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15 pages, 240 KiB  
Article
Proclaiming Our Roots: Afro-Indigenous Identity, Resistance, and the Making of a Movement
by Ann Marie Beals, Ciann L. Wilson and Rachel Persaud
Religions 2025, 16(7), 828; https://doi.org/10.3390/rel16070828 - 24 Jun 2025
Viewed by 424
Abstract
Proclaiming Our Roots (POR) began as an academic community-based research initiative documenting Afro-Indigenous identities and lived experiences through digital oral storytelling. Since its inception, Proclaiming Our Roots has grown into a grassroots social movement focused on self-determination, cultural reclamation, and resistance to colonial [...] Read more.
Proclaiming Our Roots (POR) began as an academic community-based research initiative documenting Afro-Indigenous identities and lived experiences through digital oral storytelling. Since its inception, Proclaiming Our Roots has grown into a grassroots social movement focused on self-determination, cultural reclamation, and resistance to colonial erasure. This paper explores Proclaiming Our Root’s evolution, from a research project to a grassroots social movement, analyzing how storytelling, relational accountability, and Indigenous, Black, and Afro-Indigenous governance have shaped its development. Drawing on Indigenous methodologies and grounded in Afro-Indigenous worldviews, we examine how POR mobilizes digital storytelling, community gatherings, and intergenerational dialog to give voice to Afro-Indigenous identity, build collective consciousness, and challenge dominant narratives that erase or marginalize Black, Indigenous, and Afro-Indigenous presence. Through a sharing circle involving Proclaiming Our Roots community members, advisory council members, and the research team, in this paper we identify key themes that reflect the movement’s transformative impact: Identity and Belonging, Storytelling as Decolonial Praxis, Healing, Spirituality and Collective Consciousness, and Resistance and Social Movement Building. We discuss how these themes illustrate Proclaiming Our Roots’ dual role as a site of knowledge production and political action, navigating tensions between institutional affiliation and community autonomy. By prioritizing Afro-Indigenous epistemologies and centering lived experience, POR demonstrates how academic research can be a foundation for long-term, relational, and community-led movement-building. In this paper, we want to contribute to broader discussions around the sustainability of grassroots movements, the role of storytelling in social change for Indigenous and Black Peoples, and the possibilities of decolonial knowledge production as epistemic justice. We offer a model for how academic research-initiated projects can remain accountable to the communities with whom we work, while actively participating in liberatory re-imaginings. Full article
24 pages, 1532 KiB  
Review
Climate Justice and Heat Inequity in Poor Urban Communities: The Lens of Transitional Justice, Green Climate Gentrification, and Adaptation Praxis
by Maxwell Fobi Kontor, Andre Brown and José Rafael Núñez Collado
Urban Sci. 2025, 9(6), 226; https://doi.org/10.3390/urbansci9060226 - 13 Jun 2025
Viewed by 684
Abstract
Urban heat stress is becoming increasingly urgent, yet it remains understudied within the broader intersection of climate change and spatial justice. While urban climate scholarship has largely focused on climatic impacts such as flooding, rising sea levels, and prolonged droughts, the socio-spatial lens [...] Read more.
