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Every man and woman is located in two ways. One is stolidly physical: each human body has a unique address and trajectory. The other comes with beliefs that locate us by answering a salvo of questions: Who, what, and where am I? What are my relations to other people and things? Answers come with either of two emphases. Beliefs critical to practical life and science require that we engage familiar things or find our way in strange cities and streets. Such beliefs supply meaning and security. Ascribing significance to myself or my family, religion, or state, I tell a story that locates me within a world of purpose and value. Neighbors feel and valorize their lives as I do, so our story spreads to dominate a people or an era. One procedure—inquiry—favors reality testing and truth. The other—interpretation—uses meaning to appease vulnerability and glorify believers. Beliefs of these two kinds are sometimes joined, but they are often opposed and mutually hostile. Both philosophy and culture at large confuse these ways of thinking. Styles of Thought distinguishes and clarifies them.

Interpretation (Philosophy) --- Inquiry (Theory of knowledge) --- Imagination (Philosophy) --- Philosophy & Religion --- Philosophy --- Knowledge, Theory of

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Recent work in the epistemology of inquiry transcends traditional epistemology, asking how agents should collect and assess evidence in order to decide what to believe. Thorstad links the epistemology of inquiry to the study of bounded rationality, proposing a novel theory of rational inquiry for bounded agents.

Inquiry (Theory of knowledge) --- Reason. --- Philosophy. --- Philosophy: epistemology & theory of knowledge.

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'Evaluative Inquiry for Learning in Organizations' shows a way to conduct evaluative inquiry in any kind of organisation. The approach is data-based, and the focus on use within organisations.

Organizational learning. --- Inquiry (Theory of knowledge) --- Knowledge, Theory of --- Learning organizations --- Learning --- Communities of practice --- Knowledge management

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Inquiry (Theory of knowledge) --- Social epistemology --- S12/0217 --- Epistemology, Social --- Knowledge, Theory of --- Social role --- Knowledge, Sociology of --- China: Philosophy and Classics--Epistemology --- China --- Civilization

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Universities have long been dominated by a philosophy of inquiry that may be called knowledge-inquiry. This holds that, in order to do justice to the basic humanitarian aim of helping to promote human welfare, academic inquiry must, in the first instance, seek knowledge and technological know-how. First, knowledge is to be acquired; once acquired, it can be applied to help promote human welfare. But this philosophy of knowledge-inquiry is an intellectual and humanitarian disaster. It violates three of the four most elementary rules of rational problem solving conceivable, and as a result fails to give priority to the task of helping humanity resolve those conflicts and problems of living, such as the climate and nature crises, that need to be resolved if we are to make progress to a better world – a world in which there is peace, democracy, justice, liberty, and sustainable prosperity, for all. Very few academics today are aware of this rationalityscandal. We urgently need to bring about a revolution in universities around the world, wherever possible, so that academic inquiry puts all four rules of rational problem solving into practice, and becomes rationally devoted to helping humanity learn how to make progress towards a better world. Knowledge-inquiry needs to become wisdom-inquiry, rationally devoted to helping humanity create a wiser world. Nicholas Maxwell is Emeritus Reader at University College London. He has devoted much of his working life to arguing we need to bring about a revolution in academia so that it comes to seek and promote wisdom and does not just acquire and apply knowledge. He has published fifteen books on this theme.

Inquiry (Theory of knowledge) --- Education --- Social sciences --- Knowledge, Theory of. --- Science --- Political science --- Philosophy of Education. --- Social Philosophy. --- Epistemology. --- Philosophy of Science. --- Political Philosophy. --- Philosophy.