Sentence examples for form of knowing from inspiring English sources

Other critics, however, have renewed the Shelleyan and Coleridgean contention that literary experience involves a complex and profound form of knowing.

Building on both Origen and Augustine, Bernard and his contemporaries made affective, or marital, union with God in oneness of spirit (1 Corinthians 6 17) a central theme in Western mysticism, though along with Gregory the Great they insisted that "love itself is a form of knowing," that is, of vision or contemplation of God.

To argue that we can know Jean Brodie just as deeply as we can know George Eliot's Dorothea Brooke in Middlemarch, to argue that lacunae are as deep as solidities, that absence in characterisation can be a form of knowing as profound as presence, that Spark's and Saramago's and Nabokov's characters can move us as much as James's and Eliot's, is to concede nothing to Gass's scepticism.

Some commentators reduce it to a form of knowing, albeit an extraordinary form of knowing.

4. It might be suggested that prehending is itself a form of knowing.

It champions one-sidedness in cognition and judgment as the supreme form of knowing and understanding reality.

Michel Foucault has perhaps been even more influential than Lacan, his studies carrying into the context of public and private life his explorations of the relations of power to forms of knowing.

Feminists who argue for the epistemic relevance of the identity of knowers, however, are interested in forms of knowing for which it is questionable whether a differently located knower could have the same experience.

First, feminist social epistemologists who focus on institutional forms of knowing such as scientific research, medical practice, and legal systems understand that in these contexts we are highly reliant on others to produce knowledge for us.

Prompted speech (e.g., following an authoritative script) can yield the recitation of valid proofs (lower pathway of Fig. 2), but we hypothesize that it does so without generating perceptuo-motor forms of knowing that are characteristic of intuitive understanding (e.g., Kellman & Massey, 2013; Kellman, Massey, & Son, 2010; Koedinger, Corbett, & Perfetti, 2012).

As such, Raelin ([2010], 39) suggests that WBL 'merges theory with practice and acknowledges the intersection of explicit and tacit forms of knowing.' Moreover, Harris et al. ([2001], 270) identified apprentices' perceptions of learning, claiming it 'just happened' through involvement with the task in hand.