This chapter argues that epistemologists should replace a “standard alternatives” picture of knowledge, assumed by many fallibilist theories of knowledge, with a new “multipath” picture of knowledge. The chapter first identifies a problem for the standard picture: fallibilists working with this picture cannot maintain even the most uncontroversial epistemic closure principles without making extreme assumptions about the ability of humans to know empirical truths without empirical investigation. The chapter then shows how the (...) multipath picture, motivated by independent arguments, saves fallibilism from this problem. The multipath picture is based on taking seriously the idea that there can be multiple paths to knowing some propositions about the world. An overlooked consequence of fallibilism is that these multiple paths to knowledge may involve ruling out different sets of alternatives, which should be represented in a fallibilist picture of knowledge. The chapter concludes by considering inductive knowledge and strong epistemic closure from this multipath perspective. (shrink)

This book critically reflects upon how images are mobilised within certain knowledge traditions, beyond the established categories of art, scientific visualisations and religious images. Thinking through and with images across ages, the authors seek to expand our understanding of the relationship between the visual and the epistemic.

The authors consider the relationship between knowledge and image, though multi-faceted, to be one of reciprocal dependence. But how do images carry and convey knowledge? The ambiguities of images means that interpretations do not necessarily follow the intention of the image producers. Through an array of different cases, the chapters critically reflect upon how images are mobilised and used in different knowledge practices, within certain knowledge traditions, in different historical periods. They question what we take for (...) granted, what seems evident, what goes without saying. This approach spans across established categories such as «scientific imaging», «religious images» and «artworks», and considers how images may contribute meaning across such categories. (shrink)

This paper aims to construct a picture of knowledge out of Frege’s comments on truth, judgment, assertion, and knowledge. Frege takes truth to be an object, and the act of judgment to be the act of non-judgmental identification of truth qua an object with the reference of a sentence. For him, the propositional knowledge that p is the non-propositional knowledge of the identity between truth and |p|. Propositional knowledge thusly understood is produced by our (...) knowledge of truth qua an object, which is constituted by our abilities to identify truth as such. The Fregean picture of knowledge provides a tight connection between knowledge-how, objectual knowledge, and propositional knowledge. (shrink)

How are we to account for the authority granted to first-person reports of mental states? What accounts for the immediacy of these self-ascriptions; the fact that they can be ascribed without appeal to evidence and without the need for justification? A traditional, Cartesian conception of the mind, which says that our thoughts are presented to us directly, completely, and without distortion upon mere internal inspection, would account for these facts, but there is good reason to doubt the cogency of the (...) Cartesian view. Wittgenstein, in his later writings, offered some of the most potent considerations against the traditional view, and contemporary philosophy of mind is practically unanimous in rejecting some of the metaphysical aspects of Cartesianism. But anyone who repudiates Cartesianism shoulders the burden of finding another way to accommodate its apparent epistemological strengths. (shrink)

This article examines the role of picturability in mathematical demonstration in the seventeenth and eighteenth centuries and draws attention to the general question of the role that picturability places in cognitive grasp. It suggests that mathematical demonstration is particularly applicable in cognitive grasp it allows the problematic to be identified with some precision. It also discusses infinitesimal analysis and the question of direct proof and evaluates the role of picturability in the analysis of human cognitive capacities.

My overarching purpose is to illustrate the philosophical fruitfulness of expanding epistemology not only laterally across the social space of other epistemic subjects, but at the same time vertically in the temporal dimension. I set about this by first presenting central strands of Michael Williams' diagnostic engagement with scepticism, in which he crucially employs a Default and Challenge model of justification. I then develop three key aspects of Edward Craig's ‘practical explication' of the concept of knowledge so that they (...) may be seen to resonate positively with Williams's epistemological picture: the admixture of internalist and externalist features; the proto-contextualism; and, finally, the distinctively genealogical antisceptical impetus. In this way I aim to support and augment the socialized anti-sceptical case mounted by Williams, and so to show that expanding epistemology in the temporal dimension can be a productive move in central debates in epistemology. Philosophical Papers Vol. 37 (1) 2008: pp. 27-50. (shrink)

