Since antiquity, theories of knowledge have had fundamental impacts on understanding the design of the conditions of learning and teaching. As represented in this special issue, these theories may be divided into structural, functional, and biofunctional. Structural models have contributed to knowledge about the organization of information stored in memory. Functional models have contributed to our understanding of how learning occurs and how it can be facilitated. Functional and biofunctional approaches have much in common but differ in their (...) assumptions about the nature of the role of biology in learning. All three types of theories complement one another. This paper focuses on the potential contributions of functional models, including the biofunctional model, to the design of the conditions of learning and teaching. (shrink)

The relativist position on knowledge is summarized by Protagoras’ phrase “Man is the measure of all things”. Protagoras’ detractors countered that there was no reason for his pupils to employ him since, by his own admission, his lessons lacked privilege. This the educationist’s relativist paradox. The Enlightenment tradition of Descartes, Locke and Kant solved this paradox by distinguishing given objective knowledge from constructed subjective knowledge, but this position has itself been discredited by the work of Sellars, Quine (...) and many other thinkers. Because the Enlightenment solution to the educationist’s relativist paradox is no longer satisfactory, an alternative solution to this paradox is proposed. This alternative re-examines both the basis of empiricism and the role and origins of language, and introduces the concepts of triggered hallucinations, cognitive evolutionary pressure, and cognitive empathetic resonance. Cognitive empathetic resonance provides a mechanism that can explain how our thoughts and actions are made possible by language; it is language that acts as a creative and generative force and helps us to live in the world we do. This approach inverts the empiricist claim that ideas start off grounded in an external reality and develop into more sophisticated concepts. The view of ideas presented here is that ideas are free-floating and, if they are grounded at all, are grounded as an active post-hoc process. The conclusion is that although facts do exist and are privileged, this is not because they are ‘given’ but because they are the ante required to join a space of discourse. (shrink)

At first blush, there would seem to be few ethical problems with knowledge acquisition in a law enforcement context. For that context is one of public safety and criminal justice, both worthy ends,...

During the COVID-19 outbreak, educational institutions were closed, and students worldwide were confined to their homes. In an educational environment, students depend on collaborative learning to improve their learning performance. This study aimed to increase the understanding of social media adoption among students during the COVID-19 pandemic for the purpose of CL. Social media provides a learning platform that enables students to easily communicate with their peers and subject specialists, and is conducive to students' CL. This study addresses the key (...) concept of CL during the COVID-19 pandemic by assessing social media use among students in higher education. The relationship between social media use and students' performance is crucial to understanding the role of social media during a pandemic. This study is based on constructivism theory and the technology acceptance model. Structural equation modeling was used to analyze the conceptual model using SmartPLS. The research findings indicate that social media plays an important role during the pandemic because it provides opportunities for students to enhance CL under the aforementioned situations. This study makes noteworthy theoretical and practical contributions. (shrink)

Research generally concludes that small businesses contribute to economic development. In Malaysia, small firm’s particularly Chinese small firms have played a very important role for economic growth in this country. Chinese firms have managed to survive, grow and succeed either in Malaysia or anywhere else in the world. Most prior research found that the success factor was related to their socio-cultural context. However, previous studies have found the similarities on the cultural values of the Malays and Chinese which derived from (...) ‘Budi Complex’ and ‘Confucianism’ respectively. It was particularly on certain selected values related to self, time and epistemology. Therefore, this paper tries to identify other reasons behind the success factor of the Chinese as compared to the Malay small firms. Thus, looking at the perspective of Knowledge Base View theory, this paper proposed that cultural values are not a mere factor that affect the way Chinese small firms market their operation. The current study thus proposed that how Chinese and Malays acquire and share knowledge, have significant contribution to their success or their failures. (shrink)

