PHIL201 Knowledge and Reality Part A: Epistemology
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Augustine on Knowledge
Augustine on Knowledge Divine Illumination as an Argument Against Scepticism ANITA VAN DER BOS RMA: RELIGION & CULTURE Rijksuniversiteit Groningen Research Master Thesis s2217473, April 2017 FIRST SUPERVISOR: dr. M. Van Dijk SECOND SUPERVISOR: dr. dr. F.L. Roig Lanzillotta 1 2 Content Augustine on Knowledge ........................................................................................................................ 1 Acknowledgements ................................................................................................................................ 4 Preface .................................................................................................................................................... 5 Abstract ................................................................................................................................................... 6 Introduction ............................................................................................................................................ 7 The life of Saint Augustine ................................................................................................................... 9 The influence of the Contra Academicos .......................................................................................... 13 Note on the quotations ........................................................................................................................ 14 1. Scepticism ........................................................................................................................................ -
Kant's Theory of Knowledge and Hegel's Criticism
U.Ü. FEN-EDEBİYAT FAKÜLTESİ SOSYAL BİLİMLER DERGİSİ Yıl: 2, Sayı: 2, 2000-2001 KANT’S THEORY OF KNOWLEDGE AND HEGEL’S CRITICISM A. Kadir ÇÜÇEN* ABSTRACT Kant inquires into the possibility, sources, conditions and limits of knowledge in the tradition of modern philosophy. Before knowing God, being and reality, Kant, who aims to question what knowledge is, explains the content of pure reason. He formalates a theory of knowledge but his theory is neither a rationalist nor an empiricist theory of knowledge. He investigates the structure of knowledge, the possible conditions of experience and a priori concepts and categories of pure reason; so he makes a revolution like that of Copernicus . Hegel, who is one of proponents of the German idealism, criticizes the Kantian theory of knowledge for “wanting to know before one knows”. For Hegel, Kant’s a priori concepts and categories are meaningless and empty. He claims that the unity of subject and object has been explained in that of the “Absolute”. Therefore, the theory of knowledge goes beyond the dogmatism of the “thing-in- itself” and the foundations of mathematics and natural sciences; and reaches the domain of absolute knowledge. Hegel’s criticism of Kantian theory of knowledge opens new possibilities for the theory of knowledge in our age. ÖZET Kant’ın Bilgi Kuramı ve Hegel’in Eleştirisi Modern felsefe geleneği çerçevesinde Kant, bilginin imkânını, kaynağını, kapsamını ve ölçütlerini ele alarak, doğru bilginin sınırlarını irdelemiştir. Tanrı’yı, varlığı ve gerçekliği bilmeden önce, bilginin neliğini sorgulamayı kendine amaç edinen Kant, saf aklın içeriğini incelemiştir. Saf aklın a priori kavram ve kategorilerini, deneyin görüsünü ve bilgi yapısını veren, fakat ne usçu ne de deneyci * Uludag University, Faculty of Sciences and Letters, Dept. -
Monitoring Science and Technology Symposium: Unifying Knowledge
Toward a Unified Knowledge-based Society for Sustainability—Developing a Synthesis on the Methodological Level Alec A. Schaerer Abstract—The debates on development manifest an increasing concern for sustainability, but as yet little awareness of the hierarchy in the ideas through which humans contribute to the problem. This gap is widened by a widespread but nevertheless unnecessary acceptance of unreasonable elements such as paradoxes, or the general fragmentation in knowledge, or allegedly general limits to it. First the character of such impediments is assessed, partly in theoretical considerations and partly through examples. This analysis reveals the root of a widespread self-limitation in thinking. Understanding its structure allows to synthesize an approach in which the problems do on principle not arise. It is conceptually precise but nevertheless universally applicable within the chosen query perspective, and hence useful for unifying knowledge toward a general sustainability of development. Outlining the Problem in unison that certainty and completeness of view are unattainable ideals. Are we thus left only with the ‘choice’ The contemporanean social sciences describe an as- of more measurements and more rules? Since these al- tonishing feature: in the known period of history, there ways stem from mere perspectives and can never cover has never been as much activity in international relations all cases, they can never warrant ultimate objectivity. as now; and yet since a few decades the common of Somebody will always attack them, feeling sufficiently mortals feels increasingly insecure (see for example Beck justified by being limited. Is strife and conflict therefore [1992], [1999], Frank [2002], Landes [1999], Monbiot inescapably our lot? Acting out this belief produces more [2000], Stiglitz [2002]). -
