THE IDEA OF KNOWLEDGE AND ITS EVOLUTION IN MODERN DISCOURSE (original) (raw)
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THE EXAMINATION OF KNOWLEDGE FROM THE PHILOSOPHICAL PERSPECTIVE
Philosophy is the effort to understand the life deeply and make sense of what is happening in his/her own way. It requires questioning and investigation. It is the art of looking at the universe in unity, combining the pieces and synthesizing. At the same time, it is a product of critical minds, persistent attitude toward research and passion for knowing the truth. Epistemology is explaining the science by philosophy, in another word, the examination of science from the perspective of philosophy. As epistemology deals with general structure of scientific thought, it also searches for criticism of the truth. In this study, the examination of knowledge from the point of philosophy has been targeted. Epistemology has been discussed from its various aspects. For this purpose, the concepts of knowledge, philosophy and epistemology have been studied. Key Words: Knowledge, Philosophy, Epistemology
The theory of knowledge in contemporary epistemology
Journal of Fundamental and Applied Sciences, 2016
Contemporary philosophy in the west has begun with emphasizing "subjectivism" and the theory of "knowledge". Discussing the nature of knowledge leads inevitably to investigating the nature of "belief". However, it is important to note that knowledge is always something more than mere belief. To demarcate between truthful and untruthful belief we must have certain criteria. In this essay, an analytical approach has been adopted to first present a historical review of the meanings of "knowledge" and then to discuss the three parameters of knowledge (belief, truth, justification) in contemporary epistemology. The main ideas with regard to truthful belief and epistemological justification are investigated within the framework of two approaches: foundationalism and coherentism.
Dean & Francis Press, 2024
The model of language can relatively concretely reveal the mechanism of the epistemology, which is extended by the ontology that takes "person" as the unit. It unveils an intuitable dimension to represent the epistemolog's paradigm and limitations. Deriving from the inherent relation between epistemology and ontology, the retrospection of the epistemology's ontological origin can be actualized by locating or grasping the epistemological first person's ontological essence. Hence, the illusional and frail essence of the ontology behind this epistemology would be uncovered. "Person" is not a stable unit in the ontological world, since the application of this unit stimulates the development of the operating style of the epistemology which relies on the supplement of paradox. After this study that intends to get the epistemological and ontological truth of the current using nominative, the new era of one or more unknown but solid epistemology and its ontology will be gradually recognized. Furthermore, the circumstance of past and current philosophical study is going to be changed.
Nature of Knowledge in Philosophy
Journal of Education, Society and Behavioural Science
This article is devoted to the philosophical study of the conditions under which knowledge can become a component or tool of education. The presentation of the contribution of epistemology to human development and education is based on addressing issues such as the nature of knowledge, sources of knowledge, theories, and criteria of truth. We proceed from the idea that knowledge is a condition of education. Particular attention is paid to the issue of distinguishing between such types of knowledge as 'knowing how’ and ‘knowing that'. Educational practices open a common foundation that unites the life world of people, types of sociality, and hermeneutical practices. The epistemological approach to the question of the essence of knowledge assumes that knowledge meets three requirements, namely, knowledge must be objective, subjective, and evidentiary. Epistemology includes subjectivity as the basis of human existence in the natural world and the world with others. Intersubject...
"Contextualism and the Factivity of Knowledge"
in D. Lukasiewicz & R. Pouivet (eds.), Scientific Knowledge and Common Knowledge, 2009
Analytic epistemology in the post-Gettier era has mainly focused on the task of providing an analysis, perhaps a definition, of the "common" notion of knowledge. In the last two or three decades, this project has seen a major "linguistic turn" (Ludlow 2005), through the increased reliance, in contemporary debates, on syntactic, semantic and pragmatic "evidence" about usual (uses of) linguistic constructions in terms of know, the main working assumption being that the common notion of knowledgethat is, the way we (ought to) commonly think about knowledgeis best reflected in the way we commonly talk about knowledge. A consequence is that instead of trying to spell out directly the conditions for knowledge, the focus is on trying to spell out the conditions for the truth of knowledge attributions.
