How do we know what we know? In this stimulating and rigorous book, Mark McBride explores two sets of issues in contemporary epistemology: the problems that warrant transmission poses for the category of basic knowledge; and the status of conclusive reasons, sensitivity, and safety as conditions that are necessary for knowledge. To have basic knowledge is to know (have justification for) some …
Medical knowledge is always in motion. It moves from the lab to the office, from a press release to a patient, from an academic journal to a civil servant’s desk and then on to a policymaker. Knowledge is deconstructed, reconstructed, and transformed as it moves. The dynamic, ever-evolving nature of medical knowledge has given rise to different concepts to explain it: diffusion, translation, …
That everyone has a human right to enjoy the benefits of the progress of science and its applications comes as a surprise to many. Nevertheless, this right is pertinent to numerous issues at the intersection of science and society: open access; 'dual use' science; access to ownership and dissemination of data, knowledge, methods and the affordances and applications thereof; as well as the role …
This open access book focuses on theoretical and empirical intersections between governance, knowledge and space from an interdisciplinary perspective. The contributions elucidate how knowledge is a prerequisite as well as a driver of governance efficacy, and conversely, how governance affects the creation and use of knowledge and innovation in geographical context. Scholars from the fields of …
This book explores the critical role of acquisition, application, enhancement, and management of knowledge and human competence in the context of the largely digital and data/information dominated modern world. Whilst humanity owes much of its achievements to the distinct capability to learn from observation, analyse data, gain insights, and perceive beyond original realities, the systematic tr…
Didaktik and Curriculum in Ongoing Dialogue revives the dialogue between the continental European Didaktik tradition and the Anglo-Saxon tradition of curriculum. It highlights important research findings that bridge cultural differences and argues for a mutual exchange and understanding of ideas. Through analyses of shared conditions and cultural differences, the book invites a critical stance …
The editors present essential methods and tools to support a holistic approach to the challenge of system upgrades and innovation in the context of high-value products and services. The approach presented here is based on three main pillars: an adaptation mechanism based on a broad understanding of system dependencies; efficient use of system knowledge through involvement of actors throughout t…
This book presents a multidisciplinary perspective on chance, with contributions from distinguished researchers in the areas of biology, cognitive neuroscience, economics, genetics, general history, law, linguistics, logic, mathematical physics, statistics, theology and philosophy. The individual chapters are bound together by a general introduction followed by an opening chapter that surveys 2…
The book provides an introduction to six fundamental philosophy concepts - philosophy, language, knowledge, truth, being and good. At the same time, it aims to initiate its readers into the process of philosophical thinking. The book is addressed to students and laypeople, but also contains new ideas for specialists. It is written in a clear, accessible and engaging style, and its author "share…
This book argues for a theory of mobile mapping, a situated and spatial approach towards researching how everyday digital mobile media practices are bound up in global systems of knowledge and power. Drawing from literature in media studies and geography - and the work of Michel Foucault and Doreen Massey - it examines how geographical and historical material, social, and cultural conditions ar…