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Literatura académica sobre el tema "Epistemic challenge"

Autor: Grafiati

Publicado: 1 de marzo de 2025

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Artículos de revistas sobre el tema "Epistemic challenge"

Puleri, Marco. "Russophonia as an Epistemic Challenge". Ab Imperio 2023, n.º 1 (2023): 76–98. http://dx.doi.org/10.1353/imp.2023.0007.

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Lumbard, Joseph E. B. "Islam and the Challenge of Epistemic Sovereignty". Religions 15, n.º 4 (26 de marzo de 2024): 406. http://dx.doi.org/10.3390/rel15040406.

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The search for knowledge has been central to the Islamic tradition from its inception in the Quran and the sayings of the Prophet Muhammad (aḥādīth). The injunctions to obtain knowledge and contemplate the signs of God in all things undergird a culture of ultimate questions in which there was an underlying epistemic unity among all fields of knowledge, from the religious sciences to the intellectual sciences to the natural sciences. Having lost sight of the underlying metaphysic that provides this epistemic unity, many thinkers in the modern period read the classical Islamic texts independently of the cognitive cartography and hierarchy of which they are a part. This approach leads to further misunderstandings and thus to a sense of hermeneutical gloom and epistemic subordination characteristic of coloniality. Postcolonial theory provides effective tools for diagnosing the process by which this epistemic erosion produces ideologically and epistemically conscripted subjects. But as it, too, arises from within a secular frame, it is only by understanding the cognitive cartography of the sciences within Islam that epistemic confidence and sovereignty can be reinstated.

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Velmurugan, Giajenthiran y Jacob Gorm Davidsen. "Negotiating Epistemic Experience vs. Epistemic Expertise in PBL Supervision". Journal of Problem Based Learning in Higher Education 12, n.º 1 (28 de noviembre de 2024): 92–116. http://dx.doi.org/10.54337/ojs.jpblhe.v12i1.8284.

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Supervision in higher education (HE) often balances the tension between fostering student autonomy and providing sufficient guidance, especially within undergraduate programs. This paper explores an under-researched area: the dynamics of group supervision in undergraduate education, specifically how students challenge their supervisor's expertise. Using video recordings of a group of engineering students at Aalborg University working within a Problem-Based Learning (PBL) framework, the study investigates moments of disagreement between students and their supervisor during project supervision. Employing conversation analysis (CA), the study examines the negotiation of epistemic claims — where students draw on their experience to challenge the supervisor’s expertise — and the subsequent impact on the learning trajectories. The findings highlight that students use their epistemic authority from experience to challenge their supervisor’s proposed academic direction, while the supervisor defends their stance based on disciplinary knowledge. The study emphasizes the importance of aligning cognitive congruence and situated learning to facilitate productive supervision interactions. Ultimately, the paper sheds light on the critical yet often overlooked role of student agency in supervision and offers insights into improving the supervisory process in HE, particularly in group settings.

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Marrone, Pierpaolo. "Epistemic Democracy and Technopolitics". International Journal of Technoethics 13, n.º 1 (enero de 2022): 1–14. http://dx.doi.org/10.4018/ijt.291551.

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In this article I examine the structure of four deliberative models: epistemic democracy, epistocracy, dystopic algocracy, and utopian algocracy. Epistocracy and algocracy (which in its two versions is an extremization of epistocracy) represent a challenge to the alleged epistemic superiority of democracy: epistocracy for its emphasis on the role of experts; algocracy for its emphasis on technique as a cognitively and ethically superior tool. In the concluding remarks I will advance the thesis that these challenges can only be answered by emphasizing the value of citizens’ political participation, which can also represent both an increase in their cognitive abilities and a value for public ethics.

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Murris, Karin. "The Epistemic Challenge of Hearing Child’s Voice". Studies in Philosophy and Education 32, n.º 3 (20 de enero de 2013): 245–59. http://dx.doi.org/10.1007/s11217-012-9349-9.

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Schulz, Claudia, Christian M. Meyer y Iryna Gurevych. "Challenges in the Automatic Analysis of Students’ Diagnostic Reasoning". Proceedings of the AAAI Conference on Artificial Intelligence 33 (17 de julio de 2019): 6974–81. http://dx.doi.org/10.1609/aaai.v33i01.33016974.

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Diagnostic reasoning is a key component of many professions. To improve students’ diagnostic reasoning skills, educational psychologists analyse and give feedback on epistemic activities used by these students while diagnosing, in particular, hypothesis generation, evidence generation, evidence evaluation, and drawing conclusions. However, this manual analysis is highly time-consuming. We aim to enable the large-scale adoption of diagnostic reasoning analysis and feedback by automating the epistemic activity identification. We create the first corpus for this task, comprising diagnostic reasoning selfexplanations of students from two domains annotated with epistemic activities. Based on insights from the corpus creation and the task’s characteristics, we discuss three challenges for the automatic identification of epistemic activities using AI methods: the correct identification of epistemic activity spans, the reliable distinction of similar epistemic activities, and the detection of overlapping epistemic activities. We propose a separate performance metric for each challenge and thus provide an evaluation framework for future research. Indeed, our evaluation of various state-of-the-art recurrent neural network architectures reveals that current techniques fail to address some of these challenges.

