Abstract This paper critiques three dialogues between a nurse and a patient. The paper suggests strategies that can be used by nurses in order to facilitate positive, knowledgeable and informative dialogues with their patients and the patient's family members. The paper suggests that the goal of the dialogue is essentially the same for all patients, that being health and improved well-being and it goes on to analyze how those goals can be achieved.
From the Paper "Analysis of Three Dialogues Introduction Engaging in dialogues with a patient is not a simple matter. Dialogues require knowledge of related theory and continued practice. First of all, all dialogues have a goal which is basically the same for every patient. Overall, the goal is health and the improved well-being of the patient. As Spee (2001, p. 20) states, "Nurses initiate discussions to clarify concerns and wishes from the individual's perspective". Those discussions are directed and facilitated through a number of strategies such as repetition and especially by open-ended questions. "
Abstract This paper examines Plato's theory of knowledge, stemming from his theory of the forms. It looks at how the bulk of his theory lay in three major dialogues: "The Meno," "The Theatetus," and "The Sophist". It shows how, collectively, they represent Plato's early, middle, and later portions of his life's work, respectively, and completely encompass the broad scope of his theory.
From the Paper "The Meno is where Plato begins to define his theory of the forms. This task is handled through a dialogue between Plato's teacher Socrates, and Meno, a Greek official. Socrates tells Meno that he has never met a man who could define virtue, and was wondering if Meno could undertake the task (it is noteworthy that Plato's choice in characters is not arbitrary. Meno was known for his tyranny, which adds irony to the work). Meno haughtily complies, and lists a variety of ways in which different types of people act virtuously. This however, is precisely the problem Socrates runs into when discussing the matter with people- they give examples of virtue, but fail to provide a holistic definition of what virtue is."
Abstract This paper explains that, although he did not leave any writings of his own or, at least, none of these were preserved, Socrates' philosophy and his personality are conserved in many of the works of his disciples. The author points out that Socrates' most famous appearance was as a character in Plato's dialogues. Socrates is the first thinker to change the focus of philosophy from the general theories related to the physical world to theories of the human world. The paper examines several themes of Socrates' philosophy such as knowledge, ethics, justice and justness and the virtuous life.
From the Paper "Notably, Socrates' political theories follow the same pattern: for instance, the ideal system of government described in "The Republic" is curiously analogical with the human soul (the repository of justice and virtue) and with the soul's relation to the human body. He does not emphasize so much the relationship established between the city and the citizen, but rather that between the ruler and the inhabitants. The city is in itself, essential for the life of the individuals, but here the art of government and that of the ruler are highlighted instead of the idea of democracy."
Abstract This paper is written about epistemology in education. Epistemology, also called "theory of knowledge", is concerned with standards for reasonable belief and the attainment of truth. Philosophy of science is a branch of epistemology that explores philosophical problems important to science.
Abstract For the most part, epistemology is the theory of knowledge. In essence, it is a part of philosophy that deals ,not only with the mere concept of knowledge, but also with the nature, sources, and scope of knowledge. This paper presents an overview of the philosophy of epistemology and then looks specifically at Rene Descartes's Latin phrase. "COGITO ERGO SUM", which translates to "I think, therefore I am".
From the Paper "Next, the terms ? I am?. These words tend to mean the necessary existence of Rene Descartes. ?I? being Rene Descartes and "am" being the existence of Descartes. Through this a further analysis is made to the effect that the issue of what is "I am" is personalized by the person stating such words, so that in this case "I am" is Rene Descartes being the existence of Rene Descartes."
Abstract In this article, the writer demonstrates that epistemology is by its own nature problematic and that this problematic nature is only resolved by introducing morality. The paper relates that the problematic nature of epistemology is because it is studied merely as in investigation into knowledge, and is severed from action. Thus, human beings come to understand the world but do not obtain final knowledge and that the resolution to this contradiction in human understanding can only come through action. The paper concludes that it is the moral act that is capable of resolving contradiction in understanding.
