The phrase "a substantive knowledge" is not correct in standard English; it should be "substantive knowledge" without the article "a." You can use "substantive knowledge" when referring to a deep and meaningful understanding of a subject or topic.
Example: "To excel in this field, one must possess substantive knowledge of the underlying principles and theories."
Alternatives: "deep knowledge" or "comprehensive understanding."
However, if Kant continues to maintain that science requires a pure part, and denies that rational psychology contains any substantive knowledge that might constitute the pure part of psychology, then it follows that empirical psychology cannot qualify as science proper either.
For me, it boils down to one important point: the internet is a shallow (but extremely wide) surface-level summary of secondary, often opinionated information that sits on a bedrock of substantive knowledge that either isn't on the internet, or lives behind a paywall, or is too expensive to purchase.
Philosophical reasoning by itself cannot be a source of substantive knowledge about the natural world, or about the sequence of events, actions, states, classes, empires, plagues, and conquests that we call "history".
This ability, or 'absorptive capacity', may be created by a combination of substantive knowledge, organisational culture and directed leadership [ 30].
The main goal of BBNC was to conduct an interdisciplinary course providing substantive knowledge and methodological skills in nutrition research, with applications to clinical, research, program, policy, and laboratory areas.
The ICS provides a valuable addition both to the substantive knowledge of immigrant populations across Europe and to the development of methodological tools that will contribute to making further progress in the study of hard-to-reach populations.
Our imagination of possible worlds, however, always depends on substantive knowledge required to formulate a causal system that might have produced the data that one has observed.
The m potential functions ϕ i defined on unknown parameters θ reflect substantive knowledge on reaction kinetics for a given model such that regions of interest in the parameter space are prescribed prior to a posterior analysis.
We investigate the effect that both types of learning behaviors have on interorganizational learning of substantive knowledge in the context of an alliance.