Urban heat stress is becoming increasingly urgent, yet it remains understudied within the broader intersection of climate change and spatial justice. While urban climate scholarship has largely focused on climatic impacts such as flooding, rising sea levels, and prolonged droughts, the socio-spatial lens of urban heat in marginalised and low-income urban communities has received limited attention. This article, grounded in a systematic review of the global literature, foregrounds the mechanisms through which heat functions as a site of socio-environmental injustice. We argue that fragmented urban morphologies, entrenched spatial inequalities, and uneven adaptation strategies collectively produce and sustain heat vulnerability. The article identifies three interrelated conceptual framings that elucidate the production and persistence of heat inequity: transitional injustice, green climate gentrification, and intersectional adaptation praxis. These lenses reveal how heat risk is differentially distributed, governed, and experienced with broader discourses of urban marginalisation, environmental dispossession, and epistemic exclusion. We contend that advancing climate justice in the context of urban heat requires moving beyond technocratic and elite-oriented adaptation, toward multi-scalar planning paradigms that recognise embodied vulnerability, structural inequality, and the socio-political ecologies of thermal exposure. By theorising urban heat through the lens of climate justice, this article contributes to a more expansive and critical understanding of urban climate risk, one that situates heat inequity within the broader structures of power, governance, and spatial exclusion shaping contemporary urban environments. Full article
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16 pages, 334 KiB  
Article
Exploring the Merchera Ethnic Group Through ChatGPT: The Risks of Epistemic Exclusion
by Soraya Oronoz, Albert Miró Pérez and Juan Peña-Martínez
Information 2025, 16(6), 461; https://doi.org/10.3390/info16060461 - 30 May 2025
Viewed by 1135
Abstract
The study of underrepresented ethnic groups in the social sciences is often hindered by structural and epistemic barriers that limit access to culturally embedded knowledge. This article examines the potential of the GPT-4 version of the ChatGPT language model as a complementary research [...] Read more.
The study of underrepresented ethnic groups in the social sciences is often hindered by structural and epistemic barriers that limit access to culturally embedded knowledge. This article examines the potential of the GPT-4 version of the ChatGPT language model as a complementary research tool used to generate insights into the Merchera ethnic group, whose presence in the academic literature remains minimal and often characterised by misrepresentation. Through a comparative analysis considering ChatGPT responses and the scarce number of existing sources, this study explores the model’s reliability, depth, and limitations. The findings reveal that while ChatGPT offers a coherent synthesis of available knowledge, it tends to reproduce the prevailing biases and informational gaps found in the existing academic discourse. The paper concludes that generative AI may serve as a provisional support for research on marginalised communities, but its outputs must be interpreted with caution and situated within a framework of critical inquiry and ethical responsibility. Full article
(This article belongs to the Special Issue Feature Papers in Information in 2024–2025)
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20 pages, 312 KiB  
Article
Plato Under Review: What Is Going Wrong in Academic Philosophical Writing
by Giacomo Pezzano
Humanities 2025, 14(6), 116; https://doi.org/10.3390/h14060116 - 29 May 2025
Cited by 1 | Viewed by 696
Abstract
This paper addresses the problem of stylistic pluralism in philosophical writing, arguing that its progressive narrowing to the form of the paper is not just an esthetic issue but can also have negative effects on the development of academic research itself. The contribution [...] Read more.
This paper addresses the problem of stylistic pluralism in philosophical writing, arguing that its progressive narrowing to the form of the paper is not just an esthetic issue but can also have negative effects on the development of academic research itself. The contribution is divided into two parts (Sections 1–3 and 4–5). In the first part, after introducing the problem and outlining the main features of the philosophus academicus’s writing, two main forms of criticism of “paper-centrism” in academic philosophy are discussed—one more “anti-academic” and the other more “intra-academic”. In light of these criticisms, the issue of the relationship between form and content in philosophical writing is analyzed with particular respect to the problem of the sense of truth, arguing that style communicates philosophical values beyond content. In the second part, this thesis is illustrated by examining, as a case study, the specific sense of truth conveyed in Plato’s dialogues—first through a literary analysis of Platonic writing, and then through a thought experiment inspired by media theory. Finally, the ethical and epistemic concerns raised by the growing “mono-stylism” of philosophical writing are brought together into a unified framework, by proposing a preliminary sketch of an ethics of philosophical research and pointing to some possible examples of alternative research practices. Full article
(This article belongs to the Section Philosophy and Classics in the Humanities)
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18 pages, 277 KiB  
Article
Decolonizing Lamanite Studies—A Critical and Decolonial Indigenist Perspective
by Hemopereki Simon
Religions 2025, 16(6), 667; https://doi.org/10.3390/rel16060667 - 23 May 2025
Viewed by 667
Abstract
The emergence of Lamanite Studies exemplifies the need for decolonial and Indigenous-centered reevaluations of Mormon–Indigenous relations. This article advocates for the reclamation of Indigenous identity independent of the constraints imposed by Mormon doctrine. The incorporation of Indigenous genealogies into Mormon theology results in [...] Read more.
