Selected Papers from the Third International Kant Congress.

Proof Theory of Modal Logic is devoted to a thorough study of proof systems for modal logics, that is, logics of necessity, possibility, knowledge, belief, time, computations etc. It contains many new technical results and presentations of novel proof procedures. The volume is of immense importance for the interdisciplinary fields of logic, knowledge representation, and automated deduction.

Since Kripke's attack on Nozick's Tracking Theory of knowledge, there has been strong suspicion that tracking theories are false. We think that neither Kripke's arguments and examples nor other recent attacks in the literature show that the tracking theories are false. We cannot address all of these concerns here, but we will show why some of the most discussed examples from Kripke do not demonstrate that the tracking theories are false.

Since Kripke's attack on Nozick's Tracking Theory of knowledge, there has been strong suspicion that tracking theories are false. We think that neither Kripke's arguments and examples nor other recent attacks in the literature show that the tracking theories are false. We cannot address all of these concerns here, but we will show why some of the most discussed examples from Kripke do not demonstrate that the tracking theories are false.

This collection is the final volume of a four book survey of the state of phenomenology fifty years after the death of Edmund Husserl. Its publication represents a landmark in the comprehensive treatment of contemporary phenomenology in all its vastness and richness. The diversity of the issues raised here is dazzling, but the main themes of Husserl's thought are all either explicitly treated, or else they underlie the ingenious approaches found here. Time, historicity, intentionality, eidos, meaning, possibility/reality, and teleology are (...) the main concerns of this collection devoted to studies in aesthetics, metaphysics and literary interpretation, written by such authors as, among others, R. Cobb-Stevens, C. Moreno Marquez, J. Swiecimski, Sitansu Ray and M. Kronegger. These original studies of phenomenological aesthetics and literary theory by scholars from all parts of the world were gathered by the World Institute for Advanced Phenomenological Research and Learn ing during the year 1988/89 during its assessment of the phenomeno logical movement, fifty years after Husserl's death. IX A -T. Tymieniecka (ed.), Analecta Husserliana, Vol. XXXVII, ix. (shrink)

Adopting a Quinean criterion of ontological commitment, I consider Kant’s theory of our a priori knowledge of objects. I am directly concerned with the customary view that the ontology of Kant’s theory of knowledge in general, whether a priori or empirical, must be thought in terms of the a priori conditions or representations of space, time, and the categories. Accordingly, the customary view is accompanied by the customary interpretation of the ontology as consisting of Kantian“appearances” or “empirical objects.” (...) I argue against this view and interpretation. The argument turns on the opposition between the necessity and universality of the a priori and the particularity and contingency of the existent. Its main point is that the a priori can remain necessary and universal only if the existence of objects is kept distinct from it. (shrink)

The causal representative theory of perception dominated theory of knowledge for hundreds of years after it was put on the map by Descartes and Locke. It is now almost extinct. How could this happen? The theory collapsed because it could not explain how we acquire knowledge of the external world, since it presupposes a causally organized system of external objects producing sensations in us. This presupposition, however, is generally recognized as true, so that the pattern of causal (...) inference at the heart of the theory is surely justified. The theory cannot explain how we originally acquire our knowledge of the external world, but it is entitled on a second pass to correct our empirical beliefs, where necessary. This includes replacing our naive picture of the physical world with a more sophisticated scientific conception, which downgrades secondary qualities. This was, indeed, the main reason why it was originally introduced by Descartes and Locke, and has been the source of its attraction over the years. (shrink)

My focus in this paper is on how the basic Bayesian model can be amended to reflect the role of idealizations and approximations in the confirmation or disconfirmation of any hypothesis. I suggest the following as a plausible way of incorporating idealizations and approximations into the Bayesian condition for incremental confirmation: Theory T is confirmed by observation P relative to background knowledge B iff Pr&B) > PrandB), where I is the conjunction of idealizations and approximations used in deriving the (...) prediction PT from T, P. (shrink)

