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Knowledge (Key Concepts In Philosophy Ser.)
by Ian Evans Nicholas D. SmithIntroductions to the theory of knowledge are plentiful, but none introduce students to the most recent debates that exercise contemporary philosophers. Ian Evans and Nicholas D. Smith aim to change that. Their book guides the reader through the standard theories of knowledge while simultaneously using these as a springboard to introduce current debates. Each chapter concludes with a “Current Trends” section pointing the reader to the best literature dominating current philosophical discussion. These include: the puzzle of reasonable disagreement; the so-called “problem of easy knowledge”; the intellectual virtues; and new theories in the philosophy of language relating to knowledge. Chapters include discussions of skepticism, the truth condition, belief and acceptance, justification, internalism versus externalism, epistemic evaluation, and epistemic contextualism. Evans and Smith do not merely offer a review of existing theories and debates; they also offer a novel theory that takes seriously the claim that knowledge is not unique to humans. Surveying current scientific literature in animal ethology, they discover surprising sophistication and diversity in non-human cognition. In their final analysis the authors provide a unified account of knowledge that manages to respect and explain this diversity. They argue that animals know when they make appropriate use of the cognitive processes available to animals of that kind, in environments within which those processes are veridically well-adapted. Knowledge is a lively and accessible volume, ideal for undergraduate and post-graduate students. It is also set to spark debate among scholars for its novel approaches to traditional topics and its thoroughgoing commitment to naturalism.
Knowledge: The Philosophical Quest in History
by Steve FullerThe theory of knowledge, or epistemology, is often regarded as a dry topic that bears little relation to actual knowledge practices. Knowledge: The Philosophical Quest in History addresses this perception by showing the roots, developments and prospects of modern epistemology from its beginnings in the nineteenth century to the present day. Beginning with an introduction to the central questions and problems in theory of knowledge, Steve Fuller goes on to demonstrate that contemporary epistemology is enriched by its interdisciplinarity, analysing keys areas including: Epistemology as Cognitive Economics Epistemology as Divine Psychology Epistemology as Philosophy of Science Epistemology as Sociology of Science Epistemology and Postmodernism. A wide-ranging and historically-informed assessment of the ways in which man has - and continues to - pursue, question, contest, expand and shape knowledge, this book is essential reading anyone in the Humanities and Social Sciences interested in the history and practical application of epistemology.
Knowledge: The Philosophical Quest in History (Key Issues In Modern Sociology Ser. #1)
by Steve FullerThe theory of knowledge, or epistemology, is often regarded as a dry topic that bears little relation to actual knowledge practices. Knowledge: The Philosophical Quest in History addresses this perception by showing the roots, developments and prospects of modern epistemology from its beginnings in the nineteenth century to the present day. Beginning with an introduction to the central questions and problems in theory of knowledge, Steve Fuller goes on to demonstrate that contemporary epistemology is enriched by its interdisciplinarity, analysing keys areas including: Epistemology as Cognitive Economics Epistemology as Divine Psychology Epistemology as Philosophy of Science Epistemology as Sociology of Science Epistemology and Postmodernism. A wide-ranging and historically-informed assessment of the ways in which man has - and continues to - pursue, question, contest, expand and shape knowledge, this book is essential reading anyone in the Humanities and Social Sciences interested in the history and practical application of epistemology.
Knowledge (Palgrave Philosophy Today)
by D. PritchardDuncan Pritchard offers students not only a new exploration of topics central to current epistemological debate, but also a new way of doing epistemology. This advanced textbook covers such key topics as virtue epistemology, anti-luck epistemology, epistemological disjunctivism and attributer contextualism.
Knowledge: Scots Philosophical Monograph (Central Problems of Philosophy #3)
by Michael WelbourneWhat is it about knowledge that makes us value it more highly than mere true belief? This question lies at the heart of epistemology and has challenged philosophers ever since it was first posed by Plato. Michael Welbourne's examination of the historical and contemporary answers to this question provides both an excellent introduction to the development of epistemology but also a new theory of the nature of knowledge. The early chapters introduce the main themes and questions that have provided the context for modern discussions. The Platonic beginnings, Cartesian individualism and the tripartite analyses of knowledge are examined in turn. In the second half of this book, the focus shifts from conceptual analysis to an examination of the social practices surrounding knowledge, placing special emphasis on the notion of testimony. The author argues originally and persuasively that our idea of knowledge has its roots in communicative practices and that thinking about how testimony works as a source of beliefs actually gives us a handle on the very idea of knowledge itself. This book will be essential reading for anyone interested in epistemology, the philosophy of language, or the intersection between the two areas.