The emergence of Lamanite Studies exemplifies the need for decolonial and Indigenous-centered reevaluations of Mormon–Indigenous relations. This article advocates for the reclamation of Indigenous identity independent of the constraints imposed by Mormon doctrine. The incorporation of Indigenous genealogies into Mormon theology results in epistemic violence, disconnecting Indigenous peoples from their ancestral identities and substituting the latter with the settler/invader colonial construct of “Lamanite”. This paper advocates for the decolonization of Indigenous identities within Mormonism, emphasizing the need for a radical intervention that prioritizes Indigenous sovereignty and self-definition over the maintenance of colonial categories. I present approaches and scholarship in Lamanite Studies that align with Indigenous land and spiritual repatriation, promoting the restoration of Indigenous epistemologies to Indigenous communities. Theoretical colonialism must be supplemented by grassroots initiatives that empower Indigenous communities to reclaim their spiritual and cultural identities. Full article
(This article belongs to the Special Issue Religion and Indigenous Traditions)
34 pages, 4011 KiB  
Article
Climate Change Disinformation on Social Media: A Meta-Synthesis on Epistemic Welfare in the Post-Truth Era
by Essien Oku Essien
Soc. Sci. 2025, 14(5), 304; https://doi.org/10.3390/socsci14050304 - 14 May 2025
Viewed by 1309
Abstract
Climate change disinformation has emerged as a substantial issue in the internet age, affecting public perceptions, policy response, and climate actions. This study, grounded on the theoretical frameworks of social epistemology, Habermas’s theory of communicative action, post-truth, and Foucault’s theory of power-knowledge, examines [...] Read more.
Climate change disinformation has emerged as a substantial issue in the internet age, affecting public perceptions, policy response, and climate actions. This study, grounded on the theoretical frameworks of social epistemology, Habermas’s theory of communicative action, post-truth, and Foucault’s theory of power-knowledge, examines the effect of digital infrastructures, ideological forces, and epistemic power dynamics on climate change disinformation. The meta-synthesis approach in the study reveals the mechanics of climate change disinformation on social media, the erosion of epistemic welfare influenced by post-truth dynamics, and the ideological and algorithmic amplification of disinformation, shedding light on climate change misinformation as well. The findings show that climate change disinformation represents not only a collection of false claims but also a broader epistemic issue sustained by digital environments, power structures, and fossil corporations. Right-wing populist movements, corporate interests, and algorithmic recommendation systems substantially enhance climate skepticism, intensifying political differences and public distrust in scientific authority. The study highlights the necessity of addressing climate change disinformation through improved scientific communication, algorithmic openness, and digital literacy initiatives. Resolving this conundrum requires systemic activities that go beyond fact-checking, emphasizing epistemic justice and legal reforms. Full article
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25 pages, 461 KiB  
Article
A Deflationary Account of Information in Terms of Probability
by Riccardo Manzotti
Entropy 2025, 27(5), 514; https://doi.org/10.3390/e27050514 - 11 May 2025
Viewed by 842
Abstract
In this paper, I argue that information is nothing more than an abstract object; therefore, it does not exist fundamentally. It is neither a concrete physical entity nor a form of “stuff” that “flows” through communication channels or that is “carried” by vehicles [...] Read more.