Numerous studies suggest that both emotion knowledge and language abilities are powerfully related to young children’s theory of mind. Nonetheless, the magnitude and direction of the associations between language, emotion knowledge, and theory-of-mind performance in the first years of life are still debated. Hence, the aim of this study was to assess the direct effects of emotion knowledge and language on theory-of-mind scores in 2- and 3-year-old children. A sample of 139 children, aged between 24 and 47 (...) months (M = 35.5 months; SD = 6.73), were directly administered measures of emotion knowledge, theory of mind, and language. We conducted structural equation modeling (SEM) to evaluate the effects of these variables within a single comprehensive framework, while also controlling for any effects of age and gender. The proposed structural equation model provided an excellent fit for the data, indicating that both children’s emotion knowledge and their language ability had direct positive effects on theory of mind scores. In addition, age was found to wield statistically significant effects on all the variables under study, whereas gender was not significantly associated with any of them. These findings suggest the importance of fostering young children’s emotion knowledge and language with a view to enhancing their comprehension of mental states. (shrink)

General Theory of Knowledge is an exciting, acutely reasoned treatise, in which Schlick prepares the way for the modern analytic movement. Moritz Schlick is best known as the founder and guiding genius of the Vienna Circle of Logical Positivists.

Here is a definition of knowledge: for you to know a proposition p is for you to have an outright belief in p that is correct precisely because it manifests the virtue of rationality. This definition resembles Ernest Sosa’s “virtue theory”, except that on this definition, the only virtue that must be manifested in all instances of knowledge is rationality, and no reductive account of rationality is attempted—rationality is assumed to be an irreducibly normative notion. This definition is compatible (...) with “internalism” about rationality, and with a form of “pragmatic encroachment” on the conditions of rational outright belief. An interpretation is given of this definition, and especially of the sense of ’because’ that it involves. On this interpretation, this definition entails that both safety and adherence are necessary conditions on knowledge; it supports a kind of contextualism about terms like ‘knowledge’; and it provides resources to defend safety, adherence, and contextualism, against some recent objections. (shrink)

The issues that we raised go beyond the framework of just pedagogical research, since they cover an area of research in the juncture of the sciences about the human being. We are talking about the interdisciplinary analysis and integration of the fundamental foundations of the solution of the problems of both theoretical and constructive-designing character. At that, the philosophy of education carries out its regulatory function determining directions and boundaries of the research. The philosophy of education inscribes itself in the (...) cultural dominant of the time, in such way fostering the choice of the development strategy of the educational systems, which will be adequate to the positive tendencies of social development, the modern spiritual search of humanity. The research in the area of education philosophy is connected with the integration of sociological, culturological, philosophical, economical, political, biological, psychological and other knowledge. The interdisciplinary character is a necessary condition of overcoming certain isolation of the modern theory of pedagogics from general processes of cultural, scientific, and social development; a condition of significant growth of its conceptual and theoretical level, serious strengthening of its role and importance in determining the prospects of education, in the development of educational programs, projects of various levels. (shrink)

This new edition of the classic Contemporary Theories of Knowledge has been significantly updated to include analyses of the recent literature in epistemology.

In this paper I am going to present several ideas selected from the field of two important current inputs to the interface of philosophy and psychoanalysis. First, there is the study of Linda Brakel who confronts Freudian unconscious with meaning theory, i.e. the philosophy of Donald Davidson. Brakel feels that the approach of Davidson/Cavell misinterprets the Freudian concepts and robs it of its central characteristics. She insists in the primary process which she describes as representational, contentful and a-rational. The (...) second input is to be found within today’s reception of Kant in the epistemological field. The debates depart from the controversial issue of whether Kant was a conceptionalist or a non-conceptionalist and frequently refer to McDowells Mind and World. Then I will present my own approach that combines psychoanalytical ideas with an application of Peircean categories. My aim is to show that this approach contributes to the understanding of mind in general. In comparing the philosophical concepts with psychoanalytical ones, I will point out the specific place of psychoanalytical concepts within the theory of knowledge. I will conclude by pleading for the integration of the psychoanalytic ideas into a broader theory of thinking. Furthermore, the meaning of this integration on psychoanalysis itself will be evaluated. (shrink)