Knowledge (Central Problems of Philosophy)
by Michael WelbourneWhat is it about knowledge that makes us value it more highly than mere true belief? This question lies at the heart of epistemology and has challenged philosophers ever since it was first posed by Plato. Michael Welbourne's examination of the historical and contemporary answers to this question provides both an excellent introduction to the development of epistemology but also a new theory of the nature of knowledge. The early chapters introduce the main themes and questions that have provided the context for modern discussions. The Platonic beginnings, Cartesian individualism and the tripartite analyses of knowledge are examined in turn. In the second half of this book, the focus shifts from conceptual analysis to an examination of the social practices surrounding knowledge, placing special emphasis on the notion of testimony. The author argues originally and persuasively that our idea of knowledge has its roots in communicative practices and that thinking about how testimony works as a source of beliefs actually gives us a handle on the very idea of knowledge itself. This book will be essential reading for anyone interested in epistemology, the philosophy of language, or the intersection between the two areas.
Knowledge and Belief (Problems of Philosophy)
by Frederick F. SchmittKnowledge, from Plato onwards, has been considered in relation to justified belief. Current debate has centred around the nature of the justification and whether justified belief can be considered an internal or extenal matter. Epistemological internalists argue that the subject must be able to reflect upon a belief to complete the process of justification. The externalists, on the other hand, claim that it is only necessary to consider whether the belief is reliably formed, and argue that the ability to know by reflection is not required for a justified belief. In the historical section of this book the three most important epistemologists, Plato, Descartes and Hume, as well as the ancient epistemologies of the stoics, Academics and Pyrhonians, are considered. In reconsidering the history of epistemology the author is led to argue against hte view that internalism is historically dominant. His critique of internalism is then developed into a sustained argument against many of its forms, and he goes onto defend an externalist, reliabilist epistemology.
Knowledge and Belief (Problems of Philosophy)
by Frederick F. SchmittKnowledge, from Plato onwards, has been considered in relation to justified belief. Current debate has centred around the nature of the justification and whether justified belief can be considered an internal or extenal matter. Epistemological internalists argue that the subject must be able to reflect upon a belief to complete the process of justification. The externalists, on the other hand, claim that it is only necessary to consider whether the belief is reliably formed, and argue that the ability to know by reflection is not required for a justified belief. In the historical section of this book the three most important epistemologists, Plato, Descartes and Hume, as well as the ancient epistemologies of the stoics, Academics and Pyrhonians, are considered. In reconsidering the history of epistemology the author is led to argue against hte view that internalism is historically dominant. His critique of internalism is then developed into a sustained argument against many of its forms, and he goes onto defend an externalist, reliabilist epistemology.
Knowledge And Civilization
by Barry AllenOffers a new, original way of framing questions about knowledge. Knowledge and Civilization advances detailed criticism of philosophy's usual approach to knowledge and describes a redirection, away from textbook problems of epistemology, toward an ecological philosophy of technology and civilization. Rejecting theories that confine knowledge to language or discourse, Allen situates knowledge in the greater field of artifacts, technical performance, and human evolution. His wide ranging considerations draw on ideas from evolutionary biology, archaeology, anthropology, and the history of cities, art, and technology.
Knowledge And Civilization
by Barry AllenOffers a new, original way of framing questions about knowledge. Knowledge and Civilization advances detailed criticism of philosophy's usual approach to knowledge and describes a redirection, away from textbook problems of epistemology, toward an ecological philosophy of technology and civilization. Rejecting theories that confine knowledge to language or discourse, Allen situates knowledge in the greater field of artifacts, technical performance, and human evolution. His wide ranging considerations draw on ideas from evolutionary biology, archaeology, anthropology, and the history of cities, art, and technology.
