However they do correlate to some extent with types of conscious processing described in Edelman's (1992) evolutionary theory of embodied consciousness, including perception, attention, memory (knowledge), concept formation (conception), value systems (attitude, engagement), planning (anticipation).10.10
But there are interesting differences between the Mohist conception of such knowledge and conceptions prevalent in the Western tradition.
It seems to be very difficult to connect Descartes' and Spinoza's views concerning knowledge with conceptions according to which knowledge has something to do with a cognizing subject actively contributing to the constitution of the object of knowledge.
Experts advocate teaching science as a way of knowing through instructional strategies that actively engage students in their learning, uncover prior knowledge and conceptions, promote inquiry, and address both content and the nature of science.
Throughout the decade, the work of feminist social epistemologists addressed many issues being taken up by other social epistemologists as well: the dynamics of testimony and relations of cognitive authority, communal analyses of evidence and epistemic agency, the social structure of scientific knowledge, social conceptions of objectivity, and understandings of knowledge as social practice.
The findings of the study demonstrated that teachers' knowledge and conception of using technology for teaching developed in three levels.
Also, questionnaires may provide some information on past exposures to the fetus, especially during the first trimester when knowledge of conception at least for part of the trimester is unknown to the parent.
The shocked comments of the eight women using contraception suggest a combination of factors: a lack of knowledge about conception and the risks of pregnancy whilst using contraception, but more importantly a lack of belief in becoming pregnant.
As Louis Brandeis explained in 1918, "The general rule of law is, that the noblest of human productions — knowledge, truths ascertained, conceptions, and ideas — become, after voluntary communication to others, free as the air to common use".
Teaching needs to be based on students' knowledge, attitudes, and conceptions of the environmental protection issues (Schreiner and Sjøberg 2004).
