apparent in practice; 5) Credibility cues and bias, seen as crucial to a rounded study of user interaction with online sources; and finally 6) Interventions suggested by the research which would aim to raise the quality and effectiveness of social media knowledge systems. Finally, conclusions and suggestions for further work are presented. These follow on from the submitted strands of research and present possibilities for how the work may be extended and improved upon. In common with the research, these combine philosophy, modelling, interaction design and qualitative methods. Such a combination is seen as essential to developing an enhanced understanding of how the web serves and could serve as a platform for human knowledge.
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Calvert-Minor, Christopher Lee. "Practicist epistemology and the social dimension." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.

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Fallis, Don. "Epistemic Value Theory and Social Epistemology." University of Edinburgh, 2006. http://hdl.handle.net/10150/105269.

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In order to guide the decisions of real people who want to bring about good epistemic outcomes for themselves and others, we need to understand our epistemic values. In Knowledge in a Social World, Alvin Goldman has proposed an epistemic value theory that allows us to say whether one outcome is epistemically better than another. However, it has been suggested that Goldmanâ s theory is not really an epistemic value theory at all because whether one outcome is epistemically better than another partly depends on our non-epistemic interests. In this paper, I argue that an epistemic value theory that serves the purposes of social epistemology must incorporate non-epistemic interests in much the way that Goldmanâ s theory does. In fact, I argue that Goldmanâ s theory does not go far enough in this direction. In particular, the epistemic value of having a particular true belief should actually be weighted by how interested we are in the topic.
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Roberts, Francis Charles. "Social structures, epistemology and personal identity." Thesis, Open University, 1991. http://oro.open.ac.uk/57338/.

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In this thesis a set of interlocking arguments is fashioned. Each argument serves a dual purpose: it contributes to the acceptability of the main theme developed In the thesis and it increases the acceptability of the other arguments. At all stages the price paid for refusing to accept the conclusions drawn is cited. There are two driving forces behind the construction of the set of arguments. The first involves a recognition that there is a need for some 'underiabouring' work to be done for the Social Sciences; the second, relatedly. that there is a need to relocate the current debate in Anglo-Saxon Philosophy on, the question of Personal Identity. The colligation of the arguments accomplishes an 'underlabouring' task for the Social Sciences. This task consists of the identification of some of the Implications of the acceptance (whether tacit or explicitly stated) of two notions: the notions of what constitutes a person and what constitutes society. it Is argued that Possible uses of the concept of a person, inherent in any Interpretation of social phenomena, will constrain the explanatory power of any social scientific theory (or even ofa common system of beliefs) In which the interpretation is embedded. If one accepts a social scientific theory (or any common system of beliefs) which subsumes a concept of a person which does not see persons as essentially subjective, essentially social and essentially knowledge-seeking then one has to pay a series of penalties. Foremost among the penalties Is the sacrifice of the possibility of the expansion of the understanding of social phenomena. There are two concepts of society, embedded in contrasting systems of beliefs, whose acceptance has the effect of reinforcing the constraint on the explanatory power of the systems. One concept Involves a view of society as an object with causal powers, the other sees only Individuals as social causal agents. Whether it is Implicit or explicitly stated, the acceptance of either concept of society will cement the constraint on the expansion of one's understanding of social phenomena. The arguments go on to show that only the acceptance of a concept of society seen as an ensemble (itself devoid of detectable causal power) of social structures with causal powers can induce a lifting of some of the restrictions on the expansion of one's understanding of social phenomena. At the core of the arguments lies a fundamental distinction. This is the distinction which needs to be made between the functions of epistemological and ontological concepts which underpin one's understanding of social phenomena. It Is argued that, while such a distinction needs to be made, the relationship between the two functions is a symbiotic one - neither can operate without the other. The differentiation between the two functions is achieved by focusing on the distinction between knowledge and being - encapsulated in Chapter 2 by the distinction made between 'cultural environments' and 'social environments'. Linked to, and sustaining, the distinction between social and cultural environments is a distinction between two aspects of cognitive interactions between Individuals. These two aspects Involve a contrast between an Individual's sense of 'Interacting with' and a sense of 'being with' other Individuals. The former involves individuals in operating 'social kinds' while the latter involves them in sustaining the operating parameters of social kinds. Operations of social kinds are needed for changes in states of understanding to occur (in other words the operations have epistemological significance); by contrast the sustaining of the operational parameters of social kinds is significant with respect to the functions of ontological concepts. The failure of many theories of Personal Identity to address the problems generated by conflating epistemology and ontology In the social sciences renders such theories Inadequate to the task of providing a comprehensive analysis of Personal Identity. The arguments In the thesis pinpoint the nature of this Inadequacy, and show how it might be avoided.
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Fallis, Don. "Toward an Epistemology of Wikipedia." Wiley Periodicals, 2008. http://hdl.handle.net/10150/105728.