Knowledge and Conditionals: Essays on the Structure of Inquiry
by Robert C. StalnakerRobert C. Stalnaker presents a set of essays on the structure of inquiry. In the first part he focuses on the concepts of knowledge, belief, and partial belief, and on the rules and procedures we use - or ought to use - to determine what to believe, and what to claim that we know. In the second part he examines conditional statements and conditional beliefs, their role in epistemology, and their relations to causal and explanatory concepts, such as dispositions, objective chance, relations of dependence, and independence. A central concern of the book is the interaction of different cognitive perspectives - the ways in which the attitudes of rational agents are or should be influenced by critical reflection on their present cognitive situation, on their own cognitive situations at other times, and on the cognitive situations of others with whom they interact. The general picture that is developed is naturalistic, following Hume in rejecting a substantive role for pure reason in the defense of inductive rules, and in giving causal concepts a central role in the description and explanation of our cognitive practices. However, Stalnaker rejects the side of Hume that aims to reduce concepts involving natural necessity to more basic descriptive concepts. Instead, he argues that the development of inductive rules and practices takes place in interaction with the development of concepts for giving a theoretical description of the world.
Knowledge and Conditionals: Essays on the Structure of Inquiry
by Robert C. StalnakerRobert C. Stalnaker presents a set of essays on the structure of inquiry. In the first part he focuses on the concepts of knowledge, belief, and partial belief, and on the rules and procedures we use - or ought to use - to determine what to believe, and what to claim that we know. In the second part he examines conditional statements and conditional beliefs, their role in epistemology, and their relations to causal and explanatory concepts, such as dispositions, objective chance, relations of dependence, and independence. A central concern of the book is the interaction of different cognitive perspectives - the ways in which the attitudes of rational agents are or should be influenced by critical reflection on their present cognitive situation, on their own cognitive situations at other times, and on the cognitive situations of others with whom they interact. The general picture that is developed is naturalistic, following Hume in rejecting a substantive role for pure reason in the defense of inductive rules, and in giving causal concepts a central role in the description and explanation of our cognitive practices. However, Stalnaker rejects the side of Hume that aims to reduce concepts involving natural necessity to more basic descriptive concepts. Instead, he argues that the development of inductive rules and practices takes place in interaction with the development of concepts for giving a theoretical description of the world.
Knowledge and Coordination: A Liberal Interpretation
by Daniel B. KleinAdam Smith and Friedrich Hayek saw the liberty principle as focal and accorded it strong presumption, but their wisdom invokes how little we can know. In Knowledge and Coordination, Daniel Klein re-examines the elements of economic liberalism. He interprets Hayek's notion of spontaneous order from the aestheticized perspective of a Smithian spectator, real or imagined. Klein addresses issues economists have had surrounding the notion of coordination by distinguishing the concatenate coordination of Hayek, Ronald Coase, and Michael Polanyi from the mutual coordination of Thomas Schelling and game theory. Clarifying the meaning of cooperation, he resolves debates over whether entrepreneurial innovation enhances or upsets coordination, and thus interprets entrepreneurship in terms of discovery or new knowledge. Beyond information, knowledge entails interpretation and judgment, emergent from tacit reaches of the "society of mind," itself embedded in actual society. Rejecting homo economicus in favor of the "deepself," Klein offers a distinctive formulation of knowledge economics, entailing asymmetric interpretation, judgment, entrepreneurship, error, and correction-and kinds of discovery-which all serve the cause of liberty. This richness of knowledge joins agent and analyst, and meaningful theory depends on tacit affinities between the two. Knowledge and Coordination highlights the recurring connections to underlying purposes and sensibilities, of analysts as well as agents. Behind economic talk of market communication and social error and correction lies Klein's Smithian allegory, with the allegorical spectator representing a conception of the social. Knowledge and Coordination instructs us to declare such allegory. Knowledge and Coordination is an authoritative take on how, by confessing the looseness of its judgments and the by-and-large status of its claims, laissez-faire liberalism makes its economic doctrines more robust and its presumption of liberty more viable.
Knowledge and Coordination: A Liberal Interpretation
by Daniel B. KleinAdam Smith and Friedrich Hayek saw the liberty principle as focal and accorded it strong presumption, but their wisdom invokes how little we can know. In Knowledge and Coordination, Daniel Klein re-examines the elements of economic liberalism. He interprets Hayek's notion of spontaneous order from the aestheticized perspective of a Smithian spectator, real or imagined. Klein addresses issues economists have had surrounding the notion of coordination by distinguishing the concatenate coordination of Hayek, Ronald Coase, and Michael Polanyi from the mutual coordination of Thomas Schelling and game theory. Clarifying the meaning of cooperation, he resolves debates over whether entrepreneurial innovation enhances or upsets coordination, and thus interprets entrepreneurship in terms of discovery or new knowledge. Beyond information, knowledge entails interpretation and judgment, emergent from tacit reaches of the "society of mind," itself embedded in actual society. Rejecting homo economicus in favor of the "deepself," Klein offers a distinctive formulation of knowledge economics, entailing asymmetric interpretation, judgment, entrepreneurship, error, and correction-and kinds of discovery-which all serve the cause of liberty. This richness of knowledge joins agent and analyst, and meaningful theory depends on tacit affinities between the two. Knowledge and Coordination highlights the recurring connections to underlying purposes and sensibilities, of analysts as well as agents. Behind economic talk of market communication and social error and correction lies Klein's Smithian allegory, with the allegorical spectator representing a conception of the social. Knowledge and Coordination instructs us to declare such allegory. Knowledge and Coordination is an authoritative take on how, by confessing the looseness of its judgments and the by-and-large status of its claims, laissez-faire liberalism makes its economic doctrines more robust and its presumption of liberty more viable.
