Science's "objective" world "is but an interpretation of the world of our immediate experience" ANGEN,p. It limits itself and restricts the possibility of gaining knowledge of what cannot yet be known because it is beyond the legitimated ways of knowing. Its institutional control operates throughout research development and reaches not only researchers, by determining their options, but also their objects of analysis, by specifying what is "valid" to be known. So called "knowledge" is, therefore, none other than the result of current convention in the world of science, usually associated with the ontology and epistemology characteristic of positivism.
It limits itself and restricts the possibility of gaining knowledge of what cannot yet be known because it is beyond the legitimated ways of knowing. Its institutional control operates throughout research development and reaches not only researchers, by determining their options, but also their objects of analysis, by specifying what is "valid" to be known.
So called "knowledge" is, therefore, Aspect cognitive epistemological essay knowing perspective science other than the result of current convention in the world of science, usually associated with the ontology and epistemology characteristic of positivism. Nevertheless, the latter is just one among various possible means of knowledge production.
Are the so called qualitative research legitimacy and representation crises not related, then, to the survival of a realistic ontology in the construction of the "other" in scientific texts? As with any other form of knowing, rather than being exclusive, it complements the Epistemology of the Knowing Subject in which I place such paradigms.
The Path of Epistemological Reflection Epistemology raises many questions including: It makes up a persistent, creative activity that is renewed time and again.
The answers to questions arising from epistemological reflection in the context of a given science do not constitute the kind of a priori knowledge scientific research employs in the remaining sciences.
These questions result from the knowledge heritage of each discipline in relation to daily research practice. Epistemological reflection is what enables us to elucidate the different paradigms which give different answers to the questions raised by epistemology.
Such paradigms, emerging from established theoretical perspectives, have different ontological, epistemological and, consequently, methodological assumptions; so much so that evolution or reflection produced in one of them is not applicable as such to the others. Likewise, those paradigms are, more often than not, at the basis of the interpretive models used by the speakers to describe social reality.
Accumulation, reformulation, improvement and updating of such theories is produced within each paradigm and their appearance is associated with the presence of relevant social events, such as the industrial revolution, which the two, so far, most forcefully established paradigms in these sciences, i.
The acceptance of such co-presence develops hand in hand with the need for different methods, set in those various paradigms, to grasp "the complex and multi-faceted" nature of reality rather than to guarantee findings validity MORAN-ELLIS et al.
This kind of epistemology focuses on subjects that know, spatially and temporally located in their theoretical-epistemological background and methodological tools.
These subjects, supplied with those cognitive resources, approach the subjects that are being known and the situations they are in.
The Epistemological Proposal The Epistemology of the Known Subject I propose does not stem from pure speculation, but from an attempt to approach, with the theoretical-methodological contributions of the three mentioned coexisting paradigms, the study of extreme poverty in the city of Buenos Aires, with a focus on people who define their home address as "on the streets," comparing them to that group of families with precarious accommodation who run the risk of losing it and being also left homeless or "on the streets" 1.
The former is common to all human beings, is the foundation of their dignity, and constitutes what makes them equal. The latter constitutes the differential aspect, distinguishing each human being from the others and making each individual unique.
For example, the essential component cannot be known through the existential one, as is the case when identity characteristics end up being assimilated to those of the situation in which the person is acting.
Although knowing people cannot be isolated from knowing their situation, for the Epistemology of the Known Subject the person and the situation belong in two different orders of knowledge, and each has its codes, its assumptions, its ways of giving evidence, its legitimacy, its ontology and, therefore, its epistemology.
This statement has a fundamental bearing on the whole research process, from the purpose and research question to the definition of analysis units; from sampling decisions to the options on data analysis strategies and, likewise, on the possibility of resorting to triangulation, since it could well be asked: On the contrary, the Epistemology of the Known Subject is in the making as a result of applying qualitative methods.
It raises a voice where the Epistemology of the Knowing Subject is silent, restricting, mutilating, or limiting. It tries to prevent the voice of the known subject from disappearing behind that of the knowing subject; that is, becoming distorted by having been translated by the "codes" of socially admitted ways of knowing.
Qualitative Research Features Qualitative research comprises different orientations and approaches, various intellectual and disciplinary traditions grounded, often, in different philosophical assumptions.
All these different orientations, approaches and assumptions generate new data-gathering and analysis strategies. This variety of views on what is known, what may be known, how it is known and on the way findings are to be transmitted demands an acknowledgment that there is not one legitimate way to conduct qualitative research.
However, it is important to highlight that, in spite of such differences there is also a whole group of marked similarities when it comes to designing the features of qualitative research. These similarities revolve around their salient characteristics, which will be specified by returning to the path of epistemological reflection  A systematization of the ever increasing contributions that have tried to define and, at the same time, characterize qualitative research enables those characteristics to be grouped according to: It focuses on real, located practice, and it is based on an interactive research process involving both the researcher and the social actors FLICK,p.
It attempts at understanding, at making the individual case significant in the context of the theory, it opens up new perspectives on what is known. It "explains, defines, clarifies, elucidates, illuminates," constructs, and discovers MORSE,p.
It develops valid causal descriptions analyzing how certain events have an influence on others, and understanding cause-effect processes in a local, contextualized, placed way MAXWELL, b, p. Those two groups identify the purpose of qualitative research, which determines the distinctiveness of its method: The person is, then, the vital nucleus of this kind of inquiry and it is those characteristics referring to the people that constitute the primary characteristics, those which are fundamental to qualitative research.From Umwelt to Soundtope: An Epistemological Essay on Cognitive Ecology Almo Farina & Nadia Pieretti Received: 4 January /Accepted: 15 May /Published online: 27 September according to this latter perspective as a source of information that derives from the if cognition is the mental process of knowing, which includes.
Smith presents an overview of the philosophy of the human sciences. As explained in last week’s essay, by “human sciences” I mean those specialized cognitive disciplines that are devoted to a sustained and systematic study of some aspect of purposeful human action.
ASPECTS OF KNOWING EPISTEMOLOGICAL ESSAYS i Previous books published in the Perspectives on Cognitive Science series: Creativity, Cognition and Knowledge — An Interaction Terry Dartnall Language Universals and Variation Mengistu Amberber and Peter Collins Perspectives on Cognitive Science, Vol.
2 — Theories, Experiments, and Foundations Janet Wiles and Terry Dartnall . Personal life. Piaget was born in in Neuchâtel, in the Francophone region of srmvision.com was the oldest son of Arthur Piaget (Swiss), a professor of medieval literature at the University of Neuchâtel, and Rebecca Jackson (French).Piaget was a precocious child .
Epistemology Essay; Epistemology Essay. Ontology vs.
Epistemology These epistemological questions when combined with ontological questions have philosophers pondering what exists and how we know it exists. motivation, and methods of learning Cognitive Jean Piaget and John Dewey helped develop the theory of Cognitive Development.
May 28, · epistemological perspective text (sources) coincides view truth human mind grasps reality. Explain find There are several different perspectives of epistemology, which is the justification for or the source of belief upon which all knowledge is based.