This exciting new edition of the classic Contemporary Theories of Knowledge has been significantly updated to include analyses of the recent literature in epistemology. In addition, a new case is made for the strong connection between epistemology and artificial intelligence, as Pollock and Cruz argue that a necessary condition for the correctness of any epistemological theory is that it be possible to build an implemented artificial intelligence system on the basis of it. Like the first edition, Contemporary Theories of Knowledge, Second Edition is an excellent teaching tool, introducing the reader to the fundamental issues and approaches in the field of epistemology.

In this text, Gerald F. Gaus provides students with a comprehensive overview of the key tenets of liberalism developed through Hobbes, Locke, Kant and Rawls to present day theories and debates.

An updated introduction to the fundamental problems in contemporary epistemology, perfect for a first course in the field.

This book aims to synthesize different directions in knowledge studies into a unified theory of knowledge and knowledge processes. It explicates important relations between knowledge and information. It provides the readers with understanding of the essence and structure of knowledge, explicating operations and process that are based on knowledge and vital for society.The book also highlights how the theory of knowledge paves the way for more advanced design and utilization of computers and networks.

This volume gathers eleven new and three previously unpublished essays that take on questions of epistemic justification, responsibility, and virtue. It contains the best recent work in this area by major figures such as Ernest Sosa, Robert Audi, Alvin Goldman, and Susan Haak.

This book deals with the transformations of both accumulation process and labour in the transition from a Fordist to a cognitive capitalism paradigm, with specific regard to Western economies. It outlines the advent, after industrial capitalism, of a new phase of the capitalist system in which the value of cognitive labour becomes dominant. In this framework, the central stakes of capital valorisation and forms of property are directly based on the control and privatization of the production of collective knowledge. Here, the transformation of knowledge itself, into a commodity or a fictitious capital, is analyzed. Building on this foundation, the authors outline their concept of "commonfare." This idea of commonfare implies, as a prerequisite, the social re-appropriation of the gains arising from the exploitation of those social relations which are the basis of accumulation today. This re-appropriation does not necessarily lead to the transition from private to public ownership but it does make it necessary to distinguish between common goods and the commonwealth. This book explains this distinction and how common goods and the commonwealth require a different framework of analysis. This volume will be of great interest to all scholars and researchers, as well as a more general readership, who wish to develop a critical thinking of the mainstream analysis of this topic. Contributing to the "Marxism-heterodox" approach using rigorous theoretical analysis and empirical evidence, it is aimed at all those who act socially and aspire to a better understanding of the development and the contradictions of contemporary capitalism.

Do science and technology create value for society and the economy, and how might one go about measuring it? How do we evaluate its benefits? Can we even be certain that there are benefits? Geisler argues that there are benefits, and that they outweigh in value the negative impacts that inevitably accompany them. His revolutionary new book goes on to show that they can also be measured and evaluated, and in one volume all of the existing knowledge on how to do it is complied--then Geisler's own methods are offered. The result is a compelling argument that the value of science and technology in our lives has indeed been positive, and that the economic well-being of all individuals, organizations, and nations rests upon them. Geisler starts off by describing his conceptual framework for the evaluation of science and technology and the impact and benefits that proceed from them. He discusses the nature of evaluation in general terms, and then in the specific context of science, technology, and innovation together. He reviews the state of our present knowledge and assesses the nature of value creation itself. Throughout, Geisler remains fixed on his driving thesis: Although there are certainly some negative impacts from science and technology, on the whole the results of its outputs are positive. He shows how they have contributed to a range of activities and institutions, particularly to the improvement of health and human welfare worldwide. Finally, after discussing the theories of evaluation, he gets down to the practice, providing readers with a way to assess science and technological innovations for themselves.

This tenth anniversary edition of Knud Illeris’s classic 2008 text is an updated and definitive collection of today’s most influential learning theorists, now containing additional chapters from John Hattie and Gregory Donoghue, Sharan Merriam, Gert Biesta and Carolyn Jackson. This book brings together world-renowned experts, who each present their understanding of what learning is and how human learning takes place, addressing the social, psychological and emotional contexts of learning. In this clear and coherent overview, Professor Knud Illeris has collated chapters that explain both the complex frameworks in which learning takes place and the specific facets of learning. Each international expert provides either a seminal text or an entirely new précis of the conceptual framework they have developed over a lifetime of study, such as adult learning theory, learning strategies, and the cultural and social nature of learning processes. Elucidating the key concepts of learning, Contemporary Theories of Learning provides both the perfect desk reference and an ideal introduction for students; it is an invaluable resource for all researchers and academics involved in the study of learning, and provides a detailed synthesis of current learning theories... all in the words of the theorists themselves.

Education is a field sometimes beset by theories-of-the-day and with easy panaceas that overpromise the degree to which they can alleviate pressing educational problems. The two-volume Encyclopedia of Educational Theory and Philosophy introduces readers to theories that have stood the test of time and those that have provided the historical foundation for the best of contemporary educational theory and practice. Drawing together a team of international scholars, this invaluable reference examines the global landscape of all the key theories and the theorists behind them and presents them in the context needed to understand their strengths and weaknesses. In addition to interpretations of long-established theories, this work offers essays on cutting-edge research and concise, to-the-point definitions of key concepts, ideas, schools, and figures. Features: Over 300 signed entries by trusted experts in the field are organized into two volumes and overseen by a distinguished General Editor and an international Editorial Board. Entries are followed by cross references and further reading suggestions. A Chronology of Theory within the field of education highlights developments over the centuries; a Reader’s Guide groups entries thematically, and a master Bibliography facilitates further study. The Reader’s Guide, detailed index, and cross references combine for strong search-and-browse capabilities in the electronic version. Available in a choice of print or electronic formats, Encyclopedia of Educational Theory and Philosophy is an ideal reference for anyone interested in the roots of contemporary educational theory.

Plato's Epistemology presents an original interpretation of one of the central topics in Plato's work: epistemology. Moss argues, against the grain of much modern scholarship, that Plato's epistemology is radically different from our own.