Knowledge, Teaching and Wisdom [electronic resource] / edited by Keith Lehrer, B.J. Lum, Beverly A. Slichta, N.D. Smith.
Erişim Adresi
ISBN
9789401720229
Dil Kodu
İngilizce
Yer Numarası
DK/13794
Basım Bildirimi
1st ed. 1996.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 1996.
Fiziksel Niteleme
XII, 292 p. online resource.
Dizi
Philosophical Studies Series, 2542-8349 ; 67
İçindekiler Notu
1: “Knowledge, Teaching and Wisdom” -- 2 “The Aims of the Socratic Elenchos” -- 3 “What Good is Human Wisdom?” -- 4: Which “Socratic Method”? Models of Education in Plato’s Dialogues -- 5: “Socratic Teaching and the Search for Coherence” -- 6: “The Teaching of Wisdom: The Platonic Model of Teacher as Learner & Teaching as Inquiry” -- 7: “Wisdom and Ruling in the Republic” -- 8: “Rediscovering Aquinas’ Concept of Knowledge” -- 9: “Hume’s Positive Program” -- 10: Justification and Knowledge -- 11: Justifying Basic Belief Forming Processes -- 12: Seeing, Believing and so Forth -- 13: “Who are You Going to Believe—Me or Your Own Eyes?” The Place of Testimony in Knowledge Acquisition -- 14: Knowing What You Believe -- 15: Skepticism, Mitigated Skepticism, And Contextualism -- 16: Why Don’t Lovers of Wisdom Dare to Love? -- 17: Three Definitions of Wisdom -- 18: Wisdom -- 19: Metaphysical Skepticism and the Teaching of Philosophy -- 20: Teaching Wisdom -- 21: The Question of Wisdom in the Contemporary Academy -- Name Index.
Özet, vb.
This book derives from a 1993 National Endowment for the Humanities Summer Institute on Knowledge, Teaching, and Wisdom. The Institute took place at the University of California, Berkeley, and was co-directed by Keith Lehrer and Nicholas D. Smith. The aims of the Institute were several: we sought to reintroduce wisdom as a topic of discussion among contemporary philosophers, to undertake an historical investigation of how and when and why it was that wisdom faded from philosophical view, and to ask how contemporary epistemological theories might apply to the obviously related subjects of teaching and wisdom. In recruiting participants, Lehrer and Smith put the greatest emphasis on those with professional interests in epistemology and the history of philosophy, of the ancient Greeks especially ancient Greek philosophy (because in the writings all three subjects of the Institute were explicitly related and discussed). But in addition to these two groups, some effort was made also to include others, with academic specializations in a variety of fields other than epistemology and the history of philosophy, to ensure that a broad perspective could be achieved in our discussions. To an obvious extent, the papers in this book reflect the recruitment emphases and variety. They also testify to the extent that the Institute managed to bring life to our subjects, and to raise very old questions in a contemporary context.
Konu
Knowledge, Theory of.
Philosophy.
Education __ Philosophy.
Philosophy, Ancient.
Epistemology.
Philosophy.
Philosophy of Education.
Ancient Philosophy / Classical Philosophy.
Philosophy.
Education __ Philosophy.
Philosophy, Ancient.
Epistemology.
Philosophy.
Philosophy of Education.
Ancient Philosophy / Classical Philosophy.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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245 10|aKnowledge, Teaching and Wisdom|h[electronic resource] /|cedited by Keith Lehrer, B.J. Lum, Beverly A. Slichta, N.D. Smith.
250 |a1st ed. 1996.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c1996.
300 |aXII, 292 p.|bonline resource.
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490 1 |aPhilosophical Studies Series,|x2542-8349 ;|v67
505 0 |a1: “Knowledge, Teaching and Wisdom” -- 2 “The Aims of the Socratic Elenchos” -- 3 “What Good is Human Wisdom?” -- 4: Which “Socratic Method”? Models of Education in Plato’s Dialogues -- 5: “Socratic Teaching and the Search for Coherence” -- 6: “The Teaching of Wisdom: The Platonic Model of Teacher as Learner & Teaching as Inquiry” -- 7: “Wisdom and Ruling in the Republic” -- 8: “Rediscovering Aquinas’ Concept of Knowledge” -- 9: “Hume’s Positive Program” -- 10: Justification and Knowledge -- 11: Justifying Basic Belief Forming Processes -- 12: Seeing, Believing and so Forth -- 13: “Who are You Going to Believe—Me or Your Own Eyes?” The Place of Testimony in Knowledge Acquisition -- 14: Knowing What You Believe -- 15: Skepticism, Mitigated Skepticism, And Contextualism -- 16: Why Don’t Lovers of Wisdom Dare to Love? -- 17: Three Definitions of Wisdom -- 18: Wisdom -- 19: Metaphysical Skepticism and the Teaching of Philosophy -- 20: Teaching Wisdom -- 21: The Question of Wisdom in the Contemporary Academy -- Name Index.