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Shaw, Elizabeth. "Expanding The Scope of The Epistemic Argument to Cover Nonpunitive Incapacitation". Diametros 21, n.º 79 (19 de abril de 2024): 132–45. http://dx.doi.org/10.33392/diam.1931.

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A growing number of theorists have launched an epistemic challenge against retributive punishment. This challenge involves the core claim that it is wrong (intentionally) to inflict serious harm on someone unless the moral argument for doing so has been established to a high standard of credibility. Proponents of this challenge typically argue that retributivism fails to meet the required epistemic standard, because retributivism relies on a contentious conception of free will, about whose existence we cannot be sufficiently certain. However, the scope of the epistemic challenge should not be limited to doubts about free will or retributivism. In this article, I argue that the epistemic challenge should be expanded beyond the original focus on justifications of punishment. By “expanding the epistemic challenge” I mean demanding that other purported justifications for serious (intentional) harm be held to a high standard of credibility. To provide a focus for the argument, I will concentrate on the “Public Health Quarantine Model” defended by Gregg Caruso, but my arguments have wider implications beyond this model. A growing number of “abolitionist” theorists believe that punishment is wrong in principle. If retributive punishment, or punishment in general, were abandoned, we would need to ask, “how else should we respond to crime?”. My arguments suggest that all such abolitionists will have to face the same epistemic standard as penal theorists if they wish to replace punishment with the intentional imposition of non-punitive severe coercive measures.

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De Preester, Helena y John Dorsch. "Descartes on the Passions of the Soul and Internal Emotions: Two Challenges for Interoception Research in Emotions". Danish Yearbook of Philosophy 54, n.º 1 (5 de noviembre de 2021): 65–92. http://dx.doi.org/10.1163/24689300-bja10021.

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Abstract On the basis of Descartes’s account of the passions of the soul, we argue that current interoception-based theories of emotions cannot account for the hallmark of a passion of the soul, i.e., that its effects are felt as being in the soul itself. We also pay attention to the epistemic functions of the passions and to Descartes’s category of emotions that are caused and occur in the soul alone. Certain passions of the soul and certain internal (or intellectual) emotions are similar to what are today called ‘epistemic (or noetic) feelings’ and ‘epistemic emotions.’ Descartes’s work reflects another challenge for contemporary embodied cognition: how might epistemic affect be embodied? Since the signature of embodiment is increasingly understood as interoceptive, the challenge to interoceptive research is demonstrating the degree to which (epistemic) affect results from interoception. This challenge also implies that the locus of emotional experience is taken into account.

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Kuzmanovic, Stefan. "Epistemic contextualism: Problems of disagreement and retraction". Theoria, Beograd 66, n.º 4 (2023): 15–32. http://dx.doi.org/10.2298/theo2304015k.

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Elke Brendel claims that, regarding several challenges, her nonindexical contextualism fares better than the so-called indexical versions of contextualism supported by prominent epistemic contextualists such as Keith DeRose, Stewart Cohen, etc. Of these challenges, we will consider the problems of disagreement and retraction. I will argue that the indexical nature of DeRose?s account doesn?t necessarily have to relate to personally indicated standards. Instead, I will offer an interpretation that generalizes the idea of conversational context and determines conversationally indicated epistemic standards as the main bearer of the content and the truth condition of knowledge attributions. In some cases, conversationally indicated epistemic standards are collapsing into personally indicated. In other cases, some form of the reconciliation of personally indicated standards produces the final conversationally indicated epistemic standards. This interpretation is motivated by Mion?s contextualist position, but in the first stage, it doesn?t require his notion of objective contexts. When dealing with typical face-to-face disputes, this interpretation of DeRose?s position will successfully account for the challenge of disagreement. Only when we are faced with so-called one-way disputes and the challenge of retraction, we will depart from DeRose, and instead, refer to Mion?s position. I will claim that by adopting his view, we are in a position to better respond to these two challenges, than Brendel with her nonindexical account.

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Lycett, Mark y Chris Partridge. "The challenge of epistemic divergence in IS development". Communications of the ACM 52, n.º 6 (junio de 2009): 127–31. http://dx.doi.org/10.1145/1516046.1516079.

