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Chapter 1: Epistemology: A First Look 1. Why Study Knowledge? 2. Some Doubts about Knowledge 3. Traditional Definition of Knowledge 4. Knowledge and Experience 5. Intuitions and Theory Chapter 2: Explaining Knowledge 1. The Scope of Epistemology 2. The Concept of Knowledge 3 ...

Chapter 1: Epistemology: A First Look 1. Why Study Knowledge? 2. Some Doubts about Knowledge 3. Traditional Definition of Knowledge 4. Knowledge and Experience 5. Intuitions and Theory Chapter 2: Explaining Knowledge 1. The Scope of Epistemology 2. The Concept of Knowledge 3. Epistemology, Naturalism, and Pragmatism 4. Value in Epistemology Chapter 3: Belief 1. Belief and Representational States 2. Belief and Belief-Ascription 3. Are Beliefs Transparent? 4. Belief and Theoretical Ideals 5. Eliminativism and Prediction Chapter 4: Truth 1. Relativism 2. Truth and Correspondence 3. Truth and Coherence 4. Truth and Pragmatic Value 5. Kinds and Notions of Truth Chapter 5: Jusitification and Beyond 1. Justifications, Truth and Defeat 2. Inferential Justification and the Regress Problem 3. Supplementing Justification: The Gettier Problem Chapter 6: Sources of Knowledge 1. Rationalism, Empiricism, and Innatissm 2. Empiricism, Positivism, and Underdetermination 3. Intuitions and First-Person Reports 4. Memory 5. Theoretical Unification 6. Testimony and Social Dependence Chapter 7: Rationality 1. Preliminary Distinctions 2. Rational Inference: Normative and Descriptive 3. Consistency and Wayward Beliefs 4. Rationality and Decision Under Uncertainty 5. Integrative Considerations about Rationality Chapter 8: Skepticism 1. Some Species of Skepticism 2. Some Skeptical Arguments 3. A Reply from Common Sense 4. Skepticism, Naturalism, and Broad Explanation Chapter 9: Epistemology and Explanation 1. Origins of Contemporary Epistemology 2. Ultimate Epistemological Authority 3. Explanation and Knowledge References For Further Reading Glossary Index

For more than a quarter century, the polemics surrounding educational reform have centered on two points of view: those that favor a "progressive" child-centered form of education, and those that would prefer a return to a more structured, teacher-directed curriculum that emphasizes basic knowledge ...

For more than a quarter century, the polemics surrounding educational reform have centered on two points of view: those that favor a "progressive" child-centered form of education, and those that would prefer a return to a more structured, teacher-directed curriculum that emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on coconstruction of knowledge by more and less mature participants engaging in joint activity. This theory offers semiotic mediation as the primary means of obtaining knowledge, whereby the less mature participants can seek solutions to everyday problems by using resources existing in society. In addition to using illustrative examples from classroom studies, this book provides a comparative analysis of the theories and complementary developments in works by Vygotsky and the linguist M.A.K. Halliday. This unique volume will be of tremendous benefit to researchers in the fields of education, sociolinguistics, and psychology.