Abstract Nothing reveals the differences between an internal (i.e., inherently pedagogical) reflection on educational processes and external derived from a philosophical, sociological, psychological, theological or other perspective) more clearly than differing attitudes towards alienation. Looked at outside pedagogical context, alienation appears only negative, deserving nothing but contempt r...

Socialand virtue-epistemologies connect intellectual and moral concerns in ways significant for education and its theory. For most educationists, epistemic and ethical virtues are no longer dissociated. However, many political framings or operations of epistemic virtues and vices remain neglected in educational discourses. This article illustrates why a politicization of epistemic issues is rel...

In this paper, I elucidate Hume’s account of doxastic virtues and offer three reasons that contemporary epistemologists ought to consider it as an alternative to one of the broadly Aristotelian models currently offered. Specifically, I suggest that Hume’s account of doxastic virtues obviates (1) the much-debated question about whether such virtues are intellectual, “moral,” or some combination ...

so far, moral features have been divided into absolute and relative, individual and social, temporary and permanent and so on. the least advantage of these divisions and separations is a help to moral studies and a better and systematic understanding of moral values and anti-values for moral doers. in this essay according to a cause and effect, and necessary relationship which might be among so...

This paper presents a concise and stimulating introduction to virtue epistemology, field of epistemology that has gained increasing importance in recent decades. At the beginning paper, we explain methodological turn towards epistemic agent as subject research, which is defining characteristic this approach epistemology. We introduce two main approaches understanding virtues: reliabilism respon...