Search results for 'Analysis of Knowledge' (try it on Scholar)

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  1. A. Ule (2008). Circles of Analysis: Essays on Logic, Mind and Knowledge. Lit.
    The book aims at the logical and conceptual analysis of philosophical problems in logic, analysis of mind and knowledge. In presents several internal connections between logical, practical and ethical reasoning and getting individual and collective knowledge. The author connects conceptual analysis, some modal logical arguments and some Wittgensteinian motives in the analysis of vagueness, process logic, skepticism, practical reasoning and getting knowledge.
     
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  2.  13
    Jerome Gellman (2010). A New Gettier-Type Refutation of Nozick´s Analysis of Knowledge. Principia 8 (2):279-283.
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  3.  1
    Ledger Wood (1940). The Analysis of Knowledge. London, G. Allen & Unwin Ltd..
    Originally published in 1940. Firstly, this book seeks to combine epistemology and the new developments of the time in psychology. It holds that no epistemology can be sound if it is psychologically defective, nor can a psychological analysis of knowledge be philosophically naïve. Secondly, it attempts to suggest a single structural pattern underlying every type of cognitive situation. Offering a significant reorientation to epistemological thought of its time, this work considers perception, sense and memory and examines the referential (...)
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  4.  56
    Joachim Horvath (2016). Conceptual Analysis and Natural Kinds: The Case of Knowledge. Synthese 193 (1):167-184.
    There is a line of reasoning in metaepistemology that is congenial to naturalism and hard to resist, yet ultimately misguided: that knowledge might be a natural kind, and that this would undermine the use of conceptual analysis in the theory of knowledge. In this paper, I first bring out various problems with Hilary Kornblith’s argument from the causal–explanatory indispensability of knowledge to the natural kindhood of knowledge. I then criticize the argument from the natural kindhood (...)
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  5. Ledger Wood (2015). The Analysis of Knowledge. Routledge.
    Originally published in 1940. Firstly, this book seeks to combine epistemology and the new developments of the time in psychology. It holds that no epistemology can be sound if it is psychologically defective, nor can a psychological analysis of knowledge be philosophically naïve. Secondly, it attempts to suggest a single structural pattern underlying every type of cognitive situation. Offering a significant reorientation to epistemological thought of its time, this work considers perception, sense and memory and examines the referential (...)
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  6.  5
    Jeffrey Cobb (2002). Kuczynski on Partial Knowledge and the Paradox of Analysis. Metaphilosophy 33 (5):597-601.
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  7.  52
    Mark McEvoy (2009). The Lottery Puzzle and Pritchard's Safety Analysis of Knowledge. Journal of Philosophical Research 34:7-20.
    Duncan Pritchard's version of the safety analysis of knowledge has it that for all contingent propositions, p, S knows that p iff S believes that p, p is true, and (the “safety principle”) in most nearby worlds in which S forms his belief in the same way as in the actual world, S believes that p only if p is true. Among the other virtues claimed by Pritchard for this view is its supposed ability to solve a version (...)
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  8.  46
    C. I. Lewis (1946). An Analysis of Knowledge and Valuation. Open Court.
    We are republishing these classic works in affordable, high quality, modern editions, using the original text and artwork.
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  9.  24
    Robin Pope & Reinhard Selten (2010/2011). ‘Risk in a Simple Temporal Framework for Expected Utility Theory and for SKAT, the Stages of Knowledge Ahead Theory’, Risk and Decision Analysis, 2(1), 5-32. Selten Co-Author. Risk and Decision Analysis 2 (1).
    The paper re-expresses arguments against the normative validity of expected utility theory in Robin Pope (1983, 1991a, 1991b, 1985, 1995, 2000, 2001, 2005, 2006, 2007). These concern the neglect of the evolving stages of knowledge ahead (stages of what the future will bring). Such evolution is fundamental to an experience of risk, yet not consistently incorporated even in axiomatised temporal versions of expected utility. Its neglect entails a disregard of emotional and financial effects on well-being before a particular risk (...)
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  10.  3
    Cynthia Hampton (1990). Pleasure, Knowledge, and Being: An Analysis of Plato's Philebus. State University of New York Press.