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Tesis sobre el tema "Epistemic challenge"

Fenoy, Anne. "Les défis épistémiques de la sclérose latérale amyotrophique (SLA)". Electronic Thesis or Diss., Sorbonne université, 2024. http://www.theses.fr/2024SORUL140.

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La sclérose latérale amyotrophique (SLA), mieux connue en France sous le nom de maladie de Charcot, est une maladie neuro-évolutive à laquelle de nombreuses expressions sont associées : « la pire des maladies », « la plus cruelle des maladies », « la moins rare des maladies rares », « la plus brillante des découvertes de Jean-Martin Charcot ». Ces formules confèrent un statut singulier à cette maladie, encore peu étudiée par la philosophie, à la différence par exemple de la maladie d'Alzheimer, une maladie neuro-évolutive beaucoup plus fréquente. Elles ont été un élément déclencheur de l'enquête philosophique que constitue ce travail, qui se focalise sur les défis épistémiques de la SLA. Les défis épistémiques sont les problèmes théoriques et pratiques pouvant émerger d'une pluralité de perspectives (ou pluralité épistémique) sur un même objet. Ils constituent des défis au sens où la communauté SLA doit les relever pour éviter de possibles conséquences dommageables. Cette enquête en étudie trois en particulier. Dans une première partie, la conception selon laquelle la SLA serait la maladie exemplaire des difficultés de la médecine à connaître et à soigner est identifiée, analysée et remise en question. Il est montré qu'il est important, en abordant les discours sur la SLA, de prendre en compte la distinction entre la maladie étudiée et caractérisée par la médecine et la biologie (disease), la maladie comme expérience vécue (illness) et la maladie comme phénomène de société (sickness). Dans une seconde partie, l'historiographie de la SLA est examinée. Il est montré que la focalisation sur la genèse du concept de SLA dans les travaux de Charcot peut constituer un facteur d'ignorance pour l'histoire de la médecine et pour la conception actuelle de la SLA. Dans une troisième partie, différentes catégorisations de la SLA sont étudiées : la SLA comme maladie ou syndrome, comme maladie motrice et comme maladie rare. À l'aune de leurs pertinences et de leurs limites, des enjeux épistémologiques, pratiques et éthiques sont mis en avant. En interrogeant les discours portant sur la SLA, cette thèse vise à les nuancer et à les faire dialoguer pour proposer une grille de lecture globale sur cet objet complexe. Aborder les défis épistémiques de la SLA permet également de montrer dans quelle mesure considérer le concept de SLA comme un « objet-frontière » peut être fructueux, y compris en philosophie, notamment pour rendre compte de la fragmentation conceptuelle à l'œuvre lorsqu'il est question du concept de maladie
Amyotrophic lateral sclerosis (ALS), better known in France as Charcot's disease, is a neuro-evolutionary disease that has been described in many ways: "the worst disease", "the cruelest disease", "the least rare disease", "the most brilliant discovery of Jean-Martin Charcot". These formulas give a unique status to this disease, which is still little studied by philosophy, unlike, for example, Alzheimer's disease, a neuro-evolutionary disease that is much more common. They were a catalyst for the philosophical inquiry that constitutes this work, which focuses on the epistemic challenges of ALS. Epistemic challenges are the theoretical and practical problems that can arise from a plurality of perspectives (or epistemic plurality) on the same object. They are challenges in the sense that the ALS community needs to address them in order to avoid possible harmful consequences. This thesis examines three of them in particular. In the first part, the idea that ALS is the exemplary disease in terms of medical difficulties in understanding and treating it is identified, analyzed, and challenged. It is shown that in approaching discourses on ALS it is important to take into account the distinction between ALS as studied and characterized by medicine and biology (disease), ALS as lived experience (illness), and ALS as social phenomenon (sickness). The second part examines the historiography of ALS. It is shown that the focus on the genesis of the concept of ALS in Charcot's work may be a factor of ignorance for the history of medicine and for the current conception of ALS. The third part examines different categorizations of ALS: ALS as a disease or syndrome, as a motor disease and as a rare disease. Epistemological, practical, and ethical issues are highlighted in light of their relevance and limitations. By examining the discourses on ALS, this thesis aims to nuance and dialogue them in order to propose an overall reading grid for this complex subject. Addressing the epistemic challenges of ALS also serves to show the extent to which considering the concept of ALS as a 'boundary object' can be fruitful, including in philosophy, particularly in order to account for the conceptual fragmentation at work when it comes to the concept of disease

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Ashe, David Mark. "Upper primary school students’ scientific and socio-scientific thinking: A case study investigating epistemic challenges in year-six inquiry science lessons". Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/13350.

