The book gives a penetrating and full-length study of epistemology in the school of Bhatta Mimamsa. The work is based on an intensive and critical study of the Sanskrit texts which have not been utilized by any other Oriental scholar so far. It is very much different from other books on the subject because it not only discusses historically the epistemology of the Bhatta School but also discusses many really philosophical problems connected with epistemology in general and Indian epistemo-logy in particular. One of the most valuable features of the work is the comparative references which it makes to standard epistemologists of Western philosophy. The book reaches the highest watermark in its line. It compares and contrasts the Bhatta position on various issues with not only other Indian schools but also with some of the European philosophers like Russell, Moore, Reid, Hume, Mill and Kant. In a sense it is an exercise in comparative philosophy. This is inevitable, as otherwise, the position of the Bhatta School cannot be clarified and brought out in depth.

This broad collection of accessible essays helps readers develop a fuller appreciation of the nature of science and scientific knowledge in general. The focus throughout is on the relationships in science between fact and theory, about the nature of scientific theory, and about the kinds of claims on truth that science makes. Arranges essays according to three essential aspects of scientific practice: Method, theory, and discovery. For scientists looking to broaden their general knowledge of basic scientific theory.

"Despite the progress of the women's movement, many women still feel silenced in their families and schools. This moving and insightful bestseller, based on in-depth interviews with 135 women, explains"

The creative world of a northern Native community is revealed in this innovative book. Once semi-nomadic hunters and gatherers, the Dene Tha of northern Canada today live in government-built homes in the settlement of Chateh. Their lives are a distinct blend of old and new, in which more traditional forms of social control, healing, and praying entwine with services supplied by the Royal Canadian Mounted Police, a nursing station, and a Roman Catholic church. Many older cultural beliefs and practices remain: ghosts still linger, reincarnating and sometimes stealing children's souls; dreams and visions are powerful shapers of actions; and personal visions and experiences are considered the sources of true knowledge.

One of the pathways by which the scientific community confirms the validity of a new scientific discovery is by repeating the research that produced it. When a scientific effort fails to independently confirm the computations or results of a previous study, some fear that it may be a symptom of a lack of rigor in science, while others argue that such an observed inconsistency can be an important precursor to new discovery. Concerns about reproducibility and replicability have been expressed in both scientific and popular media. As these concerns came to light, Congress requested that the National Academies of Sciences, Engineering, and Medicine conduct a study to assess the extent of issues related to reproducibility and replicability and to offer recommendations for improving rigor and transparency in scientific research. Reproducibility and Replicability in Science defines reproducibility and replicability and examines the factors that may lead to non-reproducibility and non-replicability in research. Unlike the typical expectation of reproducibility between two computations, expectations about replicability are more nuanced, and in some cases a lack of replicability can aid the process of scientific discovery. This report provides recommendations to researchers, academic institutions, journals, and funders on steps they can take to improve reproducibility and replicability in science.

An impressive and innovative follow up to Women's Ways of Knowing, this book shows how the authors' “ways of knowing” theory revolutionized the fields of law, education, psychology, and women's studies, to name but a few. In essence, this dynamic collection poses the ultimate question: Can we come to understand and respect diverse ways of knowing? Features: 15 essays, all written exclusively for this volume the essays are by the original authors of Women's Ways of Knowing and prominent contributors, including Sandra Harding, Aida Hurtado, Sara Ruddick, Michael Mahoney, and Patricinio Schweickart in separate chapters, the authors explore how their thinking has developed and changed since Women's Ways of Knowing argument is expanded beyond gender and knowledge to address the factors of color, class, and culture.

There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.