In this paper, I argue that information is nothing more than an abstract object; therefore, it does not exist fundamentally. It is neither a concrete physical entity nor a form of “stuff” that “flows” through communication channels or that is “carried” by vehicles or that is stored in memories, messages, books, or brains—these are misleading metaphors. To support this thesis, I adopt three different approaches. First, I present a series of concrete cases that challenge our commonsensical belief that information is a real entity. Second, I apply Eleaticism (the principle that entities lacking causal efficacy do not exist). Finally, I provide a mathematical derivation showing that information reduces to probability and is therefore unnecessary both ontologically and epistemically. In conclusion, I maintain that information is a causally redundant epistemic construct that does not exist fundamentally, regardless of its remarkable epistemic convenience. What, then, is information? It is merely a very efficient way of describing reality—a manner of speaking, nothing more. Full article
(This article belongs to the Special Issue Integrated Information Theory and Consciousness II)
17 pages, 728 KiB  
Article
Decolonizing Academic Literacy with ተዋሕዶ/Tewahedo and Multiliteracies in Higher Education
by Oscar Eybers
Genealogy 2025, 9(2), 48; https://doi.org/10.3390/genealogy9020048 - 29 Apr 2025
Viewed by 1036
Abstract
This study proposes Tewahedo epistemology, an Ethiopian knowledge system grounded in the Ge’ez language, as a decolonial framework for re-visualizing academic literacy in higher education. Tewahedo, meaning “oneness” or “unity”, integrates multiliteracies—written, oral, spatial, and visual—within a communal and culturally embedded ethos through [...] Read more.
This study proposes Tewahedo epistemology, an Ethiopian knowledge system grounded in the Ge’ez language, as a decolonial framework for re-visualizing academic literacy in higher education. Tewahedo, meaning “oneness” or “unity”, integrates multiliteracies—written, oral, spatial, and visual—within a communal and culturally embedded ethos through its Tergwame (ትርጓሜ) epistemes and Andǝmta (አንድምታ) traditions. The aim of the article is to challenge the dominance of skills-based literacy models by positioning Tewahedo as a decolonized alternative, emphasizing contextualized knowledge, communal meaning-making, and epistemic belonging. Through a literature review, the study explores Andəmta as a communal and dialogic system of knowledge sharing, rooted in Ge’ez and Amharic hermeneutics. This framework serves as a template for Africanizing and decolonizing contemporary academic literacy development. Findings reveal that Tewahedo epistemology offers ancient yet innovative strategies for fostering interpretive, explanatory, and multimodal competencies in academia. The study argues that adopting a unified Tewahedo-based academic literacy framework can cultivate intellectual agency, decolonize educational spaces, and center Indigenous Knowledge Systems. It calls for educational reforms that promote cultural diversity, legitimize Indigenous Knowledge Systems, and nurture academic belonging for students in multilingual and multicultural contexts. Full article
(This article belongs to the Special Issue Decolonizing East African Genealogies of Power)
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18 pages, 1419 KiB  
Article
The Importance of Individual and Expert Knowledge Grows as Clan Identity Diminishes: The Bedouin of Southern Israel Adapt to Anthropocene Ecology
by Michael Weinstock, Turky Abu Aleon and Patricia M. Greenfield
J. Intell. 2025, 13(5), 51; https://doi.org/10.3390/jintelligence13050051 - 23 Apr 2025
Viewed by 492
Abstract
Before the Anthropocene, Bedouin communities in Southern Israel were based on a clan structure—a kin-based social network; clans were culturally and socially homogenous communities with a strong authority structure. Work consisted of subsistence activities necessary for physical survival. Group-based authority and cooperative problem [...] Read more.
