The Fractal Nature of Implicit Knowledge

Oseledchik, Mikhail; Ивлева, Марина; Ivlev, Vitaly

doi:10.2991/icadce-17.2017.163

Cited by 31 publications

(26 citation statements)

References 5 publications

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“…The set-theoretic strategy for analyzing scientific knowledge turned out to be much more flexible than the standard axiomatization of theories in the language of the first-order predicate logic. This strategy is more consistent with the theory building procedures used in real scientific practice, and allows (with certain reservations) the interpretation of the theories as true or false in the "correspondent" sense [12].…”

Section: Discussionmentioning

confidence: 83%

Standard and Set-theoretic Analysis Strategies of a Scientific Theory

Arkhiereyev¹

2019

Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019)

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The so-called standard interpretation of a scientific theory, proposed in the framework of the program of logical positivism, suggested the possibility of formalizing of some scientific theory in the language of first-order predicate logic. This method of logical analysis of the structure of a scientific theory does not allow one to sufficiently and accurately describe the class of its proposed models, which to some extent discredits the use of formal methods in the philosophy of science. A natural alternative to the standard formalization of the theory is its set-theoretic formalization, which uses the semantic concept of the theory model in the sense of A. Tarsky as the main one and lacks the program of logical positivism. The set-theoretic strategy for analyzing scientific knowledge more closely matches the actual practice of scientific knowledge, allowing us to explicitly and unambiguously describe the class of the proposed models of the theory. The article includes the basic principles of data analysis strategies of scientific theories.

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Section: Discussionmentioning

confidence: 83%

Standard and Set-theoretic Analysis Strategies of a Scientific Theory

Arkhiereyev¹

2019

Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019)

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“…The heyday, decline and collapse of great empires is unique, but there is a common traitcontemporaries of the fall of empires believed that his empire disappeared not due to conforming to the laws of nature processes, but because of subjective circumstances: incompetence of rulers, internal and external complots, etc. [14].…”

Section: Discussionmentioning

confidence: 99%

Typology of the Empire: General and Special Types

Zemtsov¹,

Suzdaleva²

2019

Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019)

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“…The third direction is the study of the mechanisms of professionalization and deprofessionalization on the basis of the English-American traditions of the approach to the professions. The fourth direction is the study of professions on the basis of a wide social context, with an emphasis on the subcultural components of professional communities, using the methods of social anthropology and the anthropology of organizations [18]. Professions are interpreted in the context of subcultures based on the use of ethnographic methods.…”

Section: Pragmatic Aspects Of the Educational Processmentioning

confidence: 99%

Analytical Philosophy of Education: Approaches and Russian Realities

Novikova¹,

Galukhin²,

Ivlev³

et al. 2019

Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019)

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The article explores the constructive possibilities of developing theories and approaches in the field of higher school pedagogy based on the use of a system of concepts and methods of analytical philosophy. The methodological functions of analytical philosophy in relation to educational programs in higher education manifested themselves in the form of a fundamental focus on conceptual analysis, revealing substantial and variational aspects of the meaning of terms used for theoretical description and modeling of the educational process. The specifics of the methodology and the thematic profile of the analytical philosophy of education are revealed through the analysis of the concepts of R. Peters and P. Hirst, representative for this direction, which consist in certain continuity and reflect both positive heuristics and limitations of the analytical approaches used in educational theory. Russian higher education paradigms cover the stages of formation in general, which are indicated in the analytical philosophy of education. However, the epistemological similarity is accompanied by an ontological difference in the basis for the development of programs, which in Russian schools are more relevant to the specifics of the socioeconomic and cultural context.

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The Fractal Nature of Implicit Knowledge

Cited by 31 publications

References 5 publications

Standard and Set-theoretic Analysis Strategies of a Scientific Theory

Standard and Set-theoretic Analysis Strategies of a Scientific Theory

Typology of the Empire: General and Special Types

Analytical Philosophy of Education: Approaches and Russian Realities

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