高基存. / 呈交日期: 2004年8月. / 論文(哲學博士)--香港中文大學, 2005. / 參考文獻 (p. 181-188). / Cheng jiao ri qi: 2004 nian 8 yue. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts also in English. / Gao Jicun. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2005. / Can kao wen xian (p. 181-188).

Classifications are useful and efficient. We group things into kinds to facilitate the acquisition and transmission of important, often tacit, information about a particular entity qua member of some kind. Whilst it is universally acknowledged that classifications are useful, some scientific classifications (e.g. chemical elements) are held to higher epistemic standards than folk classifications (e.g. bugs). Scientific classifications in terms of 'natural kinds' are considered to be more reliable and successful because they are highly projectible and support law-like and inductive generalisations. What counts as a natural kind is, however, controversial: according to essentialists (e.g. Putnam, Kripke, Ellis) natural kinds are mind-independent and possess essential characteristics; according to promiscuous realists (e.g. Dupre ) there are 'countless legitimate, objectively grounded ways of classifying objects in the world'; and according to scientific realists (e.g. Boyd, Psillos) natural kinds are grounded in the 'causal structure of the world'. More specifically, realism about kinds can be understood as a commitment to the existence of natural divisions (kinds) in the world that we come to know as a result of mature scientific investigation into the nature of such kinds. Realism about natural kinds is supported and articulated in terms of three main arguments, metaphysical, semantical, and epistemological. In the first part of my thesis I offer a sustained and systematic investigation of these three main arguments, with their respective promises and prospects for the viability of realism about kinds and I find them wanting, whilst in the second part of the thesis I pursue an unexplored line of inquiry regarding natural kinds and propose a mild realism about natural kinds via the ontology of real patterns.

The Meno has traditionally been viewed as "one of Plato's earliest and most noteworthy forays into epistemology." In this dialogue, and in the course of a discussion between Socrates and his young interlocutor, Meno, about the nature of virtue and whether it can be taught, “Meno raises an epistemological question unprecedented in the Socratic dialogues.” This question - or rather, dilemma - has come to be known in the philosophical literature as Meno’s Paradox of Inquiry, due its apparently containing an easy-to-detect equivocation of the word ‘know’. Immediately after the paradox, and in an apparent response to it, Socrates recounts a myth: a story told by priests and priestesses about the pre-natal existence and immortality of the soul. From this this myth, Socrates concocts the infamous theory of recollection – a theory according to which the soul has acquired knowledge of everything before it was born, while in a disincarnate state. According to the traditional reading of Meno’s paradox, this theory constitutes Plato’s response to it. The traditional reading has come under fire in recent years by advocates of the epistemological reading (ERM), who argue that the theory of recollection is not Plato’s intended response to the paradox. Instead, they suggest, Plato’s distinction between true belief and knowledge – which appears towards the end of the dialogue – is sufficient for solving the paradox; and as such, it ought to be read as Plato’s response to it. In this thesis, I argue against ERM’s claim that a mere epistemological distinction is all it takes to solve the paradox. To do so, I explore the metaphysics of change in Plato’s ontology. From this, I appeal to our everyday notion of ‘memory’ in order to show that Meno’s paradox, in fact, contains a hidden-premise, which when laid bare, reveals two distinct challenges contained within the argument: a superficial one, and a deeper one. I argue that although it appears at first blush as though the former could easily be dismissed as an equivocation, to which the epistemological distinction between belief and knowledge could provide an answer, the latter cannot. This is because the deeper challenge threatens the very preconditions of knowledge itself – that is to say, it renders cognition impossible – and, as such, it cancels out any effort to provide an epistemological response to the superficial challenge. Hence, unless the deeper-level challenge is satisfactorily disarmed, both challenges remain unanswered. I argue that although the major motivation for the theory of recollection in the Meno is indeed to provide an answer to scepticism about knowledge, nevertheless, it ought to be understood, first, as a theory of cognition – i.e. as a theory about the preconditions and atomic building blocks of knowledge – and not a theory of knowledge per se. This answer comes in the form of a radical theory of the mind and cognition – one that stands in stark opposition to our common-sense views about the mind: a view from which, Plato believed, the paradox arises. Drawing on recent debates between Nativists and Empiricists in the Cognitive Sciences, I argue that it was a great achievement of Plato’s to grasp that our common-sense view about the mind, and its concomitant process of learning, language acquisition and knowledge acquisition, might in fact be at the very root of scepticism about our ability to engage in meaningful philosophical practice, and our ability to acquire objective knowledge – especially, objective moral knowledge. The Meno’s paradox, then – so I contend - is not a puzzle whose solution rests upon merely pointing to an epistemological distinction between true belief and knowledge, as advocates of ERM have suggested. Rather, it is a puzzle about cognition. More precisely, it is a puzzle that targets the rudimentary cognitive stages of initial cognition and truth-recognition - one whose solution entails offering an account of the mind that would make these elementary cognitive processes possible. Accordingly, Plato’s theory of recollection in the Meno ought to be read as an attempt to map the structure of the mind, and as such, to provide an account of cognition. In doing so, he intended to put forward a view about the preconditions of knowledge – the sort of preconditions without which language acquisition and knowledge acquisition would simply not be possible. With this theory, Plato has the beginnings of an argument against the kind of relativism and scepticism prevalent at his time. As such, a correct interpretation of the so-called paradox of inquiry (and Plato’s proposed solution to it via the theory of recollection) should approach it as a puzzle about mind and cognition – and not solely as an epistemological one, as it has previously been treated.

