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Reflexiones epistemológicas acerca de la educación en valores humanos Epistemological reflections on education in human values
Alberto Bujardón Mendoza
Humanidades M??dicas , 2008,
Abstract: Este trabajo da continuidad al publicado en la Revista Humanidades Médica Vol 8, No1. Enero - Abril 2008. Se da tratamiento a la Educación en Valores Humanos desde las Ciencias de la educación, en este caso se pretende brindar reflexiones en torno al aparato epistemológico de la misma, con lo que se esclarecen algunos conceptos claves para el trabajo educativo con los estudiantes, a partir de la necesidad identificada entre docentes y directivos, en relación con su enfoque metodológico y práctico. Se considera un tema para debatir, para polemizar desde las posiciones de la interdisciplinariedad de las ciencias y del enfoque complejo del objeto de análisis. This paper is a continuation of another one previously published in the Medical Humanities Journal Vol 8, # 1 January - April 2008. It deals with Education in Human Values from the Sciences of Education and reflects on the epistemological mechanism by clearing up some of the key concepts for educational work with students due to professors and executives' need of this practical and methodological approach. It is our opinion that the topic is open to discussion from the interdisciplinary positions of sciences and the complex approach of the object of analysis.
Evaluation of Some Wild Plants Aspect of Their Nutritional Values Used as Vegetable in Eastern Black Sea Region of Turkey  [PDF]
Nazim Sekeroglu,Faruk Ozkutlu,Metin Deveci,Ozbay Dede
Asian Journal of Plant Sciences , 2006,
Abstract: This study was carried out in the Eastern Black Sea region of Turkiye in 2004. In the study, botanical characteristics of some wild edible plants, consumed abundantly in the region, such as Trachystemon orientalis, Similax excelsa, Ornithogalum umbellatum, Amaranthus retroflexus, Aegopodium podograria and Urtica diocia were firstly determined. Thereafter, some chemical analyses were performed in order to determine nutritive values of these plants. In the study, dry matter, crude oil, ash, protein, nitrogen, Cu, Mn, Fe, Zn and vitamin C contents in the dried plant samples were evaluated. Nutritive values of these plants were compared with the other wild and cropped vegetables aspect of human nutrition. As a result, mineral contents and nutritional values of the plants evaluated in the present study were richer than that of the conventional vegetable crops.
HERMENEUTICAL ASPECT OF REFERENCE
Sanja,Ivic;
Praxis Filosófica , 2009,
Abstract: hermeneutical aspect of reference embraces a relation to reality in its broadest sense. this aspect of reference explains how some concepts employed in scientific theories and historical and fictional text, which are considered as "non-existant", transform our experience of reality. epistemological aspect of reference should not be separated from ontological and hermeneutical aspects.
First moment of Rankin-Selberg central L-values and subconvexity in the level aspect  [PDF]
Roman Holowinsky,Nicolas Templier
Mathematics , 2012,
Abstract: Let $1\le N
Epistemological Views of Prospective Physics Teachers
Gül üNAL ?OBAN,?zlem ATE?,Serap KAYA ?ENG?REN
International Online Journal of Educational Sciences , 2011,
Abstract: In this study, the epistemological views of 147 prospective physics teachers, who are attending a faculty of education in Aegean Region, was tried to figure out. At the end of the research, it was seen that although there is no relationship between the learning centered epistemological views and academic grades, there is a meaningful but low relationship between the “justification of knowledge” factor of knowledge centered epistemological views and academic grades. On the other hand, while the learning centered epistemological views were not differentiated with gender, it was seen that the girls’ knowledge centered epistemological views were more developed regarding the “justification of knowledge”, “theory ladennes” and “creativity” factors. Finally, it was also determined that learning centered epistemological views were more developed in all grade levels and 2nd graders’ views were determined to be meaningfully differentiated from 3rd and 5th graders for the factor of “there is a single truth”. For the knowledge centered epistemological views, there was a significant difference between 1st and 4th and 5th graders in favor of 4th and 5th graders. Moreover, it was also seen that 4th and 5th graders’ knowledge centered epistemological views are more developed for the factor of “theory ladennes”. Some suggestions were offered according to the results obtained.