From the Paper "Epistemology is the study of knowledge, and as such its object is to verify claims to truth. In the strict sense truth is said to be objective, so that if something is true for one observer it is necessarily true for all observers. But epistemology becomes problematic if we insist on such a strict notion of truth. Almost all investigators of the question have sought only partial knowledge, deeming that absolute knowledge is the strict domain of God. An exception to this rule is the school of Rationalism, which followed the seventeenth century French philosopher Rene Descartes, and which maintained that absolute knowledge is possible. Descartes' ontology, which serves as the basis to this school, will be considered in due course, and its error exposed. But partial, or subjective, knowledge cannot be the basis for any rigorous study, and therefore epistemology in inherently problematic. Indeed the historical verdict is that epistemology only leads towards resolution when knowledge is taken to be the basis for action, or in other words, when knowledge becomes the substrate to morality. When not leading to morality, epistemology inevitably leads to the doors of skepticism."
Abstract In this analysis, the writer explores Immanuel Kant's notion of epistemology and looks at the debate between empiricism and rationalism closely. Further, outside representations of theories such as Hume's causality are also commented upon. Finally, a synopsis is presented of the debate itself and the progression of thought that occurred with Immanuel Kant. The writer maintains that even today, Kant's epistemology would spark great debate among the foremost religious scholars, scientists, and philosophers. The writer concludes that if there truly is an answer, this view would suggest that it lies in the duality between both empiricism and rationalism.
From the Paper "The notion of duality has been represented throughout the dawn of time in many aspects. Nature versus nurture, church versus state, and empiricism versus rationalism can all be depicted in many situations. As fundamental and concrete as one side or another may seem, truth has usually be captured in the middle of the debate. Immanuel Kant has been regarded by his peers as one of the greatest thinkers of the era. Kant spent a great deal of time juxtaposing both empiricism and rationalism with ideas that stemmed from his own epistemological viewpoints. It was this perception that Kant discounted Descartes, Locke, and others with theories that represented a natural duality that could not be accessed by contemplation or experiences, and added another layer of truth to the controversy between the two outlooks."
Abstract This paper explores the impact of the first generation of Aboriginal adults and the introduction of white man's law which appears to exacerbate Aboriginal youth who re-offend. It looks at how Aboriginal communities will continue to experience much higher rates of crime and how new generations will reproduce and intensify Aboriginal resistance to the problems of what was introduced when white settlement commenced. It also shows how the very concept of crime is problematic for Aboriginal people because it has social and historical associations with colonisation.
Outline
Introduction
The Epistemology Impact - Introduction of White Man's Law
Scientific Sociology'
Standpoint Theory
Conclusion
From the Paper "The introduction of the Protectionist Act gave State governments power to control all aspects of Aboriginal people's lives from their behaviour, employment, education, social restrictions and cultural denial.
The Chief Protector was able to move Aboriginal people from town to town, institutionalise them in reserves, and place 'uncontrollable' Aboriginals in jail indefinitely (Cunneen, 1994: 128-158). The result was the removal of Aboriginal people from ancestral lands, the placement of unrelated people in missions and reserves, leading to family, social and cultural disruption."
Abstract In his work "Epistemology: Becoming Intellectually Virtuous" Jay Wood embarks on a journey to discover what it means to know something. In this review the author explores the importance of living an intellectually superior life, which ultimately Wood describes as a life that involves selecting the right things to care about and paying attention to ones emotions and virtues, which ultimately ensure proper cognitive functioning. These ideas are applied to a Christian counseling viewpoint for each of the chapters reviewed in Wood's book. Wood acknowledges the virtue of believing in God and using this belief as a compass if you will toward discovering the truth in all matters.
Outline:
Introduction
Chapter 1
Reflections on Chapter 1
Chapter 2
Reflections on Chapter 2
Chapter 3
Reflections on Chapter 3
Chapter 4
Reflections on Chapter 4
Chapter 5
Reflections on Chapter 5
Chapter 6
Reflections on Chapter 6
Chapter 7
Reflections on Chapter 7
Chapter 8
Reflections on Chapter 8
Conclusions
From the Paper "This chapter helps some up some of the ideas presented by Wood thus far, suggesting that some suggest success is related to reliability when tracking truth according to Wood, whereas others rely on adequate evidence to support their beliefs and still others suggest that beliefs must cohere with one another to be just and true. This chapter is very helpful in creating a foundation for ones own beliefs and principles. In my case I would suggest relaying on evidence based approach when working with others particularly in the counseling profession, as people are more likely to accept ones beliefs as valid and true when evidence supports them. "
Abstract This paper demonstrates the veracity of the following statement: All the other ways of knowing are controlled by language. In order to illustrate that this is in fact the case, the author examines the works of Jacques Derrida, Ludwig Wittgetnstein, and others in order to show that all thought, speech, and discourse is entirely dependent upon language and as such no epistemological framework can exist outside the confines of a linguistic tradition.
