In the Phaedrus, Socreates sympathetically describes the ability “to cut up each kind according to its species along its natural joints, and to try not to splinter any part, as a bad butcher might do.” (265e) In contemporary philosophy, Ted Sider (2009, 2011) defends the same idea. As I shall put it, Plato and Sider’s idea is that limning structure is an epistemic goal. My aim in this paper is to articulate and defend this idea. First, I’ll articulate the notion (...) of a structural proposition (§1), and the notion of an epistemic goal (§2), where I’ll assume that epistemic goals are species of accuracy. Then (§3), I’ll argue against some proposals for understanding the idea that limning structure is an epistemic goal: limning structure is neither an aim of belief (§3.1), nor of inquiry (§3.2), nor of concept possession (§3.3). Importantly, non-structural belief is not thereby inaccurate; belief does not “aim” at being structural. Next (§4), I’ll propose a framework for understanding the idea that limning structure is an epistemic goal, and defend that idea. What is required, to defend the view that limning structure is an epistemic goal, is the notion of (what I call) theorizing – a propositional attitude that, unlike belief, does “aim” at being structural (§4.1). I’ll argue that structural truths constitute a species of “important” truths (§4.2), and that apt theorizing is a species of understanding (§4.3). Finally (§5), I’ll discuss the possibility that there is no structure. (shrink)

Claims pertaining to understanding are made in a variety of contexts and ways. As a result, few in the philosophical literature have made an attempt to precisely characterize the state that is y understanding x. This paper builds an account that does just that. The account is motivated by two main observations. First, understanding x is somehow related to being able to manipulate x. Second, understanding is a mental phenomenon, and so what manipulations are required to be an understander must (...) only be mental manipulations. Combining these two insights, the paper builds an account (URM) of understanding as a certain representational capacity—specifically, understanding x involves possessing a representation of x that could be manipulated in useful ways. By tying understanding to representation, the account correctly identifies that understanding is a fundamentally cognitive achievement. However, by also demanding that which representations count as understanding-conferring be determined by their practical effects, URM captures the insight that understanding is vitally connected to practice. URM is fully general, and can apply equally well to understanding states of affairs, understanding events, and even understanding people and works of art. The ultimate test of URM is its applicability in actual scientific and philosophical discourse. To that end the paper discusses the importance of understanding in the philosophy of science, psychology, and computer science. (shrink)

Scientific understanding, this paper argues, can be analyzed entirely in terms of a mental act of “grasping” and a notion of explanation. To understand why a phenomenon occurs is to grasp a correct explanation of the phenomenon. To understand a scientific theory is to be able to construct, or at least to grasp, a range of potential explanations in which that theory accounts for other phenomena. There is no route to scientific understanding, then, that does not go by way of (...) scientific explanation. (shrink)

Catherine Elgin has recently argued that a nonfactive conception of understanding is required to accommodate the epistemic successes of science that make essential use of idealizations and models. In this paper, I argue that the fact that our best scientific models and theories are pervasively inaccurate representations can be made compatible with a more nuanced form of scientific realism that I call Understanding Realism. According to this view, science aims at (and often achieves) factive scientific understanding of natural phenomena. I (...) contend that this factive scientific understanding is provided by grasping a set of true modal information about the phenomenon of interest. Furthermore, contrary to Elgin’s view, I argue that the facticity of this kind of scientific understanding can be separated from the inaccuracy of the models and theories used to produce it. (shrink)

It is argued that a popular way of accounting for the distinctive value of knowledge by appeal to the distinctive value of cognitive achievements fails because it is a mistake to identify knowledge with cognitive achievements. Nevertheless, it is claimed that understanding, properly conceived, is a type of cognitive achievement, and thus that the distinctive value of cognitive achievements can explain why understanding is of special value.