520 |aThis book derives from a 1993 National Endowment for the Humanities Summer Institute on Knowledge, Teaching, and Wisdom. The Institute took place at the University of California, Berkeley, and was co-directed by Keith Lehrer and Nicholas D. Smith. The aims of the Institute were several: we sought to reintroduce wisdom as a topic of discussion among contemporary philosophers, to undertake an historical investigation of how and when and why it was that wisdom faded from philosophical view, and to ask how contemporary epistemological theories might apply to the obviously related subjects of teaching and wisdom. In recruiting participants, Lehrer and Smith put the greatest emphasis on those with professional interests in epistemology and the history of philosophy, of the ancient Greeks especially ancient Greek philosophy (because in the writings all three subjects of the Institute were explicitly related and discussed). But in addition to these two groups, some effort was made also to include others, with academic specializations in a variety of fields other than epistemology and the history of philosophy, to ensure that a broad perspective could be achieved in our discussions. To an obvious extent, the papers in this book reflect the recruitment emphases and variety. They also testify to the extent that the Institute managed to bring life to our subjects, and to raise very old questions in a contemporary context.
532 8 |aAccessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.
532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aKnowledge, Theory of.
650 0|aPhilosophy.
650 0|aEducation|xPhilosophy.
650 0|aPhilosophy, Ancient.
650 14|aEpistemology.
650 24|aPhilosophy.
650 24|aPhilosophy of Education.
650 24|aAncient Philosophy / Classical Philosophy.
700 1 |aLehrer, Keith.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aLum, B.J.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aSlichta, Beverly A.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aSmith, N.D.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780792339809
776 08|iPrinted edition:|z9789048146840
776 08|iPrinted edition:|z9789401720236
830 0|aPhilosophical Studies Series,|x2542-8349 ;|v67
856 40|uhttps://doi.org/10.1007/978-94-017-2022-9
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912 |aZDB-2-SXPR
912 |aZDB-2-BAE
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
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001 812545
003 TR_AnAIT
005 20260130234138
007 cr nn 008mamaa
008 130321s1996 ne | s |||| 0|eng d
020 |a9789401720229|9978-94-017-2022-9
024 7 |a10.1007/978-94-017-2022-9|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aBD143-237
072 7|aHPK|2bicssc
072 7|aPHI004000|2bisacsh
072 7|aQDTK|2thema
082 04|a120|223
090 |aDK/13794
245 10|aKnowledge, Teaching and Wisdom|h[electronic resource] /|cedited by Keith Lehrer, B.J. Lum, Beverly A. Slichta, N.D. Smith.
250 |a1st ed. 1996.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c1996.
300 |aXII, 292 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aPhilosophical Studies Series,|x2542-8349 ;|v67
505 0 |a1: “Knowledge, Teaching and Wisdom” -- 2 “The Aims of the Socratic Elenchos” -- 3 “What Good is Human Wisdom?” -- 4: Which “Socratic Method”? Models of Education in Plato’s Dialogues -- 5: “Socratic Teaching and the Search for Coherence” -- 6: “The Teaching of Wisdom: The Platonic Model of Teacher as Learner & Teaching as Inquiry” -- 7: “Wisdom and Ruling in the Republic” -- 8: “Rediscovering Aquinas’ Concept of Knowledge” -- 9: “Hume’s Positive Program” -- 10: Justification and Knowledge -- 11: Justifying Basic Belief Forming Processes -- 12: Seeing, Believing and so Forth -- 13: “Who are You Going to Believe—Me or Your Own Eyes?” The Place of Testimony in Knowledge Acquisition -- 14: Knowing What You Believe -- 15: Skepticism, Mitigated Skepticism, And Contextualism -- 16: Why Don’t Lovers of Wisdom Dare to Love? -- 17: Three Definitions of Wisdom -- 18: Wisdom -- 19: Metaphysical Skepticism and the Teaching of Philosophy -- 20: Teaching Wisdom -- 21: The Question of Wisdom in the Contemporary Academy -- Name Index.
520 |aThis book derives from a 1993 National Endowment for the Humanities Summer Institute on Knowledge, Teaching, and Wisdom. The Institute took place at the University of California, Berkeley, and was co-directed by Keith Lehrer and Nicholas D. Smith. The aims of the Institute were several: we sought to reintroduce wisdom as a topic of discussion among contemporary philosophers, to undertake an historical investigation of how and when and why it was that wisdom faded from philosophical view, and to ask how contemporary epistemological theories might apply to the obviously related subjects of teaching and wisdom. In recruiting participants, Lehrer and Smith put the greatest emphasis on those with professional interests in epistemology and the history of philosophy, of the ancient Greeks especially ancient Greek philosophy (because in the writings all three subjects of the Institute were explicitly related and discussed). But in addition to these two groups, some effort was made also to include others, with academic specializations in a variety of fields other than epistemology and the history of philosophy, to ensure that a broad perspective could be achieved in our discussions. To an obvious extent, the papers in this book reflect the recruitment emphases and variety. They also testify to the extent that the Institute managed to bring life to our subjects, and to raise very old questions in a contemporary context.
532 8 |aAccessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.
532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aKnowledge, Theory of.
650 0|aPhilosophy.
650 0|aEducation|xPhilosophy.
650 0|aPhilosophy, Ancient.
650 14|aEpistemology.
650 24|aPhilosophy.
650 24|aPhilosophy of Education.
650 24|aAncient Philosophy / Classical Philosophy.
700 1 |aLehrer, Keith.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aLum, B.J.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aSlichta, Beverly A.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aSmith, N.D.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780792339809
776 08|iPrinted edition:|z9789048146840
776 08|iPrinted edition:|z9789401720236
830 0|aPhilosophical Studies Series,|x2542-8349 ;|v67
856 40|uhttps://doi.org/10.1007/978-94-017-2022-9
912 |aZDB-2-SHU
912 |aZDB-2-SXPR
912 |aZDB-2-BAE
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aPhilosophy and Religion (R0) (SpringerNature-43725)
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