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Theories of Knowledge, 2004.
This paper discusses that the ?theories of knowledge? of the philosophers, Rene Descartes and John Locke, are fundamentally different from one another in the areas of rationalism and empiricism.
815 words (approx. 3.3 pages), 3 sources, MLA, $ 29.95
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Abstract
The paper explains that John Locke?s essential theory of knowledge, ideas, and experience expresses so called ?innate truths?, or principles, which do not fit the definition of ?idea.? The author points out that, on the other hand, Descartes argues that knowledge based on the senses is not knowledge simply because ideas based on external senses may change or be distorted; therefore, for him, knowledge must be based on the mind, as it is unaffected by external stimuli. The paper concludes that, in the end, it seems that both philosophies have their drawbacks, as well as their strengths; therefore, many consider the true nature of knowledge to be found somewhere in the middle.
From the Paper
"Locke also arrived at conclusions considering the ?self,? and knowledge of the self in his writings. He believes that the reality of ?self? is apparent in awareness. This means that all conscious ideas and experiences are hallmarks of the reality of the existence of the self, and one?s awareness of all conscious ideas, senses and experience forces one to conclude in one?s existence. Similarly, Descartes agrees that the existence of the self is proven by every state of awareness."
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Theory of Knowledge, 2004.
A discussion on the extent to which the ?subjective nature of perception? can be regarded as an advantage for the artist, but as an obstacle to be overcome for the scientist.
1,791 words (approx. 7.2 pages), 18 sources, MLA, $ 57.95
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Abstract
This paper examines how the dual nature or the balance of the paradoxical order that exists within the universe is clearly demonstrated as the focus shifts to the consideration of both the scientist and the artist. It looks at how the artist and the scientist experience completely different perceptions due to the unique differences in their very nature and the chasm that lies between. It attempts to prove to that this chasm that lies between their perceptional experiences is the very element that brings their attention toward the consideration of the other.
From the Paper
" ?A chasm cannot be crossed in two steps.? (Rashi Fein) This brings to mind the very nature of all that mankind has struggled with since the early annals of time, that being: the inherent differences manifested among individuals within all societal realms of the world. Much more astounding is the realization that that very same paradox of duality exists within the mind of each individual that with every perceptional view, the duality of the individuals? existence and experience, and even the very essence, is recognized by the individual, if no more than by the subconscious nature quietly noting it within. How true that statement proves in light of the entirety of the paradox of perception within the illusory realm of reality where artistic creativity and staunch reality collide."
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History of Positive Knowledge in Western Social Theory, 2001.
Paper discussing the contributions of Auguste Comte and Emile Durkheim in this field.
1,755 words (approx. 7.0 pages), 3 sources, $ 56.95
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Abstract
This paper discusses the history of the term positive knowledge (also positivism) in western social theory. While giving a brief history, it focuses mainly on the use and formulation by the philosopher Auguste Comte and sociologist Emile Durkheim.
From the Paper
"When observing positive knowledge through the history of Western social science, a firm definition is essential for a consistent investigational trajectory. Positive knowledge has been used in myriad ways to explain manifold scientific theories and practices. With a general, quotidian definition any member of the scientific (even social scientific) community could claim adherence, in some degree and fashion, to this notion of positive knowledge. I intend for this investigation to resist such entanglement of interpretations and thus subscribe to a firm, and perhaps purist, definition when examining the Alpha and Omega of positive (positivistic) knowledge within the sociological community?Auguste Comte and Emile Durkheim."
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Personal Philosophy of Knowledge, 2002.
An examination of the theory of individual knowledge and how it is acquired with a focus on comparing this theory to other knowledge theories.
1,787 words (approx. 7.1 pages), 6 sources, MLA, $ 57.95
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Abstract
A discussion of individual knowledge gained by past experience, from actions and of knowledge in a business situation which depends on the environment, with the environment dependent on management.
