Dưới đây là một số từ vựng và cụm từ liên quan đến "Epistemological theories" (Các lý thuyết tri thức) mà bạn có thể sử dụng trong kỳ thi IELTS với mức điểm từ 6.5-8.0. Những từ này giúp bạn diễn đạt về các lý thuyết tri thức một cách chính xác và đa dạng hơn.
Empiricism (Chủ nghĩa kinh nghiệm):
Định nghĩa: Lý thuyết cho rằng tri thức chỉ có thể đạt được thông qua quan sát và kinh nghiệm trực tiếp.
Ví dụ: Empiricism asserts that all knowledge is derived from sensory experience.
Dịch: Chủ nghĩa kinh nghiệm khẳng định rằng tất cả tri thức được xuất phát từ kinh nghiệm giác quan.
Rationalism (Chủ nghĩa lý trí):
Định nghĩa: Lý thuyết cho rằng tri thức có nguồn gốc từ lý trí và suy luận, không chỉ dựa trên quan sát.
Ví dụ: Rationalism holds that certain truths can be known a priori, independently of sensory experience.
Dịch: Chủ nghĩa lý trí cho rằng một số sự thật có thể biết trước (a priori), độc lập với kinh nghiệm giác quan.
Skepticism (Hoài nghi):
Định nghĩa: Thái độ hoài nghi và không tin tưởng tuyệt đối vào khả năng của tri thức.
Ví dụ: Philosophical skepticism questions the reliability of our knowledge and beliefs.
Dịch: Hoài nghi triết học đặt câu hỏi về tính đáng tin cậy của tri thức và niềm tin của chúng ta.
Constructivism (Chủ nghĩa xây dựng):
Định nghĩa: Lý thuyết cho rằng tri thức được xây dựng thông qua tương tác giữa kiến thức cũ và thông tin mới.
Ví dụ: Constructivism emphasizes the active role of learners in building their own understanding.
Dịch: Chủ nghĩa xây dựng nhấn mạnh vai trò tích cực của người học trong việc xây dựng hiểu biết của họ.
Realism (Chủ nghĩa hiện thực):
Định nghĩa: Lý thuyết cho rằng tri thức là sự phản ánh chính xác của hiện thực bên ngoài đối với thế giới.
Ví dụ: Scientific realism posits that scientific theories aim to describe the objective reality of the world.
Dịch: Chủ nghĩa hiện thực khoa học cho rằng các lý thuyết khoa học nhằm mô tả thực tế khách quan của thế giới.
Pragmatism (Chủ nghĩa thực dụng):
Định nghĩa: Lý thuyết cho rằng giá trị của tri thức được đo lường dựa trên tác dụng thực tế của nó.
Ví dụ: Pragmatism emphasizes the practical consequences of beliefs and actions.
Dịch: Chủ nghĩa thực dụng nhấn mạnh hậu quả thực tế của niềm tin và hành động.
Relativism (Chủ nghĩa tương đối):
Định nghĩa: Lý thuyết cho rằng tri thức và giá trị có tính tương đối, không tuyệt đối.
Ví dụ: Cultural relativism asserts that moral principles are culturally dependent and vary across societies.
Dịch: Chủ nghĩa tương đối cho rằng nguyên tắc đạo đức phụ thuộc vào văn hóa và khác nhau giữa các xã hội.
Positivism (Chủ nghĩa tích cực):
Định nghĩa: Lý thuyết cho rằng tri thức chỉ có thể được xác định bằng cách dựa vào kinh nghiệm và quan sát khoa học.
Ví dụ: Positivism emphasizes the use of scientific methods to study natural and social phenomena.
Dịch: Chủ nghĩa tích cực nhấn mạnh việc sử dụng phương pháp khoa học để nghiên cứu hiện tượng tự nhiên và xã hội.
Intuitionism (Chủ nghĩa trực giác):
Định nghĩa: Lý thuyết cho rằng tri thức được đạt được thông qua trực giác và khả năng suy luận tự nhiên.
