Antirealists who hold the knowability thesis, namely that all truths are knowable, have been put on the defensive by the Church-Fitch paradox of knowability. Rejecting the non-factivity of the concept of knowability used in that paradox, Edgington has adopted a factive notion of knowability, according to which only actual truths are knowable. She has used this new notion to reformulate the knowability thesis. The result has been argued to be immune against the Church-Fitch paradox, but it has encountered several other (...) triviality objections. Schlöder in a forthcoming paper defends the general approach taken by Edgington, but amends it to save it in turn from the triviality objections. In this paper I will argue, first, that Schlöder's justification for the factivity of his version of the concept of knowability is vulnerable to criticism, but I will also offer an improved justification that is in the same spirit as his. To the extent that some philosophers are right about our intuitive concept of knowability being a factive one, it is important to explore factive concepts of knowability that are made formally precise. I will subsequently argue that Schlöder's version of the knowability thesis overgenerates knowledge or, in other words, it leads to attributions of knowledge where there is ignorance. This fits a general pattern for the research programme initiated by Edgington. This paper also contains preliminary investigations into the internal and logical structure of lines of inquiries, which raise interesting research questions. (shrink)

The central question of this article is how to combine counterfactual theories of knowledge with the notion of actuality. It is argued that the straightforward combination of these two elements leads to problems, viz. the problem of easy knowledge and the problem of missing knowledge. In other words, there is overgeneration of knowledge and there is undergeneration of knowledge. The combination of these problems cannot be solved by appealing to methods by which beliefs are (...) formed. An alternative solution is put forward. The key is to rethink the closeness relation that is at the heart of counterfactual theories of knowledge. (shrink)

Overgeneralization -- Vague definition -- Post hoc, propter hoc -- False analogy -- Partial selection of the evidence -- Groupthink -- Scams, deceptions, ruses, swindles, hoaxes and gaslights -- Begging the question -- The logic of Alice.

This chapter considers an epistemological argument from disagreement which concludes that many of most people’s moral beliefs do not amount to knowledge. Various ways of understanding the argument are considered and it is argued that each relies on an epistemic principle that is under-motivated, overgeneralizes, and is indeed self-incriminating. These problems, it is suggested, infect many conciliationist theses in the epistemology of disagreement. Knowledge, it is argued, can withstand not only acknowledged peer disagreement, but also disagreement with the (...) acknowledged experts. If this is right, then the sort of epistemic principle that is required to move from moral disagreement to the conclusion that many of most people’s moral beliefs do not amount to knowledge has landed well off the mark. (shrink)

Cultural accounts of scientific ideas and practices have increasingly come to be welcomed as a corrective to previous—and still widely held—theories of scientific knowledge and practices as universal. The editors caution, however, against the temptation to overgeneralize the work of culture, and to lapse into a kind of essentialism that flattens the range and variety of scientific work. The book refers to this tendency as culturalism. The contributors to the volume model a new path where historicized and cultural accounts (...) of scientific practice retain their specificity and complexity without falling into the traps of culturalism. They examine, among other issues, the potential of using notions of culture to study behavior in financial markets; the ideology, organization, and practice of earthquake monitoring and prediction during China's Cultural Revolution; the history of quadratic equations in China; and how studying the "glass ceiling" and employment discrimination became accepted in the social sciences. Demonstrating the need to understand the work of culture as a fluid and dynamic process that directly both shapes and is shaped by scientific practice, Cultures without Culturalism makes an important intervention in science studies. Contributors. Bruno Belhoste, Karine Chemla, Caroline Ehrhardt, Fa-ti Fan,Kenji Ito, Evelyn Fox Keller, Guillaume Lachenal, Donald MacKenzie, Mary S. Morgan, Nancy J. Nersessian, David Rabouin, Hans-Jörg Rheinberger, Claude Rosental, Koen Vermeir. (shrink)

Intellectualism is the doctrine that knowing how to do something consists in knowing that something is the case. Drawing on contemporary linguistic theories of indirect questions, Jason Stanley and Timothy Williamson have recently revived intellectualism, proposing to interpret a sentence of the form ‘s knows how to F’ as ascribing to s knowledge of a certain way w of Fing that she can F in w. In order to preserve knowledgehow’s connection to action and thus avoid an overgeneration (...) problem, they add that this knowledge must be had under a “practical” mode of presentation of w. I argue that (i) there can be non-knowledgeable true beliefs under a practical mode of presentation and that (ii) some such beliefs would nevertheless be sufficient to establish knowledge-how’s characteristic connection to action, and thus count as knowledge-how. If so, Stanley & Williamson’s account is faced with a serious undergeneration problem. Moreover, the structural features on which the argument relies make it likely to present a quite general challenge for intellectualist strategies. (shrink)