Knowledge and Critical Pedagogy: An Introduction (Explorations of Educational Purpose #1)
by Joe L. KincheloeIn a globalized neo-colonial world an insidious and often debilitating crisis of knowledge not only continues to undermine the quality of research produced by scholars but to also perpetuate a neo-colonial and oppressive socio-cultural, political economic, and educational system. The lack of attention such issues receive in pedagogical institutions around the world undermines the value of education and its role as a force of social justice. In this context these knowledge issues become a central concern of critical pedagogy. As a mode of education that is dedicated to a rigorous form of knowledge work, teachers and students as knowledge producers, anti-oppressive educational and social practices, and diverse perspectives from multiple social locations, critical pedagogy views dominant knowledge policies as a direct assault on its goals. Knowledge and Critical Pedagogy: An Introduction takes scholars through a critical review of the issues facing researchers and educators in the last years of the first decade of the twenty-first century. Refusing to assume the reader’s familiarity with such issues but concurrently rebuffing the tendency to dumb down such complex issues, the book serves as an excellent introduction to one of the most important and complicated issues of our time.
Knowledge and Demonstration: Aristotle’s Posterior Analytics (The New Synthese Historical Library #56)
by Orna HarariThis study explores the theoretical relationship between Aristotle’s theory of syllogism and his conception of demonstrative knowledge. More specifically, I consider why Aristotle’s theory of demonstration presupposes his theory of syllogism. In reconsidering the relationship between Aristotle’s two Analytics, I modify this widely discussed question. The problem of the relationship between Aristotle’s logic and his theory of proof is commonly approached from the standpoint of whether the theory of demonstration presupposes the theory of syllogism. By contrast, I assume the theoretical relationship between these two theories from the start. This assumption is based on much explicit textual evidence indicating that Aristotle considers the theory of demonstration a branch of the theory of syllogism. I see no textual reasons for doubting the theoretical relationship between Aristotle’s two Analytics so I attempt to uncover here the common theoretical assumptions that relate the syllogistic form of reasoning to the cognitive state (i. e. , knowledge), which is attained through syllogistic inferences. This modification of the traditional approach reflects the wider objective of this essay. Unlike the traditional interpretation, which views the Posterior Analytics in light of scientific practice, this study aims to lay the foundation for a comprehensive interpretation of the Posterior Analytics, considering this work from a metaphysical perspective. One of my major assertions is that Aristotle’s conception of substance is essential for a grasp of his theory of demonstration in general, and of the role of syllogistic logic in particular.
Knowledge and Error: Sketches on the Psychology of Enquiry (Vienna Circle Collection #3)
by Ernst Mach
Knowledge and Ethics in Anthropology: Obligations and Requirements
by Lisette JosephidesInspired by the work of world-renowned anthropologist Marilyn Strathern, this collection of essays features contributions from a range of internationally recognized scholars – including Strathern herself – which examine a range of methodologies and approaches to the anthropology of knowledge.The book investigates the production of knowledge through a variety of themes, centered on the question of the researcher’s obligations and the requirements of knowledge. These range from the obligation to connect with local culture and existing anthropological knowledge, to the need to draw conclusions and circulate what has been learned. Taking up themes that are relevant for anthropology as a whole – particularly the topic of knowledge and the ethics of knowing others, as well as the notion of the local in a global world – Knowledge and Ethics in Anthropology is key reading for students and scholars alike. A thorough introduction to the key concepts and terms used in Strathern’s work is provided, making this a fantastic resource for anyone encountering her work for the first time.