Skill in Epistemology I: Skill and Knowledge
Skill in Epistemology I: Skill and Knowledge Carlotta Pavese Abstract Knowledge and skill are intimately connected. In this essay, I discuss the question of their relationship and of which (if any) is prior to which in the order of explanation. I review some of the answers that have been given thus far in the literature, with a particular focus on the many foundational issues in epistemology that intersect with the philosophy of skill. 1 Introduction Knowledge and skill are intimately connected. Scientists cannot get new knowledge without developing their skills for devising experiments. And skilled artists, scientists, and mathematicians must know a lot about their area of expertise in order to perform skillfully and routinely manifest that knowledge through their skillful performances. Despite this obvious interrelationship, knowledge and skill have received different treatment in analytic epistemology. While philosophers in this tradition have long been in the business of understanding and defining knowledge, the topic of skill has been marginalized. It is only quite recently that skills have made a powerful entrance in two epistemological debates: the debate on virtue epistemology and the debate on the nature of know how. In this essay, I discuss the question of the relationship between skill and knowledge (Section §2) and of which (if any) is prior to which in the order of explanation (Section §3), with an eye to highlighting the many foundational issues in epistemology that intersect with the philosophy of skill. In section §3, I will start discussing the relationship between skill and know how, which will be the main topic of the sequel to this essay. -
Epistemology and Philosophy of Science
OUP UNCORRECTED PROOF – FIRSTPROOFS, Wed Apr 06 2016, NEWGEN Chapter 11 Epistemology and Philosophy of Science Otávio Bueno 1 Introduction It is a sad fact of contemporary epistemology and philosophy of science that there is very little substantial interaction between the two fields. Most epistemological theo- ries are developed largely independently of any significant reflection about science, and several philosophical interpretations of science are articulated largely independently of work done in epistemology. There are occasional exceptions, of course. But the general point stands. This is a missed opportunity. Closer interactions between the two fields would be ben- eficial to both. Epistemology would gain from a closer contact with the variety of mech- anisms of knowledge generation that are produced in scientific research, with attention to sources of bias, the challenges associated with securing truly representative samples, and elaborate collective mechanisms to secure the objectivity of scientific knowledge. It would also benefit from close consideration of the variety of methods, procedures, and devices of knowledge acquisition that shape scientific research. Epistemological theories are less idealized and more sensitive to the pluralism and complexities involved in securing knowledge of various features of the world. Thus, philosophy of science would benefit, in turn, from a closer interaction with epistemology, given sophisticated conceptual frameworks elaborated to refine and characterize our understanding of knowledge, -
Theory of Knowledge in Britain from 1860 to 1950
Baltic International Yearbook of Cognition, Logic and Communication Volume 4 200 YEARS OF ANALYTICAL PHILOSOPHY Article 5 2008 Theory Of Knowledge In Britain From 1860 To 1950 Mathieu Marion Université du Quéebec à Montréal, CA Follow this and additional works at: https://newprairiepress.org/biyclc This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Marion, Mathieu (2008) "Theory Of Knowledge In Britain From 1860 To 1950," Baltic International Yearbook of Cognition, Logic and Communication: Vol. 4. https://doi.org/10.4148/biyclc.v4i0.129 This Proceeding of the Symposium for Cognition, Logic and Communication is brought to you for free and open access by the Conferences at New Prairie Press. It has been accepted for inclusion in Baltic International Yearbook of Cognition, Logic and Communication by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Theory of Knowledge in Britain from 1860 to 1950 2 The Baltic International Yearbook of better understood as an attempt at foisting on it readers a particular Cognition, Logic and Communication set of misconceptions. To see this, one needs only to consider the title, which is plainly misleading. The Oxford English Dictionary gives as one August 2009 Volume 4: 200 Years of Analytical Philosophy of the possible meanings of the word ‘revolution’: pages 1-34 DOI: 10.4148/biyclc.v4i0.129 The complete overthrow of an established government or social order by those previously subject to it; an instance of MATHIEU MARION this; a forcible substitution of a new form of government. -
Values, Beliefs, and Attitudes Technical Guide for Forest Service Land and Resource Management, Planning, and Decisionmaking