    Hampton illumines the overall structure of the Philebus. Taking the interrelations of pleasure, knowledge, and being as the keys to understanding the unity of the dialogue, she focuses on the central point.
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  11.  17
    Luís M. Augusto (2011). Putting the horse before the cart: A pragmatist analysis of knowledge. Trans/Form/Ação 34 (2):135-152.
    The definition of knowledge as justified true belief is the best we presently have. However, the canonical tripartite analysis of knowledge does not do justice to it due to a Platonic conception of a priori truth that puts the cart before the horse. Within a pragmatic approach, I argue that by doing away with a priori truth, namely by submitting truth to justification, and by accordingly altering the canonical analysis of knowledge, this is a fruitful (...)
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  12. Michael D. Roth & Leon Galis (1984). Knowing: Essays in the Analysis of Knowledge. Upa.
    This collection of essays, originally published in 1970 by Random House, gathers together some of the best initial responses to the problems raised by Edmund Gettier's celebrated critique of the traditional analysis of knowledge. Designed for upper-level courses and seminars in undergraduate philosophy programs and is intended as an introduction to epistemology from the analytic point of view.
     
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  13. Ledger Wood (2016). The Analysis of Knowledge. Routledge.
    Originally published in 1940. Firstly, this book seeks to combine epistemology and the new developments of the time in psychology. It holds that no epistemology can be sound if it is psychologically defective, nor can a psychological analysis of knowledge be philosophically naïve. Secondly, it attempts to suggest a single structural pattern underlying every type of cognitive situation. Offering a significant reorientation to epistemological thought of its time, this work considers perception, sense and memory and examines the referential (...)
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  14.  1
    Antti Saari (forthcoming). Knowledge Without Contexts? A Foucauldian Analysis of E.L. Thorndike’s Positivist Educational Research. Studies in Philosophy and Education:1-15.
    The article discusses the allegedly decontextualized and ahistorical traits in positivist educational research and curriculum by examining its emergence in early twentieth-century empirical education. Edward Lee Thorndike’s educational psychology is analyzed as a case in point. It will be shown that Thorndike’s positivist educational psychology stressed the need to account for the reality of schooling and to produce knowledge of the actual contexts of education. Furthermore, a historical analysis informed by Michel Foucault’s history of the human sciences reveals (...)
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  15.  31
    Gunter W. Remmling (1975). The Sociology of Karl Mannheim: With a Bibliographical Guide to the Sociology of Knowledge, Ideological Analysis, and Social Planning. Routledge & K. Paul.
    The significance and development of Mannheim's sociology Ancient data such as the Code of Hammurabi, the Old Testament, the Confucian Classics, ...
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  16.  33
    León Olivé (ed.) (1993). Knowledge, Society, and Reality: Problems of the Social Analysis of Knowledge and of Scientific Realism. Rodopi.
    INTRODUCTION Human knowledge has two central aspects that demand attention: On one hand, it is a social construct and on the other it aspires to be ...
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  17.  2
    V. S. Shvyrev (1963). The Neopositivist Conception of Empirical Significance, and Logical Analysis of Scientific Knowledge. Russian Studies in Philosophy 2 (1):10-29.
    It is a characteristic of neopositivism that the pursuit of its effort in theoretical cognition, the attempt to discover the "given" content of knowledge, the "empirical significance" of its elements — concepts and assertions — is associated, with the employment of the method of logical analysis of knowledge. On the one hand, this gives logical analysis a distinctly philosophical, epistemological emphasis, while on the other it converts the theory of knowledge of neopositivism into "applied logic," (...)
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  18.  27
    John B. Gatewood (2012). Cultural Models, Consensus Analysis, and the Social Organization of Knowledge. Topics in Cognitive Science 4 (3):362-371.
    The introductory essay to this collection correctly observes that there are many “challenges for rapprochement” between anthropology and (the rest of) cognitive science. Still, the possibilities of fruitful interchanges provide some hope for the parties getting back together, at least on an intermittent basis. This response offers some views concerning the “incompatibility” of psychology and anthropology, reviews why cognitive anthropology drifted away from cognitive science, and notes two areas of contemporary interest within cognitive anthropology that may lead to a re-engagement.