Ví dụ: Intuitionism holds that moral truths can be apprehended directly through intuitive insight.
Dịch: Chủ nghĩa trực giác cho rằng các sự thật đạo đức có thể được hiểu trực tiếp thông qua trực giác.
Foundationalism (Chủ nghĩa cơ sở):
Định nghĩa: Lý thuyết cho rằng tri thức có thể được xây dựng từ những cơ sở chắc chắn và không thể bị nghi ngờ.
Ví dụ: Foundationalism posits that certain beliefs serve as self-evident starting points for knowledge.
Dịch: Chủ nghĩa cơ sở cho rằng một số niềm tin phục vụ như điểm xuất phát rõ ràng cho tri thức.
Coherence Theory (Chủ nghĩa mạch lạc):
Định nghĩa: Lý thuyết cho rằng tri thức phải đồng nhất và mạch lạc với các phần khác của tri thức.
Ví dụ: Coherence theory emphasizes the internal consistency and logical harmony of beliefs.
Dịch: Chủ nghĩa mạch lạc nhấn mạnh tính nhất quán nội bộ và sự hài hòa logic của niềm tin.
Consensus Theory (Chủ nghĩa đồng lòng):
Định nghĩa: Lý thuyết cho rằng tri thức được xác định bởi sự đồng lòng và chấp nhận từ phía cộng đồng.
Ví dụ: Consensus theory suggests that knowledge is socially constructed through shared agreement.
Dịch: Chủ nghĩa đồng lòng cho rằng tri thức được xây dựng xã hội thông qua sự đồng tình chung.
Feminist Epistemology (Triết học tri thức nữ quyền):
Định nghĩa: Lý thuyết nghiên cứu cách mà giới tính ảnh hưởng đến tri thức và phê phán các quan điểm truyền thống chủ nghĩa nam giới.
Ví dụ: Feminist epistemology seeks to uncover gender biases in knowledge production.
Dịch: Triết học tri thức nữ quyền tìm kiếm phát hiện các thiên vị giới tính trong việc sản xuất tri thức.
Inductivism (Chủ nghĩa suy diễn):
Định nghĩa: Lý thuyết cho rằng tri thức được xây dựng thông qua việc thu thập dữ liệu và suy diễn từ các quan sát cụ thể.
Ví dụ: Inductivism emphasizes the role of evidence and experimentation in generating knowledge.
Dịch: Chủ nghĩa suy diễn nhấn mạnh vai trò của bằng chứng và thử nghiệm trong việc tạo ra tri thức.
Naturalized Epistemology (Tri thức hoá tự nhiên):
Định nghĩa: Lý thuyết tri thức được nghiên cứu bằng cách áp dụng các phương pháp khoa học và kết hợp với khoa học tự nhiên.
Ví dụ: Naturalized epistemology seeks to integrate scientific findings into the study of knowledge.
Dịch: Tri thức hoá tự nhiên tìm cách kết hợp các phát hiện khoa học vào nghiên cứu tri thức.
Nhớ rằng, việc luyện tập sử dụng từ vựng này trong các bài viết và đoạn hội thoại sẽ giúp bạn cải thiện khả năng giao tiếp và nâng cao điểm số IELTS. Hãy thực hành thường xuyên và sử dụng từ vựng một cách tự nhiên để trở nên thành thạo hơn. Chúc bạn may mắn trong kỳ thi IELTS và học tập!
Bình luận
Hosting an international event is a proud moment for any country and this trend may be new to the eastern hemisphere but it's very common in the western hemisphere. They have the infrastructure and other required facilities which makes it easy for them to host any international event. However, some people believe that it divert government attention from important problems and increase the overall expenditure. In this essay, we shall delve into the details and juxtapose both sides of the arguments.