THE EPISTEMOLOGICAL BELIEFS OF DISTANCE EDUCATION STUDENTS  [PDF]
Meral GUVEN
The Turkish Online Journal of Distance Education , 2009,
Abstract: The researchers have mostly emphasized the epistemological beliefs which were considered as significant in learning process along with the desire to reveal the nature of learning. Epistemological belief is defined as the “individuals’ subjective beliefs about what information means and how knowing and learning occur”. It is a fact that the teachers’ epistemological beliefs have important effect on the students’ learning process. Teachers are the models for the students with both their patterns of behavior and learning approaches. The aim of this study was to determine the epistemological beliefs of the students attending to pre-school education and English language teaching departments in distance education, besides it was attempted to investigate these beliefs in terms of certain variables, namely, gender, department and grade that the students attend, and their academic achievement level, lastly the education level of their parents. The study was conducted through a descriptive method and 697 pre-service teachers composed the sampling of the study. To collect data, “Epistemological Belief Scale”, which was developed by Schommer (1990) and adapted to Turkish by Deryakulu and Büyük ztürk (2002), was used. As a result, it was obtained that the epistemological beliefs of the students in distance education developed at low level. Additionally, it was found that the epistemological beliefs of the pre-service teachers differed in terms of gender, department, grade, academic achievement, education level of parents.
Epistemological Reasons for Lack of Science in Ancient China  [PDF]
Li Ma
Open Journal of Social Sciences (JSS) , 2015, DOI: 10.4236/jss.2015.39023
Abstract: The purpose of this study was to identify the epistemological reasons for lack of science in ancient China. The study reveals a striking contrast between China and the West in terms of epistemologies concerning scientific development. In the beginning, the term “science” is defined through some illustrations which can help illuminate its essential features. Then, the study distinguishes the differences between Chinese and Western epistemologies about scientific development. The differences lie mainly in four aspects—distinct patterns of research methodology, reasoning and truth-seeking, and dissimilar understanding of the relationship between man and nature. Through discussion on each aspect, the elements which scientific development requires while Chinese were lacking in are diagnosed. A lot of typical examples, including ancient Greek and Chinese philosophies, modern Western scientists, and “subject-object dichotomy” vs. “man being an integral part of nature” offer convincing data for the study.
An Epistemological Perspective on the Quality of Life Concept  [PDF]
George ?ERBAN-OPRESCU
Theoretical and Applied Economics , 2011,
Abstract: Any researcher interested in defining the concept of quality of life faces a difficult epistemological task in terms of harmonizing a concept that seems by its very nature subjective and dispersed. Therefore, at present one can not speak of a universally accepted definition of quality of life but a series of different approaches to the concept based on hypothesis, assumptions and methods of analysis and research. From this viewpoint, the main aim of the present paper is to analyze two most known approaches on the concept of quality of life, so as to highlight the epistemological difficulties and challenges inherent to these approaches. Nevertheless, this paper does not seek definitive answers to the epistemological dilemmas, but set into the limelight these difficulties for further encouraging debate on these questions which might advance the state of research.
Understanding students' difficulties in terms of coupled epistemological and affective dynamics  [PDF]
Ayush Gupta,Brian A. Danielak,Andrew Elby
Physics , 2010,
Abstract: An established body of literature shows that a student's affect can be linked to her epistemological stance [1]. In this literature, the epistemology is generally taken as a belief or stance toward a discipline, and the affective stance applies broadly to a discipline or classroom culture. A second, emerging line of research, however, shows that a student in a given discipline can shift between multiple locally coherent epistemological stances [2]. To begin uniting these two bodies of literature, toward the long-term goal of incorporating affect into fine-grained models of in-the-moment cognitive dynamics, we present a case study of "Judy", an undergraduate engineering major. We argue that a fine-grained aspect of Judy's affect, her annoyance at a particular kind of homework problem, stabilizes a context-dependent epistemological stance she displays, about an unbridgeable gulf she perceives to exist between real and ideal circuits.
Some Epistemological Problems with the Knowledge Level in Cognitive Architectures  [PDF]
Antonio Lieto
Computer Science , 2015,
Abstract: This article addresses an open problem in the area of cognitive systems and architectures: namely the problem of handling (in terms of processing and reasoning capabilities) complex knowledge structures that can be at least plausibly comparable, both in terms of size and of typology of the encoded information, to the knowledge that humans process daily for executing everyday activities. Handling a huge amount of knowledge, and selectively retrieve it ac- cording to the needs emerging in different situational scenarios, is an important aspect of human intelligence. For this task, in fact, humans adopt a wide range of heuristics (Gigerenzer and Todd) due to their bounded rationality (Simon, 1957). In this perspective, one of the re- quirements that should be considered for the design, the realization and the evaluation of intelligent cognitively inspired systems should be represented by their ability of heuristically identify and retrieve, from the general knowledge stored in their artificial Long Term Memory (LTM), that one which is synthetically and contextually relevant. This require- ment, however, is often neglected. Currently, artificial cognitive systems and architectures are not able, de facto, to deal with complex knowledge structures that can be even slightly comparable to the knowledge heuris- tically managed by humans. In this paper I will argue that this is not only a technological problem but also an epistemological one and I will briefly sketch a proposal for a possible solution.
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