Tendo como ponto de partida o que poderia ser chamado de "epistemologias históricas da ciência", delineia-se uma concepção de ciência que se insere, mais amplamente, numa teoria dialética do conhecimento, em contraposição a uma visão metafísica. Busca-se em seguida explicitar a relação entre tais epistemologias e a prática pedagógica, emergindo disso nossa opção por uma educação dialógica e libertadora, da qual se depreende, entre outras coisas, a relevância da história da ciência sob diversos aspectos. Fundamentado nessa perspectiva, aborda-se o conceito de tempo, de extrema importância no âmbito da física, resultando na construção de um texto, destinado preferencialmente a professores de ciências, a partir da re-leitura de uma pesquisa histórica sobre esse tema. / Starting from what may be called "historical epistemologies of science", we elaborate a conception of science which may be classified in a general way as a dialectical theory of knowledge, as opposed to a metaphysical point of view. We then explore the relation between such epistemologies and pedagogic practice, from which emerges our option for a dialogical and liberative education, which in turn emphasizes, beside other things, the relevance of history of science under various aspects. Bared on such perspective, we study the concept of time, which is extremely important in physics, and as a result, after re-reading a historical research on this theme, construct a text aimed primarily at science teachers.

Resumo: Na presente dissertação temos como objetivo analisar e compreender alguns problemas levantados pela Teoria do Conhecimento sobre a forma como um sujeito epistêmico universal organiza seu campo temporal. Estaremos preocupados em pensar sobre as condições de possibilidade presentes no aparato cognitivo humano que possibilitam a elaboração de um campo temporal e, principalmente, na discussão do tempo como uma noção a priori na Epistemologia Genética. Para tanto faremos um estudo dos trabalhos desenvolvidos por Immanuel Kant, essencialmente a primeira parte da “Crítica da Razão Pura”, intitulada “Estética Transcendental”, onde o autor se preocupa em analisar a noção de tempo. Juntamente com este texto estudaremos também o trabalho de Jean Piaget “A Noção de tempo na Criança” e desta análise em conjunto pretendemos mostrar as possibilidades de aproximação e distanciamento entre a proposta teórica destes dois autores para a compreensão da noção de tempo no ser humano. Concluímos que o tempo, para Kant é um aspecto formal a priori, portanto completamente independente da experiência; já para a Epistemologia Genética, o tempo não é dado a priori, já organizado no aparato cognitivo humano, ela o compreende como uma noção que precisa ser elaborada pelo sujeito no contato com a realidade e, portanto, o concurso da experiência é essencial para a construção desta noção. / Abstract: Not available. / Orientador: Adrian Oscar Dongo Montoya / Coorientador: Ricardo Pereira Tassinari / Banca: Marcelo Carbone Carneiro / Banca: Ubirajara Rancan de Azevedo Marques / Mestre

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / O paradigma hegemÃnico de ciÃncia, apesar de suas inquestionÃveis contribuiÃÃes à sociedade, encontra-se em meio a uma descrenÃa Ãtica e epistemolÃgica crescente. Fruto de uma racionalidade que desprezou uma reflexÃo ontolÃgica sobre sua prÃxis, contribuiu para criar novos e complexos problemas, colocando em risco a prÃpria sobrevivÃncia da humanidade. Na atual configuraÃÃo social, temos problemas modernos para os quais nÃo dispomos de soluÃÃes modernas. Tal situaÃÃo tenciona para a construÃÃo de uma nova forma de produÃÃo de conhecimentos, capaz de dar resolutividade Ãs questÃes que a prÃpria ciÃncia moderna contribuiu para engendrar. Objetivou-se uma anÃlise na dimensÃo praxiolÃgica dos pressupostos teÃrico-metodolÃgicos e sociopolÃticos da pesquisa âEstudo epidemiolÃgico da populaÃÃo do baixo Jaguaribe exposta a contaminaÃÃo ambiental em Ãrea de uso de agrotÃxicosâ. Utilizou-se o estudo de caso como mÃtodo, precedido do uso de grupo focal, entrevista em profundidade e entrevista semiestruturada como tÃcnica. Para a anÃlise do material qualitativo adotou-se a AnÃlise de Discurso em conformidade com os pressupostos da HermenÃutica de Profundidade. Em meio à descrenÃa epistemolÃgica que desponta