A theory is presented which proposes that knowledge acquisition involves direct perception of schematic information in the form of structural and transformational invariances. Individual components with salient verbal descriptions are considered conscious place-holders for non-conscious invariant schemes. It is speculated that theories positing mental construction have three related causes: The first is a lack of consciousness of the schema processing capacities of the right hemisphere; the second is the paucity of adequate words to express schematic relationships; and the (...) last involves the dominance of verbal processes in consciousness. Philosophical theories are reviewed and schematic data relevant to biological survival is offered. Applications to education are suggested. (shrink)

The mental model theory is an approach with clear psychological, linguistic, and cognitive consequences. This paper delves into some of the epistemological conclusions that can be drawn from it. In particular, it addresses the process why knowledge acquisition can modify the inferences people tend to make. That process is described by means of an example based on a well-known logical schema related to the conditional: Modus Tollendo Tollens.

In the context of China’s online technology business, this study explores the linkages between knowledge acquisition via social media, two modes of market orientation, social media strategic capability, and brand innovation strategy. Data were collected from 853 Chinese technology firms with the help of questionnaire. To analyze the collected data structure, equation modeling was applied using smart-PLS 3.3 version. Results indicate that knowledge acquisition from social media, market orientation, and strategic capability has significant impact on brand (...) innovation in the context of social media. Furthermore, strategic capability on social media moderates the relationship between knowledge, market orientation, and brand innovation in the context of social media. This study offers new perspectives on market orientation and brand innovation strategy by extending the literature and testing key assumptions. Moreover, using social media knowledge in social media marketing and innovation management is a sensible approach for making changes and transforming an organization. (shrink)

Why hasn’t democracy been promoted by nor ICT been controlled by democratic governance? To answer this question, this research begins its investigation by comparing knowledge acquisition systems throughout history: orality, literacy, hyperlink, and hyperlead. “Hyperlead” is a newly coined concept to emphasize the passivity of people when achieving knowledge and information via algorithmic recommendation technologies. Subsequently, the four systems are compared in terms of their epistemological characteristics and political implications. It is argued that, while literacy and hyperlink (...) contributed to the furthering of democracy, hyperlead poses a fundamental challenge to it, undermining human autonomy to make decisions and aggravating vertical and lateral polarizations. In addition, the similarity between orality and hyperlead is addressed. Finally, suggestions to improve or to advert the current trend are provided. What happened during the transition period from orality to literacy and subsequently to hyperlink could be a reference for an alternative to hyperlead. Some technical adjustments and appropriate regulations requiring more transparency in algorithmic recommendation systems would help us to overcome hyperlead and preserve human autonomy. (shrink)

Underlying this article is the conviction that social scientists typically take on board a too restrictive concept of knowledge acquisition. The paper propounds a new concept of knowledge acquisition, one which is self-referential (i.e. which affects one's presuppositions) and which draws upon the unfamiliar to reveal and undercut the familiar. The aim of this paper is twofold. First, it is to show that this concept of knowledge acqui sition is already anticipated by Foucault, that it (...) is a major concern of his, and that it is a common thread throughout his work. Consequently, a new light can be thrown on both Foucault's archaeology and his genealogy: both are directed towards a self-referential form of knowledge, and as such the two periods are shown to have more in common than conventionally assumed. Second (and conversely), the aim of the paper is to elucidate this self-referential type of knowledge by showing how it is used by Foucault. Key Words: archaeology • Foucault • genealogy • history • methodology • Nietzsche • past • philosophy of social sciences • present • structuralism. (shrink)