United States Department of Values, Beliefs, and Attitudes Agriculture Forest Service Technical Guide for Forest Pacific Northwest Research Station Service Land and Resource General Technical Report Management, Planning, and PNW-GTR-788 Decisionmaking June 2009 Stewart D. Allen, Denise A. Wickwar, Fred P. Clark, Robert R. Dow, Robert Potts and Stephanie A. Snyder The Forest Service of the U.S. Department of Agriculture is dedicated to the principle of multiple use management of the Nation’s forest resources for sus- tained yields of wood, water, forage, wildlife, and recreation. Through forestry research, cooperation with the States and private forest owners, and manage- ment of the national forests and national grasslands, it strives—as directed by Congress—to provide increasingly greater service to a growing Nation. The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, age, disability, and where applicable, sex, marital status, familial status, parental status, religion, sexual orientation, genetic information, political beliefs, reprisal, or because all or part of an individual’s income is derived from any public assistance program. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.) should contact USDA’s TARGET Center at (202) 720-2600 (voice and TDD). To file a complaint of discrimination write USDA, Director, Office of Civil Rights, 1400 Independence Avenue, S.W. Washington, DC 20250-9410, or call (800) 795- 3272 (voice) or (202) 720-6382 (TDD). USDA is an equal opportunity provider and employer. -
Pragmatism, Phenomenalism, and Truth Talk ROBERT BRANDOM
MIDWEST STUDIES IN PHILOSOPHY, XI1 Pragmatism, Phenomenalism, and Truth Talk ROBERT BRANDOM his essay offers a rational reconstruction of the career of a certain heroic ap- Tproach to truth-the approach whose leading idea is that the special linguistic roles of truth ascriptions are to be explained in terms of features of the ascribinns of truth, rather than of what is ascrided. The explanatory emphasis placed on the act of calling something true, as opposed to its descriptive content, qualifies theories displaying this sort of strategic commitment as ‘pragmatic’theories of truth, by con- trast to ‘semantic’ ones. The starting point is an articulation of a central insight of the classical pragmatist theories of truth espoused in different versions by James and Dewey. Developing this insight in response to various objections yields a sequence of positions ending in contemporary anaphoric semantics: prosentential theories of ‘true’ and pronominal theories of ‘refers’. These theories articulate an antirealist posi- tion about truth and reference, of the sort here called ‘phenomenalist’.Insofar as the- ories of this sort offer adequate accounts of the phenomena they address, they assert relatively narrow and clearly defined limits to the explanatory ambitions of theories couched in traditional semantic vocabularies. I The popular conception of the theory of truth of classical pragmatism is summed up in the slogan ‘The truth is what works.’ According to this view, the pragmatists were trying to give a theory of truth in the sense of offering necessary and sufficient condi- tions for possession of that property. Their innovation is then seen to consist in tak- ing the possession of this property by a belief to consist in a relation not simply to what is believed, but also to what is desired. -
Phenomenology: a Philosophy and Method of Inquiry
Journal of Education and Educational Developement Discussion Phenomenology: A Philosophy and Method of Inquiry Sadruddin Bahadur Qutoshi Karakorum International University, Pakistan [email protected] Abstract Phenomenology as a philosophy and a method of inquiry is not limited to an approach to knowing, it is rather an intellectual engagement in interpretations and meaning making that is used to understand the lived world of human beings at a conscious level. Historically, Husserl’ (1913/1962) perspective of phenomenology is a science of understanding human beings at a deeper level by gazing at the phenomenon. However, Heideggerian view of interpretive-hermeneutic phenomenology gives wider meaning to the lived experiences under study. Using this approach, a researcher uses bracketing as a taken for granted assumption in describing the natural way of appearance of phenomena to gain insights into lived experiences and interpret for meaning making. The data collection and analysis takes place side by side to illumine the specific experience to identify the phenomena that is perceived by the actors in a particular situation. The outcomes of a phenomenological study broadens the mind, improves the ways of thinking to see a phenomenon, and it enables to see ahead and define researchers’ posture through intentional study of lived experiences. However, the subjectivity and personal knowledge in perceiving and interpreting it from the research participant’s point of view has been central in phenomenological studies. To achieve such an objective, phenomenology could be used extensively in social sciences. Keywords: descriptive nature, interpretative nature, method of inquiry, phenomenology, philosophy Introduction Phenomenology as a philosophy provides a theoretical guideline to researchers to understand phenomena at the level of subjective reality. -
JUSTIFIED BELIEF AS RESPONSIBLE BELIEF Richard