In this important new text, Keith Lehrer introduces students to the major traditional and contemporary accounts of knowing. Beginning with the accepted definition of knowledge as justified true belief, Lehrer explores the truth, belief and justification conditions on the way to a thorough examination of foundation theories of knowledge, externalism and naturalized epistemologies, internalism and modern coherence theories as well as recent reliabilist and causal theories. Lehrer gives all views careful examination and concludes that external factors must be matched by (...) appropriate internal ones to yield knowledge. Readers of Professor Lehrer's earlier book _Knowledge_ will want to know that this text adopts the framework of that classic text. But _Theory of Knowledge_ is a completely rewritten and updated version of that book that has been simplified throughout for student use. (shrink)

In this important new text, Keith Lehrer introduces students to the major traditional and contemporary accounts of knowing. Beginning with the accepted definition of knowledge as justified true belief, Lehrer explores the truth, belief and justification conditions on the way to a thorough examination of foundation theories of knowledge, externalism and naturalized epistemologies, internalism and modern coherence theories as well as recent reliabilist and causal theories. Lehrer gives all views careful examination and concludes that external factors must be matched by (...) appropriate internal ones to yield knowledge. Readers of Professor Lehrer's earlier book _Knowledge_ will want to know that this text adopts the framework of that classic text. But _Theory of Knowledge_ is a completely rewritten and updated version of that book that has been simplified throughout for student use. (shrink)

In this important new text, Keith Lehrer introduces students to the major traditional and contemporary accounts of knowing. Beginning with the accepted definition of knowledge as justified true belief, Lehrer explores the truth, belief and justification conditions on the way to a thorough examination of foundation theories of knowledge, externalism and naturalized epistemologies, internalism and modern coherence theories as well as recent reliabilist and causal theories. Lehrer gives all views careful examination and concludes that external factors must be matched by (...) appropriate internal ones to yield knowledge. Readers of Professor Lehrer's earlier book _Knowledge_ will want to know that this text adopts the framework of that classic text. But _Theory of Knowledge_ is a completely rewritten and updated version of that book that has been simplified throughout for student use. (shrink)

This paper is about comparison and appraisal of Ken Wilber’s theory of the “three components or strands of knowledge” set forth especially in his Eye to Eye and Mark Edwards’s “Integral Cycle of Knowledge” which attempts through its critique to integrate Wilber’s developmental and epistemological models. Realizing the problem of today’s scientism, Wilber introduces the concepts of the “three eyes”—the eye of flesh, of reason, and of contemplation—thusconceiving science in a broad sense. Then in order to secure verification of (...) the knowledge he proposes the three basic components of knowledge acquisition: 1. instrumental injunction 2 Intuitive apprehension 3. Communal confirmation. In his essay, “The Integral Cycle of Knowledge,” Mark Edwards then points out themissing of an interpretive component and then he proceeds to form his own Integral Cycle of Knowledge by adding the component. Hen then integrates it into Wilber’s 4-quadrants framework as follows: UR: Injunctive strand → UL: Apprehensive strand → LL: Interpretive strand → LR: Validative strand. Their attempts to provide a solid epistemological basis to their Integral Theory are really laudable. However, they do not seem to have sufficiently reflected the intense debates surrounding especially justification or validation. According to them in spite of development in securing epistemological justification no complete answer has been found out. Moreover, the type of communal validation is scarcely seen at least among the viable alternatives the philosophers are seeking. Thus somethinginternal or externally related to truth that would eliminate or minimize the possibility of falsehood needs to be added to the validative component. If a balance is recovered among spirituality, science, and philosophy in this way, it would be of a great benefit to respective discipline. (shrink)