From the Paper "lAll the other ways of knowing are controlled by language. What does this statement mean with regard to the relationships between perception, emotion, reason, and language? In other words, what does language have to do with the way that human beings understand and interpret the world around them? The above assertion would have us believe that all ways of knowing, or epistemologies, are controlled in some part by language. It means that is impossible to perceive the world without language. It is impossible to experience an emotional response without language."
Abstract In this article the writer discusses that Socrates accomplishes much of his rational argument based on establishing that forms or ideal structures only result in knowledge and he argues that sophists make of knowledge nothing but a commodity. The writer points out that Socrates' ultimate demise is well-known through the reproduction of his argument by his star pupil, Plato and it is to Plato that most Socratic researchers must rely on to gain a better understanding of Socrates because he never wrote anything at all. The writer notes that it is Socrates' use of forms as a paradigm for epistemological study which has freed philosophical pursuits from simple contemplation of knowledge and moved it to the application of insight and wisdom. The writer maintains that for Socrates, the world of forms was useful as a rational construct upon which to make his philosophical points; that is, knowledge to Socrates was only the starting point for philosophical debate whereas for others such as the sophists, knowledge and the pursuit of it were the ultimate goal or pursuit.
From the Paper "However, the force of Socrates' renunciation of sophist thought and doctrine comes through so clearly in Plato's work that it is clear that Plato relied on Socratic opinion almost exclusively for the foundation of his most renowned works such as the Republic which contains a series of Plato's works. Therefore, were this last the case then Plato would be known almost exclusively as the father of philosophy rather than Socrates and Socrates would be a mere footnote. Yet, the marvel of Socrates' fame and his foundational position in the philosophical body of knowledge is that through him philosophy was given a greater conception of itself as separate from pure knowledge which Socrates demonstrated was relatively invaluable without the more important qualities of moral justice, wisdom, and restraint.."
Abstract Dialogues require knowledge of related theory and continued practice. Dialogues serve a specific purpose. Nurses can use dialogues to initiate discussions and clarify concerns, needs and wishes from the individual perspective. The goal of all dialogues is basically the same for every patient because the overall goal is health and the improved well being of the patient. Those discussions are directed and facilitated through a number of strategies such as repetition and especially by open-ended questions. This paper is intended to demonstrate the author's own use of strategies and progression in the dialogues towards greater competency in nursing.
Abstract This paper explains that the only way that nurses will learn about patients' needs and concerns is to really listen and to communicate well. The author points out that the purpose of the dialogues described in the paper was to identify or express the concerns of a patient with tachycardia, a breast cancer patient and a person with chronic abdominal pain. The paper stresses that the better the nurse's communication skills, the higher will be the quality of care that she or he provides. The author underscores that the most important point learned from these dialogues is the importance of the patient's perspective. The paper suggest that open-ended questions, going with the flow, patients' use of certain words or sentences and attentive listening are essential to a successful patient-nurse dialogue.
From the Paper "I made other errors with Mrs. K, but they became a learning experience for the next two dialogues. For instance, I interrupted Mrs. K at times to respond to her. The most valuable lesson from Dialogue 1 was that we can remain true to the original intent by asking open-ended questions. The whole direction of the communication can be guided with open-ended questions. At the same time, there were blocks to effective communication because I began with a closed question. When Mrs. K stated that she felt she was becoming paralyzed, that statement needs to be explored with a great deal of empathy."
Abstract The Buddhist-Christian dialogue can be regarded as a more than academic and institutional exercise, on account of more than a century of interaction between Buddhists and Christians throughout the once colonized world. Buddhism and Christianity have shared the tendency to make their founders more symbolic indicators of faith and practice. Moreover, as this paper also argues, the Buddhist-Christian dialogue has been aided by several points of convergence, including their shared feature of concentration upon a founder-mystic, in the language of the post-industrial world -- an 'icon' -- in the form of an historical person whose symbolism transcends many levels and inspirations. 14 pgs. 27 f/c. 10b.