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Science education in schools has moved from the learning of scientific facts to investigating the impact that science has on students’ lives; providing students with an understanding of how they relate to, and affect, their environment. This shift is evident in many countries’ curricula (e.g. Australian National Curriculum). One example of this is the requirement for students to consider issues related to ‘sustainability’; to consider scientific facts and to consider themselves as both part of the problem and part of the solution. Socio-scientific issues are ill-structured; that is, they may have many viable alternative solutions and it can be difficult to know when a satisfactory solution has been reached. Solving socio-scientific problems involves the use of knowledge learnt in different contexts, including scientific knowledge and experiential knowledge. This study seeks to gain a better understanding of how and when year 6 primary school students (aged 10 to 12 years) activate prior knowledge while considering sustainability issues. The study sought to vary the context in which students were set sustainability problems. Using a ‘knowledge in pieces’ theoretical framework, which attunes to changes in context, the study investigates conditions that may promote appropriate knowledge activations. Based on a case study methodology, the research employs epistemic interviewing techniques coupled with close participant observations to gain a better, more nuanced understanding of the processes involved when year-six primary school students consider issues about sustainability. The thesis reports on three empirical episodes during which different aspects of context were varied; the problem context, the knowledge context and the physical context. Data was analysed using inductive thematic analysis and the results were considered alongside existing pedagogical approaches. The results showed that the variation of all three contextual elements led to variations in the manner in which the students solved the sustainability problems. It was observed that epistemic prompts helped the participants to make progress towards viable solutions. These epistemic prompts came from the facilitator of learning, from other students, and from the activities in which the students were engaged. When embarking on a learning program that involves socio-scientific issues, facilitators of learning can benefit from recognising that the nature of these issues will require students to integrate both taught knowledge and everyday experiences. Students may activate conflicting knowledge resources that lead to confusing results. It is at these points that epistemic challenges (challenging the students to consider their knowledge and to justify that knowledge) can prove beneficial in helping the students sort out their own solutions to these complex issues.

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Braddock, Matthew C. "Debunking Challenges to Moral Realism". Diss., 2012. http://hdl.handle.net/10161/5800.

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Heightened awareness of the evolutionary, socio-cultural, and psychological origins of our moral judgments pushes many of us in the direction of moral skepticism, in the direction of doubting the objective truth of our moral judgments. But should awareness of the origins of our moral judgments shake our confidence in them? Are there good moral debunking challenges or debunking arguments from premises concerning the accessible origins of our moral judgments to skeptical conclusions regarding them? In vigorous pursuit of these questions, this dissertation sifts three promising moral debunking challenges to moral realism, namely Richard Joyce's (2001) evolutionary debunking argument from epistemic insensitivity, Sharon Street's (2006) "Darwinian Dilemma," and David Enoch's (2010) "Epistemological Challenge." It is argued that each challenge faces cogent objections that not only demonstrate the inadequacy of the best debunking challenges available but also instructively guide us to the development of new and more forceful debunking challenges to moral realism. This dissertation develops two new and forceful debunking challenges, both of which target the epistemic reliability and justification of our moral judgments on realist views of the moral facts. The first new debunking challenge starts from the premise that the best explanation of our moral judgments does not appeal to their truth and invokes a new species of epistemic insensitivity to secure the conclusion that our moral belief-forming processes are epistemically unreliable. The second new debunking challenge reasons that the best explanation of the fact that moral realists have no good explanation of the reliability of our moral belief-forming processes is that there is no such reliability.

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Libros sobre el tema "Epistemic challenge"

Vahid, Hamid. Epistemic Justification and the Skeptical Challenge. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230596214.

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Baldassarri, Fabrizio. Epistemic Practices and Plant Classification in Premodern European Botanical Knowledge. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2025. https://doi.org/10.5117/9789463728072.

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This volume aims to uncover the diverse approach to plants in the Renaissance and seventeenth century that paved the way for a definition of botany as a fully-fledged discipline. Its scope expands beyond the natural historical interest in collections and the fabrication of materia medica: moving from Varchi, Matthioli and Bauhin to Locke, Pinelli, and Linnaeus, among others, the contributions collected here connect practical and theoretical features, dealing with the challenges that characterized any involvement with plants. The authors focus on the linguistic shortcomings, problems in authenticating specimens, and efforts to establish new botanical geographies to favour trades, as well as the pursuits of new methodologies, artisanal technologies, and chymical experiments with plants. Botany thus emerges as a suitable discipline to disclose the complexities and challenges of early modern science in general.

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Vahid, Hamid. Epistemic Justification and the Skeptical Challenge. Palgrave Macmillan, 2005.

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Vahid, H. Epistemic Justification and the Skeptical Challenge. Palgrave Macmillan, 2005.

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Vahid, Professor Hamid y Hamid Professor Vahid. Epistemic Justification and the Skeptical Challenge. Palgrave Macmillan, 2014.

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Smithson, Robert. A New Epistemic Argument for Idealism. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198746973.003.0002.