The last two decades have seen a rise in the popularity of hosting international events. This is imperative for the overall growth of any country since it helps in increasing tourism which impacts the overall growth of the economy. Various studies in this subject have also raised several benefits such as an opportunity to show the hospitality of people who came from different countries. Clearly, this remains an important aspect that cannot be ignored. Nowadays, it seems like a competition since all countries are willing to host international events and observing the last two decades, this trend is clearly on the rise and shows no sign of slowing down.
On the contrary, other aspects that receive significance amount of importance by few handful people who believe that hosting an event can cost a huge amount and enhance overall expenditure. This amount can be used to improve overall infrastructure and provide a better life style to poor people. As the researchers have emphasized that hosting an international event can be a very expensive deal for an under developed country. Hence, this does not remain the only deciding factor.
To conclude, Basis on various studies and researches, hosting an international event can be beneficial in numerous ways. But, we can't deny the other side of the stories so it may not be advisable to an under-developed country though.
The Line graphs illustrate the number of students enrolled, international and local in Australian Universities from 2001 to 2010 on the basis of totals and commencing.
Overall, the number of enrollments of local students was much higher than overseas students. However, the commencing rates for both types of students were less than the total number of enrollments.
In the graph, it can be noticed that in 2001, 20000 foreign students applied to Australian Universities. In contrast, commencing numbers were slightly lower(i.earound 17000) than the total applied and for all the years. Also, it can be seen that for every three years there is a 20000 increase in the number of international students. In the case of commencing numbers, they were always less than students enrolled in each respective year, and quite interestingly about half of the students enrolled.
Coming to local students, it can be seen that commencing rates were always lower than the total enrolments and remained stable at 200000 with some fluctuations. However, the total number of applications was 400000 in 2001 and it increased rapdly to 600000 until 2007,when it remained constant over the end of the period.
The line graphs shown above, represents the information about the enrolments of overseas students and local students in Australia universities, between 2001 and 2010. The lines are divided in commencing and total students.
In the first graph, we can see the information about the overseas students, with an increase of enrolments students commencing and a rapid increase in a total enrolments students. In the second graph, is possible to see an increase in total enrolments, but in commencing line presents little changes with peaks and plateaus.
Between 2001 to 2009, the enrolments of overseas students had an exponencial increase. Began with less of 20000 overseas students, and in 2009 reaching 40000 students. Between 2009 to 2010, the line had a gradual increase to more of 40000 commencing students. In total line of enrolments students, is possible to view a dramatic increase, began in 20000 students and ending in more of 80000 students.
The second graph is a little different than the first graph, because in total students presents and increase between 2001 to 2007 of local students, but after 2007 the line present a standability in close to 600000 of total students. In commencing students, presents fluctuations with an increase between 2001 to 2004, and a gradual increase between 2006 to 2008. In the other time periods, 2002 to 2006 and 2008 to 2010, the line presents a gradual decrease of enrolments of local students.
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Section 1:
In the first graph, you can see that the total number of students from overseas attending Australian universities in 2001 was around 20,000. But by 2010 the number of students from around the world enroling to Australian universities increased to over 80,000. Additionally, you can also see that the commencing of international students at Australian universities went from about 15,000 to just over 40,000 from 2001 to 2010. Overall, the trend for commencing and total enrolment was positive and consistent.
In the second graph, the commencing of local students enrolling in Australian universities was below 20,000 in 2001 but it spiked to over 20,000 in 2002. It went down to 20,000 in 2003 then below 20,000 until 2007 when it hit 20,000 again. In 2008 the number of local students commencing went over 20,000 but by 2010 it hit 20,000 again.
In terms of the total number of local students attending Australian universities the number of about 40,000 during 2001. Then it steadily increased to its peak of 60,000 by 2007. From 2007 to 2010, the number of local students enrolling in Australian universities stayed at about 60,000.
The main difference between the two graphs is that the total number of local students to overseas students is greater when it comes to enrolment in Australian universities. However, when it comes to commencing in Australian universities there are more overseas students compared to local students.
Section 2:
International sports such as Soccer, Cricket, and others have always been known to garner a great deal of attention from the public but it's not always positive. Before looking at the bad side of hosting international games in a country let's look at the positive.
