Combine this understanding of self with a common
epistemological belief, and we bring God into the picture.
Kim et al. (2013) sought to determine how teachers» pedagogical and
epistemological beliefs related to their instructional use of technology.
Although there is observational evidence suggesting that parent - child conversations are a context in which epistemological understanding may develop (Luce, Callanan & Smilovic, 2013), and parent
epistemological beliefs have been found to predict children's critical evaluations of speakers who reason about evidence with varying competence (Suárez & Koenig, under review; in prep), the role of adult influences on children's epistemological development has not been examined experimentally.
Indeed,
our epistemological beliefs are thought to influence the questions we ask, the sources of information we place trust in, the certainty of our beliefs, and even academic outcomes (Greene, Sandoval, & Bråten, 2016).
Constructing leadership in child care:
Epistemological beliefs and transformational leadership
Not exact matches
Based on those
epistemological foundations, I need empirical evidence to support
beliefs.
He notes that Balthasar set himself against the mainstream of modern thought from Descartes to Kant to Hegel with its «
epistemological obsession» and «turn to the subject»» a
belief that truth can only be found, and indeed is founded, in the subject.
Let me first of all elaborate on this
epistemological standpoint by dealing with the question of whether there can be development or innovation in religious
beliefs and in their transmission.
The development and the abandonment of certain
beliefs are integral to this view of the status of religious
beliefs.3 Such an interpretation is in stark contrast to the first one inasmuch as it has a different
epistemological basis.
There is a neat partnership between
epistemological hubris and the quasi-religious
belief in progress.
Since we in the late 20th century now have good scientific,
epistemological, and even metaphysical reasons to abandon our former
belief in the supernatural, the time has come for yet another rationally ordained supersession of an old god.
Because of the
epistemological assumptions in these traditions, world - system theory has paid little attention specifically to the role of religious
beliefs or religious institutions.
The very expression «postulate» should not mislead us; it expresses, on the properly
epistemological level and in the language of modality, the «hypothetical» character of the existential
belief involved in the demand for completion, for totality, which constitutes practical reason in its essential purity.
Such
belief has obvious
epistemological consequences, as reflected in I John 4:6: «We are of God.
Of course, current science has decided to remain materialistic (which is in itself an
epistemological position based on
belief and faith, not evidence), and working like a self - fulfilling prophecy, they find what they went out to look for.
Rationalism and scientism (
belief in the
epistemological supremacy of reason and especially of scientific method) produced the conjecture, in some quarters at least, that the symbolic / mythic / poetic / narrative modes of expression employed by all the religions are perhaps nothing more than our own subjective projections or constructs, and not representations of an independent sacral reality.
Indeed, according to Rorty's own preferred view of knowledge --»
epistemological behaviorism,» as he somewhat infelicitously calls it --» we understand knowledge when we understand the social justification of
belief, and thus have no need to view it as accuracy of representation.»
Placher's answer to my question about the relative truth or falsity of religious claims touches upon my comment that current forms of
epistemological relativism provide a justification for affirming the truth of
beliefs without worrying about whether they are true for more than those who affirm them.
Just two years prior to the Roe decision, the philosopher John Rawls had deployed a concept in his A Theory of Justice called «reflective equilibrium,» which largely has to do with the
epistemological dynamics of arriving at a new, more «considered»
belief in light of
beliefs already held.
Individuals»
epistemological understanding — that is, their
beliefs about the nature of knowledge and knowing is thought to have important implications for critical thinking in both formal and informal learning contexts (CCSSO, 2010; NGSS Lead States, 2013; Kuhn, 1999; Burr & Hofer, 2002).
Belief / faith is a choice some make in that situation, but it is not a metaphysically / epistemological requirement that a person must make a belief or have
Belief / faith is a choice some make in that situation, but it is not a metaphysically /
epistemological requirement that a person must make a
belief or have
belief or have faith.