A theory of information is developed in which the informational content of a signal (structure, event) can be specified. This content is expressed by a sentence describing the condition at a source on which the properties of a signal depend in some lawful way. Information, as so defined, though perfectly objective, has the kind of semantic property (intentionality) that seems to be needed for an analysis of cognition. Perceptual knowledge is an information-dependent internal state with a content corresponding to (...) the information producing it. This picture of knowledge captures most of what makes knowledge an important cpistcmological notion. It also avoids many of the problems infecting traditional justificational accounts of knowledge (knowledge as [justified, true belief those (unlike knowledge) having a content that can be either true or false (e.g., belief) – are described in terms of the way internal (presumably neural) structures acquire during learning a certain information-carrying role. The content of these structures (whether true or false) is identified with the kind of information they were developed to carry. (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)

This paper reports on objectivity and knowledge production in the process of submitting, revising, and publishing an experimental research article in cognitive neuroscience. The review process, as part of scientific practice, is of particular interest, since it puts the research team in direct dialog with a larger scientific community concerned with fMRI evidence. By bringing this often ‘black‐boxed’ dimension of the manuscript’s production into the picture, I illustrate the role that the visual brain representations played in the practice (...) of scientific fact production. This allows me to point out how the knowledge is constructed through seeing, and how the showing of the fact through images bears traits of the scientific culture of which it is part. (shrink)

concepts typically are defined in terms of lacking physical or perceptual referents. We argue instead that they are not devoid of perceptual information because knowledge of real-world situations is an important component of learning and using many abstract concepts. Although the relationship between perceptual information and abstract concepts is less straightforward than for concrete concepts, situation-based perceptual knowledge is part of many abstract concepts. In Experiment 1, participants made lexical decisions to abstract words that were preceded by related (...) and unrelated pictures of situations. For example, share was preceded by a picture of two girls sharing a cob of corn. When pictures were presented for 500 ms, latencies did not differ. However, when pictures were presented for 1,000 ms, decision latencies were significantly shorter for abstract words preceded by related versus unrelated pictures. Because the abstract concepts corresponded to the pictured situation as a whole, rather than a single concrete object or entity, the necessary relational processing takes time. In Experiment 2, on each trial, an abstract word was presented for 250 ms, immediately followed by a picture. Participants indicated whether or not the picture showed a normal situation. Decision latencies were significantly shorter for pictures preceded by related versus unrelated abstract words. Our experiments provide evidence that knowledge of events and situations is important for learning and using at least some types of abstract concepts. That is, abstract concepts are grounded in situations, but in a more complex manner than for concrete concepts. Although people's understanding of abstract concepts certainly includes knowledge gained from language describing situations and events for which those concepts are relevant, sensory and motor information experienced during real-life events is important as well. (shrink)

In this assessment of the intersection of trade, picturing collections and knowledge?making in Early Modern Antwerp, the focus is on the role of luxury glass, mirror and lens technology and the science of optics. Emphasizing the social ties that facilitated these intersections, it is argued that newly invented luxury goods such as the pictures of collections and the art cabinets allowed Antwerp craftsmen, artists and art dealers to export the message that the material objects in which they traded were (...) objects of knowledge: not to everyone, however, but to those who desired membership of a select community. (shrink)