Any country that hosts international sports will automatically get lots of recognition from both its countrymen and from abroad. If the international sport is quite popular such as soccer or car racing then the country will get even more recognition since the sport is loved by millions.
This greater recognition will not just make the country more popular but also boost its economy and increase its yearly earnings. One of the main ways international sports boost the national economy is through tourism when people from around the world come to see the game. When the 2022 FIFA World Cup was held in Qutar the local economy was greatly increased thanks to many new businesses opening up and catering to the millions of visiting tourists.
However, hosting an international sport is not that easy and requires many parts which is why many people say that it's a bad idea. Before a country can see economic growth through hosting a sports tournament it needs to spend a lot of money without knowing if it can make a profit. From building new stadiums or renovating old ones all of that will cost a great deal of money. Due to COVID-19 the 2020 Olympic Games faced many delays and this caused the hosting country to lose all the money they poured into various areas without seeing any gains. Additionally, hosting international games can bring with it many security risks both locally and nationally at the same time.
In conclusion, when hosting any international games the host country needs to figure out if they will see more profit when comparing it to the costs they will put into it. Without properly analyzing all the sides hosting an international game is not worth it. But if done properly then any country that hosts an international sport is sure to see some great results in many areas such as the economy in both the short and long term.
The line illustration sees the statistics about overseas students and local students in Australian colleges during a decade period
The total overseas students enrolments` lowest and highest point are as 20 multiple as high and as 7.5 multiple as high as the total local enrolments`. the commencing figure for both types of students were less than the total number of enrollments.
The total overseas students` statistics saw an straight upward trend from 20000 in 2001 to 80000 in 2010 with growth over 20000 by every 3 years , the total local students` witnessed a higher opposite trend from 400000 in 2001 to 600000 in 2007, and remained stable on the peak from 2007 to 2010
The commencing local students` enrollments steadily slightly fluctuated around 20000 in this decade, whole the commencing overseas students saw a slow upward rose from over 12000 in 2001 to20000 in 2006, which year downright passed the commencing local students` enrollments, and peaked at 40000 in 2009 and remained stable to 2010.
the graph shows a different number of enrolled in Australian Universities in the years 2001 to 2010 between foreign and national students.
the number of students that established study in Australian Universities for overseas in 2001 is 20,000 and that number is increased every year tell to 2010 is becoming around 80,000 that is the total of student how is commencing and older student, however, the number of students that enrolment in Australian universities that show in the graphic chart the big variation between 2001 and 2010 as the number of students in 2001 is 40,000, while in 2010 the number of students reached is 600,000 that is the total number for all student, but the number of students who are commencing is in 2001 is around a little below than 200,000 as per the graph. And according to the graph, some fluctuation in the number of students is evident in the ten years, as it sometimes increases and other time decreases slightly for the commencing.
that is meaning that Australian students it has a desire to learn in their universities more than scholarship students.
And this means the future of the localization of jobs in Australia and the reduction of the number of expatriates employed in it, thus reducing the percentage of finance transfers from Australia to other countries as a result of the process of localization of jobs. it will also contribute to creating new jobs from the idea of the people of the country and reduce the unemployment rate among citizens, which may contribute to increasing the percreasing income and thus increasing the national income.
in the end, this means that the Australian people as a whole have become educated and illiteracy has been erased from them, and the educated people represent their country in the most beautiful way in the international forums.
The Line graphs illustrate the number of students enrolled, international and local in Australian Universities from 2001 to 2010 on the basis of totals and commencing.
Overall, the number of enrollments of local students was much higher than overseas students. However, the commencing rates for both types of students were less than the total number of enrollments.
In the graph, it can be noticed that in 2001, 20000 foreign students applied to Australian Universities. In contrast, commencing numbers were slightly lower(i.e around 17000) than the total applied and for all the years. Also, it can be seen that for every three years there is a 20000 increase in the number of international students. In the case of commencing numbers, they were always less than students enrolled in each respective year, and quite interestingly about half of the students enrolled.
