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Theory of knowledge --- Philosophy of science --- epistomologie --- kennisleer

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The central question posed in this book is: If there existed a superior being who possessed the supernatural qualities of omniscience, omnipotence, immortality, and incomprehensibility, how would he/she act differently from us? The mathematical theory of games is used to define each of these qualities, and different assumptions about the rules of play in several theological games that might be played between ordinary human beings and superior beings like God are posited. Implications of these definitions and assumptions are developed and used to explore such questions as: are God's superior powers compatible with human free will? Can they be reconciled with the problem of evil in the world? In what situation is God's existence "decidable" in gamelike relationships He migh have with us? By endowing omniscience/omnipotence/immortality/incomprehensibility with unambiguous meanings, the author shows how game theory can help breathe life into questions that have been dismissed too quickly simply because they are metaphysical--outside the world of experience. Thereby he clarifies the structure of our thought about an ultimate reality, whether or not it is viewed as religious. Reviews from the first edition: "[Brams's] arguments, some of them quite complicated, are presented clearly and enough background information is given to enable the non-expert in game theory to follow what is going on." - H.N.V. Temperley, Nature (March, 1984) "Superior Beings is an extraordinary book... He [Brams] uses strikingly simple models and generally transparent logic to make some surprising inferences about superiority. His inquiry is carried out with great inventiveness and care, and his book is highly recommended to those interested in religion, philosophy, and the contribution of logical analysis." - D. Marc Kilgur, American Scientist (1984) "Brams has performed a service in deominstrating that rational analysis need not stop where issues involving faith and emotion begin." - Peter Bennett, New Scientist (1 March, 1984) "Does game-theoretic theory exist? This book is a fresh partial answer, modestly phrased and interestingly written. Readers will enjoy it and learn from it whether or not the believe in either God or von Neumann." - Dr. Paul R. Halmos, Indiana University "Professor Brams has boldly invaded an unexplored region where modern game theory and decision theory find applications to monotheistic theology. His carefully constructed arguments would have perplexed Maimonides, Aquinas, Luther, or the great Muslim thinkers... But it is hard to see how they can be ignored by contemporary theologians." - Martin Gardener "[Brams's] work can be highly recommended as collateral reading for introdcutory courses on mathematical modeling in the social, managerial and decision science-now perhaps even in theology." - William F. Lucas, American Mathematical Monthly (January, 1987)

Science --- Philosophy --- Theory of knowledge --- Operational research. Game theory --- popularisering wetenschap --- filosofie --- epistomologie --- speltheorie --- kennisleer

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Theory of knowledge --- General ethics --- Aesthetics --- Art --- aesthetics --- esthetica --- ethiek --- kunst --- epistomologie --- kennisleer

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Philosophy --- Theory of knowledge --- Information systems --- ICT (informatie- en communicatietechnieken) --- filosofie --- epistomologie --- informatiesystemen --- kennisleer

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This volume offers a critical examination of the growing pressure to apply scientific principles as a means to improve education. The authors trace the ideology of scientism to the early faith Auguste Comte placed in science and the scientific method as a panacea to all human problem solving. By revealing many of the epistemological problems confronted by the social sciences, including education, the authors undermine the prevailing view that a science of education is possible or desirable. Besides revealing the epistemological problems associated with education research, they suggest that the instrumentalism and micro level responsibility related to scientism in education constitute a manipulative ideological smokescreen to distract public attention away from the structural inequities that generate disparate academic outcomes among students in industrialized democracies. The book deals a severe blow to the belief that science is a suitable lens through which to view or strengthen educational practice. "One begins this book with the skeptical belief that it can't be right. The task of reading, then, is to locate where Hyslop-Margison goes wrong to reach his radical and disturbing conclusions. At the very least, even the most skeptical will have to recognize that the unsayable that current educational research has proven largely fruitless for discernable reasons is certainly plausible. He brilliantly brings an issue that has been considered too eccentric to contemplate into the heart of current educational discourse. Everyone concerned with educational research researchers and those policy-makers, administrators, and other educational workers who draw on the products of educational research should read this important book carefully." Kieran Egan, Faculty of Education, Simon Fraser University

Philosophy --- Theory of knowledge --- Social sciences (general) --- School management --- Teaching --- onderwijspolitiek --- onderwijsfilosofie --- psychosociale wetenschappen --- sociologie --- epistomologie --- kennisleer