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Feminist vs. Womanist Epistemology, 2007.
A comparison of womanist and feminist philosophies.
741 words (approx. 3.0 pages), 5 sources, MLA, $ 26.95
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Abstract
The paper examines the term 'womanist', which is used to generally describe the act of acting womanly. The paper explores how this definition includes behavior that is willful, courageous or audacious, according to Alice Walker, who coined the term "womanist epistemology." The paper further examines how the term "feminist" generally takes on another meaning, referring to females or women whose primary intent includes promoting the rights and equal opportunities of women. The writer proposes that the feminist approach is more negative and oppressive in nature, calling too much attention to the negative influence and practices of men in a patriarchal society. The writer argues that while it is important to call attention to oppressive practices, it is important to view a new paradigm with respect to the community as a whole.
From the Paper
"It is different from feminist epistemology as feminist's emphasis tends to be the oppression of women, primarily white women, without addressing categories of race and economics in its approach (Thomas, 1999). Womanist epistemology takes a more comprehensive approach and rather than focus on creating a "paradigm over against men" as it typical with feminist approaches, it offers an approach that recognizes "patriarchal systems as problematic" for the entire community, including women, men and children (Thomas, 1999). Thus it is less likely to pit men against women. Womanist epistemology focuses more on cultural knowledge and attempts to encourage philosophers to examine the dominant cultural themes that influence our living and general practices (Andersen & Hill, 1992; Thomas, 1999)."
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Feminist Epistemology, 2002.
An analysis of the question of how knowing about the world around us differs when the knower is male or female.
2,513 words (approx. 10.1 pages), 8 sources, MLA, $ 76.95
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Abstract
This paper discusses how the nature of knowledge and human nature may be considered to be interchangeable, but how, in many places and at many times, the question of how we know what it is that we know about the world has not been a search for the nature of humanity, but a search for the nature of man. It examines how epistemology is not exempt from the fundamental sexism that is one of the defining aspects of so much of human history. It explores how human nature and the acquisition and accuracy of knowledge are linked and how conceptions of human nature and conceptions of knowledge are both gendered.
From the Paper
"Masculine science, at least in the West (where the majority of science is produced and so where most of modern knowledge is also produced) creates a context for the production of knowledge in which is it possible (and even necessary) to argue that science (or ?pure science?) is a distinctly different activity from technology. Science doesn?t kill people; technology kills people. Science, Fox Keller argues, can be seen to be an essentially aggressive act ? and aggressive in a particularly sexual way. And, moreover, this has been true since the beginning of Western civilization, since the practice of science began, although whether the sexuality referenced was homosexual or heterosexual has changed as has the degree to which such references are explicit or tacit."
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Feminist and Anti-Feminist Films, 2005.
An analysis of the themes of male protection against male violence in the films, "Something Wild" and "Thelma and Louise".
742 words (approx. 3.0 pages), 5 sources, MLA, $ 26.95
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Abstract
This paper examines how good outlaws who are on the run from the law are a typical theme of American cinema and how both "Something Wild," directed by Jonathan Demme, and "Thelma and Louise," directed by Ridley Scott, are of the 'road movie' genre, which features the American myth of the open road and free and easy access to changing one's life through motion.
From the Paper
"Thus, both films deal with a problem-if feminism is about women's rights, what of women's rights if the law, for both men and women, is so often wrong. One reason both films provide different answers is that Something Wild involves a male and a female, while Thelma and Louise involves two females. Something Wild suggests that the female is only capable of full motion and movement on the open road in the presence of a male, while the plot of Thelma and Louise suggests that the road provides a potential means of escape for both men and women, and that the presence of men such as the cowboy/drifter of Brad Pitt can sunder female closeness."
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Epistemology in Education, 2002.
An overview of epistemology or theory of knowledge and its place in education.
650 words (approx. 2.6 pages), 4 sources, $ 26.95
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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.
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Epistemology: Knowledge, 2004.
Outlines the essence of epistemology, as prescribed by the philosopher, Descartes.
1,458 words (approx. 5.8 pages), 5 sources, MLA, $ 48.95
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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."
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The Epistemology Impact, 2005.
A look at how epistemology impacts 'commonsense' versus 'scientific' knowledge of social issues and events focusing on the Aborigines.
