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Date: Sun, 26 Nov 2023 09:46:34 +0100
From: "Enence Translator" <Translator@brainsaviors.life>
Reply-To: "Translator" <Translator@brainsaviors.life>
To: <excelsior@energyclinic.com>
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X-Spam-Flag: YES
Subject:  ***SPAM***  Order Now To Get A Special 5O% OFF
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Order Now To Get A Special 5O% OFF

http://brainsaviors.life/JHqwlD0v6Rf3ucsOsuOPAnTqhshdqjPzlpp6xDhNl-CNQtwltw

http://brainsaviors.life/AhEGTGrLE7hekIAPChQuO86STI9153egK-HkesmeJVDyVz-tbw

has the verbs wissen and kennen; the former implies knowing a fact, the latter knowing in the sense of being acquainted with and having a working knowledge of; there is also a noun derived from kennen, namely Erkennen, which has been said to imply knowledge in the form of recognition or acknowledgment.:?esp. Section 1.? The verb itself implies a process: you have to go from one state to another, from a state of "not-erkennen" to a state of true erkennen. This verb seems the most appropriate in terms of describing the "episteme" in one of the modern European languages, hence the German name "Erkenntnistheorie". The theoretical interpretation and significance of these linguistic issues remains controversial.

In his paper On Denoting and his later book Problems of Philosophy, Bertrand Russell brought a great deal of attention to the distinction between "knowledge by description" and "knowledge by acquaintance". Gilbert Ryle is similarly credited with bringing more attention to the distinction between knowing how and knowing that in The Concept of Mind. In Personal Knowledge, Michael Polanyi argues for the epistemological relevance of knowledge how and knowledge that; using the example of the act of balance involved in riding a bicycle, he suggests that the theoretical knowledge of the physics involved in maintaining a state of balance cannot substitute for the practical knowledge of how to ride, and that it is important to understand how both are established and grounded. This position is essentially Ryle's, who argued that a failure to acknowledge the distinction between "knowledge that" an

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<p style="color:#FFFFFF; font-size:7px">has the verbs wissen and kennen; the former implies knowing a fact, the latter knowing in the sense of being acquainted with and having a working knowledge of; there is also a noun derived from kennen, namely Erkennen, which has been said to imply knowledge in the form of recognition or acknowledgment.:?esp. Section 1.? The verb itself implies a process: you have to go from one state to another, from a state of &quot;not-erkennen&quot; to a state of true erkennen. This verb seems the most appropriate in terms of describing the &quot;episteme&quot; in one of the modern European languages, hence the German name &quot;Erkenntnistheorie&quot;. The theoretical interpretation and significance of these linguistic issues remains controversial. In his paper On Denoting and his later book Problems of Philosophy, Bertrand Russell brought a great deal of attention to the distinction between &quot;knowledge by description&quot; and &quot;knowledge by acquaintance&quot;. Gilbert Ryle is similarly credited with bringing more attention to the distinction between knowing how and knowing that in The Concept of Mind. In Personal Knowledge, Michael Polanyi argues for the epistemological relevance of knowledge how and knowledge that; using the example of the act of balance involved in riding a bicycle, he suggests that the theoretical knowledge of the physics involved in maintaining a state of balance cannot substitute for the practical knowledge of how to ride, and that it is important to understand how both are established and grounded. This position is essentially Ryle&#39;s, who argued that a failure to acknowledge the distinction between &quot;knowledge that&quot; an</p>
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