Epistemic access

First, we should be able to learn the reference of the words, i. e. the reference relation should be epistemically accessible. (This does not require that reference should be an epistemic relation. But if someone holds that reference is not epistemic at all, but it is simply within our epistemic reach, he must have a very good... 

B) A language user cannot refer to a thing unless she has epistemic access to it. 

Another consideration which suggests that (B) is more fundamental than (A) is that it helps to clarify why the connection must be of the right sort. The hook-up to electricity is not the right sort because it does not involve epistemic access. 

This chapter may seem to assume, but need not (see the section on Pictures in Art), that representations of atoms refer. Arguments that they, indeed, refer include that x-ray crystallographic observations of molecules provide a kind of epistemic access that is similar to that of ordinary observation. Thus, if ordinary terms refer, atom representations and geometries can refer, too (Vollmer 2000 see also Vollmer 2003). A comparison of aspects of molecular representation besides geometry, such as the various ways in which affinities or forces between atoms can be represented is beyond the scope of this chapter. 

To develop such questiorrs, and hence to realize the pre-experimental phase as a meaningful learning activity, students need to activate their domain-specific knowledge (Klahr, 2000 Neber Anton, 2008). Neben and Anton have cortsidered a sequence of five procedural steps that are necessary for the pre-experimental phase Observation/phenomenon Access to prior knowledge Epistemic question(s) Anticipated answer(s) Planning for evidence. 

Access to codified, epistemic knowledge is also sharply restricted by such markers as wealth, gender, social position, and region in developed countries as well. The difference is that, in principle, in developed societies the secrets of medicine, science, engineering, ecology, and so on are open secrets, available to all to use and modify. 

As Marglin notes, "Only a recapitulation of workers knowledge in the form of an episteme to which management alone had access would provide a firm basis for managerial control (ibid., p. 247). 

This chapter continued the debate on the relation between holistic approaches to reduction (Chap. 8), with an eye on the relation between reduction and forms of unification, and it applied the explication proposed here to issues such as reduction and grounding, reduction and intervention, reduction and physicalism, and reduction and the notion of scientific levels. One notion of a scientific level is tied to modes of presentations, in a way that can, again, be illuminated referring to property structures. Unification is to be expected in reductions We subsume apparently different phenomena under one coherent conceptual scheme, achieve ontological unification and epistemic as well as explanatory unification. Reduction is a cognate, or a version of grounding, and knowledge of true reduction statements has an impact on the set of intended interventions we have access to. 

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