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  19. Anneli Sarvimäki (1988). Knowledge in Interactive Practice Disciplines: An Analysis of Knowledge in Education and Health Care. Dept. Of Education, University of Helsinki.
  20.  8
    Lan Xiuliang (1984). Hegel's Evaluation and Analysis of Socrates' Proposition "Virtue Is Knowledge". Contemporary Chinese Thought 16 (2):22-30.
    "Virtue is knowledge" is a very important ethical proposition put forward by the ancient Greek philosopher Socrates. Hegel made a fairly exhaustive evaluation and analysis of this proposition in his Lectures on the History of Philosophy. In his study of the history of philosophy, Hegel was more inclined to the method of "annotating the Six Classics to annotate myself," that is, he gave expression to his own point of view through the study of the history of philosophy or (...)
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  21.  23
    Julie Ingram (2008). Agronomist–Farmer Knowledge Encounters: An Analysis of Knowledge Exchange in the Context of Best Management Practices in England. [REVIEW] Agriculture and Human Values 25 (3):405-418.
    This paper explores how knowledge is exchanged between agricultural advisors and farmers in the context of sustainable farming practices in England. Specifically the paper examines the nature of the knowledge exchange at the encounters between one group of advisors, agronomists, and farmers. The promotion of best management practices, which are central to the implementation of sustainable agricultural policies in England, provide the empirical context for this study. The paper uses the notion of expert and facilitative approaches as a (...)
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  22. M. S. Burgin (1992). The Structure-Nominative Analysis of Theoretical Knowledge: Ideas, Results and Perspectives. Institute of Philosophy, Academy of Sciences of Ukraine.
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  23. Bruce Bubacz (1981). St. Augustine's Theory of Knowledge a Contemporary Analysis. Monograph Collection (Matt - Pseudo).
     
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  24. Howard M. Ducharme (1984). The Moral Self, Moral Knowledge and God an Analysis of the Theory of Samuel Clarke.
     
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  25.  34
    Markus F. Peschl & Chris Stary (1998). The Role of Cognitive Modeling for User Interface Design Representations: An Epistemological Analysis of Knowledge Engineering in the Context of Human-Computer Interaction. [REVIEW] Minds and Machines 8 (2):203-236.
    In this paper we review some problems with traditional approaches for acquiring and representing knowledge in the context of developing user interfaces. Methodological implications for knowledge engineering and for human-computer interaction are studied. It turns out that in order to achieve the goal of developing human-oriented (in contrast to technology-oriented) human-computer interfaces developers have to develop sound knowledge of the structure and the representational dynamics of the cognitive system which is interacting with the computer.We show that in (...)
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  26.  17
    Xiaogang Ke (2006). A Phenomenological Reading of Hegel's Concept of History of Philosophy: An Analysis of “the Gallery of Opinions”, “the Gallery of Knowledge” and “the Gallery of Dresden”. [REVIEW] Frontiers of Philosophy in China 1 (1):51-59.
    From a phenomenological perspective of game-space and horizon, this paper tries to make a deconstructive reading of Hegel's "two galleries", namely, "the gallery of opinions" and "the gallery of knowledge", which are mentioned in the introduction of Hegel's Lectures on the History of Philosophy. The reading shows that the Game-space or the ab-gruendiger Grund of the Hegelian concept of philosophical history lies in an originally differencing space that is keeping in absence, which is called by Edmund Husserl and Jacques (...)
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  27. Miri Albahari (2014). Insight Knowledge of No Self in Buddhism: An Epistemic Analysis. Philosophers' Imprint 14 (21).
    Imagine a character, Mary Analogue, who has a complete theoretical knowledge of her subject matter: the illusory nature of self. Suppose that when presenting her paper on no self at a conference she suffers stage-fright – a reaction that implies she is under an illusion of the very self whose existence she denies. Might there be something defective about her knowledge of no self? The Buddhist tradition would claim that Mary Analogue, despite her theoretical omniscience, lacks deep ‘insight (...)