Intellectualism is the doctrine that knowing how to do something consists in knowing that something is the case. Drawing on contemporary linguistic theories of indirect questions, Jason Stanley and Timothy Williamson have recently revived intellectualism, proposing to interpret a sentence of the form ‘s knows how to F’ as ascribing to s knowledge of a certain way w of Fing that she can F in w. In order to preserve knowledgehow’s connection to action and thus avoid an overgeneration (...) problem, they add that this knowledge must be had under a “practical” mode of presentation of w. I argue that (i) there can be non-knowledgeable true beliefs under a practical mode of presentation and that (ii) some such beliefs would nevertheless be sufficient to establish knowledge-how’s characteristic connection to action, and thus count as knowledge-how. If so, Stanley & Williamson’s account is faced with a serious undergeneration problem. Moreover, the structural features on which the argument relies make it likely to present a quite general challenge for intellectualist strategies. (shrink)

This volume is a collective exploration of major themes in the work of Crispin Wright, one of today's leading philosophers. These newly commissioned papers are divided into four sections, preceded by a substantial Introduction, which places them in the context of the development of Wright's ideas. The distinguished contributors address issues such as the rule-following problem, knowledge of our meanings and minds, truth, realism, anti-realism and relativism, as well as the nature of perceptual justification, the cogency of arguments such (...) as G. E. Moore's celebrated proof of an external world, and skepticism about the material world. Some papers explore the relationship of Wright's ideas with those of Ludwig Wittgenstein, whose influence has always been a prominent aspect of Wright's philosophy. The essays collectively testify to the enormous interest and relevance of Wright's seminal contributions for present-day debates in areas as diverse as the philosophy of language and mind, metaphysics, and epistemology, and significantly advance research in these areas. The volume also contains Wright's substantial responses to his critics, which offer the most up-to-date versions of his ideas and a vigorous defense of his philosophy. (shrink)

Speaking of “delight of knowledge” al-Māwardī- explains the meaning of knowledge in a sense which is alien to the philosophical tradition, but well known in the ancient Greek rhetoric. Some signs indicate that the Arabic adab-literature is in a certain respect heir to the Greek rhetoric. The presence of some elements of philosophy in al-Māwardī’s writings can be explained by the fact that the traditional rhetoric formation relied on a basic knowledge of philosophy too. This kind of (...) the popular version of philosophy has been conveyed to al-Māwardī, and through him to the Arab readers. One has to take into account the ancient rhetoric and the adab-literature as an alternative channels through which Greek philosophy has been transmitted to the Islam. (shrink)

Arguments from the Logical Problem of Language Acquisition suggest that since linguistic experience provides few negative data that would falsify overgeneral grammatical hypotheses, innate knowledge of the principles of Universal Grammar must constrain learners hypothesis formulation. Although this argument indicates a need for domain-specific constraints, it does not support their innateness. Learning from mostly positive data proceeds unproblematically in virtually all domains. Since not every domain can plausibly be accorded its own special faculty, the probative value of the argument (...) in the linguistic case is dubious. In ignoring the holistic and probablistic nature of theory construction, the argument underestimates the extent to which positive data can supply negative evidence and hence overestimates the intractability of language learning in the absence of a dedicated faculty. While nativism about language remains compelling, the alleged Logical Problem contributes nothing to its plausibility and the emphasis on the Problem in the recent acquisition literature has been a mistake. (shrink)

This is a full length review in which I discuss the strengths and weaknesses of Jane Geaney's On the Epistemology of the Senses in Early Chinese Thought. Geaney's strengths lie in her refusal to import Western epistemological presuppositions into depictions of Early Chinese philosophy, her meticulous canvassing of key Warring States texts, and her insightful reconstruction of Early Chinese epistemology as based on perception rather than abstract concepts. Her weaknesses are the limited range of her representative texts and her occasional (...) overgeneralizations. In the first half of the review, I summarize Geaney's solid conclusions: knowledge in Warring States texts was stated in terms of, and even constituted by, seeing and hearing (as opposed to the primacy of sight in the West); seeing and hearing were referred to in paired tropes; the epistemology of seeing and hearing generally involved moral evaluation; and the heartmind had a triple role in this process as verifier, as ruler, and as a sense in its own right. In the second half of the review, I demonstrate the limitations of Geaney's methodology, using her example of the relationship of qi and wind. (shrink)