1 Contextualism and the Factivity of Knowledge
2015
Analytic epistemology in the post-Gettier era has mainly focused on the task of providing an analysis, perhaps a definition, of the “common ” notion of knowledge. In the last two or three decades, this project has seen a major “linguistic turn ” (Ludlow 2005), through the increased reliance, in contemporary debates, on syntactic, semantic and pragmatic “evidence ” about usual (uses of) linguistic constructions in terms of know, the main working assumption being that the common notion of knowledge – that is, the way we (ought to) commonly think about knowledge – is best reflected in the way we commonly talk about knowledge. A consequence is that instead of trying to spell out directly the conditions for knowledge, the focus is on try-ing to spell out the conditions for the truth of knowledge attributions. Constitutive of this “new linguistic turn ” in epistemology is “contextualism”, the view that the reference of the verb know shifts with features of the context in which it is used....
The philosophy of language and the Ontology of Knowledge
The philosophy of language and the Ontology of Knowledge, 2018
Objective The relations between thought and reality are studied in many fields of philosophy and science. Examples include ontology and metaphysics in general, linguistics, neuroscience and even mathematics. Each one has its postulates, its language, its methods and its own constraints. It would be unreasonable, however, for them to ignore each other. In the pages that follow we will try to identify areas of proximity between the ideas of contemporary philosophers of language and those issued mainly by Ontology of Knowledge (see below) but also by mathematics and neuroscience. We will try to take advantage of the clarity and the perfect structuring of the lecture « La philosophie contemporaine du langage » (the contemporary philosophy of language) given by Professor Denis Vernant (see below). We will make use of this lecture, both for the ideas presented and as a reference process. The goal of this article is to bring out, through a benevolent confrontation, new ideas for the benefit of knowledge in general.
Epistemological Contextualism and Cultures of Knowledge
Rivista Internazionale Di Filosofia E Psicologia, 2014
My first aim in this article is to describe the origin of the notion of culture of knowledge due to the research activities carried out at the University of Frankfurt by the Research Group Culture of Knowledge and Social Change since 1999. In this context we examined the relation between knowledge and society and proposed the notion of culture of knowledge as a key-concept to emphasize that knowledge does always appear in a specific historical form, and can be investigated only as a social practice. This key-concept turned out to be a helpful heuristic construct and had therefore a widespread diffusion as a general and extremely flexible category which can shed light on mutual relations between knowledge and culture in several historical contexts. Secondly, I will compare the approach taken in the culture of knowledge with other contextualist approaches of contemporary research areas like History of Science and Theory of Culture to show that it is particularly helpful in terms of connecting different fields. Finally, I will drive attention to a basic question concerning the approach of the culture of knowledge which remains still unanswered. The Frankfurter Research Group considered it as a model of knowledge alternative to all those positions in History of Science and Theory of Culture that assume the universal, trans-historical, and trans-cultural validity of fundamental forms of knowledge and cognitive abilities. I will discuss whether and to what extent these positions are really alternative, and for this purpose I will focus on a central point: whether the thesis of a radical historicity of knowledge undermines the very idea of universal rationality and to what extent.
Filosofija. Sociologija
The article analyses the problems and possibilities of forming a general methodological paradigm for the study, explanation and forecasting of social processes – in the context of the philosophical concepts of G. Hegel and F. Nietzsche. In particular, a fundamental possibility for forming a general methodological paradigm based on a dynamic balance of not optimal, but possible is analysed. The paper outlines the positive and negative aspects of the methodological paradigms of rationalism and irrationalism (postmodernism); points out the possibility of terminological discourse in determining the content of concepts and categories; emphasises the efficiency of the methodological paradigm of rationalism on the example of the analysis and implementation of the philosophical category ‘measure’; substantiates the need for improvement of the spiritual priorities of various groups of the population – with a special emphasis on the layer of politicians.