In this article I argue that two current accounts of scientific understanding are incorrect and I propose an alternative theory. My new account draws on recent research in cognitive psychology which reveals the importance of making causal and logical inferences on the basis of incoming information. To understand a phenomenon we need to make particular kinds of inferences concerning the explanations we are given. Specifically, we come to understand a phenomenon scientifically by developing mental models that incorporate the correct causal (...) and logical properties responsible for the causes or logical properties of the phenomenon being explained. (shrink)

In this paper, I propose that the debate in epistemology concerning the nature and value of understanding can shed light on the role of scientific idealizations in producing scientific understanding. In philosophy of science, the received view seems to be that understanding is a species of knowledge. On this view, understanding is factive just as knowledge is, i.e., if S knows that p, then p is true. Epistemologists, however, distinguish between different kinds of understanding. Among epistemologists, there are those who (...) think that a certain kind of understanding—objectual understanding—is not factive, and those who think that objectual understanding is quasi-factive. Those who think that understanding is not factive argue that scientific idealizations constitute cognitive success, which we then consider as instances of understanding, and yet they are not true. This paper is an attempt to draw lessons from this debate as they pertain to the role of idealizations in producing scientific understanding. I argue that scientific understanding is quasi-factive. (shrink)

Science is replete with falsehoods that epistemically facilitate understanding by virtue of being the very falsehoods they are. In view of this puzzling fact, some have relaxed the truth requirement on understanding. I offer a factive view of understanding that fully accommodates the puzzling fact in four steps: (i) I argue that the question how these falsehoods are related to the phenomenon to be understood and the question how they figure into the content of understanding it are independent. (ii) I (...) argue that the falsehoods do not figure into the understanding’s content by being elements of its periphery or core. (iii) Drawing lessons from case studies, I argue that the falsehoods merely enable understanding. When working with such falsehoods, only the truths we extract from them are elements of the content of our understanding. (iv) I argue that the extraction view is compatible with the thesis that falsehoods can have an epistemic value by virtue of being the very falsehoods they are. (shrink)

In this paper, we develop and refine the idea that understanding is a species of explanatory knowledge. Specifically, we defend the idea that S understands why p if and only if S knows that p, and, for some q, S’s true belief that q correctly explains p is produced/maintained by reliable explanatory evaluation. We then show how this model explains the reception of James Bjorken’s explanation of scaling by the broader physics community in the late 1960s and early 1970s. The (...) historical episode is interesting because Bjorken’s explanation initially did not provide understanding to other physicists, but was subsequently deemed intelligible when Feynman provided a physical interpretation that led to experimental tests that vindicated Bjorken’s model. Finally, we argue that other philosophical models of scientific understanding are best construed as limiting cases of our more general model. (shrink)

The idea that there can be cases of faultless disagreement, cases of disagreement in which neither party is making a mistake, is frequently discussed in connection with relativist views in philosophy of language. My goal is to argue that we can make sense of faultless disagreement without being committed to any form of relativism if we recognise that disagreement sometimes involves attitudes other than belief, such as desires or preferences. Furthermore, this way of making sense of faultless disagreement allows us (...) to avoid some of the problems that have been raised in connection with relativist accounts of faultless disagreement. (shrink)

I defend the claim that understanding is the goal of explanation against various persistent criticisms, especially the criticism that understanding is not truth-connected in the appropriate way, and hence is a merely psychological state. Part of the reason why understanding has been dismissed as the goal of explanation, I suggest, is because the psychological dimension of the goal of explanation has itself been almost entirely neglected. In turn, the psychological dimension of understanding—the Aha! experience, the sense that a certain explanation (...) “feels right”, and so on—has been conspicuously overemphasized. I try to correct for both of these exaggerations. Just as the goal of explanation includes a richer psychological—including phenomenological—dimension than is generally acknowledged, so too understanding has a stronger truth connection than is generally acknowledged.Keywords: Understanding; Explanation; Philosophy of science; Epistemology. (shrink)

