The Experts below are selected from a list of 258 Experts worldwide ranked by ideXlab platform
Waldomiro Jose Da Silvafilho - One of the best experts on this subject based on the ideXlab platform.
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Knowledge Belief and science education
Science Education, 2016Co-Authors: Tiago Alfredo Da Silva Ferreira, Charbel Nino Elhani, Waldomiro Jose Da SilvafilhoAbstract:This article intends to show that the defense of “understanding” as one of the major goals of science education can be grounded on an anti-reductionist perspective on testimony as a source of Knowledge. To do so, we critically revisit the discussion between Harvey Siegel and Alvin Goldman about the goals of science education, especially where it involves arguments based on the epistemology of testimony. Subsequently, we come back to a discussion between Charbel N. El-Hani and Eduardo Mortimer, on the one hand, and Michael Hoffmann, on the other, striving to strengthen the claim that rather than students’ Belief change, understanding should have epistemic priority as a goal of science education. Based on these two lines of discussion, we conclude that the reliance on testimony as a source of Knowledge is necessary to the development of a more large and comprehensive scientific understanding by science students.
Miklós Pintér - One of the best experts on this subject based on the ideXlab platform.
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On The Completeness Of The Universal Knowledge–Belief Space: A Technical Note
International Game Theory Review, 2014Co-Authors: Miklós PintérAbstract:Meier [Games Econ. Behav.62, 53–66] shows that the universal Knowledge–Belief space exists. However, besides the universality there is an other important property might be imposed on Knowledge–Belief spaces, inherited also from type spaces, the completeness. In this paper, we introduce the notion of complete Knowledge–Belief space, and demonstrate that the universal Knowledge–Belief space is not complete, that is, some subjective Beliefs (probability measures) on the universal Knowledge–Belief space are not Knowledge–Belief types.
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on the completeness of the universal Knowledge Belief space a technical note
International Game Theory Review, 2014Co-Authors: Miklós PintérAbstract:Meier [Games Econ. Behav.62, 53–66] shows that the universal Knowledge–Belief space exists. However, besides the universality there is an other important property might be imposed on Knowledge–Belief spaces, inherited also from type spaces, the completeness. In this paper, we introduce the notion of complete Knowledge–Belief space, and demonstrate that the universal Knowledge–Belief space is not complete, that is, some subjective Beliefs (probability measures) on the universal Knowledge–Belief space are not Knowledge–Belief types.
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On the completeness of the universal Knowledge-Belief space
2011Co-Authors: Miklós PintérAbstract:Meier (2008) shows that the universal Knowledge-Belief space exists. However, besides the universality there is an other important property might be imposed on Knowledge-Belief spaces, inherited also from type spaces, the completeness. In this paper we introduce the notion of complete Knowledge-Belief space, and demonstrate that the universal Knowledge-Belief space is not complete, that is, some subjective Beliefs (probability measures) on the universal Knowledge-Belief space are not Knowledge-Belief types.
James Cheney - One of the best experts on this subject based on the ideXlab platform.
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Is provenance logical? (Invited Keynote)
2020Co-Authors: James CheneyAbstract:Research on provenance in databases (or other settings) sometimes has an arbitrary avor. Once we abandon the classical semantics of queries there is a large design space for alternative semantics that could provide some useful provenance information, but there is little guidance for how to explore this space or justify or compare dierent proposals. Topics from mathematical or philosophical logic could be used as a way of inspiring, justifying or comparing dierent approaches to provenance in databases. This paper and invited talk will present several topics in logic that may be less familiar to database researchers and that could bear upon provenance techniques. These areas include nonclassical logics (e.g. relevance logic), algebraic logic (cylindric algebras), substructural logic (e.g. linear logic) and logics of Knowledge, Belief or causality.
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LID - Is provenance logical
Proceedings of the 4th International Workshop on Logic in Databases - LID '11, 2011Co-Authors: James CheneyAbstract:Research on provenance in databases (or other settings) sometimes has an arbitrary flavor. Once we abandon the classical semantics of queries there is a large design space for alternative semantics that could provide some useful provenance information, but there is little guidance for how to explore this space or justify or compare different proposals. Topics from mathematical or philosophical logic could be used as a way of inspiring, justifying or comparing different approaches to provenance in databases. This paper and invited talk will present several topics in logic that may be less familiar to database researchers and that could bear upon provenance techniques. These areas include nonclassical logics (e.g. relevance logic), algebraic logic (cylindric algebras), substructural logic (e.g. linear logic) and logics of Knowledge, Belief or causality.
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Is provenance logical ? [ Invited Keynote ]
Knowledge Creation Diffusion Utilization, 2011Co-Authors: James CheneyAbstract:Research on provenance in databases (or other settings) sometimes has an arbitrary avor. Once we abandon the classical semantics of queries there is a large design space for alternative semantics that could provide some useful provenance information, but there is little guidance for how to explore this space or justify or compare different proposals. Topics from mathematical or philosophical logic could be used as a way of inspiring, justifying or comparing different approaches to provenance in databases. This paper and invited talk will present several topics in logic that may be less familiar to database researchers and that could bear upon provenance techniques. These areas include nonclassical logics (e.g. relevance logic), algebraic logic (cylindric algebras), substructural logic (e.g. linear logic) and logics of Knowledge, Belief or causality.
Tiago Alfredo Da Silva Ferreira - One of the best experts on this subject based on the ideXlab platform.
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Knowledge Belief and science education
Science Education, 2016Co-Authors: Tiago Alfredo Da Silva Ferreira, Charbel Nino Elhani, Waldomiro Jose Da SilvafilhoAbstract:This article intends to show that the defense of “understanding” as one of the major goals of science education can be grounded on an anti-reductionist perspective on testimony as a source of Knowledge. To do so, we critically revisit the discussion between Harvey Siegel and Alvin Goldman about the goals of science education, especially where it involves arguments based on the epistemology of testimony. Subsequently, we come back to a discussion between Charbel N. El-Hani and Eduardo Mortimer, on the one hand, and Michael Hoffmann, on the other, striving to strengthen the claim that rather than students’ Belief change, understanding should have epistemic priority as a goal of science education. Based on these two lines of discussion, we conclude that the reliance on testimony as a source of Knowledge is necessary to the development of a more large and comprehensive scientific understanding by science students.
Charbel Nino Elhani - One of the best experts on this subject based on the ideXlab platform.
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Knowledge Belief and science education
Science Education, 2016Co-Authors: Tiago Alfredo Da Silva Ferreira, Charbel Nino Elhani, Waldomiro Jose Da SilvafilhoAbstract:This article intends to show that the defense of “understanding” as one of the major goals of science education can be grounded on an anti-reductionist perspective on testimony as a source of Knowledge. To do so, we critically revisit the discussion between Harvey Siegel and Alvin Goldman about the goals of science education, especially where it involves arguments based on the epistemology of testimony. Subsequently, we come back to a discussion between Charbel N. El-Hani and Eduardo Mortimer, on the one hand, and Michael Hoffmann, on the other, striving to strengthen the claim that rather than students’ Belief change, understanding should have epistemic priority as a goal of science education. Based on these two lines of discussion, we conclude that the reliance on testimony as a source of Knowledge is necessary to the development of a more large and comprehensive scientific understanding by science students.
