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Knowledge Claims (knowledge + claim)
Selected AbstractsTHE PUZZLE OF FALLIBLE KNOWLEDGEMETAPHILOSOPHY, Issue 3 2008HAMID VAHID Abstract: Although the fallible/infallible distinction in the theory of knowledge has traditionally been upheld by most epistemologists, almost all contemporary theories of knowledge claim to be fallibilist. Fallibilists have, however, been forced to accommodate knowledge of necessary truths. This has proved to be a daunting task, not least because there is as yet no consensus on how the fallible/infallible divide is to be understood. In this article, after examining and rejecting a number of representative accounts of the notion of fallible knowledge, I argue that the main problems with these accounts actually stem from the very coherence of that notion. I then claim that the distinction is best understood in terms of the externalist/internalist conceptions of knowledge. Finally, I seek to garner some independent support for the proposal by highlighting some of its consequences, including its surprising bearing on certain recent and seemingly distant controversies involving issues in epistemology and philosophy of mind. [source] Due Diligence and "Reasonable Man," OffshoreCULTURAL ANTHROPOLOGY, Issue 4 2005Bill Maurer In the wake of an international crackdown against preferential tax regimes, Caribbean tax havens and other jurisdictions have adopted "due diligence" procedures to manage financial and reputational risk. Due diligence relies on qualitative forms of evaluation and defers grounded and definitive knowledge claims through continuous peer review. In doing so, it mirrors certain forms of ethnographic practice at a number of levels of scale. This article tracks the shifts in financial regulation from crime to harm and from certainty to scrutiny and reflects on their implications for ethnography,as a limited and open-ended process of evaluation warranted by qualitative forms of judgment. It seeks to complicate our picture of contemporary capitalisms by drawing attention to the nonquantifiable and the ethical that lie "inside" them. Where conventional forms of ethnographic critique might look to expose the political or economic interests behind actions, symbols, or social relationships, this article has a more modest goal: to try to understand the similarity of form between due diligence and anthropology. [source] Partitioned Nature, Privileged Knowledge: Community-based Conservation in TanzaniaDEVELOPMENT AND CHANGE, Issue 5 2003Mara Goldman Community Based Conservation (CBC) has become the catch,all solution to the social and ecological problems plaguing traditional top,down, protectionist conservation approaches. CBC has been particularly popular throughout Africa as a way to gain local support for wildlife conservation measures that have previously excluded local people and their development needs. This article shows that, despite the rhetoric of devolution and participation associated with new CBC models, conservation planning in Tanzania remains a top,down endeavour, with communities and their specialized socio,ecological knowledge delegated to the margins. In addition to the difficulties associated with the transfer of power from state to community hands, CBC also poses complex challenges to the culture or institution of conservation. Using the example of the Tarangire,Manyara ecosystem, the author shows how local knowledge and the complexities of ecological processes challenge the conventional zone,based conservation models, and argues that the insights of local Maasai knowledge claims could better reflect the ecological and social goals of the new CBC rhetoric. [source] Causality, mathematical models and statistical association: dismantling evidence-based medicineJOURNAL OF EVALUATION IN CLINICAL PRACTICE, Issue 2 2010R. Paul Thompson BA MA PhD Abstract From humble beginnings, largely at the medical school at McMaster University, Canada, the evidence-based medicine (EBM) movement has enjoyed a spectacular rise in international acceptance over the last 25 years. Randomized controlled trials (RCTs) and systematic reviews based on them have pride of place (the gold standard) in EBM's hierarchy of evidence; models and theories are relegated to the bottom of the hierarchy. In the last decade, RCTs have been extensively criticized. I briefly rehearse those criticisms because they are an important backdrop to the criticism of EBM developed in this paper. In essence, the argument developed here is that RCTs use mathematics solely as a tool of analysis rather than as the language of the science and that this fundamentally affects the validity of causal claims. As EBM gives pride of place to RCTs and devalues theoretical models , a devaluation that would be incomprehensible to a physicist or biologist , the validity of EBM's causal claims and knowledge claims are weak and far from a ,gold standard'. [source] The Myth of ,Scientific Method' in Contemporary Educational ResearchJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 2 2006DARRELL PATRICK ROWBOTTOM Whether educational research should employ the ,scientific method' has been a recurring issue in its history. Hence, textbooks on research methods continue to perpetuate the idea that research students ought to choose between competing camps: ,positivist' or ,interpretivist'. In reference to one of the most widely referred to educational research methods textbooks on the market,namely Research Methods in Education by Cohen, Manion, and Morrison,this paper demonstrates (1) the misconception of science in operation and (2) the perversely false dichotomy that has become enshrined in educational research. It then advocates a new approach, and suggests that the fixation with ,science' versus ,non-science' is counterproductive, when what is actually required for good inquiry is a critical approach to knowledge claims. [source] Students' levels of explanations, models, and misconceptions in basic quantum chemistry: A phenomenographic studyJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2009Christina Stefani We investigated students' knowledge constructions of basic quantum chemistry concepts, namely atomic orbitals, the Schrödinger equation, molecular orbitals, hybridization, and chemical bonding. Ausubel's theory of meaningful learning provided the theoretical framework and phenomenography the method of analysis. The semi-structured interview with 19 second-year chemistry students supplied the data. We identified four levels of explanations in the students' answers. In addition, the scientific knowledge claims reflected three main levels of models. By combining levels of explanations with levels of models, we derived four categories. Two of the categories are shades of variation in the rote-learning part of a continuum, while the other two categories are in the meaningful-learning part. All students possessed alternative conceptions some of which occurred within certain categories, while others spanned more categories. The insistence on the deterministic models of the atom, the misinterpretation of models, and the poor understanding of the current quantum concepts are main problems in the learning of the basic quantum chemistry concepts. