Search results for 'Knowledge, Theory of Early works to 1800' (try it on Scholar)

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  1. Jacques Derrida (1980/1987). The Archeology of the Frivolous: Reading Condillac. University of Nebraska Press.score: 2358.0
    In 1746 the French philosophe Condillac published his Essay on the Origin of Human Knowledge , one of many attempts during the century to determine how we organize and validate ideas as knowledge. In investigating language, especially written language, he found not only the seriousness he sought but also a great deal of frivolity whose relation to the sober business of philosophy had to be addressed somehow. If the mind truly reflects the world, and language reflects the mind, why is (...)
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  2. George Berkeley (1963/1981). Works on Vision. Greenwood Press.score: 2358.0
    A treatise concerning the principles of human knowledge -- An essay towards a new theory of vision -- Alciphron, the fourth dialogue (excerpts) -- The theory of vision.
     
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  3. John Norris (1978). An Essay Towards the Theory of the Ideal or Intelligible World, 1701-1704. Garland Pub..score: 2352.0
  4. Plato (1973). Theaetetus. Clarendon Press.score: 2289.0
    The Theaetetus is a seminal text in the philosophy of knowledge, acknowledged as one of Plato's finest works. Cast as a conversation between Socrates and a student, Theaetetus, it explores the key philosophical issue: what is knowledge? This new edition combines the acclaimed translation by John McDowell with a valuable introduction and notes.
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  5. Nicolaus (1994). Nicholas of Autrecourt: His Correspondence with Master Giles and Bernard of Arezzo : A Critical Edition From the Two Parisian Manuscripts with an Introduction, English Translation, Explanatory Notes, and Indexes. BRILL.score: 2247.0
    This volume not only provides the first critical edition with an English translation of the famous correspondence of Nicholas of Autrecourt (c. 1300-1369), but also an assessment of his views and the views of those to whom the letters were ...
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  6. John Locke (1990). Drafts for the Essay Concerning Human Understanding, and Other Philosophical Writings. Clarendon Press.score: 2184.0
    This volume is the first of three which will contain all of Locke's extant writings on philosophy which relate to An Essay Concerning Human Understanding, other than those contained in volumes of the Clarendon Edition of John Locke such as the Correspondence. The book contains the two earliest known drafts of the Essay, both written in 1671, and provides for the first time an accurate version of Locke's text together with a record of virtually all his changes, in notes at (...)
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  7. Plato (1986). Plato's Theaetetus: Part I of The Being of the Beautiful. University of Chicago Press.score: 2184.0
    He was the author or translator of many books, most recently The Argument of the Action, Plato's "Laws," and Plato's "Symposium," all published by the University of Chicago Press.
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  8. N. van der Ben (1985). The Charmides of Plato: Problems and Interpretations. B.R. Grüner Pub. Co..score: 2163.0
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  9. John Locke (1984). A Letter Concerning Toleration ; the Second Treatise of Government ; an Essay Concerning Human Understanding. Franklin Library.score: 2163.0
  10. John Sergeant (1697/1984). Solid Philosophy Asserted Against the Fancies of the Ideists. Garland.score: 2163.0
     
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  11. Hans-Jochen Schiewer & Stefan Seeber (eds.) (2012). Höfische Wissensordnungen. V&R Unipress.score: 2103.0
    English summary: Courtly mythologies and courtly knowledge orders are the central issues in this volume that brings together contributions from two colloquia held by the International Courtly Literature Society (ICLS).
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  12. George Berkeley (1987). George Berkeley's Manuscript Introduction. Doxa.score: 2100.0
     
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  13. Thomas Burnet (1697/1984). Remarks Upon an Essay Concerning Human Understanding: Five Tracts. Garland.score: 2100.0
  14. Nicholas (1979). Idiota De Mente =. Abaris Books.score: 2100.0
  15. Jacob Klein (1977). Plato's Trilogy: Theaetetus, the Sophist, and the Statesman. University of Chicago Press.score: 2082.0
     
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  16. Samantabhadrasvāmī (1999). Samantabhadra's Āptamīmāṃsā =. Jagruti Dilip Sheth.score: 2082.0
     
