Stages of Rational Knowledge

Please click on the link below for the PDF

Stages of Rational Knowledge

The initially posed question was: Does all knowledge have a rational epistemic foundation? It is explained what such a foundation must be like and it is evaluated how extensive our knowledge renders in the light of this requirement.This script has been written during my course ‘Theory of Knowledge’ at Oxford University.

The inspiration for this script came from my mentor Prof.Howard Barrows and his ground-breaking work in Problem-Based Learning (PBL). The discussed framework serves as a powerful and critical process-oriented approach for academia and the development of practically applied solutions in client-context alike. Rational learning encompasses both cognitive and meta-cognitive skill facilitation.

8 thoughts on “Stages of Rational Knowledge

  1. Joana,

    This should be a fun site, especially since you are exploring a little of the “Greekeley” grounded words like epistemic. So, Greekeley speaking I recall may days hangin’ out with some Berkeley Greekeleys that were Philosophy buffs. Buffs? Well they were buffering their LSD 25 with red wine and so commenced many hourly “Meno” Marathons. The Dialogues of Plato were have always been most interesting to me. After a good dose of Kirkegaard on mushrooms I was always eager to run back to the Athenians. In Meno, can it be our souls are “all knowing”, and it is our job in the flesh, to simply remember?
    Love,
    -bobby

    • Hi Bobby, thanks for cheering me up. Hegel was on the popular mix of morphine and red wine in his hey-days, and I had my first sci-fi out-of-body-experiences on shrooms, I lived in the year 4500 for a few moments. The brain is just such an amazing organ … if there are any dimensions which can not be reduced further to another it would be language, experience and physical reality. This would be a terrific theme for an investigation. The language of poetry in relation to the language of philosophy would be another… to keep the fun going, apart from pondering about uncertainty-management.

  2. Hi Joana:

    Do not you think as I do that there is a fundational problem at the end of any discussion or learning process?

    • Hi Jose,

      I think that at the end of a learning process we employ application to measure the extend of our cognitive success. What would you consider a fundamental problem? I reckon that the consolidation of knowledge and solutions serves us as ‘encapsulated time’, it creates a base onto which we can build further and it frees us from living in the present and real-time. No other animal creates and explicitly accumulates knowledge. My best wishes and nice to see you here, Joana

      • Hi Joana:

        When I wrote “at the end” (my fault, spanglish i think) i would mean “the basis”. We often do not arrive to solutions because the starting point of each of sides are differents. And It happens to me than I do not get involved properly in a learning process when i miss the basis..

        • Hi Jose,

          I agree. I see two boundaries here: one is that we cannot exhaustively check all our propositions and premises which I call the Reductionist’s Paradox. The other is that we depend on multiple perspectives to triangulate our starting point or base. This means to say that the base is not a metaphysical ground but a communicative and rational allocation. If we can justify the arguments for our starting points we can also revise conclusions easier if we are in the wrong since we can re-test our propositions.

  3. Hi Joana, I like your sentence:

    The need for knowledge arises from the need to
    survive while the concept of truth emerges parallel as
    the guiding concept for the reliability of knowledge:

    Knowledge and truth are pursued together. They don’t need to compete, and they help each other!

    A lot of good stuff on your site!

    Also, I like how clear your language is in the essay-
    Take care,
    Terry

    • Hi Terry, thank you so much. I am more and more fascinated by the interplay between world and mind, the motivating agents that drive knowledge creation and -production and the intrinsic procedural forces that emerge to relate both closed and open boundaries from their movement. Right now I marvel about how past, determining knowledge conditions become negotiable for new evolving contexts.

      My Best Wishes!

      Joana

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