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Plato's is one of the first typologies, based on his values. Plato singled out the following types: aristocratic characterized by dominant of the higher side of soul, aspiration to true search; timocratic characterized by strong development of ambition and inclination to struggle; oligarchic characterized by greediness, restraint and thrift;
A cognitive model, as illustrated by Robert Fludd (1619) [1]. Cognition is the "mental action or process of acquiring knowledge and understanding through thought, experience, and the senses". [2]
The California Psychological Inventory's CPI 260 Instrument also has similar scales, of "Initiates action, Confident in social situations" versus "Focuses on inner life, Values own privacy"; and "Rule-favoring, Likes stability, Agrees with others" versus "Rule-questioning, Has personal value system, Often disagrees with others" and the four ...
These character traits can be powerful forces which are totally unconscious to the person. [3] Fromm along with Freud believed that the most important aspect in one's character was not a single character trait, but rather, the total character organization from where many single character traits follow. [ 3 ]
Knowledge based on perception, introspection, and memory may give rise to inferential knowledge, which comes about when reasoning is applied to draw inferences from other known facts. [95] For example, the perceptual knowledge of a Czech stamp on a postcard may give rise to the inferential knowledge that one's friend is visiting the Czech Republic.
Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. [3] It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences.
Definitions of knowledge aim to identify the essential features of knowledge. Closely related terms are conception of knowledge, theory of knowledge, and analysis of knowledge. Some general features of knowledge are widely accepted among philosophers, for example, that it involves cognitive success and epistemic contact with reality.
Categorization is a type of cognition involving conceptual differentiation between characteristics of conscious experience, such as objects, events, or ideas.It involves the abstraction and differentiation of aspects of experience by sorting and distinguishing between groupings, through classification or typification [1] [2] on the basis of traits, features, similarities or other criteria that ...