Broad Epistemological Assumptions Discussed In Class

Broad Epistemological Assumptions Discussed In Class

Assignment ID Number	AFFGEHU83939HD
Type of Document	Essay
Writing Format	APA/MLA/Harvard
Academic Level	Masters/University
References/Sources	4 References

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Broad Epistemological Assumptions Discussed In Class

 

Running head: THE TITLE OF THE PAPER 1

THE TITLE OF THE PAPER 2

The Title of the Paper Goes Here

Student Name

Mississippi State University

The Title of the Paper Goes Here

This document provides guidelines for the paper. Please notice the title of the paper is included here. Also, note that the word “introduction” is not used as a heading. In this section please include a general introduction that ends with a thesis statement informing the reader of the content of the paper. (1 paragraph of 5-8 sentences [varied styles])

Epistemology and Knowledge

In this section, define and discuss knowledge and epistemology. How are the two intertwined? What has been noted about each in the readings and class discussion? (2-3 paragraphs of 5-8 sentences [varied styles])

Broad Epistemological Assumptions

In this section, define and discuss the three broad epistemological assumptions discussed in class. Please provide cited direct quotations or paraphrased definitions from reputable sources (e.g., journal articles). (2-3 paragraphs of 5-8 sentences [varied styles])

Personal Epistemological Assumption

In this section, discuss your epistemological assumption based on the readings, class discussions and the quiz. In order to do this, complete the quiz and take note of your responses. Include the summary of your epistemological assumption that is provided at the end of the quiz. Discuss your interpretation of the assumption provided at the conclusion of the quiz. Also discuss the ways in which you now understand how your epistemological stance contributes to the way you think and know. For example, if, according to the test, you think subjectively, discuss how you are able to understand how others may experience situations differently than you. Or if, according to the test, you think subjectively but you know that it is a challenge for you to view situations from others’ perspectives, speculate potential reasons for this discrepancy.

See quiz: https://www.proprofs.com/quiz-school/story.php?title=epistemology-and-you. (2-4 paragraphs of 5-8 sentences [varied styles])

Conclusion

In this section, provide a summary and/or conclusion relation to knowledge, epistemology and your critical thinking. Highlight what you hope to gather from this course as we move forward. Finish the section with a strong sentence that demonstrates a general understanding of the role of epistemology in our thinking. The way that a paper begins and ends is just as important as the information included in the body.

(1 paragraph)

References

Ellerton, P. (2017, August). How do you know that what you know is true? That’s epistemology. The Conversation. Retrieved from http://theconversation.com/how-do-you-know-that-what-you-know-is-true-thats-epistemology-63884.

Felton, M. K., & Kuhn, D. (2007). “How do I know?” The epistemological roots of critical thinking. The Journal of Museum Education, 32(2), 101-110. Retrieved from http://www.educationforthinking.org/sites/default/files/pdf/02-03HowDoIKnow.pdf.

Freychris424 (n.d.). Epistemology and you. ProProfs Quiz Maker. Retrieved from https://www.proprofs.com/quiz-school/story.php?title=epistemology-and-you.

Nosich, G. M. (2012). Chapter 1: What is critical thinking? In G. M. Nosich’s, Learning to think things through: A guide to critical thinking across the curriculum (4th ed.). Pearson Education. Retrieved from https://www.pearsonhighered.com/assets/samplechapter/0/1/3/7/0137085141.pdf.

Pearson (n.d.). What is critical thinking? Retrieved from http://wps.pearsoncustom.com/wps/media/objects/3388/3469470/ch05.pdf.

Appendix A: Epistemology and You Quiz

Questions and Answers

1. Finish the sentence: The scientific method is….

• …the only proven way to discover truth(s).
• …flawed, but an effective process to answer many questions.
• …an invented method of inquiry designed to increase the perception of certainty and truth in a scientist’s mind.

2. If a tree falls in a forest and no one is around to hear it, does it make a sound?

• No. Sound is a human construction we use to perceive our reality. If nobody was there to process and construct the sound, then it would not exist.
• Very likely, there is no way to be 100% sure, but if a tree falls in a forest it should make a sound.
• Yes, of course. What a silly question.

3. How do we know that the sky is blue?

• Observation and measurement. The sky emits a certain wavelength of light that our eye perceives as blue.
• Observation and measurement. Although we cannot be 100% certain the sky is blue because our measurement systems have bias and human limitation.
• Color is socially constructed. We know the sky is blue because we were socialized to construct the world in a certain ways, such as color identification.

4. Is it possible to truly understand historical events?

• Not 100%, although with triangulation of many forms of evidence we can get a good idea of what happened.
• No, historical events are inherently open to different interpretations from both the first-hand participants and later people studying the events. Understanding of events is constantly in flux and therefore there can be no “true” or “absolute” understanding.
• Through artifacts, personal accounts, and carbon-dating we can recreate an accurate account of historical events.

5. What is the significance of this statement: “I think, therefore I am.”

• Not significant, even if you aren’t thinking…you still exist in some measurable form.
• Some significance, but your body is still part of the external reality.
• Quite significant, thinking and processing are the core of existence and reality.

6. What is the difference between knowledge and belief?

• Knowledge can be proven but beliefs have a “falsifiable problem” since they cannot be proved or disproved.
• Perception.
• The line between the two can be delicate, but generally knowledge can be proven through experiments and beliefs have a “falsifiable problem.”

7. Finish the sentence: Truth is….

• Relative
• Absolute, but difficult to figure out.
• Absolute.

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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