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Many idealists have challenged realism on epistemic grounds. The worry is that, if it is possible for truths about ordinary objects to outstrip our experiences in the ways that realists typically suppose, we could never be justified in our beliefs about objects. In response, philosophers have offered a variety of proposals to defend the epistemology of our object judgments under the assumption of realism. This chapter offers a new type of epistemic argument against realism to which these standard responses do not apply. In addition to raising a challenge for realism, the epistemology of object judgments has implications for how the idealist should develop her own positive metaphysical view. The second half of the chapter discusses how the idealist should understand the dependence between objects and our experiences if she is to secure epistemic advantages over the realist.

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Goldberg, Sanford C. Epistemic Responsibility in Social Context. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198793670.003.0008.

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This chapter addresses a host of worries that one might have about this book’s account of epistemic propriety and epistemic responsibility. Chief among these are worries about the threat of social relativism in epistemic assessment, the threat of an overly context-sensitive account of epistemic propriety and epistemic responsibility, the challenge to vindicate that one can be epistemically responsible even while alone on a desert island (and so when systematically isolated from others), and the lack of engagement in the book’s account of epistemic responsibility with any discussion of doxastic voluntarism or doxastic control. The author concludes that none of the worries should lead us to reject the proposal on offer.

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Goodin, Robert E. y Kai Spiekermann. An Epistemic Theory of Democracy. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823452.001.0001.

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One attractive feature of democracy is its ability to track the truth by information aggregation. The formal support for this claim goes back to Condorcet’s famous jury theorem. However, the theorem has often been dismissed as a mathematical curiosity because the assumptions on which the theorem is based are demanding. Such quick dismissals tend to misunderstand the original theorem. They also fail to appreciate how Condorcet’s assumptions can be weakened to obtain jury theorems that are readily applicable in the real world. The first part of the book explains the original theorem and its various extensions and introduces results to deal with the challenge of voter dependence. Part II considers opportunities to make democracies perform better in epistemic terms by improving voter competence and diversity, by dividing epistemic labour, and by preceding voting with deliberation. In the third part, political practices are looked at through an epistemic lens, focusing on the influence of tradition, following opinion leaders or cues, and on settings in which the electorate falls into diverging factions. Part IV analyses the implications for the structures of government. While arguing against the case for epistocracy, the use of deliberation and expert advice in representative democracy can lead to improved truth-tracking, provided epistemic bottlenecks are avoided. The final part summarizes the results and explores how epistemic democracy might be undermined, using as case studies the Trump and Brexit campaigns.

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Goldman, Alvin I. Gettier and the Epistemic Appraisal of Philosophical Intuition. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198724551.003.0013.

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Gettier’s 1963 paper was enormously influential. Virtually all epistemologists agreed with Gettier that the JTB analaysis was mistaken. But this conclusion evidently depended on the reliability of the shared intuitions of Gettier’s and his philosophical contemporaries about the epistemological examples described in his chapter. How reliable are such intuitions? Today many philosophers challenge the reliability of classification intuitions. How are such challenges to be addressed, and what can we learn about the comparative reliability of putative experts (e.g. philosophers) and laypersons? Here it is proposed that philosophers can study this with the help of psychological techniques—including not only interview techniques of the kind utilized by experimental philosophers but other experimental techniques as well. Ways to investigate intuition’s reliability are illustrated.

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Snow, Nancy E. Adaptive Misbeliefs, Value Trade-Offs, and Epistemic Responsibility. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198779681.003.0003.

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Snow focuses on a class of beliefs that have been called ‘adaptive misbeliefs’—beliefs that are false or ungrounded, but nevertheless helpful for action—and argues that they are not epistemically justified by the greater pragmatic value they accrue for the believer. She then argues that this verdict remains even if the greater value is epistemic value rather than pragmatic value. This work is consonant with earlier work critical of epistemic consequentialism concerning epistemic trade-offs, but adds to it by rendering it plausible that there are actual cases of adaptive misbelief that instantiate such problematic trade-offs. Snow also adds that we should be able to not only judge whether an agent’s belief is justified, but also whether the agent is believing responsibly or irresponsibly. If she’s right about this, then it is a further challenge for the epistemic consequentialist to say something about this sort of epistemic verdict.

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Capítulos de libros sobre el tema "Epistemic challenge"

Sharadin, Nathaniel P. "The Functionalist Challenge". En Epistemic Instrumentalism Explained, 84–98. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003096726-6.

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Matthiessen, Hannes Ole. "A Default and Challenge Model of Perceptual Entitlement". En Epistemic Entitlement, 85–133. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137414984_4.

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Dei, George J. Sefa, Wambui Karanja y Grace Erger. "Articulating the Epistemic Challenge". En Critical Studies of Education, 37–49. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84201-7_2.

