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Epistemology
Empiricism and rationalism summary
Empiricism and rationalism summary
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We acquire and use knowledge every day and yet we rarely stop and think about the process through which we acquire knowledge. Epistemology is an area of philosophy that deals with the questions and theories concerning knowledge (Lawhead). There are multiple theories in epistemology with the main ones being rationalism, empiricism, and constructivism. Each theory seeks to answer the important epistemological questions in their own way with some being more convincing than others. I believe constructivism provides the strongest theory of knowledge by combining elements of both rationalism and empiricism in a manner that fixes some of the flaws in each theory. Before I get into constructivism, it is important to go over empiricism as I feel it …show more content…
To the empiricists, our mind is a blank slate when entering the world and only through experience are marks left on it. Empiricists are content with believing in conclusions that are probable rather than absolutely certain (Lawhead). Our sense experiences may not provide complete certainty as rationalists would like, but it is all we have to go on. Empiricists are against the speculation that rationalists tend to make. Empiricists believe every idea, concept, or term must be tested by tracing it back to an original experience from which it was derived (Lawhead). Empiricists also differ from rationalists by claiming that we have no innate ideas. While some ideas may seem universal, the empiricists would say these are expressions of the relations of our ideas or the generalizations from experience (Lawhead). For example, …show more content…
Constructivism is the claim that knowledge is neither already in the mind nor passively received from experience but that the mind constructs knowledge out of the materials of experience (Lawhead). Kant first started his epistemology with the belief that we do have knowledge. He found it undeniable that arithmetic, geometry, and physics provide us information about our world. He also believed these disciplines involved universal principles that no future discoveries would ever change. The problem Kant found here is that no collection of particular experiences could ever provide an absolutely necessary basis for such universal claims about all possible experience (Lawhead). This is where Kant decides to combine elements of rationalism and empiricism by claiming that both reason and experience play a role in constructing knowledge. Kant still needed to find a way to explain how we could have synthetic a priori knowledge. This is knowledge that is acquired through reason, independently of experience, that is universal and necessary and provides information about the world (Lawhead). Kant was eventually inspired by Copernicus’ theory that the Earth revolved around the Sun instead of the other way around. Kant decided to switch the center of focus from “knowledge conforms to its objects” to “objects conform to our knowledge” (Lawhead). This means that the only way
Rationalism and empiricism have always been on opposite sides of the philosophic spectrum, Rene Descartes and David Hume are the best representative of each school of thought. Descartes’ rationalism posits that deduction, reason and thus innate ideas are the only way to get to true knowledge. Empiricism on the other hand, posits that by induction, and sense perception, we may find that there are in fact no innate ideas, but that truths must be carefully observed to be true.
The concept describes that our knowledge is something to be constructed internally rather than reflected from external realities. After the initial proposition of constructivism there came about the idea that “a reasonable conclusion is that at least three levels of constructivist advocacy appear frequently in contemporary educational literature”, according to Null 2004. Those three levels include epistemological constructivism, which focuses on issues like race, gender, and class and how issues like these need to be fixed. Next is instructional constructivism, which focuses on individual learning in the classroom. The last is prescriptive constructivism, which focuses on the relationship between teacher and student and proposes that teachers instruct with their students rather than at their students. No matter what level it is being taught, the basis of constructivism is to move away from the traditional practice of teaching the classroom through lecture primarily, and to adopt teaching the classroom through
The epistemological concept questions “how do I know?” The epistemological dimension is how we view the assumptions of knowledge to decide what to believe (Marcia, 2008, p2). The way in which information is delivered affects how it perceived by those who receive the information. Intrapersonal dimension is how we chose and adopt the values and beliefs that we decide to live by (Marcia, 2008, p8). For example, as a student in the first phase of self-authorship, I seek my values and beliefs according to seeking acceptance from those around me, while others who may be further down the process chose their values and beliefs according to who they are. Interpersonal dimensions is the connection between yourself and with others (Marcia, 2008, p9). It is the understanding of others views and developing a mature and respectful way to interact with everyone. “Complex epistemological, intrapersonal, and interpersonal development is necessary for adults to build complex belief systems, to form a coherent sense of identity, and to develop authentic, mature relations with diverse others (Baxter Magolda, 2001).” Within this course, I believe that we have learned a bit of all of three dimensions. Reading the
The constructivists worldview is typically an approach to qualitative research. Constructivists philosophies include understanding (seek understanding or meaning of subjective events
Epistemology is a branch of philosophy that studies the nature of knowledge. What is it that we can know? Scholars of epistemology are searching for the definition of knowledge. I believe knowledge comes from direct experience, experimentation, practicing what you are learning and by association. Furthermore, knowledge must be acquired through experience; it is not born into an infant. A child or adult becomes wise in the ways of the world through living life.