From the Paper
"The knowledge philosophy can be summarized by breaking it down into three areas. Firstly, individual knowledge comes from past experience. Knowledge is gained by an individual?s experience. People are given certain facts that they may accept as truths, with a person able to either accept or reject the idea. Based on their past experience, including past knowledge they have accepted, they will either accept or reject new knowledge. Rejection would mean assuming either that the piece of information is not true or that it is not important. Acceptance would mean taking the information in and accepting it as part of what they know."
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The Theories of Jurgen Habermas, 2007.
This paper discusses and critiques Jurgen Habermas' theories of knowledge as social theory and of discourse ethics.
2,360 words (approx. 9.4 pages), 4 sources, MLA, $ 72.95
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Abstract
This paper explains that Jurgen Habermas, in his theory of knowledge as social theory, elaborates on the important relationship between the natural sciences and the science of man with knowledge as its bridge. The author points out that this theory elicits the sense of reading Marxist social and economic theories, alternating with Hegelian concepts of dialectics. The paper relates that the theory of discourse ethics, which can be divided into categories of cognitivism, justice vs. good and universalization, is an exacting form of argumentation because it ensures the participation of all sides will not be threatened by coercion, save for the soundness and force of the argument.
Table of Contents:
Habermas' Theory of Knowledge as Social Theory
Discussion
Critique
Habermas' Discourse Ethics
Discussion
Critique
From the Paper
"On the other hand, the theory of relativity by Einstein will only remain up in the air if it were not tested by the discovery of nuclear fusion and fission, which in turn created nuclear reactors for electricity and its evil counterpart - the nuclear bombs of every kind and size threatening the world with annihilation. This then verifies Habermas' assertions on control of the natural processes being an instrument of control of social life processes. For the longest time since the Atom Bomb, the world has been shrieking in fear at the thought of a nuclear war between superpowers, especially during the Cold War."
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Chaos Theory, Complexity Theory and Health Services, 2005.
A discussion on "In Commentary: The Potential of Chaos Theory and Complexity Theory for Health Services Management", by Margaret Arndt and Barbara Bigelow.
1,350 words (approx. 5.4 pages), 1 source, $ 53.95
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Abstract
This paper examines Margaret Arndt and Barbara Bigelow's book which discusses the relevance and potential of the chaos and complexity theories in terms of improving health services management in the United States. It highlights that reevaluating professional knowledge and assumptions in a field as complex as health care can be unsettling, but it can also invigorating.
From the Paper
"In "Commentary: The Potential of Chaos Theory and Complexity Theory for Health Services Management", Margaret Arndt and Barbara Bigelow examine the relevance and potential of these theories in terms of improving health services management in the United States. They emphasize that reevaluating professional knowledge and assumptions in a field as complex as health care can be unsettling, but it can also invigorating. Because of the potential benefits of such an approach, Arndt and Bigelow (2000) argue in their article that applying chaos theory and complexity theory to health services management is worthy of pursuit, despite potential controversy or disputes regarding the validity of this approach. Since America's health care system is plagued by inherent complexity and chaos, applying ..."
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Exploration of Knowledge: Health Care Disparity, 2008.
A discussion of the agenda of "Healthy People 2010" in the US and critical social theory (CST) knowledge as it relates to health care disparities.
1,050 words (approx. 4.2 pages), 7 sources, APA, $ 36.95
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Abstract
This paper examines the goal of "Healthy People 2010" to eliminate health care disparity among different segments of the population. The paper points out that this national agenda of Healthy People 2010, in the United States, focuses on the importance of finding solutions to make health care access, disease prevention, and health promotion available equally for all in the new century. The paper's exploration of critical social theory (CST) knowledge as it relates to health care disparities exposes social inequities that prohibit people for reaching their full potential as healthy beings. The paper maintains that these disparities arise from environmental, social, political, and economic policy differences, therefore, the knowledge is biased. The paper asserts that equity in health implies that everyone should have a fair opportunity to attain their full health potential. The paper concludes that future research and knowledge development is important in understanding what contributes to inequities so that problem solving can occur.