Before the Anthropocene, Bedouin communities in Southern Israel were based on a clan structure—a kin-based social network; clans were culturally and socially homogenous communities with a strong authority structure. Work consisted of subsistence activities necessary for physical survival. Group-based authority and cooperative problem solving were adaptive in this ecology. Throughout the Anthropocene, the Bedouin of Southern Israel have had to adapt to diverse urban environments, expanded educational opportunity, and exposure to media emanating from different cultures. Our study explored the implications of these ecological shifts for epistemic thinking by comparing three generations of 60 Bedouin families: adolescent girls, their mothers, and their grandmothers (N = 180). Families were evenly divided among three residence types differing in degree of urbanization and degree of population homogeneity: unrecognized Bedouin villages consisting of single clans; recognized Bedouin villages, towns, or cities, consisting of multiple clans; and ethnically diverse cities. Results: Across the generations, media exposure and formally educated parents have weakened the epistemic authority of family elders, in turn weakening clan identity. Ethnically diverse cities have weakened extended family identity. At the same time, personal knowledge and professional expertise have gained new cultural importance. These changes in epistemology and identity are adaptive in the ecological environments that have multiplied in the Anthropocene era. Local identity was strongest both in diverse cities, with their many attractions, and in unrecognized villages, where the population continues to occupy ancestral lands. Full article
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28 pages, 72651 KiB  
Article
Knowledge Alliances for Global Change Adaptation: A Relational Approach Based on Traditional Ecological Knowledge, Territorial Management, and Community Practices in the Chilean Context
by Patricio Silva-Ávila, Jorge Rojas Hernández and Ricardo O. Barra
Sustainability 2025, 17(8), 3653; https://doi.org/10.3390/su17083653 - 18 Apr 2025
Cited by 1 | Viewed by 804
Abstract
This study explores how traditional ecological knowledge in Chile can contribute to adaptation strategies within increasingly complex socio-ecological landscapes. It addresses the need for innovative approaches to knowledge production and application in the face of climate change and related crises. Through an exploratory, [...] Read more.
This study explores how traditional ecological knowledge in Chile can contribute to adaptation strategies within increasingly complex socio-ecological landscapes. It addresses the need for innovative approaches to knowledge production and application in the face of climate change and related crises. Through an exploratory, multi-sited qualitative methodology—integrating ethnographic observation, participatory methods, and in-depth interviews across various regions—this research identifies patterns, contrasts, and synergies in TEK practices related to water management, agroecology, community resource governance, and cultural heritage. The results show that TEK is not a static repository but rather a set of dynamic and adaptive practices and understandings shaped over centuries of interaction with heterogeneous environments. Although pressures such as migration, industrialization, resource privatization, and climatic threats endanger its continuity, TEK demonstrates the ability to integrate with scientific and political frameworks, enabling culturally relevant adaptation driven by local communities. These findings highlight the relevance of relational and transdisciplinary approaches to reduce epistemic gaps, foster cooperation, and guide more equitable, multi-level environmental governance. In conclusion, strengthening TEK’s role—through supportive policies, collaborative research, and inclusive dialogues—can enhance resilience, guide sustainable transitions, and enrich global adaptation strategies that respect local contexts and cultural diversity, thereby advancing progress toward the SDGs. Full article
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16 pages, 268 KiB  
Article
Fostering Educational Change at the Intersection of Macro-Level Institutional Narratives and Micro-Level Classroom Experiences
by Marta Guarda
Educ. Sci. 2025, 15(4), 472; https://doi.org/10.3390/educsci15040472 - 9 Apr 2025
Cited by 1 | Viewed by 516
Abstract
This study investigated the intersection between macro-level institutional narratives on plurilingualism and language education, and the increasingly complex linguistic repertoires that students bring to their school experience in South Tyrol (Italy). The paper first outlines the main specificities of this historically multilingual substate [...] Read more.