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Vahid, Hamid. "Argument from Epistemic Conservatism". En Epistemic Justification and the Skeptical Challenge, 157–80. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230596214_9.

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Khoo, Justin. "The Disagreement Challenge to Contextualism". En The Routledge Handbook of Epistemic Contextualism, 257–71. 1 [edition]. | New York : Routledge, 2017. | Series: Routledge handbooks in philosophy: Routledge, 2017. http://dx.doi.org/10.4324/9781315745275-21.

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Gerken, Mikkel. "Slow-Switch Cases and the Individualist Challenge". En Epistemic Reasoning and the Mental, 156–227. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137025524_5.

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Ude, Donald Mark C. "The Epistemic Ramifications of Modernity". En Endangered African Knowledges and the Challenge of Modernity, 98–129. London: Routledge, 2024. http://dx.doi.org/10.4324/9781032705712-4.

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Vahid, Hamid. "Introduction". En Epistemic Justification and the Skeptical Challenge, 1–3. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230596214_1.

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Vahid, Hamid. "Argument from Inference to the Best Explanation (IBE)". En Epistemic Justification and the Skeptical Challenge, 181–98. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230596214_10.

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Vahid, Hamid. "The Epistemological Significance of Transcendental Arguments". En Epistemic Justification and the Skeptical Challenge, 199–215. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230596214_11.

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Actas de conferencias sobre el tema "Epistemic challenge"

Ilbiz, Ethem, Yusaf Akbar y Andrea Tracogna. "Reducing Transaction Costs of Epistemic Recognition through Online Platforms: Empowering Marginalised Academic Communities to Challenge Epistemic Injustice". En International Conference on Sharing Economy and Contemporary Business Models: Theory and Practice – “IC-SHARE 2024”, 81–85. University of Belgrade - Faculty of Organizational Sciences, 2024. http://dx.doi.org/10.62863/fuqr6588.

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This paper offers a fresh perspective on the sharing economy by adopting the theoretical lens of transaction cost economics (TCE) with the aim of expanding the discussion on online platforms beyond a commercial context to examine their potential for social good. Focusing on the user experience, this study investigates under what conditions online platforms designed to empower marginalised academic communities in addressing epistemic injustice attract and retain prospective users by reducing the transaction costs associated with knowledge exchange between knowers and knowledge seekers. In this regard, the paper examines whether these platforms have the potential for growth or rather remain niche platforms primarily facilitating matchmaking within a small academic community and their knowledge seekers. Drawing on survey data from users of platforms such as ‘Women Also Know Stuff’, ‘People of Colour Also Know Stuff’, and ‘LGBTQ Scholar Network’, the study explores this phenomenon through a set of TCE-related variables, including registration process, functionality, personalisation, transaction uncertainty, sense of community, social identification with other users and platform, and direct and cross-network effects.

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Delgrande, James P., Joshua Sack, Gerhard Lakemeyer y Maurice Pagnucco. "Epistemic Logic of Likelihood and Belief". En Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/360.

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A major challenge in AI is dealing with uncertain information. While probabilistic approaches have been employed to address this issue, in many situations probabilities may not be available or may be unsuitable. As an alternative, qualitative approaches have been introduced to express that one event is no more probable than another. We provide an approach where an agent may reason deductively about notions of likelihood, and may hold beliefs where the subjective probability for a belief is less than 1. Thus, an agent can believe that p holds (with probability <1); and if the agent believes that q is more likely than p, then the agent will also believe q. Our language allows for arbitrary nesting of beliefs and qualitative likelihoods. We provide a sound and complete proof system for the logic with respect to an underlying probabilistic semantics, and show that the language is equivalent to a sublanguage with no nested modalities.

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Tombolato, Monica. "RENEWING THE CURRICULUM TO PROMOTE EPISTEMIC COGNITION IN THE KNOWLEDGE SOCIETY: SOME PROCEDURAL PRINCIPLES". En International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end087.

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"In our Knowledge Society, the division of cognitive labor, the specialization of knowledge and the brisk growth of new information and communication technologies provide a complex challenge for those tasked with selecting what is worth teaching and how to do it. The ease of access to information due to advanced and user-friendly technologies often gives us the illusion to know more than we actually do. This “epistemic disease” is a danger to both democracy and public health. The educational system must therefore encourage good epistemic habits consistent with responsible citizenship. From a didactic perspective, this requires updating the curriculum in the light of the educational challenge of the 21st century: making students aware of what knowledge is and what knowing means by fostering their epistemic cognition. Since epistemic cognition is concerned with the acquisition of a habitus, that is, a durable disposition to act in a certain way under certain circumstances (second-level curriculum objective), curriculum updating should not be reduced to a mere quantitative increase in the knowledge to be taught. On the contrary, this revision should address, on a qualitative level, how the selected disciplinary content is didactically transpose. In this contribution, we intend to propose some procedural principles – conceived as pragmatic patterns of behavior – that can help teachers design instructional activities consistent with the goal of promoting students’ epistemic cognition. These procedural principles will be formulated based on a conception of discipline as a correlated system of epistemic products and expert practices of knowledge construction, validation, evaluation and justification."