From the Paper
"Each year in the United States, the numbers of people who are underinsured and uninsured climbs. As the population of the United States becomes more diverse, minorities are more likely to be uninsured due to lack of education and cultural barriers to health care. The United States census bureau reports the number of uninsured rose by 1.4 million to 41.2 million (2002). Critical social theory is important because it fosters self-consciousness and empowerment which is lacking in many minority groups. Racial and ethnic influences are more likely to determine where one lives and whether health care resources are underserved. According to the U.S. Department of Health and Human Services (1994) cultural barriers to care include the lack of ethnic-specific and language appropriate prevention, care, and services. Minimal clinical trials, lack of services for certain groups, and insensitivity from providers occurs. For example, women are seventy percent more likely to live in poverty, be under represented in medical studies, and suffer cultural biases and violence which all contribute to poor health (Craft, 1997, p. 1154)."
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The Continental Drift and Plate Tectonics Theories, 2005.
An overview of continental drift and plate tectonics theories as well as current knowledge of geology and paleontology.
1,782 words (approx. 7.1 pages), 4 sources, APA, $ 57.95
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Abstract
This paper describes the continental drift and plate tectonic theories and traces their history, discusses the key players who were involved in developing the theories and examines the current state of scientific knowledge about Earth's geology and paleontology.
From the Paper
"The idea that the earth's continents have drifted has a long history. As long ago as 1596 the Dutch map maker Abraham Ortelius in his work Thesaurus Geographicus Ortelius suggested that the Americas were "torn away from Europe and Africa . . . by earthquakes and floods." He had been the first (and certainly not the last) to notice the apparent "jig-saw" fit of the bulge of eastern South America into the bight of Africa. (Kious and Tilling, 1999) In around 1850 A.D., a French scientist Antonio Snider-Pellegrini, while researching the similarity of the fossil plants and coal deposits in North American and European and concluded that the phenomenon could only be explained if the two continents had once been connected. In 1908 Frank B. Taylor of the United States invoked the notion of continental collision to explain the formation of some of the world's mountain ranges."
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Theories of Communication, 2007.
This paper provides an overview of the nine theories of communication.
4,069 words (approx. 16.3 pages), 10 sources, MLA, $ 109.95
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Abstract
In this article, the writer deals with a detailed overview of the nine theory categories as stated in the works of S.W. Littlejohn regarding communication. The theories and sub-theories involved with each of the nine categories of communication theories are discussed, as well as the premises and important concepts of each theory. The writer notes that the theories in the nine sections on Littlejohn's comprehensive guide allow for more understanding and interpretation into the vast subject of communication. The writer points out that they add to an already great database of academic knowledge that will ultimately lead to greater understanding of the most basic human tool, communication. The writer maintains that this detailed guide is the best way to understand and explain these communication theories.
Outline:
Introduction
Theory
Communication Theories: System Theory
Information Theory
Cybernetics
Communication Theories: Signs and Language
Semantic Theory
Syntactic Theory
Communication Theories: Discourse
Communication Theories: Message Production
Communication Theories: Message Reception
Communication Theories: Symbolic Interaction, Structuration, and Convergence
Communication Theories:Social & Cultural Reality
Communication Theories: Experience and Interpretation
Critical Theories
Conclusion
From the Paper
"It is important to understand the function that theory has in communication. According to Cohen, the main purpose of any theory is to create a solution for a problem. Theories should therefore, primarily aim to solve problems. This means that the theory presented and used for a certain purpose can be evaluated by determining the importance of the problem that it addresses and the ability of the solution to solve the problem."
"In general it is accepted that theories address a few types of problems. They are, according to Laudan, empirical problems and conceptual problems, as well as the category named by Cohen as practical problems."
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Applying Meaning in Knowledge, 2005.
Provides the reader with a review of the modern and postmodern theories of applying meaning in knowledge.
1,402 words (approx. 5.6 pages), 10 sources, APA, $ 46.95
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Abstract
Whether knowingly or unknowingly, human nature initiates an active process of sensory input that constructs meaning and ultimately provides knowledge output from information received, and experiences lived. This paper examines modern and postmodern theories pertaining to the subject and applies them to the world around us.