Among philosophers of science there seems to be a general consensus that understanding represents a species of knowledge, but virtually every major epistemologist who has thought seriously about understanding has come to deny this claim. Against this prevailing tide in epistemology, I argue that understanding is, in fact, a species of knowledge: just like knowledge, for example, understanding is not transparent and can be Gettiered. I then consider how the psychological act of "grasping" that seems to be characteristic of understanding (...) differs from the sort of psychological act that often characterizes knowledge. Zagzebski's account Kvanvig's account Two problems Comanche cases Unreliable sources of information The upper-right quadrant So is understanding a species of knowledge? A false choice. (shrink)

In this article I argue that there are two different types of understanding: the understanding we get from explanations, and the understanding we get from unification. This claim is defended by first showing that explanation and unification are not as closely related as has sometimes been thought. A critical appraisal of recent proposals for understanding without explanation leads us to discuss the example of a purely classificatory biology: it turns out that such a science can give us understanding of the (...) world through unification of the phenomena, even though it does not give us any explanations. The two types of understanding identified in this paper, while strictly separate, do have in common that both consist in seeing how the individual phenomena of the universe hang together. Explanations give us connections between the phenomena through the asymmetric, ‘vertical’ relation of determination; unifications give us connections through the symmetric, ‘horizontal’ relation of kinship. We then arrive at a general definition of understanding as knowledge of connections between the phenomena, and indicate that there might be more than two types of understanding. (shrink)

If understanding is factive, the propositions that express an understanding are true. I argue that a factive conception of understanding is unduly restrictive. It neither reflects our practices in ascribing understanding nor does justice to contemporary science. For science uses idealizations and models that do not mirror the facts. Strictly speaking, they are false. By appeal to exemplification, I devise a more generous, flexible conception of understanding that accommodates science, reflects our practices, and shows a sufficient but not slavish sensitivity (...) to the facts. (shrink)

Truth is standardly considered a requirement on epistemic acceptability. But science and philosophy deploy models, idealizations and thought experiments that prescind from truth to achieve other cognitive ends. I argue that such felicitous falsehoods function as cognitively useful fictions. They are cognitively useful because they exemplify and afford epistemic access to features they share with the relevant facts. They are falsehoods in that they diverge from the facts. Nonetheless, they are true enough to serve their epistemic purposes. Theories that contain (...) them have testable consequences, hence are factually defeasible. (shrink)

In recent years there has been a resurgence of interest among epistemologists in the nature of understanding, with some authors arguing that understanding should replace knowledge as the primary focus of epistemology. But what is understanding? According to what is often called the standard view, understanding is a species of knowledge. Although this view has recently been challenged in various ways, even the critics of the standard view have assumed that understanding requires justification and belief. I argue that it requires (...) neither. If sound, these arguments have important upshots not only for the nature of understanding, but also for its distinctive epistemic value and its role in contemporary epistemology. (shrink)

What is scientific progress? On Alexander Bird’s epistemic account of scientific progress, an episode in science is progressive precisely when there is more scientific knowledge at the end of the episode than at the beginning. Using Bird’s epistemic account as a foil, this paper develops an alternative understanding-based account on which an episode in science is progressive precisely when scientists grasp how to correctly explain or predict more aspects of the world at the end of the episode than at the (...) beginning. This account is shown to be superior to the epistemic account by examining cases in which knowledge and understanding come apart. In these cases, it is argued that scientific progress matches increases in scientific understanding rather than accumulations of knowledge. In addition, considerations having to do with minimalist idealizations, pragmatic virtues, and epistemic value all favor this understanding-based account over its epistemic counterpart. (shrink)

Epistemic peer disagreement raises interesting questions, both in epistemology and in philosophy of science. When is it reasonable to defer to the opinion of others, and when should we hold fast to our original beliefs? What can we learn from the fact that an epistemic peer disagrees with us? A question that has received relatively little attention in these debates is the value of epistemic peer disagreement—can it help us to further epistemic goals, and, if so, how? We investigate this (...) through a recent case in paleoanthropology: the debate on the taxonomic status of Homo floresiensis remains unresolved, with some authors arguing the fossils represent a novel hominin species, and others claiming that they are Homo sapiens with congenital growth disorders. Our examination of this case in the recent history of science provides insights into the value of peer disagreement, indicating that it is especially valuable if one does not straightaway defer to a peer’s conclusions, but nevertheless remains open to a peer’s evidence and arguments. (shrink)