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  17. Étienne Bonnot de Condillac (1756/1974). An Essay on the Origin of Human Knowledge. New York,Ams Press.score: 1527.4
  18. Isaac Watts (1833/1998). The Improvement of the Mind, or, a Supplement to the Art of Logic: Containing a Variety of Remarks and Rules for the Attainment and Communication of Useful Knowledge in Religion, in the Sciences, and in Common Life ; to Which is Added, a Discourse on the Education of Children and Youth. Soli Deo Gloria Publications.score: 1406.6
  19. Shadi Bartsch (2006). The Mirror of the Self: Sexuality, Self-Knowledge, and the Gaze in the Early Roman Empire. University of Chicago Press.score: 1275.4
    People in the ancient world thought of vision as both an ethical tool and a tactile sense, akin to touch. Gazing upon someone—or oneself—was treated as a path to philosophical self-knowledge, but the question of tactility introduced an erotic element as well. In The Mirror of the Self , Shadi Bartsch asserts that these links among vision, sexuality, and self-knowledge are key to the classical understanding of the self. Weaving together literary theory, philosophy, and social history, Bartsch traces this (...)
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  20. Richard Tieszen (2010). Review of E. Husserl, Introduction to Logic and Theory of Knowledge: Lectures 1906/07 Collected Works, Vol. 13. Translated by Claire Ortiz Hill. [REVIEW] Philosophia Mathematica 18 (2):247-252.score: 1137.9
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  21. A. C. Lloyd, A. A. Luce & T. E. Jessop (1950). The Works of George Berkeley, Bishop of Cloyne. Vol. I, Philosophical Commentaries. Essay Towards a New Theory of Vision. Theory of Vision Vindicated.The Works of George Berkeley, Bishop of Cloyne. Vol. II, The Principles of Human Knowledge. First Draft of the Introduction to the Principles. Three Dialogues Between Hylas and Philonous. Philosophical Correspondence with Johnson.The Works of George Berkeley, Bishop of Cloyne. Vol. III, Alciphron or The Minute Philosopher. [REVIEW] Philosophical Quarterly 1 (1):75.score: 1137.9
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  22. Pamela H. Smith & Benjamin Schmidt (eds.) (2007). Making Knowledge in Early Modern Europe: Practices, Objects, and Texts, 1400-1800. University of Chicago Press.score: 1113.4
    The fruits of knowledge—such as books, data, and ideas—tend to generate far more attention than the ways in which knowledge is produced and acquired. Correcting this imbalance, Making Knowledge in Early Modern Europe brings together a wide-ranging yet tightly integrated series of essays that explore how knowledge was obtained and demonstrated in Europe during an intellectually explosive four centuries, when standard methods of inquiry took shape across several fields of intellectual pursuit. Composed by scholars in disciplines ranging from the (...)
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  23. Stephen J. Sullivan & L. Gregory Wheeless (1994). Goldman's Early Causal Theory of Knowledge. Grazer Philosophische Studien 47:143-154.score: 1112.1
    In his 1967 paper 'A Causal Theory of Knowing', Alvin Goldman sketched an account of empirical knowledge in terms of appropriate causal connections between the fact known and the knower's belief in that fact. This early causal account has been much criticized, even by Goldman himself in later years. We argue that the theory is much more defensible than either he or its other critics have recognized, that there are plausible internal and external resources available to it (...)
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  24. Antoine Arnauld (1996). Logic, or, the Art of Thinking: Containing, Besides Common Rules, Several New Observations Appropriate for Forming Judgment. Cambridge University Press.score: 1101.0
    Antoine Arnauld and Pierre Nicole were philosophers and theologians associated with Port-Royal Abbey, a centre of the Catholic Jansenist movement in seventeenth-century France. Their enormously influential Logic or the Art of Thinking, which went through five editions in their lifetimes, treats topics in logic, language, theory of knowledge and metaphysics, and also articulates the response of 'heretical' Jansenist Catholicism to orthodox Catholic and Protestant views on grace, free will and the sacraments. In attempting to combine the categorical (...)
     
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  25. Ralph Cudworth (1996/1976). A Treatise Concerning Eternal and Immutable Morality. Cambridge University Press.score: 1101.0
    Ralph Cudworth (1617-1688) deserves recognition as one of the most important English seventeenth-century philosophers after Hobbes and Locke. In opposition to Hobbes, Cudworth proposes an innatist theory of knowledge which may be contrasted with the empirical position of his younger contemporary Locke, and in moral philosophy he anticipates the ethical rationalists of the eighteenth century. A Treatise Concerning Eternal and Immutable Morality is his most important work, and this volume makes it available, together with his shorter Treatise of Freewill, (...)
     