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 520,536, 2009 [source] Comparing the epistemological underpinnings of students' and scientists' reasoning about conclusionsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 6 2001Kathleen Hogan This study examined the criteria that middle school students, nonscientist adults, technicians, and scientists used to rate the validity of conclusions drawn by hypothetical students from a set of evidence. The groups' criteria for evaluating conclusions were considered to be dimensions of their epistemological frameworks regarding how knowledge claims are justified, and as such are integral to their scientific reasoning. Quantitative and qualitative analyses revealed that the responses of students and nonscientists differed from the responses of technicians and scientists, with the major difference being the groups' relative emphasis on criteria of empirical consistency or plausibility of the conclusions. We argue that the sources of the groups' differing epistemic criteria rest in their different spheres of cultural practice, and explore implications of this perspective for science teaching and learning. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 663,687, 2001 [source] The Bar Examination and the Dream Deferred: A Critical Analysis of the MBE, Social Closure, and Racial and Ethnic StratificationLAW & SOCIAL INQUIRY, Issue 3 2004William C. Kidder In this article, the author applies social closure theory to help explain why more than a dozen states have recently enacted more stringent bar exam passing standards and why others are considering similar changes. While higher standards are usually advocated as a way to protect the public from lower student "quality," the author applies social closure theory and argues that changes in passing standards are a response to a perceived oversupply of lawyers, especially among solo practitioners. In the 1990s, crowding among solo practitioners reached record levels, and real earnings eroded substantially. The author then links this labor market analysis to a critical examination of the knowledge claims that justify the bar exam to the legal profession and the public at large. The article's conclusion is that the psychometric research sponsored by the National Conference of Bar Examiners consistently minimizes and obscures the disparate impact and unfairness of the bar exam for people of color. [source] A PERSPECTIVAL DEFINITION OF KNOWLEDGERATIO, Issue 2 2010Claudio F. Costa In this paper an improved formulation of the classical tripartite view of knowledge is proposed and defended. This formulation solves Gettier's problem by making explicit what is concealed by the symbolic version of the tripartite definition, namely, the perspectival context in which concrete knowledge claims are evaluated. [source] Local Knowledge as Trapped Knowledge: Intellectual Property, Culture, Power and PoliticsTHE JOURNAL OF WORLD INTELLECTUAL PROPERTY, Issue 1 2008Chidi Oguamanam Discourses of local knowledge and categories of rights claimants thereto are embroiled in complex conceptual and analytical morass. The conceptual quandary around local knowledge is diversionary from the historically rooted hierarchies of culture, power and politics that have subjugated it. Claims to local knowledge are challenged from several dimensions, including arguments from cultural cosmopolitanism, intellectual property rights and aspects of liberal democratic principles. An interesting new site for this power play is the emergent bioprospecting framework of access and benefit sharing. In this context, sophisticated external intermediaries, who have asymmetrical power relationships with custodians of local knowledge, now constitute a new threat to the genuine aspirations of indigenous and local communities. Recently, local knowledge claims are conflated with propertization of culture raising concerns over the asphyxiation of the public domain. Making the claims or claimants to local knowledge the scapegoats of our troubled public domain undermines the source of the problem. In a way, the current anemic state of our public domain can be blamed on unwholesome expansion of intellectual property and unidirectional appropriation of local knowledge by external interests. The reality of cultural cosmopolitanism requires an intellectual property order that is responsive to the contributions of local knowledge. [source] The Theses on Feuerbach as a political ecology of the possibleAREA, Issue 2 2009Alex Loftus This paper argues that Marx's Theses on Feuerbach offer a tremendous and yet neglected resource for work in political ecology and the production of nature. Whilst not calling for a dramatic shift in the way in which such work is conducted, the paper shows how the Theses offer a firm and concise foundation on which to base the ontological and epistemological claims of work on the politicised environment. Ontologically, nature is a differentiated unity, best understood as sensuous activity or practice. This fits well with Smith's claims that nature is produced, whilst not limiting production to capitalist activity. Environments are thereby made up of everyday activity. Subverting the apparent anthropocentrism of this claim, the paper shows how (as Gramsci recognised) the Theses on Feuerbach have an incipient sense of the socio-natural. Post-humanist critiques of Smith's (humanist) production of nature thesis are thereby disrupted. Production realises a differentiated unity of socio-natural relations. Epistemologically, the paper demonstrates how the Theses push political ecologists to construct knowledge claims from practical activity. An ecological politics thereby emerges from the situated knowledges of different actors. Building on this, the paper argues that Marx's ,notes to himself' give us a sense of possible worlds and possible ecologies beyond the topsy-turvy one we have made in the present. Through the concept of praxis evinced in the Theses, a vision of the engaged scholar activist, committed to learning about the world through changing it (and vice-versa), emerges. [source] A communication model of conceptual innovation in scienceCOMMUNICATION THEORY, Issue 3 2001Wiliam J. White This essay exploring the nature of scientific communication begins with the premise that conceptual innovation is both a fundamental scientific activity and essentially a communication phenomenon. Conceptual innovation is fundamental as a scientific practice in that science as an institution is predicated on the development of new knowledge. It is essentially communicative in that it is the public character of science that relies on the consensual and communal evaluation of knowledge claims that determines the fate of new ideas. Science comprises a number of overlapping discursive formations whose nature is determined by the positions of (and relationships among) actors and ideas within communication and ideational networks, and which are characterized by a particular situational logic. The nature of these situational logics is such as to give rise to some of the characteristic communication dynamics of science, including consensus, problemshift, branching, and demarcation. [source] | ||||||||||||||||