Alfred North Whitehead was a prominent English mathematician and philosopher who co-authored the highly influential Principia Mathematica with Bertrand Russell. Originally published in 1919, and first republished in 1925 as this Second Edition, An Enquiry Concerning the Principles of Natural Knowledge ranks among Whitehead's most important works; forming a perspective on scientific observation that incorporated a complex view of experience, rather than prioritising the position of 'pure' sense data. Alongside companion volumes The Concept of Nature and The Principle of (...) Relativity, it created a framework for Whitehead's later metaphysical speculations. This is an important book that will be of value to anyone with an interest in the relationship between science and philosophy. (shrink)

According to David Lewis, the predicate ‘knows’ is context-sensitive in the sense that its truth conditions vary across conversational contexts, which stretch or compress the domain of error possibilities to be eliminated by the subject’s evidence. Our concern in this paper is to thematize, assess, and overcome within a neo-Lewisian contextualist project two important mismatches between our use of ‘know’ in ordinary life and the use of ‘know’ by ‘Lewisian’ ordinary speakers. The first mismatch is that Lewisian contextualism still overgenerates (...) the error possibilities which cannot be ignored in a given context, since it is oblivious to the distinction between ‘invented’ and ‘discovered’ possibilities. The second mismatch is a full-scale one: an adequate account of knowledge attribution is not exhausted by the subject’s negative capacity of pruning branches off the tree of counterpossibilities. We therefore introduce a new vector of value, which explains how ‘know’ comes in degrees: the satisfaction of ‘know better’ is made to depend on the capacity of imagining possibilities connected in a relevant way with the subject’s beliefs. (shrink)

Pragmatic encroachment offers a picture of knowledge whereby knowledge is unstable. This paper argues that pragmatic encroachment is committed to more instability than has been hitherto noted. One surprising result of the arguments in this paper is that pragmatic encroachment is not merely about changes in stakes. All sorts of practical factors can make for the presence or absence of knowledge on this picture stakes-sensitivity’ is misleading. Furthermore, insufficient attention has been paid to the variety of ways (...) in which on this view pragmatic factors affect knowledge: pragmatic factors are not merely knowledge-depriving but are also knowledge-inducing. (shrink)

The idea that the epistemology of modality is in some sense a priori is a popular one, but it has turned out to be difficult to precisify in a way that does not expose it to decisive counterexamples. The most common precisifications follow Kripke’s suggestion that cases of necessary a posteriori truth that can be known a priori to be necessary if true ‘may give a clue to a general characterization of a posteriori knowledge of necessary truths’. The idea (...) is that whether it is contingent whether p can be known a priori for at least some broad range of sentences ‘p’. Recently, Al Casullo and Jens Kipper have discussed restrictions of such principles to atomic sentences. We show that decisive counterexamples even to such dramatically restricted Kripke-style principles can be constructed using minimal logical resources. We then consider further restrictions, and show that the counterexamples to the original principles can be turned into counterexamples to the further restricted principles. We conclude that, if there are any true restrictions of Kripke-style principles, then they are so weak as to be of little epistemological interest. (shrink)

The first aim of this paper is to prove a topological completeness theorem for a weak version of Stalnaker’s logic KB of knowledge and belief. The weak version of KB is characterized by the assumption that the axioms and rules of KB have to be satisfied with the exception of the axiom (NI) of negative introspection. The proof of a topological completeness theorem for weak KB is based on the fact that nuclei (as defined in the framework of point-free (...) topology) give rise to a profusion of topological belief operators that are compatible with the familiar topological knowledge operator. Thereby a canonical topological model for weak KB can be constructed. For this canonical model a truth lemma for the K and B holds such that a completeness theorem for KB can be proved in the familiar way. The second aim of this paper is to show that the topological interpretation of knowledge K comes along with a complete Heyting algebra of belief operators B that all fit the knowledge operator K in the sense that the pairs (K, B) satisfy all axioms of weak KB. This amounts to a pluralistic relation between knowledge and belief: Knowledge does not fully determine belief, rather it designs a conceptual space for belief operators where different (competing) belief operators coexist. (shrink)

I argue for an alternative to invariantist, contextualist, and relativist semantics for ‘know’. This is that our use of ‘know’ is inconsistent; it is governed by several mutually inconsistent inference principles. Yet this inconsistency does not prevent us from assigning an effective content to most individual knowledge ascriptions, and it leads to trouble only in exceptional circumstances. Accordingly, we have no reason to abandon our inconsistent knowledge-talk.