no horizonte do paradigma moderno, encontra-se a oportunidade para repensar novas prÃticas de atuaÃÃo no processo de construÃÃo do conhecimento. Dessa forma, esse estudo buscou superar os modos simplificadores de compreensÃo do real a partir da conjugaÃÃo de aportes epistÃmicos complexos. Fez-se, portanto, transdisciplinar, ao tempo em que objetivou compreender os fenÃmenos em suas mÃltiplas acepÃÃes. Refutou a falsa neutralidade axiolÃgica que historicamente favoreceu os interesses das classes hegemÃnicas, contribuindo para ampliar as desigualdades sociais. Preocupou-se com a destinaÃÃo social do conhecimento que produziu, posicionando-se politicamente em favor das classes menos favorecidas. Nesse sentido, tinha no horizonte a elaboraÃÃo de um conhecimento cientÃfico capaz de comungar com o saber popular, de forma horizontal e fraterna. Assumiu o compromisso de manter o permanente diÃlogo entre a pesquisa e os atores sociais dos territÃrios investigados, alimentando os processos de luta e resistÃncia desses sujeitos. Assim, utilizou o conhecimento cientÃfico em favor da contra hegemonia no intuito de dar voz Ãs experiÃncias invizibilizadas pelo paradigma hegemÃnico de ciÃncia. Faz-se presente a necessidade de elaboraÃÃo de novos processos de trabalho em pesquisa, capazes de incorporar a dimensÃo da subjetividade e da incerteza. Capaz de reconhecer na incompletude do saber cientÃfico, a conjuntura favorÃvel para a tessitura de novas relaÃÃes com os saberes camponeses, indÃgenas e tradicionais. / The hegemonic paradigm of science, regardless of its unquestionable contributions to society, is in the middle of an increasing ethical and epistemological disbelief. The result of a rationality that flouted an ontological reflection about its praxis, it contributed to create new complex problems, endangering the very survival of mankind. In the present social configuration, we have modern problems to which we have no modern solutions. Such a situation tends to the construction of a new form of knowledge production, able to give resolution to problems that modern science itself has contributed to engender. This work aims to objective an analysis in the praxeological dimension of the theoretical-methological and sociopolitical presuppositions of the research âEpistemological study of the population of low Jaguaribe exposed to environmental contamination in area of agrotoxic usageâ. The case study method was used, preceded by the use of focal groups, interview in depth and semi-structured interview as technique. For the analysis of the qualitative material the Discourse Analysis in conformity with the presuppositions of the Hermeneutics of Profundity was adopted. In the midst of the epistemological disbelief that arises in the horizon of the modern paradigm, it is possible to find an opportunity to rethink new performance practices in the process of knowledge construction. This way, this study aimed to surpass the simplifier ways of understanding of reality from the conjugation of complex epistemological inputs. It was, then, transdisciplinary, since it aimed to understand the phenomenon in its multiple meanings. It refuted the false axiological neutrality that has historically favored the interests of the hegemonic classes, contributing to widen the social inequalities. The social destination of the knowledge produced was a preoccupation in this work, positioning itself in favor of the less favored social classes. In this way, the elaboration of a scientific knowledge able to commune with the popular wisdom was aimed, in a horizontal and fraternal manner. The commitment of maintenance of a permanent dialogue between the research and the social actors of the investigated territories was set, feeding the processes of fight and resistance of those communities. Thus, it used the scientific knowledge in favor of the counter hegemony with the intention of giving a voice to the experiences that were not made viable by the hegemonic paradigm of science. The need of an elaboration of new work processes in research, able to incorporate the dimension of the subjectivity and uncertainty is a present demand. One able to acknowledge in the incompleteness of the scientific knowledge, the favorable conjuncture for the making of new relations with the rustic peopleâs wisdom, Indians and traditional.