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  26. Lex Newman (ed.) (2007). The Cambridge Companion to Locke's "Essay Concerning Human Understanding". Cambridge University Press.score: 1046.6
    First published in 1689, John Locke's Essay Concerning Human Understanding is widely recognised as among the greatest works in the history of Western philosophy. The Essay puts forward a systematic empiricist theory of mind, detailing how all ideas and knowledge arise from sense experience. Locke was trained in mechanical philosophy and he crafted his account to be consistent with the best natural science of his day. The Essay was highly influential and its rendering of empiricism would become the (...)
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  27. Hubert Knoblauch (2013). Alfred Schutz' Theory of Communicative Action. Human Studies 36 (3):323-337.score: 1010.6
    This paper addresses the notion of communicative action on the basis of Alfred Schutz’ writings. In Schutz’ work, communication is of particular significance and its importance is often neglected by phenomenologists. Communication plays a crucial role in his first major work, the Der sinnhafte Aufbau der sozialen Welt from 1932, yet communication is also a major feature in his unfinished works which were later completed posthumously by Thomas Luckmann: The Structures of the Life World (1973, 1989). In these texts, (...)
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  28. Noah Marcelino Lemos (2007). An Introduction to the Theory of Knowledge. Cambridge University Press.score: 1008.0
    Epistemology or the theory of knowledge is one of the cornerstones of analytic philosophy, and this book provides a clear and accessible introduction to the subject. It discusses some of the main theories of justification, including foundationalism, coherentism, reliabilism, and virtue epistemology. Other topics include the Gettier problem, internalism and externalism, skepticism, the problem of epistemic circularity, the problem of the criterion, a priori knowledge, and naturalized epistemology. Intended primarily for students taking a first class in epistemology, this lucid (...)
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  29. Dan O'Brien (2006). An Introduction to the Theory of Knowledge. Polity Press.score: 1008.0
    An Introduction to the Theory of Knowledge guides the reader through the key issues and debates in contemporary epistemology. Lucid, comprehensive and accessible, it is an ideal textbook for students who are new to the subject and for university undergraduates. The book is divided into five parts. Part I discusses the concept of knowledge and distinguishes between different types of knowledge. Part II surveys the sources of knowledge, considering both a priori and a posteriori knowledge. Parts III and IV (...)
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  30. John R. Shook (2000). Dewey's Empirical Theory of Knowledge and Reality. Vanderbilt University Press.score: 933.4
    While previous studies of Dewey's work have taken either a historical or topical focus, Shook offers an innovative, organic approach to understanding Dewey and eloquently shows that Dewey's instrumentalism grew seamlessly out of his idealism. He argues that most current scholarship operates under a mistaken impression of Dewey's early philosophical positions.
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  31. Hugh H. Benson (2000). Socratic Wisdom: The Model of Knowledge in Plato's Early Dialogues. Oxford University Press.score: 927.9
    While the early Platonic dialogues have often been explored and appreciated for their ethical content, this is the first book devoted solely to the epistemology of Plato's early dialogues. Author Hugh H. Benson argues that the characteristic features of these dialogues--Socrates' method of questions and answers (elenchos), his fascination with definition, his professions of ignorance, and his thesis that virtue is knowledge--are decidedly epistemological. In this thoughtful study, (...) Benson uncovers the model of knowledge that underlies these distinctively Socratic views. What emerges is unfamiliar, yet closer to a contemporary conception of scientific understanding than ordinary knowledge. (shrink)
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  32. Immanuel Kant (2004). Prolegomena to Any Future Metaphysics That Will Be Able to Present Itself as a Science: With Two Early Reviews of the Critique of Pure Reason. Oxford University Press.score: 924.3
    This accessible and practical edition of Kant's best introduction to his own work is designed especially for students. Assuming no prior knowledge of the Prolegomena to Any Future Metaphysics, esteemed scholar Gunter Zoller provides an extensive introduction that covers Kant's life, the origin and reception of the Prolegomena, the organization of the work, its principal arguments, and its philosophical significance. Detailed notes, a chronology, a glossary, an annotated bibliography, and two reviews of the Critique of Pure Reason--which establishes the specific (...)
     