Coming to local students, it can be seen that commencing rates were always lower than the total enrolments and remained stable at 200000 with some fluctuations. However, the total number of applications was 400000 in 2001 and it increased rapidly to 600000 until 2007, when it remained constant over the end of the period.
The charts illustrate the numbers of international and residences students entering Australian institutions from 2001 to 2010.
Overall, the two tables compare date for local and outside students in Australian Universities. The amount of international students in Australia rose significantly after 2001 and the number of local students between 2003 and 2006 tended to decreased slightly.
Overseas students between the years 2001 and 2006 grew barely with amount 1000 to 2000 students. Then, the line escalated to 4000 students until 2009. In 2010 the internationals students accelerated partly above 40000 students.
local students jumped from 2001 to 2002 with approximately 300 students. After that, the number of local students declined to reach 2000 students in 2003. Also, the amount of students diminished roughly in 2004. the line plateaued in 2005 and fell hardly 2006. From 2006 to 2008 the number of local students accelerated nearly above 2000. finally, the number of local students reduced to be 2000 in 2009 and 2010.
The provided two graphs denote student enrolment patterns over a ten-year period, from 1989-1999, in Australian universities. The first graph illustrates the overseas student enrolments and the second one shows the local student admissions.
A glance at the first graph clearly shows that new overseas students continued to enrol in Australian universities. In 1999 there were approximately 80,000 immigrant learners [around half of whom were new enrolments). The rate of increase in the figure of overseas scholars had been dramatic, doubling every five years, from just under 9,000 in 1989, to 20,000 in 1994 which tripled in 1996 and then became over 80,000 in 1999.
Probing further, the local student population was around 600,000 in 1999 with just 200,000 of these being new students. This was just 33% of the total local pupils. It was a significant reduction from 50% a decade ago, when the total local student population was 400,000 out of which approximately 200,000 were new students. The trends clearly indicate that growth in the ratio of students was obtained more from the migrated pupils but not from local students.
Overall, the two provided line graphs clearly signify escalated demand for Australian university education by overseas students [increasing 400%] with significantly smaller surge by local scholars (just 50%) in the given time period.
The given graph provides an overview of the admission figures for international and local students in Australian universities from 2001 to 2010.
Overall, there was a significant increase in the number of international students, while the admission of local students displayed a more fluctuating pattern.
Between 2001 and 2005, the growth of international student admission was gradual, with a steady rise in numbers. Although there was a sharp overall increase in 2003, the growth rate of international students remained relatively stable. However, from 2005 to 2009, there was a substantial surge in international student admission, reaching a peak of approximately 40,000. In the final year, the number dipped slightly but remained above 40,000.
Conversely, local student admission started with a strong figure in the first year. However, over the subsequent four years, there was a continuous decline, diverging from the overall trend. In 2006, the gap between the total student admission and the local student admission was approximately 582,000. From 2007 to 2008, there was a marginal recovery, followed by a further decline in the last two years of the period.
The line graphs display the number of foreign and local students enrolling in Australian universities between the years 2001 and 2010.
Overall, there were higher number of local students joining the universities and in total, in comparison to overseas students. However, the number of foreign students joining for their education steadily increased over the period of time while the enrollment rate of local students remained the same after initial spike in 2002.
In 2001, there were 20,000 total foreign students in different universities in Australia, with more than 10,000 starting the same year. The total number rapidly grew due to consistent increase in the rate in which students enrolled, reaching almost 70,000 in the year 2008. The number of commencing students increased sharply again in 2009, with 40000 new enrollments which took the total overseas students to just above 80,000 by 2010.
In contrast, there were almost 200,000 Australians enrolling in universities in 2001, ten times more than foreign students in the same year. This number increased sharply to over 200,000 in 2002 before settling to in and around 200,000 for the rest of the time period. As a result, the total number of Australian students in universities grew linearly until 2007, before steadying around 600,000 for the final four years of the period.