| Form of presentation | Articles in international journals and collections |
| Year of publication | 2014 |
|
Karimov Artur Ravilevich, author
|
| Bibliographic description in the original language |
Karimov, Artur Ravilevich. Virtue Epistemology and Psychology of Education // Life Science Journal - 2014. - v.11(9). - p.45-50 |
| Annotation |
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.
|
| Keywords |
virtue epistemology, philosophy of education, testimonial knowledge, intellectual autonomy,
developmental education. |
| The name of the journal |
Life Science Journal
|
| On-line resource for training course |
http://dspace.kpfu.ru/xmlui/bitstream/handle/net/34181/007_24696life110914_45_50.pdf?sequence=1&isAllowed=y
|
| URL |
http://www.lifesciencesite.com |
| Please use this ID to quote from or refer to the card |
https://repository.kpfu.ru/eng/?p_id=81502&p_lang=2 |
| Resource files | |
|
|
Full metadata record  |
| Field DC |
Value |
Language |
| dc.contributor.author |
Karimov Artur Ravilevich |
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/eng/?p_id=81502&p_lang=2 |
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 |
Articles in international journals and collections |
ru_RU |
|
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