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This paper aims to establish the problems of the Stoic concept of cognitive representation (καταληπτική φαντασία). So I intend to reconstruct the scholarly debate on this definition. For it, I state the debate around its two most conflictive terms: the participle ὑπάρχον and the preposition ἀπό. By analyzing the Stoic fragments in which these terms appear, I explore both textual and philosophical arguments in order to find the different senses of both. By doing so, my aim is highlighting the limits of those interpretations. My conclusion is proposing certain issues to constitute a research agenda on the Stoic definition of cognitive representation, in order to, to some extent, possible solutions might be discerned. [ABSTRACT FROM AUTHOR]

Based on the historical and ethnographical referents in the Venezuelan Amazon, the academic spaces are addressed as spheres of the subject/object division and as the discursive substrate of colonial verticality. Furthermore, the connections between colonial discourses and the contemporary knowledge framework are discussed as fields where the hegemonic common sense is structured. This paper concludes that the alternative is in the border knowledge as inter-subjective discourses which have the potential to create multifocal perspectives from the global order's fringes. [ABSTRACT FROM AUTHOR]

This paper deals with ignorance from an epistemological point of view. Firstly, Karl Popper's considerations sheds light on the understanding of ignorance as an active ingredient in the development of knowledge and the progress of science. However, the point of view of Charles Mills and Axel Honneth's theory of recognition, introduce other relevant aspects about ignorance- such as its connection with the exercise of power and social subordination- not sufficiently thematized by Popper. Finally, we will expound on the tensions and concerns that arise from considering these different approaches of ignorance. [ABSTRACT FROM AUTHOR]

This paper analyzes the relation between the singular and the universal in mythical thinking. The initial problem holds that, conventionally, due to its fantastic expressions, mythical thought is non-objective knowledge of the world; however, I will argue the opposite. Based on Cassirer's Philosophie der symbolischen Formen, I will present two results: firstly, an evaluation of how myth relates singular events with universal concepts, which allows the reassessment of myth as a valid epistemological form. Secondly, the main epistemological resource of myth is the idea of mutation, unlike science, which uses concepts to relate the singular with the universal. [ABSTRACT FROM AUTHOR]

With the development of technologies, the big volume of databases and the need to obtain useful knowledge of them, data mining becomes a strategic tool for companies, which support the decision making. A cuban company, created in 1991, whose name is not mentioned for reasons of confidentiality, which is distinguished as a provider of comprehensive solutions, offers products and engineering services in a wide range of areas with a highly trained staff. It has large volumes of data resulting from the management of each of its organizational units, but no analysis are done to identify hidden patterns and behaviors in data. This paper present a process of Knowledge Discovery in Databases in the aforementioned company as an aid to decision making. In this regard, aspects related to data mining and its application in the environment of economicfinancial indicators and management were detailed, association and clustering models that will support the work of managers at different levels of the organization were obtained. [ABSTRACT FROM AUTHOR]

On Philosophy is an exoteric work that is preserved in a fragmentary mode. It is assumed that it had three books. In the first two, Aristotle would have made a compendium of the different conceptions of philosophy and its respective object. In the third book he would have presented his own conceptions on the topics approached in the previous books. The few preserved fragments and the disparity of the sources by which they are transmitted represent a difficulty for establishing which would have been these conceptions. In this sense, in this paper we will try to demonstrate that in On philosophy Aristotle presented many of the theses related to the conception of the first philosophy as the study of the first principles and causes. With this end, we will focus on the analysis of the fragments 8b, 16, 17, 27a y27b. The examination of these fragments in light of the rest of the corpus will allow us to demonstrate that in On philosophy Aristotle have identified wisdom with the knowledge of these principles and causes. [ABSTRACT FROM AUTHOR]

This paper sets out the professional knowledge and practice of María, a pre-school teacher with three years of experience in a public school in Catalonia and 13 girls and 11 boys in her care. The data collected enables further understanding of her teaching experiences and the educational process she uses, which contribute to the creation and development of an educational relationship marked by a focus on individual needs and the unique characteristics of each child, and describes the support and care provided throughout classroom experiences. [ABSTRACT FROM AUTHOR]

The aim of this paper is to determine the relevance of an informational theory of knowledge to address recently discussed epistemic problems. I argue that Dretske’s classical approach is equivalent to the safety condition proposed by Pritchard to avoid epistemic luck. However, I claim that Pritchard’s condition has to be modified to avoid the so-called “generality problem” for reliabilism. I propose an alternative version of the requirement to deal with these problems and provide an equivalent informational condition. I conclude that this informational version is preferable since it reveals conceptual relationships between the constituents of knowledge. [ABSTRACT FROM AUTHOR]

The changes that occurred on digitization have produced profound variations in the world of work in general, and academic one in particular. Considering the transformations in terms of production, use and appropriation of knowledge, mainly taking this situation as a kind of social relationship described as "cognitive exploitation of scientific knowledge". From this characterization, I shall discuss in this paper the impact over the work of the social scientist. [ABSTRACT FROM AUTHOR]

Research on epistemological beliefs has become widespread, but in recent years has opened the doors to a debate on how these beliefs should be characterized and assessed. It is within this context that this study seeks to characterize these beliefs as component premises of epistemological perspectives. The study evaluated 55 first-year university students from four academic disciplines by means of the Egyptian pyramid-building dilemma. Two epistemological perspectives were identified. One was empirical and supported by the premise that knowledge is an objective systematization of observations of an unequivocal reality embodied by just one possible explanation, and the other was an individual relativist perspective supported by the premise that knowledge is a subjective systematization of facts that gives rise to multiple but equally valid explanations. The paper discusses the nature of these premises, the utility of a dilemma-based methodology and the implications for educational practice. [ABSTRACT FROM AUTHOR]

After more than half a century, the debate on the Gettier problem is still alive and continues to produce proposals of solution (or dissolution) that, regardless of their success, constitute interesting contributions to epistemology and even to other philosophical areas. As is well known, the Gettier problem is the challenge to provide an analysis of knowledge free of counterexamples. In this paper, first I review and critically examine the main proposals to tackle the problem; then, I draw some conclusions and offer my own suggestions. [ABSTRACT FROM AUTHOR]

In this paper I defend the epistemological view of testimony according to which the peculiarity of this phenomenon lies in the commitments generated by the interpersonal relationship in which giver and receiver are immersed. More specifically, I aim to bring out the epistemic significance of this relationship in terms of the norm governing the act of telling someone something, in contrast with the norm governing mere assertions. [ABSTRACT FROM AUTHOR]