JUSTIFIED BELIEF AS RESPONSIBLE BELIEF Richard Foley The concepts of justified, warranted, and epistemically rational belief, along with the notion of knowledge, form the core subject matter of epistemology. Despite their centrality, these concepts are used in the literature in strikingly different ways and often with little regard for how they interrelate. In what follows, I will be making recommendations for how to understand and distinguish these three concepts. The account I will be developing situates the concept of epistemically rational belief into a well-integrated and philosophically respectable general theory of rationality; it links the concept of warranted belief with the theory of knowledge; and it insists that the concept of justified belief should be relevant to the assessments of each other's beliefs that we are most interested in making in our everyday lives, namely, assessments where the focus is not so much on whether one has fulfilled all the prerequisites of knowledge but rather on whether one has been a responsible believer. These are the conclusions I will be moving towards, but the place to begin is with a quick history of recent epistemology. In his influential 1963 article, “Is Justified True Belief Knowledge?”,1 Edmund Gettier designed a pair of counterexamples to show that knowledge cannot be defined as justified true belief. Gettier pointed out that one can be justified in believing a falsehood from which one deduces a truth , in which case one has a justified true belief but does not have knowledge. His article started a search for a fourth condition of knowledge, which could be added to justification, truth, and belief to produce an adequate analysis of knowledge. -
Plantinga-Reason and Belief in God-F&Rscan
WARNING OF COPYRIGHT RESTRICTIONS1 The copyright law of the United States (Title 17, U.S. Code) governs the maKing of photocopies or other reproductions of the copyright materials. Under certain conditions specified in the law, library and archives are authorized to furnish a photocopy or reproduction. One of these specified conditions is that the photocopy or reproduction is not to be “used for any purpose other than in private study, scholarship, or research.” If a user maKes a reQuest for, or later uses, a photocopy or reproduction for purposes in excess of “fair use,” that user may be liable for copyright infringement. The Yale University Library reserves the right to refuse to accept a copying order, if, in its judgement fulfillment of the order would involve violation of copyright law. 137 C.F.R. §201.14 2018 „Faith and Rationality: Reason and Belief in God ALVIN PLANTINGA AND NICHOLAS WOLTERSTORFF, EDITORS UNIVERSITY OF NOTRE DAME PRESS NOTRE DAME LONDON Copyright ® 1983 by University of Notre Dame Press Notre Dame, Indiana 46556 All rights reserved Library of Congress Cataloging in Publication Data Main entry under title: Faith and rationality. 1. Faith and reason—Addresses, essays, lectures. 2. Religion—Philosophy—Addresses, essays, lectures. I. Plantinga, Alvin. II. Wolterstorff, Nicholas. BT50.F34 1983 204.1 83-14843 ISBN 0-268-00964-3 ISBN 0-268-00965-1 (pbk.) Manufactured in the United States of America Contents Introduction • Nicholas Wolterstorff 1 Reason and Belief in God • Alvin Plantinga 16 The Stranger • George I. Mavrodes 94 Christian Experience and Christian Belief • William P Alston 103 - Can Belief in God Be Rational If It Has No Foundations? • Nicholas Wolterstorff 135 Turning • George I. -
2.2 Glock Et Al
Journal for the History of Book Symposium: Analytical Philosophy Hans-Johann Glock, What is Analytic Philosophy? Volume 2, Number 2 Introduction Hans-Johann Glock..................... 1 Editor in Chief Mark Textor, King’s College London Commentaries Guest Editor Leila Haaparanta......................... 2 Mirja Hartimo, University of Helsinki Christopher Pincock....................6 Editorial Board Panu Raatikainen........................11 Juliet Floyd, Boston University Graham Stevens.......................... 28 Greg Frost-Arnold, Hobart and William Smith Colleges Ryan Hickerson, University of Western Oregon Replies Henry Jackman, York University Hans-Johann Glock..................... 36 Sandra Lapointe, McMaster University Chris Pincock, Ohio State University Richard Zach, University of Calgary Production Editor Ryan Hickerson Editorial Assistant Daniel Harris, CUNY Graduate Center Design Douglas Patterson and Daniel Harris ©2013 The Authors What is Analytic Philosophy? shall not be able to respond to all of the noteworthy criticisms and questions of my commentators. I have divided my responses ac- Hans-Johann Glock cording to commentator rather than topic, while also indicating some connections between their ideas where appropriate. Let me start by thanking the Journal for the History of Analytical Phi- losophy for offering me this opportunity to discuss my book What is Analytical Philosophy? (Cambridge, 2008). I am also very grateful Hans-Johann Glock for the valuable feedback from the contributors. And I thank both University of Zurich the journal and the contributors for their patience in waiting for [email protected] my replies. I was pleased to discover that all of my commentators express a certain sympathy with the central contention of my book, namely that analytic philosophy is an intellectual movement of the twentieth-century (with roots in the nineteenth and offshoots in the twenty-first), held together by family-resemblances on the one hand, ties of historical influence on the other.