Made available in DSpace on 2016-03-15T19:48:24Z (GMT). No. of bitstreams: 1 Roseli Pereira Correa de Lima e Moura.pdf: 810649 bytes, checksum: 8caebf07f47f2ae9b150f4aa167bb4f5 (MD5) Previous issue date: 2013-02-06 / Fundo Mackenzie de Pesquisa / The scientific character of Religious Studies has undergone three stages: the emergence of the discipline, the consolidation of its autonomy as such at an academic level, and the formation of its disciplinary field. This process occurred in a polemical environment marked by challenges, due to the fact that the discipline does not completely fulfill the strict scientificist demands of the Exact Sciences in regard to object and method, and also with reference to the neutrality of subject and object. There is now in the scientific context a new epistemological scenery, governed by the theory of interdisciplinarity and by the theory of complex systems, that places in the core of its discussions the applicability of scientificist standards to Human Sciences, as well as the disciplinary categorization resulting from excessive specialization, necessary for scientific progress but detrimental to a full view of the unity of sciences. In the present epistemological context, the proposed practice is disciplinary interaction and cooperation, research of the object under an interdisciplinary light, a shared method according to the needs of each research, and a relationship of objectivity between subject and object. In this scenery, Religious Studies are placed in the map of sciences as an integrative element, in the exercise of its tributary-contributive capacity, in the dynamics of interdisciplinary relations and in the thematic amplitude, effective and potential, of its object. Scholarly research offers evidence that, despite theoretical controversies, this interdisciplinary approach already occurs in practice. / A cientificidade das Ciências da Religião passou por três momentos: a emergência da disciplina, a consolidação da sua autonomia disciplinar em nível acadêmico e a formação de seu campo disciplinar. Esse processo ocorreu sempre em ambiente polêmico de questionamentos, visto que a disciplina não atende integralmente os rígidos paradigmas cientificistas das Ciências Exatas quanto a objeto e método, bem como à relação de neutralidade entre sujeito e objeto. Há um novo panorama epistemológico no contexto científico, ditado pela teoria da interdisciplinaridade e pela teoria dos sistemas complexos, que põe no centro dos debates a aplicabilidade dos paradigmas cientificistas às Ciências Humanas, bem como a compartimentalização disciplinar resultante do excesso de especialização, necessária para o avanço da ciência, mas danosa em termos de visualização da unidade das ciências. Nesse novo contexto epistemológico, a proposta é a de interações e cooperações disciplinares, de pesquisa de objeto sob enfoque interdisciplinar, método compartilhado conforme as necessidades de cada pesquisa, relação de objetividade entre sujeito e objeto. Nesse panorama, as Ciências da Religião ficam alocadas no mapa das ciências como elemento integrante, no exercício de sua capacidade contributivo-tributária, na dinâmica das relações interdisciplinares e na amplitude temática, efetiva e potencial, de seu objeto. As pesquisas acadêmicas revelam que essa abordagem interdisciplinar já ocorre na prática, a despeito das polêmicas em nível teórico.

