Theoretical approach for the knowledge (original) (raw)
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Knowledge and Belief: Comparative Approach
Knowledge and Belief: Comparative Approach, 2022
Abstract: In this paper, I discuss the legitimacy of using the term “to know” in morality and I develop an approach based on Kantian morality. In my analysis, I take the notion “to know” in the sense that Timothy Williamson does. That is to say, I regard it in opposition to the perspectives that claim “knowledge is jus-tified true belief”. Therefore, in the first part, I briefly introduce “knowledge first epistemology”. In the second part, I build a perspective pointing to the strong correlation between acting and knowing. After that, I provide an analysis of Kantian morality in connection with my discussion. I show how Kant argues for a lawful certainty in morality that allows us to use the verb “know” (in the sense that is evaluated in the first part of this paper). In the next part, I comment on the un-analyzability of knowing in the practical sphere with reference to free will. In my conclusion, upon a general review of the paper, I introduce very briefly an alternative epistemology from Islamic thought regarding the theoreti-cal and practical sphere distinctions. Keywords: Knowledge, Timothy Williamson, Kant, practical cognition, belief.
Metaphilosophy, vol. 46 (2015), pp. 213-234., 2015
The view that the subject matter of epistemology is the concept of knowledge is faced with the problem that all attempts so far to define that concept are subject to counterexamples. As an alternative, this paper argues that the subject matter of epistemology is knowledge itself rather than the concept of knowledge. Moreover, knowledge is not merely a state of mind but rather a certain kind of response to the environment that is essential for survival. In this perspective, the paper outlines an answer to four basic questions about knowledge: What is the role of knowledge in human life? What is the relation between knowledge and reality? How is knowledge acquired? Is there any a priori knowledge?
About the nature of "knowledge"
Gilbert Ryle paid close attention to the difference between "knowing that" and "knowing how" in his book "The Concept of Mind." In this study, I focus primarily on the definition of “knowing that”, with the remark that the two concepts of knowledge, in my view, form a strongly dual epistemic relationship. The curiosity of the chosen philosophical problem is given by the talk of lively philosophical-logical debates that emerged after Edmund L. Gettier's short article published in 1963. . (Is Justified True Belief Knowledge?) The "information theory" foundations of knowledge in my view - which have significant ontological implications - are as follows: - Information is not just a socio-cultural phenomenon, but primarily a physical quantity. - The static part of information can be characterized as the Shannon information quantity. - The dynamic of information is generated by the stability and complexity of the space-time structures. - Information is therefore an ’emergent’ quantity. - Information-performance (strength) as a physical quantity can be represented by in the human-social region also as a ‘multivector’ that has components of ‘real-knowledge’ and ‘emotional-impact’. - The knowledge is the ’time-invariant part’ of information-strength. - The ‘separation criteria’ between the ‘real-knowledge’ and the ‘emotional-impact’ can be the stability/instability of the information source, and the evaporation time of the emotional content.
Knowledge. An Illustrated History
EVS Press, 2019
This 500+ page volume traces 2500 years of Western philosophical thought on the nature and acquisition of knowledge. The 18 chapters cover important thinkers from Heraclitus, Parmenides, and Protagoras, through Socrates, Plato, Aristotle, the Epicureans, Stoics, and Skeptics, to Christian thinkers on revelation, Descartes, the British empiricists, Kant, Hegel, Existentialism and Phenomenology, Pragmatism, Analytic Philosophy, Bergson, and Polyani, ending with surveys of current trends in epistemology.