It is demonstrated how social media is used in wartime and how trust in them changes. It is determined that the influence of social media in Ukraine is growing significantly and plays an extremely important role in the everyday lives of Ukrainians, since they not only receive information and communicate through social media, but also widely use them to counter enemy information aggression, organize charity projects, control the government, etc. The risks associated with the characteristics of the social network itself and the existence of pro-Russian content distributed by the enemy in the context of information warfare are revealed. It is emphasized that countering such risks should occur both at the state level and at the individual level.
Abstract This research aims to explore Al-Ghazali's theory of real knowledge and elucidate the concept of knowledge and its integration features in grounding Islamic knowledge according to the contemporary theories of epistemology. The study delves into Al-Ghazali's perspectives on knowledge, analyzing and interpreting them in light of modern knowledge theories. The research finds that the cognitive integration features in Al-Ghazali's philosophy lie in the integration of knowledge sources, methods, sciences, and scholars. This is achieved through a comprehensive review of some of Al-Ghazali's works, as well as relevant studies, books, and research about his contributions to Islamic epistemology. Al-Ghazali encourages scholars to collaborate and integrate their knowledge to attain true understanding, a principle evident in this research through the exploration of modern epistemological concepts. The research utilized both inductive and descriptive methods to identify the characteristics of knowledge and demonstrate its integration aspects in Al-Ghazali's teachings. The research is structured into an introduction and three main sections: the first section introduces Al-Ghazali and his era, the second section explores the concept of knowledge and its integration in Islamic epistemology according to Al-Ghazali, and the third section examines knowledge sources, methods, types of knowledge, and scholars in Al-Ghazali's philosophy.
One of the most outstanding intellectual achievements in the history of classical thought in social sciences which have remained influential up until today are undoubtedly associated with the name of Max Weber. Through a detailed text analysis and a conceptual mapping of the logic of the argumentation, this paper sets out to offer a profound insight into the classical German sociologist’s approach to science, both “early” (about 1903/4) and “late” (post-1913), in terms of some fundamental matters of epistemology and methodology. The first part of this paper investigates social economics in terms of its theoretical and methodological foundations and applicability, while the second part looks at interpretive sociology from the same perspectives, with an emphasis on the differences between the two approaches. We argue that Weber’s dualist methodological attitude became explicit and dominant in his later writings. In addition, as he brought in focus the theory of social action, he not only became an explicit proponent of methodological individualism, but he also revisited and specified the logic and role of “causal explanation” and “interpretation”. Interpretive sociology no longer seeks a causal explanation for individual historical events by applying nomological knowledge, but instead commits itself to finding “causally adequate” explanation for the course and consequences of different types of social actions. Interpretation, in turn, no longer means an analysis of effects concerning the cultural significance of individual historical events in a special sense, but an interpretive understanding of various types of social actions, rational or “irrational”, directly or in a motivation-like manner. The paper concludes with a summary designed to highlight key legacies of Weber’s oeuvre that have remained valid and valuable for any analytical and empirical research in sociology.
This paper provides an overview of the empirical literature on cyberethics issues within an academic environment, specifically young adults’ behaviours in using cyber technology. While digital media is a part of the institutional and societal drive for informational inclusion and knowledge development, the ethical practices and behaviours among the users of cyber technology have raised questions on users’ awareness and understanding of the implications of ethical violations in cyberspace. Using technology might provide significant theoretical paradigms in understanding how digital media adoption and diffusion, driven by information technology, can vary globally. The study reviews the literature on the emergence of cyber technology ethics, individual characteristics, awareness level, challenges to undergraduates’ cyberethics behaviour, and the central role policy plays in strengthening or promoting ethical conduct in cyberspace. This paper provides current information for awareness of CE, teaching and research on information ethics and related domains.
This report builds on an examination of different approaches to labour precarity and precarious employment to argue for the need for labour geographers to examine the foundations of our approaches to agency. The debate about agency has become the terrain on which many labour geographers meet, but the dominant epistemology of agency has an (implicit or explicit) grounding in debates about labour’s spatial fix. This grounding rests on assumptions about the activities and sites that ‘count’ in analyses of labour, with implications for theory-building and the politics of knowledge production in labour geography.
