Sentence examples for epistemological evolution from inspiring English sources

We used a macroscopic approach to identify the themes in discussion and a microscopic analysis (words and key expressions, location of grammatical connecters…) to mark indicators (Kerbrat-Orrechioni 1990 20011) of epistemological evolution and change among the students.

The primary sources agree that Philo's views evolved between his election as scholarch in 110/9 BC and the publication of the Roman Books in 88 BC; but the precise stages of his epistemological evolution and the arguments that led Philo to change his mind are not explicitly described in the texts we have.

A future step in research would be to investigate evolution acceptance and ability to interpret phylogenetic trees as related to epistemological development among religious students in general education course settings.

Scholars call the latter "theory of evolution," whose epistemological beginning is attributed to the mid and late 1800s, and to Charles Darwin and Alfred R. Wallace as main contributors to the conceptualization of evolution at the mechanistic level (=natural selection).

Consequently, the course positions contemporary practices in the broader context of historical evolutions and epistemological questions.

While this psychological trait may not be simple to teach directly, we should hope that a liberal arts education would effect a change in related epistemological sophistication and hence increase evolution acceptance [which could account for the significant impact of educational attainment on evolution acceptance as seen in Barone et al. (2014)].

In the following we will consider this circumstance from philosophical, scientific, and epistemological perspectives, surmising that phylogeny opted for a single model of evolution due to the dominance of the Modern Synthesis account of evolution (which was largely prokaryote-free).

They shed light on the process of measurement as well as on the quantum evolution and allow an epistemological interpretation.

It was revealed that the problems of teaching evolution are generally philosophical, epistemological, and conceptual (Alters and Nelson 2002; Van Dijk and Reydon 2010; Smith 2010).

A thorough historical overview of the evolution of the various epistemological tendencies in public health was provided by Waitzkin [ 30]; and the political dimensions of the current debate analyzed more recently by Birn [ 4].

From the epistemological perspective (Greek episteme, epistemology = theory of knowledge), the theory of evolution encompasses the nature and scope of knowledge about the phenomenon of evolution (=what really happens), including the chronological discoveries by naturalists and scientists during the development of our cumulative understanding of how evolution works.