The Meno has traditionally been viewed as "one of Plato's earliest and most noteworthy forays into epistemology." In this dialogue, and in the course of a discussion between Socrates and his young interlocutor, Meno, about the nature of virtue and whether it can be taught, “Meno raises an epistemological question unprecedented in the Socratic dialogues.” This question - or rather, dilemma - has come to be known in the philosophical literature as Meno’s Paradox of Inquiry, due its apparently containing an (...) easy-to-detect equivocation of the word ‘know’. Immediately after the paradox, and in an apparent response to it, Socrates recounts a myth: a story told by priests and priestesses about the pre-natal existence and immortality of the soul. From this this myth, Socrates concocts the infamous theory of recollection – a theory according to which the soul has acquired knowledge of everything before it was born, while in a disincarnate state. According to the traditional reading of Meno’s paradox, this theory constitutes Plato’s response to it. The traditional reading has come under fire in recent years by advocates of the epistemological reading, who argue that the theory of recollection is not Plato’s intended response to the paradox. Instead, they suggest, Plato’s distinction between true belief and knowledge – which appears towards the end of the dialogue – is sufficient for solving the paradox; and as such, it ought to be read as Plato’s response to it. In this thesis, I argue against ERM’s claim that a mere epistemological distinction is all it takes to solve the paradox. To do so, I explore the metaphysics of change in Plato’s ontology. From this, I appeal to our everyday notion of ‘memory’ in order to show that Meno’s paradox, in fact, contains a hidden-premise, which when laid bare, reveals two distinct challenges contained within the argument: a superficial one, and a deeper one. I argue that although it appears at first blush as though the former could easily be dismissed as an equivocation, to which the epistemological distinction between belief and knowledge could provide an answer, the latter cannot. This is because the deeper challenge threatens the very preconditions of knowledge itself – that is to say, it renders cognition impossible – and, as such, it cancels out any effort to provide an epistemological response to the superficial challenge. Hence, unless the deeper-level challenge is satisfactorily disarmed, both challenges remain unanswered. I argue that although the major motivation for the theory of recollection in the Meno is indeed to provide an answer to scepticism about knowledge, nevertheless, it ought to be understood, first, as a theory of cognition – i.e. as a theory about the preconditions and atomic building blocks of knowledge – and not a theory of knowledge per se. This answer comes in the form of a radical theory of the mind and cognition – one that stands in stark opposition to our common-sense views about the mind: a view from which, Plato believed, the paradox arises. Drawing on recent debates between Nativists and Empiricists in the Cognitive Sciences, I argue that it was a great achievement of Plato’s to grasp that our common-sense view about the mind, and its concomitant process of learning, language acquisition and knowledge acquisition, might in fact be at the very root of scepticism about our ability to engage in meaningful philosophical practice, and our ability to acquire objective knowledge – especially, objective moral knowledge. The Meno’s paradox, then – so I contend - is not a puzzle whose solution rests upon merely pointing to an epistemological distinction between true belief and knowledge, as advocates of ERM have suggested. Rather, it is a puzzle about cognition. More precisely, it is a puzzle that targets the rudimentary cognitive stages of initial cognition and truth-recognition - one whose solution entails offering an account of the mind that would make these elementary cognitive processes possible. Accordingly, Plato’s theory of recollection in the Meno ought to be read as an attempt to map the structure of the mind, and as such, to provide an account of cognition. In doing so, he intended to put forward a view about the preconditions of knowledge – the sort of preconditions without which language acquisition and knowledge acquisition would simply not be possible. With this theory, Plato has the beginnings of an argument against the kind of relativism and scepticism prevalent at his time. As such, a correct interpretation of the so-called paradox of inquiry should approach it as a puzzle about mind and cognition – and not solely as an epistemological one, as it has previously been treated. (shrink)

This paper is about comparison and appraisal of Ken Wilber’s theory of the “three components or strands of knowledge” set forth especially in his Eye to Eye and Mark Edwards’s “Integral Cycle of Knowledge” which attempts through its critique to integrate Wilber’s developmental and epistemological models. Realizing the problem of today’s scientism, Wilber introduces the concepts of the “three eyes”—the eye of flesh, of reason, and of contemplation—thusconceiving science in a broad sense. Then in order to secure verification (...) of the knowledge he proposes the three basic components of knowledge acquisition: 1. instrumental injunction 2 Intuitive apprehension 3. Communal confirmation. In his essay, “The Integral Cycle of Knowledge,” Mark Edwards then points out themissing of an interpretive component and then he proceeds to form his own Integral Cycle of Knowledge by adding the component. Hen then integrates it into Wilber’s 4-quadrants framework as follows: UR: Injunctive strand → UL: Apprehensive strand → LL: Interpretive strand → LR: Validative strand. Their attempts to provide a solid epistemological basis to their Integral Theory are really laudable. However, they do not seem to have sufficiently reflected the intense debates surrounding especially justification or validation. According to them in spite of development in securing epistemological justification no complete answer has been found out. Moreover, the type of communal validation is scarcely seen at least among the viable alternatives the philosophers are seeking. Thus somethinginternal or externally related to truth that would eliminate or minimize the possibility of falsehood needs to be added to the validative component. If a balance is recovered among spirituality, science, and philosophy in this way, it would be of a great benefit to respective discipline. (shrink)

