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Virtue Epistemology and Psychology of Education

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dc.contributor Казанский федеральный университет
dc.contributor.author Каримов Артур Равилевич
dc.date.accessioned 2016-02-16T11:42:13Z
dc.date.available 2016-02-16T11:42:13Z
dc.date.issued 2014
dc.identifier.citation Karimov, Artur Ravilevich. Virtue Epistemology and Psychology of Education // Life Science Journal - 2014. - v.11(9). - p.45-50
dc.identifier.uri http://dspace.kpfu.ru/xmlui/handle/net/34181
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.
dc.relation.ispartofseries Life Science Journal
dc.rights только для КФУ
dc.subject virtue epistemology
dc.subject philosophy of education
dc.subject testimonial knowledge
dc.subject intellectual autonomy
dc.subject developmental education.
dc.title Virtue Epistemology and Psychology of Education
dc.type Article
dc.contributor.org Институт социально-философских наук и массовых коммуникаций
dc.description.pages 5
dc.relation.ispartofseries-issue 9
dc.relation.ispartofseries-volume 11
dc.pub-id 81502

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