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WIEDZA W AKADEMII I POZA AKADEMIĄ. Wprowadzenie do bloku tematycznego

100%
Hetmański M.
Filozofia i nauka. Studia filozoficzne i interdyscyplinarne
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2021
|
vol. 9/1
9-10
2
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Proceduralno-kognitywny charakter ideału obiektywności

100%
Hetmański M.
Zagadnienia Naukoznawstwa
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2015
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vol. 51
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issue 2(204)
97-110
PL
W artykule prezentowany jest ideał obiektywności poznania i wiedzy znajdujący wyraz poza nauką również w licznych społecznych czynnościach i instytucjach. Analizowana jest głównie proceduralna geneza i natura tego ideału. W drugiej części artykułu przedstawiona jest krytyczna analiza ideału obiektywności przeprowadzona przez teorię metafor pojęciowych Lakoffa i Johnsona, według których metaforyczność utrwala postawę obiektywistyczną w nauce i potocznym myśleniu.
EN
The paper presents the ideal of objectivity of cognition and knowledge prevailing both in science and many social activities and institutions. The procedural nature of this ideal is analyzed particularly. The second part of the paper concentrates on the critical analyses of this ideal provided by Lakoff and Johnson’s conceptual metaphor theory, mainly their thesis that objectivity ideal is maintained by the metaphorical thinking is considered.
3
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Expertise and Expert Knowledge in Social and Procedural Entanglement

100%
Hetmański M.
Eidos. A Journal for Philosophy of Culture
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2020
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vol. 4
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issue 2
6-22
EN
The paper analyzes, on the basis of Ryle’s concepts of knowledge that and knowledge how, both objectified (verbalized, justified and verified) forms of expert knowledge and the performative (procedural, interactional) nature of expertise. Both theoretical and practical aspects of the identified categories are studied from historical and social (institutional) perspectives as phenomena characteristic of post-modern information society. In virtue of the selected social examples an epistemological model of performative expert knowledge and expertise is constructed in which crucial elements are distinguished: experts’ cognitive attitudes and dispositions, intellectual skills, intuition and mistakes as well as types of interactional versus contributory expertise. Also considered are the epistemological consequences derived from the research concerning expertise in psychiatric treatment where both expert knowledge and expertise fall into line with institutional requirements (medical or juridical) as well as procedures (correspondence with facts and/or other procedures).
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