Formal treatments of epistemology and epistemological issues have come a great way in recent years. Valuable results have been produced by Bayesians, in formal learning theory (also known as computational epistemology in [Kelly 96] and epistemic logic. While the first to formal approaches concentrate on learning and knowledge acquisition issues, the latter concentrate on axiomatics and validity...

Courses INTS 4010 Epistemology (5 Credits) An introductory course covering philosophy and history of science, epistemology, causality, and the logic of inquiry as related to international studies. The relation between theory and practical politics is explored, and differences between empirical and normative theory are examined in the context of foundational principles of politics and social sci...

Courses INTS 4010 Epistemology (4 Credits) An introductory course covering philosophy and history of science, epistemology, causality, and the logic of inquiry as related to international studies. The relation between theory and practical politics is explored, and differences between empirical and normative theory are examined in the context of foundational principles of politics and social sci...

I respond to John Greco’s argument that all forms of internalism in epistemology are either false or uninteresting. The paper divides into two sections. First, I explain precisely what internalists and externalists in epistemology disagree over. This puts us in a position to assess whether Greco’s argument succeeds. Second, I present Greco’s argument and offer two objections.

It is by now commonplace that analytic epistemology has moved beyond its oftlamented obsession of safeguarding the analysis of knowledge from Gettier cases. One outflow of post-Gettier epistemology is the scrutiny of the social dimensions of knowing and believing. There are lively debates about testimony, assertion, disagreement, group knowledge, collective practices of inquiry, epistemic divis...

In this paper I explore some connections between the epistemology of modality and the epistemology of mathematics, and argue that they have far more in common than it may initially seem to be the case—even though modality need not (in fact, should not) be characterized in terms of possible worlds (as the modal realist insists) and mathematics need not (in fact, should not) be understood in term...

A central issue of intelligent systems that support learning is the adaptation of the learning experiences to the individual needs of the learner. This general issue can be specialised into various different ways of promoting this adaptation according to different educational philosophies. The instructional way is based on planning a sequence of instructional steps based on a previously defined...

The development of web based learning environment for constructivist based learning in higher education is presented in the paper. It was based on the ADDIE model. The main orientation of the authors of the system was to take into account recent findings of pedagogical research and availability of new technologies in order to create efficient and effective learning support for the students. Act...

As visual connectivity improves, an opportunity to enrich and rethink the place of learning design in online and distance education is presenting itself. The opportunity is derived from the increasing scope for personalised synchronous interaction which has been missing in computer mediated communications (CMC) and previous generations of distance education. This paper presents a model which di...