Neste trabalho descrevemos a concepção e o desenvolvimento de uma página na Internet sobre o tema da supercondutividade, bem como o uso e avaliação da página como instrumento de ensino em uma turma de terceiro ano do Ensino Médio do Colégio Frederico Jorge Logemann em Horizontina/RS. Para esse desenvolvimento, foram necessários alguns recursos de hipermídia e a página representa o produto educacional da dissertação. A implementação do tema deu-se à luz de epistemologias contemporâneas que problematizam visões ingênuas sobre a natureza da ciência. Para tanto, destacam-se as epistemologias de Popper (1993), Kuhn (1978), Lakatos (1989) e Laudan (1977) devido à sua relevância no ensino de física, com ênfase na principal convergência existente entre essas visões de ciência: a oposição ao empirismo-indutivismo. Como referencial teórico psicológico, utilizamos a psicologia sócio-histórica de Vygotsky para uma maior compreensão do processo ensino-aprendizagem envolvido no presente projeto. Avaliamos a implementação do projeto a partir de instrumentos que tornaram evidentes a aprendizagem significativa dos alunos sobre o tema. A metodologia utilizada durante as aulas, em que o assunto foi abordado, foi basicamente pautada na utilização da página desenvolvida para essa finalidade, bem como na realização de atividades experimentais, por parte dos alunos, para que pudessem visualizar a parte prática envolvida na montagem do experimento e os resultados encontrados. A partir das animações disponíveis no material didático, a idéia foi promover compreensão do fenômeno e suas conseqüências. A página elaborada e fundamentada em epistemologias contemporâneas mostrou-se um material didático capaz de envolver o estudante em discussões relevantes sobre as propriedades dos materiais supercondutores, suas aplicações, bem como sobre o aspecto epistemológico abordado, percebidos através das opiniões emitidas pelos alunos durante as aulas, pelo interesse demonstrado no decorrer do processo e pelo seu desempenho em testes de conhecimento. / In this work we describe the conception and development of a webpage about superconductivity, as well as its implementation in a third high school grade of Frederico Jorge Logemann school., in Horizontina/RS. In order to make this development were needed some hypermedia resources and the webpage represents the educational product of this dissertation. The implementation of the theme is the result of contemporary epistemologies that question naive views about the nature of science. Thus, we consider the epistemologies of Popper (1993), Kuhn (1978), Lakatos (1978) and Laudan (1977) because of their relevance in Physics teachings, emphasizing the principal convergence that exists among these theories: the opposition to the empiricism-inductive theory. As a theoretical psychological framework, we used the social-historical psychology of Vygotsky to a better comprehension of the learning-teaching process involved in this work. We have evaluated the implementation of the project from instruments that make evident the students’ meaningful learning about the theme. The metodology used during the classes, which approached the subject, was based, basically, on the utilization of the webpage developed to this end, as well as on the achievement of experimental activities, by the students, in order to see the practical part involved in the experiment assembling and the results that were found in it. From the animations that were available in the didactic materials, the idea was to promote the comprehension of the phenomenon and its consequences. The webpage that was made and based on the contemporary epistemologies appeared unveiled a didactic material that is able to involve the student in relevant discussions about the properties of the superconductor materials, their applications, as well as about the epistemological aspect that was approached, all this data was realized throw the students’ oppinion during the classes, by their interest showed during the process and by their performance in knowledge tests.

Etimologicamente, epistemologia significa discurso (logos) sobre a ciência e, em um sentido amplo, pode ser conceituada como o estudo metódico e reflexivo da ciência, de sua organização, de sua formação, do seu funcionamento e produtos intelectuais. Em função do evidente crescimento da produção científica brasileira em torno do biodiesel, verifica-se a necessidade de um estudo de natureza epistemológica desta produção, pois é uma maneira de se observar e avaliar a qualidade do que está sendo produzido. O presente trabalho propõe uma discussão de natureza epistemológica sobre artigos de autoria brasileira, relacionados ao assunto biodiesel, publicados em periódicos internacionais no período de janeiro de 2000 a junho de 2011. Com este trabalho, do tipo exploratório-descritivo, foi possível reconhecer e identificar o que está sendo pesquisado a respeito do biodiesel no Brasil e quais as tendências temáticas e metodológicas que estão sendo usadas, além de determinar como vem se desenvolvendo o conhecimento ao longo dos anos constituintes do intervalo de tempo considerado. Para realização desta pesquisa, optou-se por uma abordagem do tipo teórico-empírica e, a pesquisa documental seguida de uma análise crítica, como estratégias de pesquisa. Os resultados mostram que é significativa a quantidade de artigos produzidos por pelo menos um autor filiado ao Brasil, especialmente a partir do ano 2008, quando se deu a obrigatoriedade do uso do biocombustível no país. No entanto, é patente a escolha, de certo modo recorrente, de um padrão de pesquisa durante a condução destes trabalhos, tanto na seleção dos temas e formulação das propostas, como também na opção pelas abordagens metodológicas utilizadas. Foram encontrados muitos estudos com propostas e estruturas semelhantes. A maior parte dos artigos amostrados é do tipo empírico-positivista e faz uso do delineamento experimental para tratar de métodos, técnicas e processos químicos para produção do biodiesel. Pode-se dizer que, de uma maneira geral, tais estudos exercem sua contribuição para o desenvolvimento científico, mas