1,040 words (approx. 4.2 pages), 15 sources, MLA, $ 36.95
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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."
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"Epistemology: Becoming Intellectually Virtuous.", 2006.
A critical review of Jay Wood's "Epistemology: Becoming Intellectually Virtuous."
2,265 words (approx. 9.1 pages), 1 source, MLA, $ 70.95
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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. "
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Socrates, Forms & Epistemology, 2008.
This paper looks at Socrates' argument concerning forms or ideal structures and epistemology.
1,114 words (approx. 4.5 pages), 4 sources, MLA, $ 38.95
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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.."
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Moral Epistemology, 2004.
This paper discusses the views on moral epistemology of G.E. Moore, W.D. Ross, John Rawls, and Richard Mervyn Hare.
1,705 words (approx. 6.8 pages), 4 sources, MLA, $ 55.95
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Abstract
This paper examines the viewpoints of each of the philosophers -- G.E. Moore, W.D. Ross, John Rawls and Richard Mervyn Hare -- who, at some point in their various writings, ask: How do we know what is right and correct, and how do we act upon the answer to this question? The author points out that, to varying degrees, all of these philosophers write against, and yet ,in response to the popular theories of utilitarianism and the earlier postulate of Kantian moral absolutism as embodied in the categorical imperative, but no one agrees with John Stewart Mill or Emmanuel Kant. The paper relates that, in contrast to Ross and Moore, Rawls believes that it is possible to reach some categorical generalization about society as a whole when individual rights are in conflict.
Table of Contents
G.E. Moore
W.D. Ross
John Rawls
Richard Mervyn Hare
From the Paper
"The philosopher Mervyn Hare was later to expand upon this idea that dealing with this values/factual distinction. He accepted both philosophers notions that these catagorizations were important in making moral determinations. However, unlike Ross, Hare advances a non-cognitively based ethical theory. Hare suggests that although there may not be pre-existing moral codes pre-existing or outside of the cognitive structures of the human mind, there is a need within a societal framework for moral assertions to prescribe codes in a universal fashion that makes them binding upon every human being."
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Epistemology, 2005.
This paper is a literature review of the theory of knowledge or epistemology.
1,545 words (approx. 6.2 pages), 6 sources, APA, $ 50.95
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Abstract
This paper explains that the search for what is true and knowable has received an enormous amount of attention throughout the millennia; however whether there can be complete objectivity or subjectivity in the realm of knowledge and human affairs has naturally been a major part of this debate. The author points out that, because the personal state is primarily controlled by individual decisions to various levels of commitment to knowing what is true and to achieving this, the personal state is the framework to understanding the intricate interplay between the powerful external forces in people's lives and the personal decisions that guide their day-to-day decisions, values and perceptions. The paper relates that the "scientific method" and both classical empiricism and rationalism are mistaken because they are insufficient in and of themselves to achieve comprehensive understanding and informed knowledge.
Table of Contents
Introduction
Review and Discussion
Conclusion
From the Paper
"For example, in his book, "Personal Knowledge: Towards a Post-Critical Philosophy", Michael Polanyi (1997) makes the interesting point that while humans perceive the world around them through their various senses, these perceptions are only limited and incomplete versions of reality because people necessarily base them on a worldview colored by personal experiences and beliefs that naturally affect their ability to objectively analyze what they perceive. These unique interpretations are absolutely required, though, because this is the method universally used by all people, who are also an inextricable element in the analysis."
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The Epistemology of Susanne K. Langer, 2002.
This paper looks at the work of Susanne Langer, "Philosophy in a New Key", comparing it to the theories of classical Idealism, Rationalism, and Empiricism and of the newer Pragmatism, Logical Positivism and Intuitionism.
5,452 words (approx. 21.8 pages), 6 sources, MLA, $ 133.95
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Abstract
The writer uses Langer's book to argue her theory that while discursive reasoning leads us to knowledge, we must look to what supplies us with the materials and desire to seek that knowledge. The paper takes a chapter by chapter look at the way in which Langer tries to define epistemology, the branch of philosophy that studies knowledge.