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)

Descartes' image of the tree of knowledge from the preface to the French edition of the Principles of Philosophy is usually taken to represent Descartes' break with the past and with the fragmentation of knowledge of the schools. But if Descartes' tree of knowledge is analyzed in its proper context, another interpretation emerges. A series of contrasts with other classifications of knowledge from the seventeenth and eighteenth centuries raises some puzzles: claims of originality and radical break (...) from the past do not seem warranted. Further contrasts with Descartes' unpublished writings and with school doctrines lead to the ironic conclusion that, in the famous passage, Descartes is attempting to appeal to conventional wisdom and trying to avoid sounding novel. (shrink)

"This fine collection of essays from a diverse group of authors expounding on a wide variety of subjects presents a generous sampling of the new philosophy of technology." —Choice "... informative, original, and provocative.... Many of the writers are major players in defining the contested political terrain of cultural, science, and technology studies as well as critical theory and Heidegger studies." —Gerald Doppelt.

What if thought freed itself from common sense and decided to think only at the extreme point of its singularity? What if it mischievously practiced the bias of paradox, instead of complacently accepting its citizenship in the doxa? What if it thought difference differentially, instead of searching out the common elements underlying difference?1.

What if thought freed itself from common sense and decided to think only at the extreme point of its singularity? What if it mischievously practiced the bias of paradox, instead of complacently accepting its citizenship in the doxa? What if it thought difference differentially, instead of searching out the common elements underlying difference?1.

Produced in 1961 using film shot by official war photographers provided by the Australian War Memorial in Canberra, this 26 part series covers every major ...

Problematic substance use (PSU) among nurses has wide‐ranging adverse implications. A critical integrative literature review was conducted with an emphasis on building knowledge regarding the influence of structural factors within nurses' professional environments on nurses with PSU. Five thematic categories emerged: (i) access, (ii) stress, and (iii) attitudes as contributory factors, (iv) treatment policies for nurses with PSU, and (v) the culture of the nursing profession. Conclusions were that an overemphasis on individual culpability and failing predominates in the literature (...) and that crucial knowledge gaps exist regarding the influence of structural factors on driving and shaping nurses' substance use. (shrink)

Recent years have seen a renewal of the perennial debate concerning innate ideas: Noam Chomsky has argued that much of our knowledge of natural languages is innate; Jerry Fodor has defended the innateness of most concepts. ;Part One concerns the historical controversy over nativism. On the interpretation there developed, nativists have defended two distinct theses. One, based on arguments from the poverty of the stimulus, is a psychological theory postulating special-purpose learning mechanisms. The other, deriving from arguments entailing that (...) learning from experience is impossible, is the meta-psychological view that we can hope for no real explanation of how learning occurs. ;In Part Two, the views of contemporary nativists are discussed against this background. Fodor's claim that our concepts are 'triggered' rather than 'learned' provides no account of concept-acquisition. Instead, it expresses his view that concept-acquisition resists any psychological explanation. But while 'brute-causal' interaction with the world may be necessary to the fixation of reference--and hence to the attainment of concepts--it is insufficient. Mind-world interaction is 'cognitively mediated' and it is in explaining the nature of this mediation that psychology will play a role. ;Chomsky holds that we have a special-purpose faculty for learning language. His 'a posteriori' arguments from the poverty of the stimulus, being based on unsubstantiated empirical claims about the pld and the course of learning, are rejected. Another 'a priori' argument exists, however, involving only the general observation that since the pld contain little information about what is not a sentence, a special mechanism is required to prevent overgeneration. But negative data are lacking in every learning domain. So since it is implausible that all learning requires special faculties, there must be a general-purpose strategy that can skirt the 'negative evidence' problem. Whether it is used for language-learning remains moot. But what really motivates the Chomskian is his awe at what children achieve, namely, 'cognizance' of a grammar. Grammars prove, however, to be 'psychologically real' in such a weak sense that the phenomena of language mastery provides little grist to the nativist's mill. (shrink)