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  28.  7
    Stefano Fiori (2009). Hayek's Theory on Complexity and Knowledge: Dichotomies, Levels of Analysis, and Bounded Rationality. Journal of Economic Methodology 16 (3):265-285.
    Hayek maintains that models of complexity must consider two closely interrelated factors: the large number of variables and the connections among them. These two conditions, which define complex phenomena, exhibit a different logical dimension. The former (the ?large number of variables?) describes complexity in quantitative (numerical) terms; the latter provides a view of complex phenomena in logical-relational terms, and it is evoked to explain the emergent properties of the whole. Despite the close relation between these concepts, the first notion essentially (...)
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  29.  1
    I. T. Frolov (1973). The Nature of Contemporary Biological Knowledge: Methodological Analysis. Russian Studies in Philosophy 12 (3):27-49.
    Modern studies of the subject the philosophical methodology of science can be brought to fruition and accordingly become the property of scientists, that is, really "work" in science, only on one condition: if they are designed not in an abstract, a priori fashion and are oriented not toward "science in general" but toward its real, concrete forms, analysis of which now has general methodological significance — it is important as a component of the general epistemology of science. This is (...)
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  30.  55
    Henk Zandvoort (2005). Knowledge, Risk, and Liability. Analysis of a Discussion Continuing Within Science and Technology. Poznan Studies in the Philosophy of the Sciences and the Humanities 84 (1):469-498.
    In this paper I present my reflections on the ethics of science as described by Merton and as actually practiced by scientists and technologists. This ethics was the subject of Kuipers' paper "'Default norms' in Research Ethics" (Kuipers 2001). There is an implicit assumption in this ethics, notably in Merton's norm of communism, that knowledge is always, or unconditionally good, and hence that scientific research, and the dissemination of its results, is unconditionally good. I will give here reasons why (...)
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  31. Masaharu Mizumoto (2011). A Theory of Knowledge and Belief Change - Formal and Experimental Perspectives. Hokkaido University Press.
    This work explores the conceptual and empirical issues of the concept of knowledge and its relation to the pattern of our belief change, from formal and experimental perspectives. Part I gives an analysis of knowledge (called Sustainability) that is formally represented and naturalistically plausible at the same time, which is claimed to be a synthesized view of knowledge, covering not only empirical knowledge, but also knowledge of future, practical knowledge, mathematical knowledge, (...) of general facts. Part II tries to formalize the natural pattern of belief change assumed in Sustainability in terms of a specific formal theory of belief change, after carefully examining the notions of belief, belief change, and Information, from which the cognitive function F in Chapter 3 is actually constructed, which is later implemented by a computer program and its behavior against random input is demonstrated. In Part III we proceed to examine the analysis empirically. In particular, we will investigate Sustainability from the developmental point of view. We first justify experimental approach in philosophy as a legitimate method of philosophical investigation, and then developmental approach in particular. The specific proposal of experiment here is what we call the Gettier Task, an analogue of the famous false-belief task in developmental psychology, which has been much discussed in philosophy of mind. Two versions of the Gettier Task were tested on children aged from 6 to 12, and we claim that the data obtained empirically supports our analysis of knowledge, or Sustainability. (shrink)
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  32.  16
    Tommaso Bertolotti & Lorenzo Magnani (2014). An Epistemological Analysis of Gossip and Gossip-Based Knowledge. Synthese 191 (17):4037-4067.
    Gossip has been the object of a number of different studies in the past 50 years, rehabilitating it not only as something worth being studied, but also as a pivotal informational and social structure of human cognition: Dunbar (Rev Gen Psychol 8(2):100–110, 2004) interestingly linked the emergence of language to nothing less than its ability to afford gossip. Different facets of gossip were analyzed by anthropologists, linguists, psychologists and philosophers, but few attempts were made to frame gossip within an epistemological (...)
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  33.  36
    Michael Gibbons (ed.) (1994). The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies. Sage Publications.