First published in 1984 as part of The Collected Papers of Bertrand Russell , Theory of Knowledge represents an important addition to our knowledge of Russell's thought. In this work Russell attempts to flesh out the sketch implicit in The Problems of Philosophy . It was conceived by Russell as his next major project after Principia Mathematica and was intended to provide the epistemological foundations for his work. Russell's subsequent difficulties in presenting his theory of knowledge, brought on (...) by what he considered to be devastating criticisms of Wittgenstein, led to both his abandonment of this work and to a major transformation in his thought. Theory of Knowledge , now available for the first time in paperback, gives us a picture of one of the great minds of the twentieth century at work. It is possible to see the unsolved problems left without disguise or evasion. This second edition has retained the full scholarly introduction. The photographs of the manuscript, appendices, and notes on textual matters have been eliminated to provide a concise and accessible guide to understanding both Russell's own thought and his relationship with Wittgenstein. (shrink)

First published in 1984 as part of The Collected Papers of Bertrand Russell, Theory of Knowledge represents an important addition to our knowledge of Russell's thought. In this work Russell attempts to flesh out the sketch implicit in The Problems of Philosophy. It was conceived by Russell as his next major project after Principia Mathematica and was intended to provide the epistemological foundations for his work. Russell's subsequent difficulties in presenting his theory of knowledge, brought on by what (...) he considered to be devastating criticisms of Wittgenstein, led to both his abandonment of this work and to a major transformation in his thought. Theory of Knowledge, now available for the first time in paperback, gives us a picture of one of the great minds of the twentieth century at work. It is possible to see the unsolved problems left without disguise or evasion. This second edition has retained the full scholarly introduction. The photographs of the manuscript, appendices, and notes on textual matters have been eliminated to provide a concise and accessible guide to understanding both Russell's own thought and his relationship with Wittgenstein. (shrink)

A sketch is given of a way of looking at science. Research is viewed as a complex of cognitive processes with a theoretical and experimental sides. A distinction is made between context of discovery and context of presentation. In the latter “paragons of science” come into play. From this platform the “theory of research” of Christian Huygens is examined, in its contemporary situation between Baconian empiricism and Cartesian rationalism, and in connection with Galileo's outlook on method. Huygens' attitude on (...) legitimating the results of his research production is also examined. The paper employs a method of case study, which is also discusses. (shrink)

In this impressive second edition of Theory of Knowledge, Keith Lehrer introduces students to the major traditional and contemporary accounts of knowing. Beginning with the traditional definition of knowledge as justified true belief, Lehrer explores the truth, belief, and justification conditions on the way to a thorough examination of foundation theories of knowledge,the work of Platinga, externalism and naturalized epistemologies, internalism and modern coherence theories, contextualism, and recent reliabilist and causal theories. Lehrer gives all views careful examination and (...) concludes that external factors must be matched by appropriate internal factors to yield knowledge. This match of internal and external factors follows from Lehrer’s new coherence theory of undefeated justification. In addition to doing justice to the living epistemological traditions, the text smoothly integrates several new lines that will interest scholars. Also, a feature of special interest is Lehrer’s concept of a justification game.This second edition of Theory of Knowledge is a thoroughly revised and updated version that contains several completely new chapters. Written by a well-known scholar and contributor to modern epistemology, this text is distinguished by clarity of structure, accessible writing, and an elegant mix of traditional material, contemporary ideas, and well-motivated innovation. (shrink)

The book attempts, in as comprehensive a way as possible, to make clear the central issues for the theory of knowledge, so as to provide a framework for that subject and also to indicate something of the way in which, as the author believes, the issues should be faced.

In this paper I argue that there are excellent reasons to embrace nonrelational (adverbial) analyses of sensations and intentional states. I shall further argue, however, that the epistemology of experience requires that we recognize at least one conscious state that is genuinely relational—awareness or acquaintance. It is through the relational state of being acquainted with non-relational mental states that one can end a regress of justification.