From the Paper
"In using diversity as a way of seeing an organization, the corporate culture becomes a set of competing value systems, or subculture groups. These subcultures may include social, ethnic, or even professional categories, and depending upon the commitment that employees place on them, they can become oppositions to the organization's overarching culture. This is not necessarily a bad thing, but rather, an innovative way of exploring how employees learn through diversity".
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Plato and Aristotle, 2004.
Compares Aristotle's and Plato's different theories of human knowledge.
2,029 words (approx. 8.1 pages), 4 sources, MLA, $ 64.95
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Abstract
This paper expounds on Aristotle's theory that knowledge is 'a posteriori', or comes after experience, and Plato's theory that knowledge is 'a priori', or comes before experience, and then further explains the differences in their theories.
From the Paper
"The Platonic theory of knowledge is divided into two parts: a quest first to discover whether there are any unchanging objects and to identify and describe them and second to illustrate how they could be known by the use of reason, that is, via the dialectical method. Plato used various literary devices for illustrating his theory; the most famous of these is the allegory of the cave in Book VII of The Republic. The allegory depicts ordinary people as living locked in a cave, which represents the world of sense-experience; in the cave people see only unreal objects, shadows, or images. But through a painful process, which involves the rejection and overcoming of the familiar sensible world, they begin an ascent out of the cave into reality; this process is the analogue of the application of the dialectical method, which allows one to apprehend unchanging objects and thus acquire knowledge. In the allegory, this upward process, which not everyone is competent to engage in, culminates in the direct vision of the sun, which represents the source of knowledge."
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Knowledge-Based System Applications, 2002.
A review of knowledge acquisition for knowledge-based system applications.
8,801 words (approx. 35.2 pages), 40 sources, MLA, $ 184.95
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Abstract
In this paper, an overview is provided of knowledge acquisition as it relates to expert systems. After this, specific knowledge acquisition methodologies and techniques are reviewed that have been used in the development of knowledge-based systems. Subsequently, information is provided on recent advances in knowledge acquisition. Finally, future trends based on recent developments are discussed.
Overview of Knowledge Acquisition
First Generation Knowledge Acquisition Methodological Approaches
Second Generation Knowledge Acquisition Methodological Approaches
Knowledge Acquisition Techniques by Interaction with the Expert
Interviewing
Case Study
Protocol Analysis
Critiquing
Role Playing
Simulation
Prototyping
Rapid Application Development and Joint Application Development
Teachback
Observation
Goal Related
List Related
Construct Elicitation
Sorting
Laddering
20 Questions
Document Analysis
Recent Developments in Knowledge Acquisition
Future Directions
References
From the Paper
"Knowledge acquisition represents a field of artificial intelligence focused on the development of methods, techniques and tools for building expert system knowledge bases. During the 1970s and 1980s, most researchers and practitioners believed that knowledge should be acquired via a process involving a knowledge engineer, who interviews a domain expert regarding the knowledge domain of interest. The knowledge engineer was then responsible for organizing and formalizing the extracted knowledge to the point that it was appropriate for processing by a knowledge-based system. After processing was completed, the extracted knowledge could then be tested by presenting example problems to the knowledge-based system."
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Education Theories, 2007.
A discussion regarding the knowledge of learning styles, learning theories and approaches to education.
3,451 words (approx. 13.8 pages), 12 sources, MLA, $ 97.95
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Abstract
This paper discusses the great deal of worthwhile information for today's instructional professionals, that is related to styles of learning and psychological approaches to learning, which can be found in contemporary literature. The paper presents a review and analysis of the literature, reflecting a diversity of ideas and techniques for the learning process.
Outline:
Massification of Higher Education
Direct Instruction
Albert Bandura
Scaffolding
Zone of Proximal Development (ZPD)
Theory for Teaching Technology
From the Paper
"The person who created the concept of ZPD, Lev Vygotsky, believed basically that "humans use tools that develop from a culture, such as speech and writing, to mediate their social environments" (Riddle, 1999); also, Vygotsky understood the importance of a teacher becoming a collaborator rather than "dictating her meaning...for future recitation..." In the e-Book Learning, Teaching & Technology (Lipscomb, et al., 2004), it is emphasized that the ZPD is "always changing" as the student's knowledge expands; and as the scaffolding is gradually removed (a process called "fading"), teachers should soon see whether or not they correctly judged the ZPD, or if in fact they went too far beyond a student's ability to learn in the first round of scaffolding."