    As we approach the end of the twentieth century, the ways in which knowledge--scientific, social, and cultural--is produced are undergoing fundamental changes. In The New Production of Knowledge, a distinguished group of authors analyze these changes as marking the transition from established institutions, disciplines, practices, and policies to a new mode of knowledge production. Identifying such elements as reflexivity, transdisciplinarity, and heterogeneity within this new mode, the authors consider their impact and interplay with the role of (...) in social relations. While the knowledge produced by research and development in science and technology is accorded central focus, the authors also outline the changing dimensions of social scientific and humanities knowledge and the relations between the production of knowledge and its dissemination through education. Placing science policy and scientific knowledge within the broader context of contemporary society, this book will be essential reading for all those concerned with the changing nature of knowledge, with the social study of science, with educational systems, and with the correlation between research and development and social, economic, and technological development. "Thought-provoking in its identification of issues that are global in scope; for policy makers in higher education, government, or the commercial sector." --Choice "By their insightful identification of the recent social transformation of knowledge production, the authors have been able to assert new imperatives for policy institutions. The lessons of the book are deep." --Alexis Jacquemin, Universite Catholique de Louvain and Advisor, Foreign Studies Unit, European Commission "Should we celebrate the emergence of a 'post-academic' mode of postmodern knowledge production of the post-industrial society of the 21st Century? Or should we turn away from it with increasing fear and loathing as we also uncover its contradictions. A generation of enthusiasts and/or critics will be indebted to the team of authors for exposing so forcefully the intimate connections between all the cognitive, educational, organizational, and commercial changes that are together revolutionizing the sciences, the technologies, and the humanities. This book will surely spark off a vigorous and fruitful debate about the meaning and purpose of knowledge in our culture." --Professor John Ziman, (Wendy, Janey at Ltd. is going to provide affiliation. Contact if you don't hear from her.) "Jointly authored by a team of distinguished scholars spanning a number of disciplines, The New Production of Knowledge maps the changes in the mode of knowledge production and the global impact of such transformations. . . . The authors succeed . . . at sketching out, in very large strokes, the emerging trends in knowledge production and their implications for future society. The macro focus of the book is a welcome change from the micro obsession of most sociologists of science, who have pretty much deconstructed institutions and even scientific knowledge out of existence." --Contemporary Sociology "This book is a timely contribution to current discussion on the breakdown of and need to renegotiate the social contract between science and society that Vannevar Bush and likeminded architects of science policy constructed immediately after World War II. It goes far beyond the usual scattering of fragmentary insights into changing institutional landscapes, cognitive structures, or quality control mechanisms of present day science, and their linkages with society at large. Tapping a wide variety of sources, the authors provide a coherent picture of important new characteristics that, taken altogether, fundamentally challenge our traditional notions of what academic research is all about. This well-founded analysis of the social redistribution of knowledge and its associated power patterns helps articulate what otherwise tends to remain an--albeit widespread--intuition. Unless they adapt to the new situation, universities in the future will find the centers of gravity of knowledge production moving even further beyond their ken. Knowledge of the social and cognitive dynamics of science in research is much needed as a basis of science and technology policymaking. The New Production of Knowledge does a lot to fill this gap. Another unique feature is its discussion of the humanities, which are usually left out in works coming out of the social studies of science." --Aant Elzinga, University od Goteborg. (shrink)
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  34. R. I. Ingalalli (1992). Knowledge of Action: Logico-Epistemological Analysis. Sri Satguru Publications.
     
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  35. Konrad Werner (2006). What can we know about man? An analysis of the concept of knowledge that is of use to philosophical anthropology. Diametros:83-110.
    In the article I consider whether philosophical anthropology offers knowledge about man. I begin with a definition of knowledge, then I present philosophical anthropology against the background of other kinds of anthropology. Having explained what is proper to it, I show that its goal cannot be the attainment of knowledge. Knowledge has requirements that an unreduced philosophical anthropology cannot fulfill; reduction deprives it of what is proper to it. However, the fact that it does not produce (...)
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  36.  93
    Matthias Steup, The Analysis of Knowledge. Stanford Encyclopedia of Philosophy.
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  37.  4
    Andrew Miles (2007). Science: A Limited Source of Knowledge and Authority in the Care of Patients*. A Review and Analysis Of: 'How Doctors Think. Clinical Judgement and the Practice of Medicine.'Montgomery, K. [REVIEW] Journal of Evaluation in Clinical Practice 13 (4):545-563.