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Wikipedia (the â free online encyclopedia that anyone can editâ ) is having a huge impact on how a great many people gather information about the world. So, it is important for epistemologists and information scientists to ask whether or not people are likely to acquire knowledge as a result of having access to this information source. In other words, is Wikipedia having good epistemic consequences? After surveying the various concerns that have been raised about the reliability of Wikipedia, this paper argues that the epistemic consequences of people using Wikipedia as a source of information are likely to be quite good. According to several empirical studies, the reliability of Wikipedia compares favorably to the reliability of traditional encyclopedias. Furthermore, the reliability of Wikipedia compares even more favorably to the reliability of those information sources that people would be likely to use if Wikipedia did not exist (viz., websites that are as freely and easily accessible as Wikipedia). In addition, Wikipedia has a number of other epistemic virtues (e.g., power, speed, and fecundity) that arguably outweigh any deficiency in terms of reliability. Even so, epistemologists and information scientists should certainly be trying to identify changes (or alternatives) to Wikipedia that will bring about even better epistemic consequences. This paper suggests that, in order to improve Wikipedia, we need to clarify what our epistemic values are and we need a better understanding of why Wikipedia works as well as it does.
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Kerr, Eric Thomson. "Engineering anti-individualism : a case study in social epistemology." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/9690.

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This dissertation is a contribution to two fields of study: applied social epistemology and the philosophy of technology. That is, it is a philosophical study, based on empirical fieldwork research, of social and technical knowledge. Social knowledge here is defined as knowledge acquired through the interactions between epistemic agents and social institutions. Technical knowledge is here defined as knowledge about technical artefacts (including how to design, produce, and operate them). I argue that the two must be considered collectively both in the sense that they are best considered in the light of collectivist approaches to knowledge and in the sense that they must be considered together as part of the same analysis. An analysis solely of the interactions between human epistemic agents operating within social institutions does not give adequate credit to the technological artefacts that help to produce knowledge; an analysis of technical knowledge which does not include an analysis of how that technical knowledge is generated within a rich and complex social network would be similarly incomplete. I argue that it is often inappropriate to separate analyses of technical knowledge from social knowledge and that although not all social knowledge is technical knowledge, all technical knowledge is, by definition, social. Further, the influence of technology on epistemic cultures is so pervasive that it also forms or 'envelops' what we consider to be an epistemic agent.
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Books on the topic "Social epistemology"

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Fuller, Steve. Social epistemology. 2nd ed. Bloomington: Indiana University Press, 2002.

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Spindel Conference (24th 2005 University of Memphis). Social epistemology. Edited by Henderson David K. 1954- and Tollefsen Deborah. Memphis, Tenn: Dept. of Philosophy, University of Memphis, 2006.

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Pritchard, Duncan, Adrian Haddock, and Millar Alan. Social epistemology. Oxford: Oxford University Press, 2010.

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Social epistemology. Bloomington, IN: Indiana University Press, 1988.

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Social epistemology. Bloomington [Ind.]: Indiana University Press, 1988.

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Frederick, Schmitt, ed. Social epistemology. Dordrecht: D. Reidel, 1987.

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Fuller, Steve. Social epistemology. Bloomington [Ind.]: Indiana University Press, 1991.

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Kuhn's evolutionary social epistemology. Cambridge: Cambridge University Press, 2011.