From the Paper
"While verbal language is the overt activity of one kind of symbolic process, the mind transforms those experiences which lie beyond the ability of language to describe into other quite different activities. "Just as the results of that primitive process of mental digestion, verbal symbolism, may be used for the satisfaction of other needs than symbolization, so all other instinctive acts may serve the expressive function" (45). The direct motivation which lies behind magic, for example, "is the desire to symbolize great conceptions." The language of magic belongs to the greater phenomenon of ritual, the language of religion (49). Further, the language of human behaviour, gesture, demonstrates that "symbolization is both an end and an instrument; and so far, epistemology has treated it only as an instrument." (51)."
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To Know and to Believe: The Epistemology of Michel de Montaigne, 2000.
This paper examines Montaigne's theory of knowledge as defined in "An Apology" for Raymond Sebond and in the "Essays".
1,680 words (approx. 6.7 pages), 4 sources, $ 54.95
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Abstract
This paper examines the epistemological thought of Michel de Montaigne. Drawing heavily on his "An Apology for Raymond Sebond", and less so on the essays, the paper is an attempt to synthesize the classical and religious influences in Montaigne?s theory of knowledge. It traces Montaigne?s argument in a clear, logical fashion, describing his view of man?s odyssey to perfection. Special attention is placed on the influence of Plato?s thought on Montaigne, as well as the religious context in which the "Apology" was written.
From the paper:
"This paper examines the epistemological thought of Michel de Montaigne. Drawing heavily on his An Apology for Raymond Sebond, and less so on the Essays, the paper is an attempt to synthesize the classical and religious influences in Montaigne?s theory of knowledge. It traces Montaigne?s argument in a clear, logical fashion, describing his view of man?s odyssey to perfection. Special attention is placed on the influence of Plato?s thought on Montaigne, as well as the religious context in which the Apology was written."
From the Paper
"Unfortunately, reason alone is not enough in mankind?s quest for knowledge of himself, God, and the ways of salvation. The fact that man depends on God to provide the faculty of reason, which is imperfect, certainly means that he cannot comprehend the perfect God Who provides it. And doubt about the essence of God necessarily implies doubt in man?s knowledge of all inferior existence; this is the essence of Montaigne?s skepticism. An understanding of the limits of reason, therefore, causes man to enter the second phase of his path towards true knowledge?a reevaluation of his worldly experience. Immersed in his pride, man views his experience as representing truth. In the context of limited reason, however, man?s experience merely provides knowledge of transient being?not what he is, but what he is becoming. Montaigne recognizes ?that the characteristic property of the creature is impermanence.?"
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Language, Epistemology, and Signification, 2005.
An analysis of the statement: "All the other ways of knowing are controlled by language."
1,125 words (approx. 4.5 pages), 3 sources, $ 44.95
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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."
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Plato's Epistemology, 2004.
An exploration of Plato's theory of knowledge, using three of his major dialogues: "The Meno," "The Theatetus," and "The Sophist".
1,739 words (approx. 7.0 pages), 3 sources, MLA, $ 56.95
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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."
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Aesthetic Epistemology, 2004.
A comparison and contrast of two poetic exemplifications of aesthetic theories in works by John Keats and Charles Simic.
1,609 words (approx. 6.4 pages), 5 sources, MLA, $ 52.95
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Abstract
This paper examines John Keats?s "On First Looking into Chapman's Homer"
and Charles Simic?s "Stone". It shows that, in both of these poems, one written during the Romantic era of English letters, the other a modern expression of poetic and personal development as mirrored in the natural world, the central conflict is: how can the poet apprehend and appreciate what is beautiful outside himself? It also asks what kind of beauty enriches human life and expression and how is this achieved.
From the Paper
"Keats thus adapts the Elizabethan love and faith in structured, ordered, and beautiful expressions of cerebral thought, even for romantic ideals, in his sonnet. In Keats? case, however, the subject matter is not Shakespeare?s fair young man or dark lady, but the text of Homer. The choice of a romantic, rarified, logical yet passionate form is thus quite a deliberate plea, upon Keats? part, to parallel affection for a woman or beloved friend with affection for a once-inaccessible yet beautiful literary text and tradition. As sonnets were used to open the hearts of cold or chaste females, so the translation of Chapman has opened the heart of Keats to a form of poetic expression, once closed, like a stone?a stone, unlike the runes upon the inside of Simic?s stone, that can be opened."
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