This article aims to explain the epistemology of Thomas S. Kuhn's concept of Shifting Paradigm (1922-1996), a postmodernist with its philosophical, physical, and historical expertise, and the relevance of his thinking in Islamic science. The research is a qualitative study using the epistemological point of view to analyze. Kuhn’s view on the Shifting Paradigm is analyzed based on the important points in the epistemology: the source and substance of knowledge; the instrument of knowledge; how to acquire knowledge; the theory of truth; and the validation of the truth of knowledge. The study finds that, first, the source and substance of science is the history of science. Second, the instrument of knowledge is the paradigm of science. Third, knowledge is acquired from the shifting process from the pre paradigm, normal science, anomalies, crises, to a new paradigm. Fourth, normal science is the theory of the truth. Fifth, the anomaly becomes the validation of the truth. Kuhn’s thinking of the Shifting Paradigm is relevant to Islamic science because it can be used as a method to explain the transformation of Islamic science. This paper is vital in discussing the relevance of Kuhn’s thinking to Islamic science. Despite many significant numbers of text on Kuhn's thinking, researchers have not found a text that especially discusses on the epistemology of the Kuhn’s conception of Shifting Paradigme and point out its relevance to the transformation of Islamic science.
Understandings of knowledge in social work, in the UK at least, are based on an assumption that theory – increasingly derived from ‘scientific’ or ‘evidence-based’ perspectives – can be abstracted and applied to practice. Essentially, knowledge acquisition and utilisation are seen as transactional, instrumental endeavours. Such a view does not fit with the realities of everyday social pedagogical practice. This article begins to develop an alternative conception of social work/social pedagogical knowledge from an Aristotelean position, within which the relationship between theory and practice happens in the domain of praxis ; this is not a direct mapping of theory onto practice but operates in a constant dialectic within which one informs and indeed collapses into the other. Effective praxis requires Aristotle’s intellectual virtue of phronesis (practical reasoning or judgement). Phronesis understands practice within its wider moral purpose and foregrounds the virtues and dispositions of practitioners rather than a set of rules. Knowing and being (epistemology and ontology) therefore come together in how practitioners engage in everyday practice. This proposition challenges dominant technical and instrumental conceptions of knowledge and, more generally, of the way in which professional practice is currently understood.
This work analyses the discursive ideologies embedded in campaign speeches of Cyril Ramaphosa of the African National Congress (ANC) and Julius Malema of the Economic Freedom Fighters (EFF) in the period before May 8, 2019, the South African general elections. The study is an attempt to uncover the hidden ideologies the candidates subtly employ to sway voters in their favour. The study employed Critical Discourse Analysis to analyse the campaign messages. The data for the study comprised the campaign exchanges of the two candidates retrieved from www.youtube.com. This study shows that the two presidential contenders, through their campaign speeches, employed different ideologies through which they hoped to sway the electorate in their favour. The incumbent, Cyril Ramaphosa, projects the ideology of renewal and the elements of ‘us’ versus ‘them’ in his campaign speeches. Julius Malema, on the other hand, being a young leader, sells the ideologies of economic liberation, ‘us’ versus ‘them’ and ‘young’ versus ‘old’, depicting that only the youth can lead South Africa to the promised land. The study submits that political discourse is laden with specific ideologies which are intended to convince the voters to vote for them. It is therefore important that the public be well informed so that they can rationally uncover and identify these ideologies and either accept or reject them.