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1938-, Goldman Alvin I., and Whitcomb Dennis, eds. Social epistemology: Essential readings. Oxford: Oxford University Press, 2011.

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Echeverría, Javier, Amparo Gómez Rodríguez, and Evandro Agazzi. Epistemology and the social. Amsterdam: Rodopi, 2008.

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Book chapters on the topic "Social epistemology"

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Viale, Riccardo. "Social Epistemology and Cognition Social epistemology." In Methodological Cognitivism, 219–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40216-6_9.

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Carrier, Martin. "Social Epistemology." In Encyclopedia of Systems Biology, 1962. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-9863-7_944.

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Almassi, Ben. "Social Epistemology." In Encyclopedia of the Philosophy of Law and Social Philosophy, 1–7. Dordrecht: Springer Netherlands, 2022. http://dx.doi.org/10.1007/978-94-007-6730-0_1042-1.

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Seirafi, Kasra. "Social Epistemology." In Contributions to Management Science, 123–49. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-34194-6_7.

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Schmitt, Frederick. "Social Epistemology." In The Blackwell Guide to Epistemology, 354–82. Oxford, UK: Blackwell Publishing Ltd, 2017. http://dx.doi.org/10.1002/9781405164863.ch15.

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Bausch, Kenneth C. "Epistemology." In The Emerging Consensus in Social Systems Theory, 379–90. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1263-9_23.

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Campagnolo, Gian Marco. "Participative Epistemology." In Social Data Science Xennials, 51–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60358-8_4.

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O’Brien, Dan. "Hume's Social Epistemology." In Hume on Testimony, 133–57. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429266133-7.

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Kidd, Ian James. "Epistemic corruption and social oppression." In Vice Epistemology, 69–86. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315146058-6.

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Reiter, Bernd. "Decolonizing Epistemology." In Decolonizing the Social Sciences and Humanities, 19–39. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003240105-2.

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Conference papers on the topic "Social epistemology"

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Alfano, M., S. Cunningham, W. Meulemans, I. Rutter, M. Sondag, B. Speckmann, and E. Sullivan. "Social network-epistemology." In 2018 IEEE 14th International Conference on e-Science (e-Science). IEEE, 2018. http://dx.doi.org/10.1109/escience.2018.00073.

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Tsvetkov, Angel Metodiev. "Sociology and epistemology." In 2nd International e-Conference on Studies in Humanities and Social Sciences. Belgrade: Center for Open Access in Science, 2018. http://dx.doi.org/10.32591/coas.e-conf.02.10115t.

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Froehlich, T. J. "The foundations of information science in social epistemology." In [1989] Proceedings of the Twenty-Second Annual Hawaii International Conference on System Sciences. Volume IV: Emerging Technologies and Applications Track. IEEE, 1989. http://dx.doi.org/10.1109/hicss.1989.48136.

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Lebedev, Sergey. "6K Post-non-classical Epistemology." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.49.

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Zhang, Jingzhu, and Qiaohua Ren. "Neurophenomenology: A Perspective of Scientific Epistemology." In 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icmess-18.2018.87.

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Mao, Yuqing, Haifeng Shen, and Chengzheng Sun. "Supporting exploratory information seeking by epistemology-based social search." In the 15th international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1719970.1720029.

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Belonogov, Ivan. "VIROLOGICAL EPISTEMOLOGY: FIVE PRINCIPLES OF KNOWLEDGE-VIRUS." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/2.2/s09.092.

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Aguiar, Ranieri Roberth Silva de, Fernanda Kempner Moreira, Gertrudes Aparecida Dandolini, and Patricia de Sá Freire. "EPISTEMOLOGY OF COLLECTIVE KNOWLEDGE: SOCIAL AND SEMANTIC FOR THE WEB." In 14th CONTECSI International Conference on Information Systems and Technology Management. TECSI, 2017. http://dx.doi.org/10.5748/9788599693131-14contecsi/rx-4777.

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Frisque, Brennen, and Ankur Chattopadhyay. "Conducting a social constructivist epistemology for students of computing disciplines." In 2017 IEEE Frontiers in Education Conference (FIE). IEEE, 2017. http://dx.doi.org/10.1109/fie.2017.8190461.