This study investigated the intersection between macro-level institutional narratives on plurilingualism and language education, and the increasingly complex linguistic repertoires that students bring to their school experience in South Tyrol (Italy). The paper first outlines the main specificities of this historically multilingual substate entity, and discusses how current educational guidelines celebrate linguistic diversity while failing to explicitly acknowledge the epistemic capacity of more recently settled minoritised language communities. Zooming in at micro-level classroom experiences, the paper then looks at the educational stances of one primary school teacher who took part in a participatory action research initiative aimed at the valorisation and mobilisation of students’ complex linguistic repertoires. Over two years, the initiative fostered collaboration among teachers and researchers to co-construct strategies aligned with the principles of pedagogical translanguaging. Through qualitative analysis of data generated through individual semi-structured interviews and a short reflective text, this paper shows how the selected teacher began to reconceptualise plurilingual education in more inclusive and equitable ways, i.e., supporting both institutional and non-dominant languages and legitimising the children’s diverse knowledge bases. By highlighting the role of teachers’ agency in challenging macro-level narratives from below, the study addresses the imbalances of power between institutionalised and non-institutionalised languages, and contributes to research framing plurilingual education as a socially engaged phenomenon in increasingly multilingual contexts. Full article
23 pages, 597 KiB  
Article
“Okay We’re Doing My Idea”: How Students Enact Epistemic Agency and Power in a Design-Based Engineering Context
by Christina L. Baze, María González-Howard, Victor Sampson, Richard Crawford and Xiaofen Hamilton
Educ. Sci. 2025, 15(4), 402; https://doi.org/10.3390/educsci15040402 - 23 Mar 2025
Viewed by 759
Abstract
Science and engineering practices are intended to engage students authentically in the work that scientists and engineers do in order to provide opportunities for meaningful engagement in disciplinary work, including design-based learning. Meaningful engagement, particularly for sensemaking purposes, requires a shift in who [...] Read more.
Science and engineering practices are intended to engage students authentically in the work that scientists and engineers do in order to provide opportunities for meaningful engagement in disciplinary work, including design-based learning. Meaningful engagement, particularly for sensemaking purposes, requires a shift in who is leading the classroom community’s intellectual work, from the teacher to the students. When students are positioned with the intellectual responsibility of producing and evaluating ideas, there is potential for them to act with epistemic agency. Enacting epistemic agency involves socially negotiated framing and power dynamics. The purpose of this study is to determine the ways in which gendered power dynamics influence the negotiation of epistemic agency in a design-based learning context. Using a qualitative case study methodology, student negotiations of epistemic and positional framing from a mixed-gender group were observed. Transcripts from their discourse during two design challenges were mapped, and focal group interviews were holistically analyzed to understand students’ perceptions and navigation of epistemic and positional framings in a design-based learning context and to understand how power dynamics influence these negotiations. Students understood the epistemic goals of the design challenges to involve designing solutions to real-world problems. During the first challenge, the group distributed positions of epistemic authority among the members. However, the group experienced a change in composition, resulting in changed power dynamics and epistemic oppression. These findings have implications regarding the critical impact that classroom culture and interactional practices might have on students’ epistemic agency, especially considering their multiple identity markers. Full article
(This article belongs to the Special Issue Advancing Science Learning through Design-Based Learning)
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16 pages, 235 KiB  
Essay
Navigating Global Environmental Challenges: Disciplinarity, Transdisciplinarity, and the Emergence of Mega-Expertise
by Rolf Lidskog
Climate 2025, 13(1), 20; https://doi.org/10.3390/cli13010020 - 16 Jan 2025
Cited by 2 | Viewed by 1124
Abstract
This study explores the nature and significance of a crucial form of global environmental expertise: that which relates to conducting global environmental assessments with the aim of influencing decision-making. Drawing on the theory of expertise, which conceptualizes expertise as a social position defined [...] Read more.