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Knowledge Management, 2004.
A discussion on whether it is possible for an organisation to develop a knowledge base which is more than the sum of its individual employees? knowledge.
3,065 words (approx. 12.3 pages), 17 sources, MLA, $ 89.95
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Abstract
This paper examines how knowledge management is one of the hottest subjects in management studies due to the changing paradigm of management as we enter the 21st century. It attempts to show that it is possible for an organisation to develop a knowledge base, which is more than the sum of its individual employees? knowledge. It reviews the guidance given by the management literature and considers some of the important points. It also looks at some companies that have been successful in their implementation of a knowledge management system.
Outline
Introduction
Knowledge Management
Knowledge Creation
Learning Organisation
Obstacles to Creating a Knowledge Base
Knowledge Sharing
Characteristics of an Effective KM System
Knowledge Management ? 2 Different Opinions
Success Stories
Conclusions
From the Paper
"KPMG recently surveyed over 400 organisations in the UK, mainland Europe and the US and found ?81% had or were considering a knowledge management program, 79% believed that knowledge management can play an ?extremely significant? or ?significant? role in improving competitive advantage?. (KPGM Knowledge management Research Report) Similarly, a survey by PriceWaterhouseCoopers showed that 97 % of senior executives believe that ?knowledge management is a critical issue for them?. A more telling survey conducted by Tacit was that of individuals working at the interface between creating/using knowledge. In a survey of professional, managerial, and technical knowledge workers Tacit investigated employees opinion on how their employers handled knowledge sharing. The findings of the Tacit survey illustrate a serious problem, valuable knowledge is available &/or created within the organisation, but is not utilised efficiently."
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Justifying Beliefs by Logical Implication, 2002.
A description of the need for logical implication between a justification and a belief within a justified-true-belief theory of knowledge.
3,530 words (approx. 14.1 pages), 3 sources, MLA, $ 99.95
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Abstract
An argument that for a justified true belief theory of knowledge to work, the justification component must be such that an acceptable justification logically implies the truth of the content of the belief. The paper first shows how weaker views of justification will always be susceptible to counterexamples like Gettier's and Feldman's. The paper then shows how the notion of justification defined above makes it impossible to have counterexamples and then make a case for why the strong view is appropriate, even given that it probably leads to skepticism. The nature of justification within a viable theory of knowledge needs to have the strength of logical implication, and as such may have to lead to skeptical considerations.
From the Paper
"The characterization of knowledge as justified true belief is a very powerful concept, and despite the assorted difficulties that arise in definitions that equate knowledge with justified true belief, such definitions still seem the most intuitively plausible starting points for a theory of knowledge. It is fairly obvious that one cannot know that p if one does not believe that p, and it is equally indisputable that p has to be true for one to be able to know it. It is that whole "justified" bit that is the tricky part and that tends to mess things up for justified true belief (JTB) theories of knowledge. In this paper I hope to offer a characterization of justification within the framework of a JTB theory of knowledge that leads to a cohesive theory of what is required for one to have knowledge, one that is not subject to the loopholes and weaknesses that lead other JTB theories to incorrectly admit certain beliefs as knowledge. Specifically, I will claim that for one's belief that p to constitute knowledge that p, one's justification j for believing that p must be such that (i) j logically implies p, and (ii) every statement within the justification is true. I will argue that such a strong notion of justification is needed for a JTB theory to avoid being susceptible to counterexamples like those offered in Edmund Gettier's famous paper and elsewhere. Further, I will contend that for a JTB theory to work, the concept of justification must be such that in considerations of "justified beliefs," "justified" works, in the words of Peter Unger, as an absolute term. I will then use this later point to allay concerns, which are certainly valid, that the strong notion of justification I am presenting in this paper directly leads to skepticism."
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