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  38. Ellen Claes, Marc Hooghe & Tim Reeskens (2009). Truancy as a Contextual and School‐Related Problem: A Comparative Multilevel Analysis of Country and School Characteristics on Civic Knowledge Among 14 Year Olds. Educational Studies 35 (2):123-142.
    In recent years, various governments and education agencies have developed stricter policies to reduce truancy levels, mainly based on the argument that truancy is associated with risk behaviour, crime and substance abuse. In this article, we use a large, 28‐nation comparative survey among 14 year olds to detect general patterns in consequences and causes of truancy by using multilevel analysis differentiating between the individual, school and country levels. The analysis shows that schools can have a major impact on (...)
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  39.  2
    Alan W. Richardson & Hans Reichenbach (2006). Experience and Prediction: An Analysis of the Foundations and the Structure of Knowledge. University of Notre Dame Press.
    Hans Reichenbach was a formidable figure in early-twentieth-century philosophy of science. Educated in Germany, he was influential in establishing the so-called Berlin Circle, a companion group to the Vienna Circle founded by his colleague Rudolph Carnap. The movement they founded—usually known as "logical positivism," although it is more precisely known as "scientific philosophy" or "logical empiricism"—was a form of epistemology that privileged scientific over metaphysical truths. Reichenbach, like other young philosophers of the exact sciences of his generation, was deeply impressed (...)
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  40.  2
    Uljana Feest (2016). The Experimenters' Regress Reconsidered: Replication, Tacit Knowledge, and the Dynamics of Knowledge Generation. Studies in History and Philosophy of Science Part A 58:34-45.
    This paper revisits the debate between Harry Collins and Allan Franklin, concerning the experimenters’ regress. Focusing my attention on a case study from recent psychology (regarding experimental evidence for the existence of a Mozart Effect), I argue that Franklin is right to highlight the role of epistemological strategies in scientific practice, but that his account does not sufficiently appreciate Collins’s point about the importance of tacit knowledge in experimental practice. In turn, Collins rightly highlights the epistemic uncertainty (and skepticism) (...)
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  41. Ernest Sosa (1964). The Analysis of 'Knowledge That P'. Analysis 25 (1):1 - 8.
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  42.  21
    N. E. (1941). The Analysis of Knowledge. [REVIEW] Journal of Philosophy 38 (14):385-386.
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  43.  4
    Carl de Wet, Nick Bradley & Paul Bowie (2011). Significant Event Analysis: A Comparative Study of Knowledge, Process and Attitudes in Primary Care. Journal of Evaluation in Clinical Practice 17 (6):1207-1215.
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  44.  4
    Ke Xiaogang (2006). A Phenomenological Reading of Hegel's Concept of History of Philosophy: An Analysis of “The Gallery of Opinions”, “The Gallery of Knowledge” and “The Gallery of Dresden”. Frontiers of Philosophy in China 1 (1):51-59.
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  45.  2
    Charlotte Bax, Rune Elvik & Knut Veisten (2009). Knowledge Utilisation in Road Safety Policy: Barriers to the Use of Knowledge From Economic Analysis. Knowledge, Technology and Policy 22 (4):275-285.
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  46.  50
    Michael Williams (1978). Inference, Justification, and the Analysis of Knowledge. Journal of Philosophy 75 (5):249-263.
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  47.  11
    Paul Henle (1948). An Analysis of Knowledge and Valuation. [REVIEW] Journal of Philosophy 45 (19):524-532.
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  48.  7
    Keith Lehrer (1979). The Gettier Problem and the Analysis of Knowledge. In George Pappas (ed.), Justification and Knowledge. Boston: D. Reidel 65--78.
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  49.  18
    William O'Meara (1943). The Analysis of Knowledge. Thought: A Journal of Philosophy 18 (2):346-348.
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  50.  19
    Earl B. Conee (1980). The Analysis of Knowledge in the Second Edition of Theory of Knowledge. Canadian Journal of Philosophy 10 (2):295 - 300.
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