The debate between rationalist and empiricist philosophers looks at the nature of knowledge, and specifically, how we gain this knowledge. Rationalists and empiricists take opposite, and sometimes mutually exclusive, views on how knowledge is obtained.
There is a distinct difference between rationalism and empiricism. In fact, they are very plainly the direct opposite of each other. Rationalism is the belief in innate ideas, reason, and deduction. Empiricism is the belief in sense perception, induction, and that there are no innate ideas.
Empiricists claim that knowledge does not directly originate from reason, but it originates from experience. Empiricists also believe in reason, but assert that reason is a way to augment knowledge that derives from experiences. Empiricists contend that reality is the essence which produces theory through experience. This makes empiricism a reductionist epistemology as well as it reduces the idea of truth to experiences (Resnick & Wolff, 1987). One can argue that our thoughts literally contribute to our experiences and similarly our experiences help us to constitute our thoughts. Both events are connected to each other and each event helps to shape the other. This implies neither empiricism nor rationalism can be utilized as a fair way to deliver the
Epistemology like described earlier, is the science behind accepting knowledge that has been given to us. Scientific method is a common method used to ask questions about things we have yet to understand and acquiring knowledge about those questions. Epistemology then comes in to question if the way scientific method answered that question was in fact, rational, or correct itself instead of just blindly accepting the results. The goal of epistemology is not to challenge scientific facts or beliefs. Ellerton (2017) explains this well by saying “epistemology serves not to adjudicate on the credibility of science, but to better understand its strengths and limitations and hence make scientific knowledge more
One of the best contributors of constructivism is Immanuel Kant. Kant, who was born in Prussia, is one of the best known philosophers in the history of philosophy. Kantian constructivism is the claim that we can analyze knowledge through priori, which is reasoning, and a posteriori, which is experience. Kant’s claim is that our knowledge does not necessarily come from experience itself, but rather we already have knowledge and it begins with experience (Lawhead 237). In another argument, Kant says, “Without sensibility no object would be given to us, without understanding no object would be thought (Lawhead 243). Kant did not directly disagree with either rationalism or empiricism; instead, he agreed with both of them in an attempt to reconcile
Epistemology, also known as theory of knowledge is the part of philosophy that discusses the nature and scope of knowledge. Some questions that study the nature of knowledge could be, Have you ever thought about how we know things? What does it mean for someone to know something? How much can we possibly know? How do you know that 2 + 2 = 4, or that the square root of 144 is 12? Do we know something from reason or from di...
The term constructivism has been used to explain everything from school reform to teaching styles, and most importantly related to a learning theory. As you can imagine the term Constructivism has the potential to develop many misconceptions since it lacks a universal definition. “Constructivism is an important theory of learning that is used to guide the development of new teaching methods”(Baviskar, Hartle & Whitney, 2009, p.541). The framework of constructivism is built upon the understanding that “learning is an active process that is student centered in the sense that, with the teachers help, learners select and transform information, construct hypothesis’, and make decisions”(Chrenka, 2001, p.694). It is important to understand that when speaking about constructivism we are referring to a learning theory not teach...
Constructivism is a method that says students learn by building their schema by adding to their prior knowledge by the use of scaffolding (Rhinehart Neas). Because the students are basically teaching themselves new information, the teacher is there mainly for support and guidance for the students.
Epistemology is the branch of philosophy concerned with the theory of knowledge. Epistemology studies the nature of knowledge, justification, and the rationality of belief. Much of the debate in epistemology centers on four areas: the philosophical analysis of the nature of knowledge and how it relates to such concepts as truth, belief, and justification, various problems of skepticism, the sources and scope of knowledge and justified belief, and the criteria for knowledge and justification. Epistemology addresses such questions as "What makes justified beliefs justified?", "What does it mean to say that we know something?" and fundamentally "How do we know that we know?"
Epistemology helped me investigate the procedure I went through for crafting the essays. I referred to books, online articles, journal and other publications to understand and justify the concepts and information. It helped me distinguish between what is false, what is true across diverse contexts, and to decide the boundaries of knowledge based on how that knowledge is acquired. I also evaluated the truthfulness of my beliefs and personal opinion. I am actuated by understanding the sources of knowledge and also the quality of the resulting knowledge – knowing its dimensions and limitations.