In lieu of an abstract, here is a brief excerpt of the content:Martin Heidegger and OntologyEmmanuel Levinas (bio)The prestige of Martin Heidegger 1 and the influence of his thought on German philosophy marks both a new phase and one of the high points of the phenomenological movement. Caught unawares, the traditional establishment is obliged to clarify its position on this new teaching which casts a spell over youth and which, overstepping the bounds of permissibility, is already in vogue. For once, (...) Fame has picked one who deserves it and, for that matter, one who is still living. Anyone who has studied philosophy cannot, when confronted by Heidegger’s work, fail to recognize how the originality and force of his achievements, stemming from genius, are combined with an attentive, painstaking, and close working-out of the argument—with that craftsmanship of the patient artisan in which phenomenologists take such pride. In this study, it is important for us to understand, above all, the true intentions of our author, to illuminate what he thinks really needs to be said, and to surmise what is most critical for him.To get to the heart of Heidegger’s system, it seems fitting to begin with a problem that is generally familiar. We choose the problem of knowledge, a deeper understanding of which takes us to the very threshold of Heidegger’s thought. For this problem, central to modern philosophy, is one of the main obstacles of modern philosophy that Heidegger wishes to surmount. Neo-Kantianism, which takes knowledge as the philosophical problem of the first rank, is the movement against which Heidegger rebels with all his strength. We have, thus, every chance of gaining access to his thought by the main door, so to speak. Once inside the system we will try to trace its outlines, 2 reserving, for a second part of our work, the determination of Heidegger’s place in the history of ideas, especially in the phenomenological movement, as well as of his relations with the philosopher to whom he owes so much—Edmund Husserl. 31In its most general form, the problem of the theory of knowledge has a critical significance. It consists in delineating a domain where knowledge can be certain and in determining the criteria for the legitimate scope of knowledge. But this problem, as normal and as simple as it may appear, has deeper roots. That knowledge should need a criterion at all presupposes that truth is not identical to all that is known and that the course [End Page 11] of things can fail to correspond with the course of thought. “How does knowledge correspond to being?” is a more profound formulation of the problem of knowledge.But we are not going to touch anymore on the primordial phenomenon that generates the problem. The problem of correspondence between thing and thought presupposes a free activity of thought and its isolation in relation to the object. It is precisely this presupposition which renders their harmony and even their contact problematic. “How does the subject take leave of itself to attain the object?” is what the problem of knowledge, in the last analysis, boils down to. Its true source is thus the concept of “subject” as elaborated by modern philosophy. The cogito presided over the subject’s birth. The cogito was the affirmation of the privileged nature of the subject’s immanent sphere, of its unique place in existence; hence, the cogito was the specificity of the subject’s connection to the rest of reality, the sui generis nature which opens up the passage from immanence to transcendence, the passage from ideas contained in the thinking substance to 4 their “formal existence.”The concept of the subject, understood as a substance having a specific position in the entire domain of being, presents us with difficulties of two kinds. First, how do we understand this leave-taking from the self which the thinking substance brings about and which displays an entirely original aspect? Indeed, we could say that thought, in reaching out toward objects, does not actually take leave of itself, since its objects—considered as ideas and contents of thought—are, in a certain sense, already within it. In order to make sense of this paradox, Descartes... (shrink)

This book is an accessible introduction to contemporary epistemology, the theory of knowledge. It introduces traditional topics in epistemology within the context of contemporary debates about the definition, sources, and limits of human knowledge. Rich in examples and written in an engaging style, it explains the field while avoiding technical detail. It relates epistemology to work in cognitive science and defends a plausible version of explanationism regarding epistemological method.