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  33. Alan Musgrave (1993). Common Sense, Science, and Scepticism: A Historical Introduction to the Theory of Knowledge. Cambridge University Press.score: 924.0
    Can we know anything for certain? There are those who think we can (traditionally labeled the "dogmatists") and those who think we cannot (traditionally labeled the "skeptics"). The theory of knowledge, or epistemology, is the great debate between the two. This book is an introductory and historically-based survey of the debate. It sides for the most part with the skeptics. It also develops out of skepticism a third view, fallibilism or critical rationalism, which incorporates an uncompromising realism about perception, (...)
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  34. Stewart Clem (2008). Warrant and Epistemic Virtues: Toward and Agent Reliabilist Account of Plantinga's Theory of Knowledge. Dissertation, Oklahoma State Universityscore: 916.3
    Alvin Plantinga’s theory of knowledge, as developed in his Warrant trilogy, has shaped the debates surrounding many areas in epistemology in profound ways. Plantinga has received his share of criticism, however, particularly in his treatment of belief in God as being “properly basic”. There has also been much confusion surrounding his notions of warrant and proper function, to which Plantinga has responded numerous times. Many critics remain unsatisfied, while others have developed alternative understandings of warrant in order to rescue (...)
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  35. Pietro Gori (2009). “Sounding Out Idols”: Knowledge, History and Metaphysics in Human, All Too Human and Twilight of the Idols. In Volker Gerhard & Renate Reschke (eds.), Nietzscheforschung, vol. 16.score: 905.1
    Twilight of the Idols has a main role in Nietzsche’s work, since it represents the opening writing of his project of Transvaluation of all values. The task of this essay is sounding out idols, i.e. to disclose their lack of content, their being hollow. The theme of eternal idols is in this work strictly related to the idea of a ‘true’ world and, consequently, a study on this latter notion can contribute to a better comprehension of what does that emptiness (...)
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  36. Zenon W. Pylyshyn (1999). Is Vision Continuous with Cognition? The Case for Cognitive Impenetrability of Visual Perception. Behavioral and Brain Sciences 22 (3):341-365.score: 904.3
    Although the study of visual perception has made more progress in the past 40 years than any other area of cognitive science, there remain major disagreements as to how closely vision is tied to general cognition. This paper sets out some of the arguments for both sides (arguments from computer vision, neuroscience, Psychophysics, perceptual learning and other areas of vision science) and defends the position that an important part of visual perception, which may be called early vision or just (...)
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  37. Per Ingvar Olsen (2011). The Relevance and Applicability of Process Metaphysics to Organizational Research. Philosophy of Management 10 (2):53-74.score: 902.6
    Process metaphysics (process philosophy) has been suggested as a route, to a more ‘process-based’ approach to organizational studies, as opposed to a ‘substance-based’ view said to be dominant in Western thinking – including most contemporary organizational researchers. This paper explores some of the ideas of early-twentieth-century process thinkers and provides an interpretation of some of the major works of Alfred N. Whitehead. The objective is to evaluateits possible relevance to modern organizational research. The paper argues that Whitehead’s radical (...)
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  38. David-Hillel Ruben (1979). Marxism and Materialism: A Study in Marxist Theory of Knowledge. Humanities Press.score: 897.4
    Argument that Marx has a realist ontology and a correspondence theory of truth. His views are compared to both Hegel's and Kant's. This interpretation departs from more Hegelian, 'idealist' interpretations that often rely on misunderstanding some of the work of the early Marx. There is also a discussion and partial defence of Lenin's Materialism and Empirio-Criticism.
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  39. Harvey Goldman (1994). From Social Theory to Sociology of Knowledge and Back: Karl Mannheim and the Sociology of Intellectual Knowledge Production. Sociological Theory 12 (3):266-278.score: 893.7
    This paper proposes a reconsideration of Karl Mannheim and his work from the viewpoint of the needs of sociological theory. It points out certain affinities between Mannheim and some contemporary theorists, such as Gramsci and Foucault, and then reflects on certain problems in Mannheim's work, particularly the response to "relativism" and the hope of creating new "syntheses" through the sociology of knowledge. Finally, it proposes ways to draw on the sociology of intellectuals, inspired by Mannheim, in order to advance (...)
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  40. T. A. Ryckman (1991). Conditio Sine Qua Non? Zuordnung in the Early Epistemologies of Cassirer and Schlick. Synthese 88 (1):57 - 95.score: 869.1
    In early major works, Cassirer and Schlick differently recast traditional doctrines of the concept and of the relation of concept to intuitive content along the lines of recent epistemological discussions within the exact sciences. In this, they attempted to refashion epistemology by incorporating as its basic principle the notion of functional coordination, the theoretical sciences' own methodological tool for dispensing with the imprecise and unreliable guide of intuitive evidence. Examining their respective reconstructions of the theory of knowledge (...)