Using the example of architecture, this article defends the thesis that designing should not be regarded as a kind of experimenting. This is in contrast to a widespread methodological claim that design processes are equivalent to experimentation processes. The contrary thesis can be proven by focusing on actual practices, techniques and design strategies. Closely connected with the thesis is an even more important epistemological claim, which contends that designing serves not only to develop artefacts but is also a means of (...) acquiring genuine knowledge. When the epistemic relevance of said practices, techniques and strategies is reassessed, designing emerges clearly as an independent epistemic praxis. To defend the thesis, the present article draws on and analyses empirical material from an ethnographic field study in order to back up the conceptual analysis. (shrink)

The “Chu shuo” 儲說 chapters of the Hanfeizi 韓非 子, attributed to Han Fei 韓非, encompass an extensive collection of anecdotes. The jing 經 sections of these chapters are traditionally understood to be a set of “canonical” teachings, to be explicated by the anecdotes in the shuo 說 sections. Eschewing this assumption, my analysis substantiates an alternative hypothesis that sees many of the jing texts as later superimpositions intended to serve as paratexts to existing anecdotal collections. By interpreting the jing (...) and shuo sections as paratexts and main texts, respectively, this study reveals how early compilers sought to organize and inventory information, as well as to guide future users’ understanding and memorization of the anecdotal materials. This approach not only facilitates the reconstruction of early frameworks of information management and knowledge acquisition, but also places the “Chu shuo” chapters in a comparative context. It also proffers new answers to several long-standing philological debates, such as the meaning and function of the label yi yue 一曰. In its conclusion, this study draws attention to potential continuities between the pre-imperial and imperial periods’ textual and bibliographical practices. (shrink)

The purpose of this paper is two-fold. First, it aims at developing a preliminary typology of subconscious, tacit mechanisms that underlie the conscious exercise of practical skills as well as the formation and functioning of conscious mental representations such as perceptual experiences, mental images, explicitly held beliefs and explanatory hypotheses. Second, it employs the typology to consider whether these tacit mechanisms can be examined and explicated by what Ryszard Wójcicki calls heuristic theorizing or heuristic reasoning , i.e., by a cognitive (...) procedure whose job is to study one\'s tacit or personal knowledge. (shrink)

Though al-Ghazalı is often superficially compared to Descartes, Ghazalı’s epistemological project echoes—in consonance or dissonance—Augustine’s, warranting a clear exploration of the depths of these echoes. For both Augustine and Ghazalı the epistemological and theological quest starts with an interior turn, and divine illumination provides the tools for and content of knowledge. Both recount skeptical leanings resolved by divine illumination; both employ philosophy as a tool in theological disputes; both see knowledge as dynamic and transformative; and both assert that (...) God’s direct illumination is a necessary precursor to and a final capstone upon knowledge. Ghazalı’s use of illumination is more circumscribed and specified than Augustine’s. I argue that Ghazalı and Augustine take similar approaches to the role of divine illumination and the importance of interiority or the subjective grasp on knowledge, but despite these differences, Ghazalı and Augustine deal distinctly with the question of authority and certitude of knowledge. (shrink)

Osiurak and Reynaud offer a unified cognitive approach to cumulative technological culture, arguing that it begins with non-social cognitive skills that allow humans to learn and develop new technical information. Drawing on research focusing on how children acquire knowledge through interactions others, we argue that social learning is essential for humans to acquire technical information.

