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  1. Philosophy of Education.Harvey Siegel - 1997 - Teaching Philosophy 20 (1):83-88.
  • Knowledge in a Social World.Alvin Goldman - 2002 - Philosophy and Phenomenological Research 64 (1):185-190.
    Epistemology has historically focused on individual inquirers conducting their intellectual affairs in total isolation from one another. Methodological solipsism aside, however, it is incontestable that people’s opinions are massively influenced by their community and culture, by the written and spoken words of others, both past and present. This has led recent epistemologists to pay greater attention to the social dimensions of knowledge, especially to the role of testimony as a source of justification. The aim of Knowledge in a Social World (...)
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  • The Value of Knowledge and the Pursuit of Understanding.Jonathan L. Kvanvig - 2003 - Cambridge University Press.
    Epistemology has for a long time focused on the concept of knowledge and tried to answer questions such as whether knowledge is possible and how much of it there is. Often missing from this inquiry, however, is a discussion on the value of knowledge. In The Value of Knowledge and the Pursuit of Understanding Jonathan Kvanvig argues that epistemology properly conceived cannot ignore the question of the value of knowledge. He also questions one of the most fundamental assumptions in epistemology, (...)
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  • Testimony: A Philosophical Study.Michael Welbourne - 1994 - Philosophical Quarterly 44 (174):120-122.
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  • Knowledge, Belief, and Science Education.Waldomiro Silva-Filho, Charbel El-Hani & Tiago Ferreira - 2016 - Science & Education 25 (7 - 8):775-794.
    This article intends to show that the defense of “understanding” as one of the major goals of science education can be grounded on an anti-reductionist perspective on testimony as a source of knowledge. To do so, we critically revisit the discussion between Harvey Siegel and Alvin Goldman about the goals of science education, especially where it involves arguments based on the epistemology of testimony. Subsequently, we come back to a discussion between Charbel N. El-Hani and Eduardo Mortimer, on the one (...)
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  • Knowledge in a Social World.Alvin I. Goldman - 1999 - Oxford University Press.
    Knowledge in a Social World offers a philosophy for the information age. Alvin Goldman explores new frontiers by creating a thoroughgoing social epistemology, moving beyond the traditional focus on solitary knowers. Against the tides of postmodernism and social constructionism Goldman defends the integrity of truth and shows how to promote it by well-designed forms of social interaction. From science to education, from law to democracy, he shows why and how public institutions should seek knowledge-enhancing practices. The result is a bold, (...)
  • Testimony: A Philosophical Study.C. A. J. Coady - 1992 - Oxford University Press.
    Our trust in the word of others is often dismissed as unworthy, because the illusory ideal of "autonomous knowledge" has prevailed in the debate about the nature of knowledge. Yet we are profoundly dependent on others for a vast amount of what any of us claim to know. Coady explores the nature of testimony in order to show how it might be justified as a source of knowledge, and uses the insights that he has developed to challenge certain widespread assumptions (...)
  • What is Justified Belief.Alvin Goldman - 1979 - In George Pappas (ed.), Justification and Knowledge. Boston: D. Reidel. pp. 1-25.
  • The Value of Knowledge and the Pursuit of Understanding.Michael Huemer - 2004 - Mind 113 (452):763-766.
  • Reliability and Justified Belief.John L. Pollock - 1984 - Canadian Journal of Philosophy 14 (1):103 - 114.
    Reliabilist theories propose to analyse epistemic justification in terms of reliability. This paper argues that if we pay attention to the details of probability theory we find that there is no concept of reliability that can possibly play the role required by reliabilist theories. A distinction is drawn between the general reliability of a process and the single case reliability of an individual belief, And it is argued that neither notion can serve the reliabilist adequately.
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  • Justification and Truth.Stewart Cohen - 1984 - Philosophical Studies 46 (3):279--95.
  • Extrinsic Value.Ben Bradley - 1998 - Philosophical Studies 91 (2):109-126.
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  • ``The Unity of the Epistemic Virtues&Quot.Alvin Goldman - 2002 - In Pathways to Knowledge. New York: Oxford University Press. pp. 51-72.
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  • Against Gullibility.Elizabeth Fricker - 1994 - In A. Chakrabarti & B. K. Matilal (eds.), Knowing from Words. Kluwer Academic Publishers.
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  • The Epistemology of Education.Lani Watson - 2016 - Philosophy Compass 11 (3):146-159.
    The landscape of contemporary epistemology has significantly diversified in the past 30 years, shaped in large part by two complementary movements: virtue and social epistemology. This diversification provides an apt theoretical context for the epistemology of education. No longer concerned exclusively with the formal analysis of knowledge, epistemologists have turned their attention towards individuals as knowers, and the social contexts in which epistemic goods such as knowledge and understanding are acquired and exchanged. As such, the concerns of epistemology have once (...)
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  • Testimony: A Philosophical Study.C. A. J. Coady - 1992 - Philosophy 68 (265):413-415.
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  • Truth, Thinking, Testimony and Trust: Alvin Goldman on Epistemology and Education.Harvey Siegel - 2005 - Philosophy and Phenomenological Research 71 (2):345-366.
    In his recent work in social epistemology, Alvin Goldman argues that truth is the fundamental epistemic end of education, and that critical thinking is of merely instrumental value with respect to that fundamental end. He also argues that there is a central place for testimony and trust in the classroom, and an educational danger in over-emphasizing the fostering of students’ critical thinking. In this paper I take issue with these claims, and argue that critical thinking is a fundamental end of (...)
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  • Epistemic Value Theory and Social Epistemology.Don Fallis - 2006 - Episteme 2 (3):177-188.
    In order to guide the decisions of real people who want to bring about good epistemic outcomes for themselves and others, we need to understand our epistemic values. In Knowledge in a Social World, Alvin Goldman has proposed an epistemic value theory that allows us to say whether one outcome is epistemically better than another. However, it has been suggested that Goldman's theory is not really an epistemic value theory at all because whether one outcome is epistemically better than another (...)
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  • Knowledge, Belief, and Science Education.Tiago Alfredo S. Ferreira, Charbel N. El-Hani & Waldomiro José da Silva-Filho - 2016 - Science & Education 25 (7-8):775-794.
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  • Epistemic Value.Patrick Bondy - 2015 - Internet Encyclopedia of Philosophy:0-0.
    This article summarizes recent work by epistemologists on four related problems. (1) The value of knowledge. Briefly, the problem is to explain why knowledge is, or at least appears to be, more valuable than any proper subset of its parts, such as true belief. (2) The value of understanding. The task here is to explain why understanding appears to be more valuable than any epistemic status that falls short of understanding, such as having knowledge without understanding. (3) Truth and epistemic (...)
     
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  • Social Epistemology and the Aim of Education.Luke A. Buckland - 2016 - South African Journal of Philosophy 35 (1):103-110.
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  • Educating Reason Rationality, Critical Thinking and Education.Harvey Siegel - 1988 - Routledge.
     
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  • Rationality Redeemed?: Further Dialogues on an Educational Ideal.Harvey Siegel - 1997 - Routedge.
    In Educating Reason, Harvey Siegel presented the case regarding rationality and critical thinking as fundamental education ideals. In Rationality Redeemed? , a collection of essays written since that time, he develops this view, responds to major criticisms raised against it, and engages those critics in dialogue. In developing his ideas and responding to critics, Siegel addresses main currents in contemporary thought, including feminism, postmodernism and multiculturalism.
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