Tag Archives: diction/grammar/style/usage

Epistemology, officially (from Merriam-Webster, of course!), simply defined, is “the study or a theory of the nature and grounds of knowledge especially with reference to its limits and validity.” Unofficially, and for the consumption of secondary-school students, it means “how we know what we know” and “how we validate what we know.” In many respects, along with reification (to reify is “to regard (something abstract) as a material or concrete thing”) teachers are in the epistemology business.

In any event, some years ago, I had a student who had conceived an interest in Western Philosophy. His grandmother had one of those Great Courses on cassette tape, and he listened to it with her. This was a tough Bronx street kid–I later heard he’d been arrested for attempted murder; but he had an acute interest in philosophy. Among the number of things I worked up to keep him engaged is this reading on epistemology along with its attendant vocabulary-building and comprehension worksheet.

I hope you are enjoying the summer break.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.