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Gurney, Kim. "Epistemic Disobedience: Institution-Building as Artistic Practice". En Arts Research Africa 2022 Conference Proceedings. Arts Research Africa, 2022. http://dx.doi.org/10.54223/10539/35901.

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This paper posits the Nafasi Art Space in Dar es Salaam, Tanzania, as a paradigmatic example of independent art spaces in Africa. These spaces, known as offspaces, challenge the status quo by creating divergent infrastructures through creative refusals and re-imaginations. The author conducted a prior study called Platform/Plotform, which identified key working principles of offspaces, such as horizontality, performativity, elasticity, convergence, and second chance. The study visited five African cities to examine the correlations between artistic strategies and urban life. The paper focuses on the Nafasi Academy for Contemporary Art, Expression, and Inclusion, launched in 2020, and explores its curriculum and pedagogical domains that may, like the institution itself, build cultural infrastructures while functioning like a work of art.

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Mochizuki, Toshio, Clark A. Chinn, Hiroki Oura y Etsuji Yamaguchi. "Recognizing Cherry-Picked Data in Scientific Information: Epistemic Challenge toward Understanding Comprehensive Evidence". En 18th International Conference of the Learning Sciences (ICLS) 2024. International Society of the Learning Sciences, 2024. http://dx.doi.org/10.22318/icls2024.634461.

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Ammon, Sabine, Alexandra Kljagin, Juliane Rettschlag y Martina Vortel. "The Berlin ethics certificate: conceptualizing interdisciplinarity as a core building block of ethics in engineering education". En SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1422.

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To address the need for more responsible research and innovation, there is a growing call to integrate ethics education across the science and engineering curriculum. Accordingly, ethics education must not be limited to the avoidance of scientific misconduct but rather be oriented toward addressing the complexity of planetary challenges and realizing social good. Designing curricula to accommodate the ambition of integrated ethics, however, remains a great institutional and epistemic challenge. In this paper, we introduce the Berlin Ethics Certificate (BEC) at the Technical University of Berlin, to demonstrate how this challenge can be addressed by using interdisciplinarity as a core building block of integrated ethics education. The BEC’s unique approach to ethics education enables the positioning of ethical issues in all study programs within the university by designing futureoriented interdisciplinary courses open to all students, be they from the humanities, natural or engineering sciences. The paper outlines the BEC’s conceptualization of interdisciplinarity, ultimately arguing that interdisciplinary ethics education must be built upon the epistemic practice of situating knowledge. Methodologically, we show how the BEC approaches integrated ethics education through three iterative steps: 1) situating disciplinary knowledge in relation to other forms of knowledge, values and experiences (by focusing on multidisciplinary learning experiences), 2) establishing a common epistemic practice of collaboration (by focusing on interdisciplinary learning experiences), and 3) actively engaging with non-academic stakeholders to create responsible technology and take ethical action beyond the university (by focusing on transdisciplinary learning experiences). Examples of how the BEC implements this methodology are shown, which may serve as suggestions of best practices in integrated ethics education.

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Fuentes Acevedo, Patricia. "Co-Designing With Families to Challenge Dominant Perspectives and Redistribute Epistemic Authority in Elementary Mathematics (Poster 2)". En AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2105355.

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Moon, Min-Yeong, K. K. Choi, Nicholas Gaul y David Lamb. "Treating Epistemic Uncertainty Using Bootstrapping Selection of Input Distribution Model for Confidence-Based Reliability Assessment". En ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85946.

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To accurately predict the reliability of a physical system under aleatory (i.e., irreducible) uncertainty in system performance, a very large number of physical output test data is required. Alternatively, a simulation-based method can be used to assess reliability, but it remains a challenge as it involves epistemic (i.e., reducible) uncertainties due to imperfections in input distribution models, simulation models, and surrogate models. In practical engineering applications, only a limited number of tests are used to model input distribution. Thus, estimated input distribution models are uncertain. As a result, estimated output distributions, which are the outcomes of input distributions and biased simulation models, and the corresponding reliabilities also become uncertain. Furthermore, only a limited number of output testing is used due to its cost, which results in epistemic uncertainty. To deal with epistemic uncertainties in prediction of reliability, a confidence concept is introduced to properly assess conservative reliability by considering all epistemic uncertainties due to limited numbers of both input test data (i.e., input uncertainty) and output test data (i.e., output uncertainty), biased simulation models, and surrogate models. One way to treat epistemic uncertainties due to limited numbers of both input and output test data and biased models is to use a hierarchical Bayesian approach. However, the hierarchical Bayesian approach could result in an overly conservative reliability assessment by integrating possible candidates of input distribution using a Bayesian analysis. To tackle this issue, a new confidence-based reliability assessment method that reduces unnecessary conservativeness is developed in this paper. In the developed method, the epistemic uncertainty induced by a limited number of input data is treated by approximating an input distribution model using a bootstrap method. Two engineering examples are used to demonstrate that 1) the proposed method can predict the reliability of a physical system that satisfies the user-specified target confidence level and 2) the proposed confidence-based reliability is less conservative than the one that fully integrates possible candidates of input distribution models in the hierarchical Bayesian analysis.