An experiment explored the acquisition of conscious and unconscious knowledge of semantic prosody in a second language under incidental and intentional learning conditions. Semantic prosody is the conotational coloring of the semantics of a word, largely uncaptured by dictionary definitions. Contrary to some claims in the literature, we revealed that both conscious and unconscious knowledge were involved in the acquisition of semantic prosody. Intentional learning resulted in similar unconscious but more conscious knowledge than incidental learning. (...) The results are discussed in terms of second language learning and the nature of unconscious knowledge. (shrink)

The acquisition of professional knowledge is a core issue in the formation of auditor industry expertise; however, previous literature has neglected the time required for auditors to acquire professional knowledge. We examine the audit quality and fees of audit firms in different stages of an auditor acquiring professional knowledge and find that, in the initial stage of the process of knowledge acquisition, audit quality and audit fees decrease. However, in the long run, knowledge (...) learning has a more obvious effect on the improvement of audit quality and audit fees. Specifically, knowledge learning has a positive effect on the development of audit firms. (shrink)

Two experiments are reported that evaluated survey learning of youth with DS and typically developing children (TD) matched on Mental Age (MA). In Experiment 1, the experimenter navigated participants through a novel virtual environment along a circuitous path, beginning and ending at a target landmark (i.e., a door). Then, the participants were placed at a pre-specified location in the environment and instructed to navigate to the same door using the shortest possible path from their current location. They completed the task (...) three times: once after being shown the environment one time, once after three exposures, and once after five exposures. Results indicated that the participants with DS exhibited significantly less skill at identifying the shortcut than did the TD participants. In Experiment 2, participants learned two overlapping routes through a simple environment. Following acquisition, they were tested on several measures of survey knowledge: finding a shortcut, identifying the direction of landmarks not currently visible from their location in the environment, and recognizing a bird’s-eye representation of the overall environment. The results of Experiment2 indicated that the participants with DS were at least as good as the TD participants on all of our measures of survey learning. Hence, we concluded that people with DS can acquire some survey knowledge when they learn a simple environment. However, the performance of both groups was relatively poor in Experiment 2, indicating a need to consider identifying the mechanisms underlying the poor performance on wayfinding of people with DS. Identifying the underlying mechanisms, is a logical first step in devising methods of enhancing environmental learning of people with DS. (shrink)

Machine learning (ML) techniques have become pervasive across a range of different applications, and are now widely used in areas as disparate as recidivism prediction, consumer credit-risk analysis, and insurance pricing. Likewise, in the physical world, ML models are critical components in autonomous agents such as robotic surgeons and self-driving cars. Among the many ethical dimensions that arise in the use of ML technology in such applications, analyzing morally permissible actions is both immediate and profound. For example, there is the (...) potential for learned algorithms to become biased against certain groups. More generally, in so much that the decisions of ML models impact society, both virtually (e.g., denying a loan) and physically (e.g., driving into a pedestrian), notions of accountability, blame and responsibility need to be carefully considered. In this article, we advocate for a two-pronged approach ethical decision-making enabled using rich models of autonomous agency: on the one hand, we need to draw on philosophical notions of such as beliefs, causes, effects and intentions, and look to formalise them, as attempted by the knowledge representation community, but on the other, from a computational perspective, such theories need to also address the problems of tractable reasoning and (probabilistic) knowledge acquisition. As a concrete instance of this tradeoff, we report on a few preliminary results that apply (propositional) tractable probabilistic models to problems in fair ML and automated reasoning of moral principles. Such models are compilation targets for certain types of knowledge representation languages, and can effectively reason in service some computational tasks. They can also be learned from data. Concretely, current evidence suggests that they are attractive structures for jointly addressing three fundamental challenges: reasoning about possible worlds + tractable computation + knowledge acquisition. Thus, these seems like a good starting point for modelling reasoning robots as part of the larger ecosystem where accountability and responsibility is understood more broadly. (shrink)