| Форма представления | Статьи в зарубежных журналах и сборниках |
| Год публикации | 2014 |
|
Каримов Артур Равилевич, автор
|
| Библиографическое описание на языке оригинала |
Karimov, Artur Ravilevich. Virtue Epistemology and Psychology of Education // Life Science Journal - 2014. - v.11(9). - p.45-50 |
| Аннотация |
The main difference between ?traditional? epistemology and virtue epistemology is outlined. The
relevance of virtue epistemology to philosophy of education is set out. The ramifications of two main branches of
virtue epistemology ? virtue reliabilism and virtue responsibilism ? for education are analyzed. The significance of
cognitive agency for knowledge is shown. The importance of first-order and second-order cognitive faculties is
maintained. The role of testimonial knowledge for education and problems it poses for virtue epistemology is
exposed. It is proposed that testimonial knowledge could be virtuous provided that it is attained in epistemically
friendly environment. The status of intellectual autonomy as a cardinal intellectual virtue is defended. The goal of
nurturing intellectual autonomy in education is explained. The problem of educating intellectual virtues is discussed.
|
| Ключевые слова |
virtue epistemology, philosophy of education, testimonial knowledge, intellectual autonomy,
developmental education. |
| Название журнала |
Life Science Journal
|
| Ссылка для РПД |
http://dspace.kpfu.ru/xmlui/bitstream/handle/net/34181/007_24696life110914_45_50.pdf?sequence=1&isAllowed=y
|
| URL |
http://www.lifesciencesite.com |
| Пожалуйста, используйте этот идентификатор, чтобы цитировать или ссылаться на эту карточку |
https://repository.kpfu.ru/?p_id=81502 |
| Файлы ресурса | |
|
|
Полная запись метаданных  |
| Поле DC |
Значение |
Язык |
| dc.contributor.author |
Каримов Артур Равилевич |
ru_RU |
| dc.date.accessioned |
2014-01-01T00:00:00Z |
ru_RU |
| dc.date.available |
2014-01-01T00:00:00Z |
ru_RU |
| dc.date.issued |
2014 |
ru_RU |
| dc.identifier.citation |
Karimov, Artur Ravilevich. Virtue Epistemology and Psychology of Education // Life Science Journal - 2014. - v.11(9). - p.45-50 |
ru_RU |
| dc.identifier.uri |
https://repository.kpfu.ru/?p_id=81502 |
ru_RU |
| dc.description.abstract |
Life Science Journal |
ru_RU |
| dc.description.abstract |
The main difference between ?traditional? epistemology and virtue epistemology is outlined. The
relevance of virtue epistemology to philosophy of education is set out. The ramifications of two main branches of
virtue epistemology ? virtue reliabilism and virtue responsibilism ? for education are analyzed. The significance of
cognitive agency for knowledge is shown. The importance of first-order and second-order cognitive faculties is
maintained. The role of testimonial knowledge for education and problems it poses for virtue epistemology is
exposed. It is proposed that testimonial knowledge could be virtuous provided that it is attained in epistemically
friendly environment. The status of intellectual autonomy as a cardinal intellectual virtue is defended. The goal of
nurturing intellectual autonomy in education is explained. The problem of educating intellectual virtues is discussed.
|
ru_RU |
| dc.language.iso |
ru |
ru_RU |
| dc.subject |
virtue epistemology |
ru_RU |
| dc.subject |
philosophy of education |
ru_RU |
| dc.subject |
testimonial knowledge |
ru_RU |
| dc.subject |
intellectual autonomy |
ru_RU |
| dc.subject |
developmental education. |
ru_RU |
| dc.title |
Virtue Epistemology and Psychology of Education |
ru_RU |
| dc.type |
Статьи в зарубежных журналах и сборниках |
ru_RU |
|
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