ainda há muito para ser pesquisado. Para uma evolução da produção científica a respeito do biodiesel, é necessário que se procure inovar nas escolhas das estratégias e abordagens metodológicas utilizadas, bem como despender maior cuidado na formulação dos problemas e objetivos das pesquisas. A qualidade dos estudos pode e deve ser aprimorada, especialmente se a intenção implica aproveitar os resultados dessas pesquisas para que se consiga solucionar os problemas ainda vigentes, relacionados à consolidação do uso do biocombustível no país. / Etymologically, epistemology means speech (logos) of the Science and, in a wide sense, may be conceived as the methodic and reflexive study of science, its organization, its formation, its functioning and intellectual products. Owing to the clear growth of the Brazilian scientific production about biodiesel, it is noticed the necessity of an epistemological study of this production since it is a way to observe and evaluate the quality of what is being produced. This paper proposes an epistemological discussion about Brazilian authorship articles related to biodiesel published on international journals from January 2000 to June 2011. With this exploratory-descriptive paper, it has been possible to recognize and identify what is being researched about biodiesel in Brazil and what thematic and methodological trends are being used, besides to determine how knowledge has been developing along the constituent years of the considered time interval. In order to carry out this research the option has been for a theoretical empirical approach and the inquiry followed by a critical analysis as research strategies. The results show that it is significant the number of articles produced by at least one author associated with Brazil, particularly from 2008 on when the use of biofuel became mandatory in the country. However, it is evident the choice, some way recurrent, of a research pattern during the leading of these works, not only concerning the selection of the themes and formulation of the proposals, but also on the options for the methodological approaches used. Many studies have been found with similar proposals and structures. Most part of the sampled articles are of empirical positivist type and it uses the experimental delineation to deal with the methods, techniques and chemical processes for the biodiesel production. It may be said that altogether, such studies contribute to the scientific development but there is still much to be researched. In order to reach an evolution of the scientific production of the biodiesel, it is necessary to innovate in choices of the strategies and methodological approaches used as well as to take greater care on the formulation of the matters and targets of the researches. The quality of the studies may and should be perfected, especially if the intention implies to improve the results of these researches to solve the current matters related to the consolidation of the use of biofuel in the country.

Recent scholarship has increasingly recognized the unity of Herman Bavinck's (1854-1921) thought, shedding the once-predominant reading that Bavinck was a conflicted thinker caught between modernity and orthodoxy. There were 'two Bavincks', the secondary literature claimed. The catalyst of unity for Bavinck's thinking is located in his deployment of organic language to characterize particular theological loci. The organic motif stems from Bavinck's Trinitarian doctrine of God, according to which God exists as the archetypal and self-existent Three-in-One. Creation, then, is an ectypal reflection of the triune Godhead, and as such can be described as an organism comprising of many unities-in-diversities. This new reading, propelled by James Eglinton, argued that for Bavinck the Trinity ad intra leads to an organic cosmology ad extra. Though this reading has showcased the unity of Bavinck's thought in general, current scholarship on Bavinck's theological epistemology remains fractured along the lines of the 'two Bavinck' thesis, with two sides that emphasize, respectively, the modern strand of Bavinck's thinking or his classical, orthodox, side. This thesis reinvestigates the primary texts in which Bavinck discusses epistemology and argues that the organic motif is also the lens through which his epistemology is to be read. In doing so, this thesis argues that the organic motif allowed Bavinck to utilize both classical (Thomistic) and post-Kantian sources in a way that produces coherence rather than inconsistency. Thus, it is unnecessary to pit Bavinck's use of classical sources against his use of modern sources: particular deployment is not systematic endorsement. The thesis, then, is that a Trinitarian doctrine of God ad intra produces not merely an organic cosmology ad extra, but also an organic epistemology. It then proceeds to demonstrate this in two ways. First, the thesis observes that Bavinck characterizes the sciences (wetenschappen) as a single organism made up of a unity-in-diversity. The specialization and divisions of the sciences mean that each field has its own sphere of existence with unique grounds and methodologies, but there is an underlying theological unity between them that relativizes that diversity precisely because all of the sciences are theological. Second, for Bavinck subjective knowledge can organically correspond with objects because both participate in a larger, organic universe. Mental representations connect with the world because all of creation is primordially interconnected by way of God's organic design. In each of these steps Bavinck's eclectic use of sources and overall creativity and unity are displayed. This thesis also relates his discussion both to his interlocutors and contemporary philosophical and analytic epistemology. Hence, this thesis not only demonstrates the overall coherence of Bavinck's thought, thereby further eradicating ill-conceived notions of there being 'two-Bavincks', but also showcases potentially generative insights concerning the place of theology within the university and the resources theology might provide for philosophical epistemology.