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Malá, Markéta. "Hedging like a professional: A corpus-driven approach to interactional metadiscourse in English learner academic writing". En 9th Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2022. http://dx.doi.org/10.5817/cz.muni.p280-0212-2022-5.

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The paper explores the phraseology of English academic texts written by Czech university students in comparison with English L1 novice and expert academic writing, focussing on hedging patterns. It combines contrastive analysis and learner corpus research, taking as its starting point recurrent multi-word patterns overused or underused by both groups of novice writers (e.g. it can be said that and it seems ADJECTIVE that/to, respectively), or by English L2 writers (e.g. as it seems) in comparison with L1 expert writers. The findings suggest that when expressing epistemic stance in their English academic papers, Czech university students have to face two types of challenge – the more prominent ‘academic’ challenge, i.e. the lack of academic experience, and, despite their proficiency, also the ‘linguistic’ EFL challenge.

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Mihaylov, Valentin. "EPISTEMIC JUSTICE VS. ACADEMIC HEGEMONY: CRITICAL GEOPOLITICS OF THE GLOBAL ORDER OF KNOWLEDGE". En Book of Abstracts and Contributed Papers, 116. Geographical Institute "Jovan Cvijić" SASA, 2024. http://dx.doi.org/10.46793/csge5.72vm.

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In the global exchange of knowledge, there is a growing favoring of academic practices created in specific countries from the global North, which serve the interests of this informal, but symbolically powerful community. Subsequently, these local views are spreading worldwide as universal and unavoidable patterns for those who aim to participate in the global academic communication. Those who fail to comply with the practices of prioritizing specific topics, methods, and ways of thinking are destined for gradual marginalization. The concept of epistemic justice is commonly restricted to tracking and interpreting imbalances in publications listed in some of the top global indexing databases. This paper goes beyond the quantity approach and focuses on specific discursive practices that create, maintain, or challenge the established global order of knowledge. These practices are mostly from post-socialist countries, Africa, Asia, and Latin America. Two interrelated issues are examined in this paper. First, the production and dissemination of knowledge. Second, the question of who has the right (and who authorizes it) to evaluate, hierarchize, and control academic knowledge, as well as segregate, through symbolic recognition or stigmatization, those who participate in the creation of this knowledge? The critical geopolitical reading of a world order of knowledge is a suitable analytical tool for answering this question because of the inextricable connection of the considered phenomenon with some traditional patterns of socio-cultural division of the world. The field of critical geopolitics has a strong interest in marginal phenomena and powerless subjects, which are usually omitted when drawing the world’s political and cultural map of knowledge. This paper contains a critical analysis of the experience and positioning of those perceived with epithets such as “backwards”, peripheral subjects, or representatives of the “second” and “third” worlds. The question was asked about how those stigmatized as academic “periphery” contribute to epistemic injustice. To reflect such practices, the author employs the term self-peripheralization. The paper also emphasizes that epistemic justice is one of the important aspects in the struggle for a new, more inclusive model of coexistence of different cognitive paradigms and ways of doing science, developing in a broader social and cultural framework.

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Report on the 1st Annual “Out of War” Conference “Global Insights to Support Strategies for the Reintegration of Ukraine's Frontline Returnees”. Corioli Institute, febrero de 2024. http://dx.doi.org/10.59498/07783.

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This report provides a summary and impact assessment of the Corioli Institute’s first annual “Out of War" conference, titled "Global Insights to Support Strategies for the Reintegration of Ukraine's Frontline Returnees" on October 13th and 14th, 2023 at the London School of Economics and Political Science (LSE). The conference convened academics, practitioners, policymakers, and formerly armed actors from 18 countries to elaborate on a plan of action addressing many of the existing social, economic, and psychological challenges Ukrainian veterans face when returning from the frontlines. The conference facilitated a synthesis of expertise and epistemes from many walks of organized violence research to inform proposals aimed at helping Ukrainian veterans and their families formulated in an upcoming policy paper.

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