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  41. Jeremy Trevelyan Burman (2008). Experimenting in Relation to Piaget: Education is a Chaperoned Process of Adaptation. Perspectives on Science 16 (2):pp. 160-195.score: 869.1
    This essay takes—as its point of departure—Cavicchi’s (2006) argument that knowledge develops through experimentation, both in science and in educational settings. In attempting to support and extend her conclusions, which are drawn in part from the replication of some early tasks in the history of developmental psychology, the late realist-constructivist theory of Jean Piaget is presented and summarized. This is then turned back on the subjects of Cavicchi’s larger enquiry (education and science) to offer a firmer foundation for (...)
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  42. Henrik Lübker (2012). The Method of In-Between in the Grotesque and the Works of Leif Lage. Continent 2 (3):170-181.score: 869.1
    “Artworks are not being but a process of becoming” —Theodor W. Adorno, Aesthetic Theory In the everyday use of the concept, saying that something is grotesque rarely implies anything other than saying that something is a bit outside of the normal structure of language or meaning – that something is a peculiarity. But in its historical use the concept has often had more far reaching connotations. In different phases of history the grotesque has manifested its forms as a means (...)
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  43. Michael O'Rourke (2011). The Afterlives of Queer Theory. Continent 1 (2):102-116.score: 869.1
    continent. 1.2 (2011): 102-116. All experience open to the future is prepared or prepares itself to welcome the monstrous arrivant, to welcome it, that is, to accord hospitality to that which is absolutely foreign or strange [….] All of history has shown that each time an event has been produced, for example in philosophy or in poetry, it took the form of the unacceptable, or even of the intolerable, or the incomprehensible, that is, of a certain monstrosity. Jacques Derrida “Passages—from (...)
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  44. Keith Lehrer (2000). Theory of Knowledge. Westview Press.score: 864.0
    In this impressive second edition of Theory of Knowledge, Keith Lehrer introduces students to the major traditional and contemporary accounts of knowing. Beginning with the traditional definition of knowledge as justified true belief, Lehrer explores the truth, belief, and justification conditions on the way to a thorough examination of foundation theories of knowledge,the work of Platinga, externalism and naturalized epistemologies, internalism and modern coherence theories, contextualism, and recent reliabilist and causal theories. Lehrer gives all views careful examination and (...)
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  45. Bertrand Russell (1992/1988). Theory of Knowledge: The 1913 Manuscript. Routledge.score: 864.0
    First published in 1984 as part of The Collected Papers of Bertrand Russell , Theory of Knowledge represents an important addition to our knowledge of Russell's thought. In this work Russell attempts to flesh out the sketch implicit in The Problems of Philosophy . It was conceived by Russell as his next major project after Principia Mathematica and was intended to provide the epistemological foundations for his work. Russell's subsequent difficulties in presenting his theory of knowledge, brought on (...)
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  46. Justus Hartnack (1968). Kant's Theory of Knowledge. Melbourne [Etc.]Macmillan.score: 864.0
    The significance of Kant's philosophy is to be found primarily in his theory of knowledge, a theory that is set forth in his voluminous work, The Critique ...
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  47. Paul K. Moser (ed.) (1998). The Theory of Knowledge: A Thematic Introduction. Oxford University Press.score: 864.0
    This book is an accessible introduction to contemporary epistemology, the theory of knowledge. It introduces traditional topics in epistemology within the context of contemporary debates about the definition, sources, and limits of human knowledge. Rich in examples and written in an engaging style, it explains the field while avoiding technical detail. It relates epistemology to work in cognitive science and defends a plausible version of explanationism regarding epistemological method.
     
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  48. Elizabeth Ramsden Eames (1969). Bertrand Russell's Theory of Knowledge. London, Allen & Unwin.score: 864.0
    When future generations come to analyze and survey twentieth-century philosophy as a whole, Bertrand Russell’s logic and theory of knowledge is assured a place of prime importance. Yet until this book was first published in 1969 no comprehensive treatment of his epistemology had appeared. Commentators on twentieth-century philosophy at the time assumed that Russell’s important contributions to the theory of knowledge were made before 1921. This book challenges that assumption and draws attention to features of Russell’s later work (...)
     
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  49. Richard W. Paul (1989). Critical Thinking in North America: A New Theory of Knowledge, Learning, and Literacy. [REVIEW] Argumentation 3 (2):197-235.score: 860.3
    The pace of change in the world is accelerating, yet educational institutions have not kept pace. Indeed, schools have historically been the most static of social institutions, uncritically passing down from generation to generation outmoded didactic, lecture-and-drill-based, models of instruction. Predictable results follow. Students, on the whole, do not learn how to work by, or think for, themselves. They do not learn how to gather, analyze, synthesize and assess information. They do not learn how to analyze the diverse logic of (...)
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