Developed in collaboration with the International Baccalaureate Organization, Oxford's Course Companions provide extra support for students taking IB Diploma Programme courses. They present a whole-course approach with a wide range of resources, and encourage a deep understanding of each subject by making connections to wider issues and providing opportunites for critical thinking. This companion stimulates students to think about learning and knowledge from their own and from others' perspectives in a way that crosses disciplines and cultures. It encourages reflection, discussion, (...) critical thinking, and awareness or the ways in which knowledge is constructed, and will students to recognize the implications of knowledge for issues of global concern. Places students at the center of the course, with lively material providing opportunities for questioning, discussion, and interaction Invites students to add their own voices to those in the book, which include students, teachers, and professionals in various areas of knowledge Encourages students to frame their own perspectives with international awareness and recognition of the impact of knowledge on the world Contains guidance for current assessment, with support for the Theory of Knowledge essay and class presentation Written by experienced teachers, authors, and examiners, including recent deputy and chief examiners of Theory of Knowledge. (shrink)

The Theory of Relativity and A Priori Knowledge will hereafter be cited as "RAK. " The German edition is out of print. 2 H. Reichenbach, The Philosophy of ...

The various schools of the Indian classical philosophy have discussed the issue how we understand the meaning from an utterance. In the present paper, I analyse the ancient controversy on this issue between two schools, Naiyāyikas and Vaiśeṣikas, and attempt to show that it has two aspects of religious and epistemological natures. Vaiśeṣikas, on the ground that the process of the verbal understanding is identical with that of the inference, claim that the verbal understanding is merely a type of the (...) inference. Naiyāyikas oppose this and assert that the former is distinct from the latter. I summarise Vaiśeṣikas’ argument into two points: (1) the similarity of the objects of the cognition and (2) that of the relations between the object and what denotes it. Naiyāyikas rejects both thesimilarities. The above discussion, which may stimulate our epistemological interest, has a close connection with the issue of scriptures. The utterance as a source of knowledge seems to have stood, in the early period, only for the scriptures, as pointed out by Hiryanna. Taking this into consideration, Vaiśeṣikas’ thesis can be understood to imply that they deny the intrinsic authority of scriptures and reduce it to the rational faculty of human beings. Naiyāyikas also deny itsintrinsic authority, but their view on the cognitive process of the verbal understanding is different from that of Vaiśeṣikas. The reason of this divergence may lie in how they treat the reliability of the speaker in respect to the cognitive process. (shrink)

_Theory of Knowledge_ gives us a picture of one of the great minds of the twentieth century at work. It is possible to see the unsolved problems left without disguise or evasion. Historically, it is invaluable to our understanding of both Russell's own thought and his relationship with Wittgenstein.

_Theory of Knowledge_ gives us a picture of one of the great minds of the twentieth century at work. It is possible to see the unsolved problems left without disguise or evasion. Historically, it is invaluable to our understanding of both Russell's own thought and his relationship with Wittgenstein.

_Theory of Knowledge_ gives us a picture of one of the great minds of the twentieth century at work. It is possible to see the unsolved problems left without disguise or evasion. Historically, it is invaluable to our understanding of both Russell's own thought and his relationship with Wittgenstein.

The Theory of Knowledge: A Thematic Introduction explains the main ideas and problems of contemporary epistemology while avoiding technical detail. Comprehensive and rich in illustrations and examples, it highlights contemporary debates over the definition, sources, and limits of human knowledge, and covers major topics including the nature of belief, theories of truth, epistemic justification, the Gettier problem, skepticism, and epistemic rationality. Its discussions identify important connections between traditional epistemological questions and cognitive science, the history of science, the sociology of (...) knowledge, and cross-cultural studies. The book culminates with a focus on questions regarding epistemological method and an examination of the roots of contemporary analytic approaches to epistemology. The authors defend a distinctive position regarding epistemological method, called broad explanationism, that incorporates some insights from naturalism in epistemology. The volume is enhanced by a glossary of important epistemological terms and suggestions for further reading. Easily accessible to beginning students in philosophy, The Theory of Knowledge serves as an ideal text for courses in the theory of knowledge and will also appeal to general readers interested in philosophy. (shrink)