Knowledge and Ethics in Anthropology: Obligations and Requirements (Criminal Practice Ser.)
by Lisette JosephidesInspired by the work of world-renowned anthropologist Marilyn Strathern, this collection of essays features contributions from a range of internationally recognized scholars – including Strathern herself – which examine a range of methodologies and approaches to the anthropology of knowledge.The book investigates the production of knowledge through a variety of themes, centered on the question of the researcher’s obligations and the requirements of knowledge. These range from the obligation to connect with local culture and existing anthropological knowledge, to the need to draw conclusions and circulate what has been learned. Taking up themes that are relevant for anthropology as a whole – particularly the topic of knowledge and the ethics of knowing others, as well as the notion of the local in a global world – Knowledge and Ethics in Anthropology is key reading for students and scholars alike. A thorough introduction to the key concepts and terms used in Strathern’s work is provided, making this a fantastic resource for anyone encountering her work for the first time.
Knowledge and Explanation in History: An Introduction to the Philosophy of History (Modern Introductions to Philosophy)
by Ronald F. Atkinson
Knowledge and Human Interests
by Jürgen HabermasHabermas describes Knowledge and Human Interests as an attempt to reconstruct the prehistory of modern positivism with the intention of analysing the connections between knowledge and human interests. Convinced of the increasing historical and social importance of the natural and behavioural sciences, Habermas makes clear how crucial it is to understand the central meanings and justifications of these sciences. He argues that for too long the relationship between philosophy and science has been distorted. In this extraordinarily wide-ranging book, Habermas examines the principal positions of modern philosophy - Kantianism, Marxism, positivism, pragmatism, hermeneutics, the philosophy of science, linguistic philosophy and phenomenology - to lay bare the structure of the processes of enquiry that determine the meaning and the validity of all our statements which claim objectivity. This edition contains a postscript written by Habermas for the second German edition of Knowledge and Human Interests.
Knowledge and Interaction: A Synthetic Agenda for the Learning Sciences
by Andrea A. DiSessa Mariana Levin Nathaniel J.S. BrownDecades of research in the cognitive and learning sciences have led to a growing recognition of the incredibly multi-faceted nature of human knowing and learning. Up to now, this multifaceted nature has been visible mostly in distinct and often competing communities of researchers. From a purely scientific perspective, "siloed" science—where different traditions refuse to speak with one another, or merely ignore one another—is unacceptable. This ambitious volume attempts to kick-start a serious, new line of work that merges, or properly articulates, different traditions with their divergent historical, theoretical, and methodological commitments that, nonetheless, both focus on the highly detailed analysis of processes of knowing and learning as they unfold in interactional contexts in real time. Knowledge and Interaction puts two traditions in dialogue with one another: Knowledge Analysis (KA), which draws on intellectual roots in developmental psychology and cognitive modeling and focuses on the nature and form of individual knowledge systems, and Interaction Analysis (IA), which has been prominent in approaches that seek to understand and explain learning as a sequence of real-time moves by individuals as they interact with interlocutors, learning environments, and the world around them. The volume’s four-part organization opens up space for both substantive contributions on areas of conceptual and empirical work as well as opportunities for reflection, integration, and coordination.
Knowledge and Interaction: A Synthetic Agenda for the Learning Sciences
by Andrea A. DiSessa Mariana Levin Nathaniel J.S. BrownDecades of research in the cognitive and learning sciences have led to a growing recognition of the incredibly multi-faceted nature of human knowing and learning. Up to now, this multifaceted nature has been visible mostly in distinct and often competing communities of researchers. From a purely scientific perspective, "siloed" science—where different traditions refuse to speak with one another, or merely ignore one another—is unacceptable. This ambitious volume attempts to kick-start a serious, new line of work that merges, or properly articulates, different traditions with their divergent historical, theoretical, and methodological commitments that, nonetheless, both focus on the highly detailed analysis of processes of knowing and learning as they unfold in interactional contexts in real time. Knowledge and Interaction puts two traditions in dialogue with one another: Knowledge Analysis (KA), which draws on intellectual roots in developmental psychology and cognitive modeling and focuses on the nature and form of individual knowledge systems, and Interaction Analysis (IA), which has been prominent in approaches that seek to understand and explain learning as a sequence of real-time moves by individuals as they interact with interlocutors, learning environments, and the world around them. The volume’s four-part organization opens up space for both substantive contributions on areas of conceptual and empirical work as well as opportunities for reflection, integration, and coordination.