Recognition; with an outline of a theory of knowledge.

Mode of access: Internet.

Epistemology, or the theory of knowledge; an introduction to general metaphysics, by P. Coffey ...

First published, 1917; reprinted 1958."

What is truth? an essay in the theory of knowledge,

"Published on the foundation established in memory of James Wesley Cooper of the class of 1865, Yale college."

The participatory mind : a new theory of knowledge and of the universe /

"We have taken IQ tests but, strangely, no Compassion Aptitude Tests (CATs). Yet mind and emotions need to be seen as two different parts of the same spectrum, says holistic thinker Henryk Skolimowski, if the human psyche, having taken an unprecedented battering this century, is to be mended. This cannot be accomplished, however, either through the offices of dusty philosophical treatises or popular psychological fixes, only by our arriving at a new way of looking at the world." "In a Grand Theory of participatory mind that builds on the insights of such thinkers as Teilhard de Chardin and Bergson as well as contemporaries Dobzhansky and Bateson, Skolimowski points to a new order, one brought about by a Western mind returning to, then reintegrating, the spiritual. This quest for fresh perspectives, as we approach the twenty-first century, has now become 'the hallmark of our times'."--BOOK JACKET.

Spreading my wings : how can I improve my practice and contribute to the professional knowledge base through narrative-autobiographical self-study?

"How can I improve my practice and contribute to the professional knowledge base through narrative-autobiographical self-study?" Through the use of Whitehead's (1989) living educational theory and examination of my stories, I identify the values and critical events that have helped me come to know my own learning and shape my professional self. Building on the premise that educational knowledge/theory is created, recreated, and lived through educational inquiry; I strive to make meaning of this data archive, collected over 7 years of teaching. I chart my journey to reexamine my beliefs and practices, to find a balance between traditional and progressive practices and to align my theory and practice. I retell, and, thus, in some way relive, my own "living contradictions." A reconceptualization of the KNOW, DO, BE model (Drake & Burns, 2004) is used to develop strategies to align my practice, including a six-step model of curriculum design that combines the backwards design process of Wiggins and McTighe (1998), the KNOW, DO, BE model (Drake & Burns) and Curry and Samara's (1995) differentiation planner.

Narratives and landscapes : their capacity to serve indigenous knowledge interests

The thesis is a culmination of my research which drew on tyangi wedi tjan Rak Mak Mak Marranunggu and Marrithiel knowledge systems. These awa mirr spiritual knowledge systems have guided our Pilu for millennium and have powerful spiritual affiliation to the land and our continued presences. The understandings of the spiritual connectedness and our practices of relatedness have drawn on Pulitj, our deep awa mirr spiritual philosophy that nourishes us on our country. This philosophy gave us our voice and our presence to act in our own ways of knowing and being on the landscapes created by the Western bureaucratic systems of higher education in Australia to bring forth our Tyikim knowledge systems to serve our own educational interests. From this spiritual ‘Puliyana kunun’ philosophical position the thesis examines colonising constructions of Tyikim peoples, Tyikim knowledge systems in education, Tyikim research and access to higher education for Tyikim students. From the research, it is argued that the paradigm, within which the enclave-derived approach to Indigenous higher education is located, is compatible with the normalising imperialistic ideology of higher education. The analysis of the Mirrwana/Wurrkama participatory action research project, central to the research, supported an argument for the Mirrwana/Wurrkama model of Indigenous higher education. Further analysis identified five key pedagogical principles embedded within this new model as metaphorically equivalent to wilan~bu of the pelangu. The thesis identifies the elements of the spirituality of the narrative exposed in the research-in-action through the “Marri kubin mi thit wa!”. This is a new paradigm for Tyikim participation in higher education within which the Mirrwana/Wurrkama model is located. Finally, the thesis identifies the scope for Tyikim knowledge use in the construction of contemporary ‘bureaucratic and institutionalised’ higher education ngun nimbil thit thit teaching and learning experiences of Tyikim for the advancement of Tyikim interests. Here the tyangi yigin tjan spiritual concepts of narrative and landscape are drawn upon both awa mirr metaphorically and in marri kubin mi thit wa Tyikim pedagogical practice.

Knowledge and life /

Mode of access: Internet.

The analysis of knowledge,

"First published in 1940."

Science of knowledge /

Photocopy. Ann Arbor, Mich. : University Microfilms, 1981

The foundations of common sense : a psychological preface to the problems of knowledge /

Includes index.

Knowledge, belief and certitude; an inquiry with conclusions.

Mode of access: Internet.

The science of knowledge.

Mode of access: Internet.

Remarks on the classification of the different branches of human knowledge.

"First edition of this rare little treatise."-Goldschmidt's cat. 24.