Although “transition” is an established area of educational research, there has been little empirically exploration of how shifts in the ways that knowledge is packaged and valued impact on students’ reading and writing as they transition into higher education. This article draws on a longitudinal ethnographic study that traced the experiences, practices and understandings of 11 students from their last year of A-levels through to their second year of undergraduate study. Analysis shows that the forms of knowledge privileged (...) and the ways that knowledge is packaged vary significantly between the two educational contexts, impacting on students’ engagement with texts as they transition into university. This article further illustrates that as a result of shifts in what counts as knowledge between these levels, students face challenges adapting to undergraduate literacies, which disrupts the simplistic notion of transition evoked in the dominant positioning of “the transition to uni... (shrink)

In this response to Edouard Machery's comments on On Folk Epistemology, I address his methodological challenges, the first of which concerns cross-cultural and interpersonal instability of case judgments. Whereas I agree with Machery about the importance of not going too quickly from folk epistemological judgments to epistemological theory, I argue against skepticism about such judgments. Machery's second challenge concerns my bias account of patterns of knowledge ascriptions. Whereas I agree with Machery that bias accounts should not be overgeneralized, I (...) argue that the evidence he cites is consistent with the restricted applications of the book's bias accounts. (shrink)

A ‘pious pessimism’ pervaded much of archaic Greek poetry: ‘It is for the gods to know and men merely to opine’ was the prevailing sentiment. However, in the late 6th century a set of independent-minded individuals began to move away from the older pessimism to embrace a more optimistic and secular outlook. In various ways they maintained that mere mortals could, if they were prepared to undertake the appropriate inquiries, achieve a clear and sure understanding of the entire cosmos. Heraclitus (...) and Parmenides offered the most detailed lines of investigation, but both Pythagoras and Empedocles presented themselves as savants able and willing to impart their wisdom to all those prepared to listen to and embrace their teachings. Among the most important elements in this transition were the concepts of phusis or the essential nature of a th’ing, and the logos or rational account in which that nature could be formulated. -/- . (shrink)

This chapter contains sections titled: References.

The article deals with the philosophical problem of the objectivity of knowledge in relation to the ideas and postulates advanced by feminist critics from the 1960s on. To this end, I take the historical perspective into account and present successively selected threads of feminist criticism of the traditional theory of knowledge, followed by selected positive aspects of feminist epistemology. First of all, I discuss feminist criticism of the androcentric research model, which is based on the doctrine of the (...) disembodied, detached objectivity of the subject and object of research as well as of knowledge itself. Next, I present selected feminist approaches to knowledge which constitute cognitively valuable proposals for the transformation of the traditional theory of knowledge through the application in philosophical reflection and research of the feminist research perspective. (shrink)

The _why_ and the _how_ of knowledge production are examined in the case of the transnational cooperation between the directors of observatories in the Far East who drew up unified typhoon-warning codes in the period 1900–1939. The _why_ is prompted by the socioeconomic interests of the local chambers of commerce and international telegraphic companies, although this urge has the favourable wind of Far Eastern meteorologists’ ideology of voluntarist internationalism. The _how_ entails the persistent pursuit of consensus (on ends rather (...) than means) in international meetings where non-binding resolutions on codes and procedures are adopted. The outcome is the co-production of standardised knowledge, that is, the development of a series of processes and practices that co-produce both knowledge and ideas about the social order in a force field characterised by negotiations and power struggles. (shrink)

An inspection into the contemporary theory of knowledge shows that a new methodological stance, that is, the so called evolutionary epistemology or, equivalently, evolutionary theory of knowledge, which is a version of “naturalistic” turn has been established. This stance tends to consider various philosophical problems from concrete scientific positions and by means of scientific knowledge. This interdisciplinary enterprise has determined as its purposes the researches of biological preconditions of human knowledge and the explanation of its features (...) on the basis of the modern synthetic theory of evolution.The paper discusses the ideas of K. Lorenz, G. Vollmer, D.T. Campbell, H.R. Maturana, F.J. Varela. Especially, the paper concerns the thesis that the reality cognizable by man is the reality designed, created during his personally involved communicative activity. In this perspective, the question “What is the object of knowledge?” becomes inappropriate. The reliability of knowledge consists in being able to behave adequately in individual enterprising and in co-operation with other subjects. (shrink)