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"Designed to accompany Epistemology: An Anthology or stand alone as a concise primer, this is a straightforward and accessible introduction to contemporary epistemology for those studying the topic for the first time. A step-by-step introduction to contemporary epistemology, with coverage of skepticism, epistemic justification, epistemic closure, virtue epistemology, naturalized epistemology, and more ; Explains the main arguments of the most influential publications from the last 50 years ; Contextualizes key concepts and themes, instead of treating them in isolations ; Straightforward and accessible for those studying the topic for the first time ; Designed to accompany the second edition of Epistemology: An Anthology (Wiley Blackwell, 2008), but stands on its own as a concise introduction to the key ideas and arguments in epistemology"--Provided by publisher."

""This book investigates morality in a socio-scientific worldview, examining the epistemology of existence in conjunction with Islamic monotheistic law to generate a world-system that governs action and reaction in the context of a variety of cognitive and social environments"--"

"ABSTRAKPT Ciomas Adisatwa merupakan perusahaan yang bergerak di bidang peternakan dan pemeliharaan unggas. PT Ciomas Adisatwa mempunyai divisi IT dimana diharapkan dapat memberikan tanggapan dan penanganan layanan IT yang cepat. Namun, pada kenyataannya, tanggapan dan penanganan application support tidak memenuhi target dikarenakan kurangnya tingkat berbagi pengetahuan. Sistem manajemen pengetahuan yang ada kurang dimanfaatkan sebagai sarana sharing pengetahuan. Sistem tersebut sebenarnya dapat dimanfaatkan untuk mengoptimalkan kinerja penyelesaian application support sehingga tidak harus menunggu sampai ditangani oleh developer tertentu. Oleh karena itu, penelitian ini dibuat untuk mencari faktor-faktor yang berpengaruh pada perilaku berbagi pengetahuan pada divisi IT PT Ciomas Adisatwa dalam rangka meningkatkan layanan IT. Penelitian ini menganalisis apakah faktor kapital sosial, manajemen dan strategi, dan budaya berpengaruh positif terhadap perilaku berbagi pengetahuan. Metode kuantitatif dengan kuesioner dan pengolahan data dengan algoritma PLS Partial Least Square digunakan. Hasil penelitian menunjukkan bahwa manajemen dan strategi serta budaya merupakan faktor yang dapat meningkatkan perilaku berbagi pengetahuan karyawan divisi IT, dimana perilaku berbagi pengetahuan sendiri dapat meningkatkan kinerja individu.

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ABSTRACTPT Ciomas Adisatwa is a company specialized in poultry breeding. This company has an IT division expected to give a fast response and solution. However, there was a fact that the response and solution of applications supporting could not achieve the target because a lack of knowledge sharing behavior was existed. Existing sharing systems were not utilized enough. In fact, those systems should be utilized to optimize performance of applications supporting completion so application supporting didn rsquo t have to wait until it is handled by certain developers only. Therefore, this research was made to find out factors influenced knowledge sharing behavior in IT division of PT Ciomas Adisatwa. This study analyzed the significance of social capital, management and strategy, and culture in IT Division of PT Ciomas Adisatwa for IT service improvement. A quantitative method through questionnaire and data analysis through PLS Partial Least Square algorithm were used. The conclusion of this research were management and strategy and also culture were significant factors affecting knowledge sharing behavior and it could lead to the improvement of individual work performance in IT division of PT Ciomas Adisatwa."

"ABSTRAKStudi ini memiliki tujuan untuk memahami bagaimana hubungan swakaji sebagai perkembangan epistemologis mahasiswa dan pendekatan belajar serta pencapaian akademik (IPK). Swakaji (perkembangan epistemologis self-authorship) adalah kapasitas internal mahasiswa dalam mengkonstruksi dan mengevaluasi klaim pengetahuan, memahami hakikat kontekstual dari pengetahuan, dan menjadi mandiri dalam pemerolehan pengetahuan. Studi ini juga mengeksplorasi atribut epistemologis mahasiswa sebagai validasi konvergen konstruk Swakaji. Analisis structural equation modelling (confirmatory factor analysis dan path analysis) digunakan untuk menguji hubungan antar konstruk. Hasil studi ini menyatakan bahwa dari 220 mahasiswa indonesia, tidak terdapat hubungan yang signifikan antara swakaji dan pencapaian akademik (IPK) (r = .051, p > .05). Terdapat pengaruh positif pendekatan belajar mendalam terhadap swakaji (β= .595, p < .05). Kedua pendekatan belajar (mendalam dan dangkal) tidak memiliki hubungan signifikan dengan pencapaian akademik (IPK). Swakaji dapat menjelaskan 28% varians sedangkan pencapaian akademik (IPK) dapat menjelaskan 7% varians seluruh atribut epistemologis (rasa keingintahuan epistemis, kebutuhan akan kognisi, pendekatan belajar, kepercayaan epistemologis, dan skeptisisme). Implikasi studi ini didiskusikan lebih lanjut.

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ABSTRAKThis study aim to understand the relations of Swakaji as student?s epistemological development with learning approaches and academic achievement (GPA). Swakaji (self-authorship epistemological development) is student's intermal capacity to construct and evaluate knowledge claims, understand the nature of contextual knowledge, and became autonomous in knowledge acquisition. This study is also aim to explore student?s epistemological attributes as a convergent validation of Swakaji. Structural equation modelling analysis used to test the relations among constructs. Results of this study find that from 220 Indonesian college students, there is no significant correlation of Swakaji and academic achievement (GPA) (r=.051, p>.05). There is positive effect of deep learning approaches towards Swakaji (β=.595, p<.05). Both of learning approaches (deep and surface) are uncorrelated with academic achievement (GPA). Approximately 28% of the variance in Swakaji and approximately 7% of the variance in the academic achievement (GPA) could be explained by all epistemological attributes (epistemic curiosity, need for cognition, learning approaches, epistemological beliefs, an skepticism). The implications of the results were discussed."