This study explores the nature and significance of a crucial form of global environmental expertise: that which relates to conducting global environmental assessments with the aim of influencing decision-making. Drawing on the theory of expertise, which conceptualizes expertise as a social position defined by epistemic practice, this study focuses on expertise in the context of global environmental challenges—particularly relating to climate change and the IPCC—highlighting the expertise required to address this kind of complex and multifaceted issue. This type of expertise allows for a synthesis of the current state of environmental challenges, the proposal of options for action, and communication of these findings to decision-makers and society at large. This expertise shapes knowledge that is much broader than a single disciplinary field, encompassing both ecological and social dynamics, and allows for the development of recommendations for action. This study finds that such expertise embodies a distinct epistemic practice with four key characteristics that distinguish it from more narrowly defined forms of expertise and introduces the term “mega-expertise” to capture the character and position of this kind of expertise. This study concludes by reflecting on the broader implications of this form of expertise, considering its relationship to more traditional, disciplinary scientific expertise. Full article
(This article belongs to the Section Policy, Governance, and Social Equity)
13 pages, 184 KiB  
Article
An Autoethnography of an Islamic Teacher Education Programme
by Ozan Angin
Educ. Sci. 2025, 15(1), 90; https://doi.org/10.3390/educsci15010090 - 15 Jan 2025
Viewed by 934
Abstract
This article explores Islamic Teacher Education through an autoethnographic account of the author’s experience with the Graduate Certificate of Education (Islamic Pedagogy) at the University of South Australia. It addresses the lack of research on how Islamic Pedagogy is taught, contributing to the [...] Read more.
This article explores Islamic Teacher Education through an autoethnographic account of the author’s experience with the Graduate Certificate of Education (Islamic Pedagogy) at the University of South Australia. It addresses the lack of research on how Islamic Pedagogy is taught, contributing to the growing scholarship on faith-based teacher education. Autoethnography is a qualitative research method that combines autobiography and ethnography, emphasising personal experiences to explore cultural communities. It is especially useful in studying emerging concepts like Islamic Pedagogy and faithful praxis. This approach challenges Western positivism, promoting epistemic reflexivity, and offering critical insights into marginalised perspectives and educational practices. This paper employs autoethnography to present the author’s faithful praxis journey as a transformative pedagogical shift, shaped by their experiences with Western and Islamic epistemologies, aiming to empower Muslim voices in education and challenge marginalisation, with the Graduate Certificate fostering epistemic reflexivity and providing a platform to reconcile Islamic and Western knowledge in the classroom. This paper also clarifies the distinction between Islamic Pedagogy and Islamic integration through autoethnography by highlighting their complementary nature as opposed to the author’s initial assumptions around their interchangeability. Whilst this article contributes to the growing Islamic Teacher Education scholarship through an autoethnographic perspective, further research to assess broader program efficacy is still needed. Full article
(This article belongs to the Special Issue Teacher Education for Islamic Education and Schooling)
10 pages, 188 KiB  
Article
Epistemic Goals of Scientific Inquiry: An Explanation Through Virtue Epistemology
by Mikhail Khort
Philosophies 2025, 10(1), 4; https://doi.org/10.3390/philosophies10010004 - 9 Jan 2025
Viewed by 1797
Abstract
The paper examines the integration of virtue epistemology into the philosophy of science, emphasizing its potential to deepen our understanding of scientific inquiry. The article begins by considering the limitations of traditional epistemological frameworks that focus on beliefs. The discussion is set in [...] Read more.
The paper examines the integration of virtue epistemology into the philosophy of science, emphasizing its potential to deepen our understanding of scientific inquiry. The article begins by considering the limitations of traditional epistemological frameworks that focus on beliefs. The discussion is set in the context of the “value turn” in contemporary epistemology. Arguments are made to move towards recognizing the significance of intellectual virtues and the nature of epistemic agents. The current gaps in definitions of intellectual virtues about reliabilist and responsibilist approaches are examined and conceptual steps are proposed to bridge these gaps. It is suggested that the local and general epistemic goals of science should be clearly distinguished and then different ways of knowing should be attributed to these goals. These ways of knowing are proposed to be seen as exemplifying the realization of reliable skills and intellectual character traits. In sum, the article argues that adopting a virtue epistemology not only enriches the discourse on scientific knowledge but also promotes a culture of responsibility and integrity in the scientific community. Full article
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