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Ren, Qiaohua, and Jingzhu Zhang. "The Developing Approaches to Evolutionary Epistemology: An Historical Perspective." In 2017 3rd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icsshe-17.2017.96.

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Reports on the topic "Social epistemology"

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Teixeira, Mariana. Vulnerability: A Critical Tool for Conviviality-Inequality Studies. Maria Sibylla Merian Centre Conviviality-Inequality in Latin America, May 2022. http://dx.doi.org/10.46877/teixeira.2022.44.

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The aim of this working paper is to foster the concept of “vulnerability” as a critical tool for social theory in general and conviviality-inequality studies in particular. First, to clarify the concept, an analytical distinction is established between vulnerability as either an experiential structure shared by all persons (constitutive vulnerability) or as historical social injustice that detrimentally impacts some more than others (contingent vulnerability). The paper then explores the contrast between approaches to epistemic injustice theory and standpoint epistemology as two opposing views with regard to the political and epistemic potential of vulnerability. From this contrast, finally, a critique of one-sided conceptions shows us that, for vulnerability to have a productive and critical use, it must be grasped as fraught with ambiguity, implying both a contingent risk of subjection and a constitutive opening to otherness. It is this ambiguity that makes vulnerability a useful conceptual tool for grasping conviviality as inextricably connected to inequality
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Laguado Jaimes, Elveny. Estrategias de aprendizaje para historia y epistemología del cuidado de enfermería. Ediciones Universidad Cooperativa de Colombia, August 2021. http://dx.doi.org/10.16925/gcnc.16.

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Gracias a la nota de clase, los alumnos y profesores de Enfermería disponen de un material que les permitirá desarrollar estrategias para apropiarse de los aspectos relacionados con el origen de la enfermería y su influencia en el avance del cuidado como esencia del quehacer profesional. Los hechos históricos desde una mirada crítica y reflexiva permiten valorar y reconocer en las diferentes épocas de la historia situaciones del contexto social, político y económico que contribuyeron a los cambios para el presente de la profesión y los desafíos del futuro; esto debido a que la historia, como parte inherente de una sociedad, se escribe de manera permanente por los modos cambiantes de la humanidad. Hay un presente con legados históricos que fortalecen una profesión que está evolucionando constantemente en cuanto a construcción como ciencia, con los referentes teóricos que los alumnos identifican por primera vez. Asimismo, la forma como se comprende, valora e interpreta contribuirá a que se empoderen y lideren cambios en su práctica profesional y se fortalezca la calidad del cuidado y la identidad profesional.
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Enríquez Ochoa, Jully Viviana. Embarazo en adolescentes. Ediciones Universidad Cooperativa de Colombia, December 2022. http://dx.doi.org/10.16925/gcgp.68.

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La adolescencia es un camino a la independencia que puede llevar a diferentes situaciones problemáticas, ya sean sencillas o complejas. Un embarazo no deseado, por ejemplo, es una de una situación compleja que puede convertirse en un problema de salud pública y social. Este indicador, especialmente, refleja el resultado de la situación de un país en términos económicos, educativos, nutricionales y de acceso a los servicios de salud. El cuidado de enfermería durante el proceso de gestación debe ir más allá del cumplimiento o la aplicación de la Ruta de Atención Integral Materno Perinatal. Este cuidado se concibe como “la interacción que se ejerce entre el profesional de enfermería, la gestante, su hijo por nacer y la familia, donde comparten conocimientos, experiencias, habilidades y precepciones acerca del cuidado, generando compromisos para mantener la salud y calidad de vida”. En consecuencia, es importante establecer una relación terapéutica entre profesional de enfermería, paciente y familia, en función de permitir que el profesional establezca un plan de cuidados acorde con las necesidades reales de la gestante, con el fin de asegurar un curso adecuado del embarazo. Esta nota de clase busca facilitar la comprensión de la epistemología de enfermería, a través de una narración que cuenta la historia de una joven embarazada que ha pasado por diversas circunstancias, y donde se reflejan los patrones del conocimiento, como el empírico, ético, estético e intuitivo, dentro del marco de referencia de la teoría de Kristen Swanson.
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