I defend the claim that understanding is the goal of explanation against various persistent criticisms, especially the criticism that understanding is not truth-connected in the appropriate way, and hence is a merely psychological state. Part of the reason why understanding has been dismissed as the goal of explanation, I suggest, is because the psychological dimension of the goal of explanation has itself been almost entirely neglected. In turn, the psychological dimension of understanding—the Aha! experience, the sense that a certain explanation (...) “feels right”, and so on—has been conspicuously overemphasized. I try to correct for both of these exaggerations. Just as the goal of explanation includes a richer psychological—including phenomenological—dimension than is generally acknowledged, so too understanding has a stronger truth connection than is generally acknowledged.Keywords: Understanding; Explanation; Philosophy of science; Epistemology. (shrink)

This book exhibits deep philosophical quandaries and intricacies of the historical development of science lying behind a simple and fundamental item of common sense in modern science, namely the composition of water as H2O. Three main phases of development are critically re-examined, covering the historical period from the 1760s to the 1860s: the Chemical Revolution, early electrochemistry, and early atomic chemistry. In each case, the author concludes that the empirical evidence available at the time was not decisive in settling the (...) central debates and therefore the consensus that was reached was unjustified or at least premature. This leads to a significant re-examination of the realism question in the philosophy of science and a unique new advocacy for pluralism in science. Each chapter contains three layers, allowing readers to follow various parts of the book at their chosen level of depth and detail. The second major study in "complementary science", this book offers a rare combination of philosophy, history and science in a bid to improve scientific knowledge through history and philosophy of science. (shrink)

Epistemology has for a long time focused on the concept of knowledge and tried to answer questions such as whether knowledge is possible and how much of it there is. Often missing from this inquiry, however, is a discussion on the value of knowledge. In The Value of Knowledge and the Pursuit of Understanding Jonathan Kvanvig argues that epistemology properly conceived cannot ignore the question of the value of knowledge. He also questions one of the most fundamental assumptions in epistemology, (...) namely that knowledge is always more valuable than the value of its subparts. Taking Platos' Meno as a starting point of his discussion, Kvanvig tackles the different arguments about the value of knowledge and comes to the conclusion that knowledge is less valuable than generally assumed. Clearly written and well argued, this 2003 book will appeal to students and professionals in epistemology. (shrink)

This entry offers a critical overview of the contemporary literature on understanding, especially in epistemology and the philosophy of science.

Understanding in Epistemology Epistemology is often defined as the theory of knowledge, and talk of propositional knowledge has dominated the bulk of modern literature in epistemology. However, epistemologists have recently started to turn more attention to the epistemic state or states of understanding, asking questions about its nature, relationship … Continue reading Understanding in Epistemology →.

In science and philosophy, a relatively demanding notion of understanding is of central interest: an epistemic subject understands a subject matter by means of a theory. This notion can be explicated in a way which resembles JTB analyses of knowledge. The explication requires that the theory answers to the facts, that the subject grasps the theory, that she is committed to the theory and that the theory is justified for her. In this paper, we focus on the justification condition and (...) argue that it can be analyzed with reference to the idea of a reflective equilibrium. (shrink)

The paper provides a systematic overview of recent debates in epistemology and philosophy of science on the nature of understanding. We explain why philosophers have turned their attention to understanding and discuss conditions for “explanatory” understanding of why something is the case and for “objectual” understanding of a whole subject matter. The most debated conditions for these types of understanding roughly resemble the three traditional conditions for knowledge: truth, justification and belief. We discuss prominent views about how to construe these (...) conditions for understanding, whether understanding indeed requires conditions of all three types and whether additional conditions are needed. (shrink)