This paper reviews current debates in social epistemology about the relations between knowledge and consensus. These relations are philosophically interesting on their own, but also have practical consequences, as consensus takes an increasingly significant role in informing public decision making. The paper addresses the following questions. When is a consensus attributable to an epistemic community? Under what conditions may we legitimately infer that a consensual view is knowledge-based or otherwise epistemically justified? Should consensus be the aim of scientific inquiry, and if so, what kind of consensus? How should dissent be handled? It is argued that a legitimate inference that a theory is correct from the fact that there is a scientific consensus on it requires taking into consideration both cognitive properties of the theory as well as social properties of the consensus. The last section of the paper reviews computational models of consensus formation. Consensus plays an increasingly growing role in public life. The National Institute of Health (NIH) and the Intergovernmental Panel on Climate Change (IPCC) formulate expert consensus statements to provide authoritative answers to disputed questions. The “Danish Citizen Consensus Model” is used for assessing societal dimensions of science and technology (Medlock et al, 2007; Horst 2008; Einsiedel et al. 2001). Wikipedia promotes consensus for achieving neutrality and verifiability (Wikipedia 2017). Scientific consensus is deferred to when arbitrating between rival experts in legal trials. But when we think about the relations between knowledge and consensus, two conflicting intuitions arise. On the one hand, since when is truth determined by numbers? Are we back to the notorious Indiana House of Representatives “Pi Bill” of 1897, which redefined Pi by majority voting? (Hallerberg 1977) Wasn’t Galileo right although his views contradicted common wisdom? On the other hand, for every Galileo, there are hundreds of misguided contrarians, forgotten by history. Is everybody wrong and only you are right? Current social epistemology of consensus and dissent sorts out these conflicting intuitions. 1 Social epistemologists distinguish between knowledge-based consensus and mere agreement, explore the relations between consensus and the aims of inquiry, and distinguish legitimate from illegitimate dissent. Section 1 concerns the attribution of consensus to an epistemic community. Section 2 reviews accounts of knowledge-based or epistemically justified consensus. Section 3 addresses consensus as an aim of inquiry and the normative status of dissent. Section 4 reviews computational models of consensus. 1. When Does a Consensus Exist? Deciding whether a consensus exists is not always trivial. To do so, we need to assess the scope of and depth of the agreement. Start with scope. Tucker (2003, 509-510) argues that a 1 In philosophy of science until the early 1980s, scientific consensus was addressed mostly in the context of Kuhn’s (1962/1970) The Structure of the Scientific Revolutions (See Wray in this volume). For a classic account of the interplay between data, theory, method, and rational consensus, see Laudan (1984).
In light of the constructivist learning theory proposed by Jean Piaget, this paper describes how pattern languages support one's learning and what the education of the future should be like. His theory, known as generic epistemology, claims that knowledge is never just imparted from the external world, but it is always constructed within individuals through the processes called "assimilation" and "accommodation". From this theory, it becomes clear that the physical written patterns are not effective if they are just read through, and it is important that readers take actions and learn from their own experiences. Piaget's theory therefore implies two suggestions to pattern writers: (1) to make it sure that each pattern description is sophisticated enough in that it is persuasive and sympathetic for readers to be motivated to take actions; (2) to design appropriate environments for readers to learn patterns. In this paper, therefore, we introduce the "Dialogue Workshop" which is one of practices by Takashi Iba, one of the authors of this paper, at Keio University and has been enhancing the effectiveness of pattern languages in terms of learning and education. We conclude this paper by discussing the education of the future, enlightened by the pattern language and Piaget's generic epistemology. We hope that the readers of this paper will see pattern languages as a useful creative tool which will develop and support future education.
ABSTRACT For Husserl, noetics is the most fundamental science and the centrepiece of a phenomenological epistemology. Since in his major works Husserl does not develop noetics systematically but uses its main ideas and achievements often in apparent isolation without clarifying their systematic unity, the significance of noetics is often overlooked. Although Husserl has repeatedly stressed the importance of a phenomenological epistemology, what the concrete theses of such an undertaking are supposed to be often remains obscure. We shall see that the best way to clarify this is by providing a detailed account of Husserl’s noetics as it is developed in Husserl’s lecture courses “Introduction to Logic and Theory of Knowledge” (1906/07) and “Logic and General Theory of Science” (1917/18). This is the main aim of the present paper. We will shed light on the significance, systematic unity, and concrete theses of noetics. Furthermore, I shall show in what way the main theses of noetics are present in Husserl’s other works, even if the term noetics does not even occur. Finally, we will see that some basic ideas of Husserl’s noetics play an important role in current analytic epistemology and we will indicate how a phenomenological epistemology could enrich current debates.
A. A. Erovichenkov, N. N. Zvereva, M. A. Sayfullin
et al.
In modern conditions, the study, development of methods for the prevention of imported infections after international travel is an urgent problem in many countries of the world. In 2017, the world has committed more than 1322 million international trips, in Russia – 39.6 million trips abroad. The factors influencing the growth in the number of international trips made are singled out. The structure of imported infectious diseases in 380 children and 1580 adult patients hospitalized in Moscow's Infectious Clinical Hospital № 1 between 2009 and 2016 after arriving from foreign countries is given. Objective: to analyze some modern approaches to the prevention of imported infectious diseases. The modern classification of categories of travelers is given. Examples of studies conducted in different countries indicate the important role of pre-travel consultations for the prevention of imported infections. The analysis of the risks of development of certain infectious diseases in travelers has been carried out. Modern algorithms of vaccination before journeys are considered. Attention is drawn to the need to develop centers for medicine in Russia, which will help provide practical health care in the prevention of imported infections.