As we approach the end of the twentieth century, the ways in which knowledge--scientific, social, and cultural--is produced are undergoing fundamental changes. In The New Production of Knowledge, a distinguished group of authors analyze these changes as marking the transition from established institutions, disciplines, practices, and policies to a new mode of knowledge production. Identifying such elements as reflexivity, transdisciplinarity, and heterogeneity within this new mode, the authors consider their impact and interplay with the role of (...) class='Hi'>knowledge in social relations. While the knowledge produced by research and development in science and technology is accorded central focus, the authors also outline the changing dimensions of social scientific and humanities knowledge and the relations between the production of knowledge and its dissemination through education. Placing science policy and scientific knowledge within the broader context of contemporary society, this book will be essential reading for all those concerned with the changing nature of knowledge, with the social study of science, with educational systems, and with the correlation between research and development and social, economic, and technological development. "Thought-provoking in its identification of issues that are global in scope; for policy makers in higher education, government, or the commercial sector." --Choice "By their insightful identification of the recent social transformation of knowledge production, the authors have been able to assert new imperatives for policy institutions. The lessons of the book are deep." --Alexis Jacquemin, Universite Catholique de Louvain and Advisor, Foreign Studies Unit, European Commission "Should we celebrate the emergence of a 'post-academic' mode of postmodern knowledge production of the post-industrial society of the 21st Century? Or should we turn away from it with increasing fear and loathing as we also uncover its contradictions. A generation of enthusiasts and/or critics will be indebted to the team of authors for exposing so forcefully the intimate connections between all the cognitive, educational, organizational, and commercial changes that are together revolutionizing the sciences, the technologies, and the humanities. This book will surely spark off a vigorous and fruitful debate about the meaning and purpose of knowledge in our culture." --Professor John Ziman, (Wendy, Janey at Ltd. is going to provide affiliation. Contact if you don't hear from her.) "Jointly authored by a team of distinguished scholars spanning a number of disciplines, The New Production of Knowledge maps the changes in the mode of knowledge production and the global impact of such transformations. . . . The authors succeed . . . at sketching out, in very large strokes, the emerging trends in knowledge production and their implications for future society. The macro focus of the book is a welcome change from the micro obsession of most sociologists of science, who have pretty much deconstructed institutions and even scientific knowledge out of existence." --Contemporary Sociology "This book is a timely contribution to current discussion on the breakdown of and need to renegotiate the social contract between science and society that Vannevar Bush and likeminded architects of science policy constructed immediately after World War II. It goes far beyond the usual scattering of fragmentary insights into changing institutional landscapes, cognitive structures, or quality control mechanisms of present day science, and their linkages with society at large. Tapping a wide variety of sources, the authors provide a coherent picture of important new characteristics that, taken altogether, fundamentally challenge our traditional notions of what academic research is all about. This well-founded analysis of the social redistribution of knowledge and its associated power patterns helps articulate what otherwise tends to remain an--albeit widespread--intuition. Unless they adapt to the new situation, universities in the future will find the centers of gravity of knowledge production moving even further beyond their ken. Knowledge of the social and cognitive dynamics of science in research is much needed as a basis of science and technology policymaking. The New Production of Knowledge does a lot to fill this gap. Another unique feature is its discussion of the humanities, which are usually left out in works coming out of the social studies of science." --Aant Elzinga, University od Goteborg. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (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.

Both Brandom and Wittgenstein base their concepts of experience on the game metaphor and the associated concept of rule. In fact, what Brandom seems to do is further refine Wittgenstein’s vocabulary by specifying the game as the game of giving and asking for reasons and rules as the rules of inference. By replacing the plurality of “games” with the one and only “game”, though, Brandom also lays the ground for a possible discord. This relates particularly to the cognitive significance of (...) different forms of human experience, such as music or art in general, which are treated by Wittgenstein as language games despite their being rather independent of claims and commitments and despite their utterly lacking the representational dimension. In my paper, I will show that with respect to these objections, one can argue that Brandom is in fact true to Wittgenstein’s instruction to always read his Investigations against his Tractatus. The general idea is to look at the game and picture metaphor as parts of a single concept that both philosophers work on together by going back to the very idealist concept of reflexivity or self-consciousness. (shrink)

The Metaphysics of Knowledge presents the thesis that knowledge is an absolutely fundamental relation, with an indispensable role to play in metaphysics, philosophical logic, and philosophy of mind and language. Knowledge has been generally assumed to be a propositional attitude like belief. But Keith Hossack argues that knowledge is not a relation to a content; rather, it a relation to a fact. This point of view allows us to explain many of the concepts of philosophical logic (...) in terms of knowledge. Hossack provides a theory of facts as structured combinations of particulars and universals, and presents a theory of content as the property of a mental act that determines its value for getting knowledge. He also defends a theory of representation in which the conceptual structure of a content is taken to picture the fact it represents. This permits definitions to be given of reference, truth, and necessity in terms of knowledge. Turning to the metaphysics of mind and language, Hossack argues that a conscious state is one that is identical with knowledge of its own occurrence. This allows us to characterize subjectivity, and, by illuminating the "I"-concept, allows us to gain a better understanding of the concept of a person. Language is then explained in terms of knowledge, as a device used by a community of persons for exchanging knowledge by testimony. The Metaphysics of Knowledge concludes that knowledge is too fundamental to be constituted by something else, such as one's functional or physical state; other things may cause knowledge, but do not constitute it. (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)

In this 1976 volume, Professor Ziman paints a broad picture of science, and of its relations to the world in general. He sets the scene by the historical development of scientific research as a profession, the growth of scientific technologies out of the useful arts, the sources of invention and technical innovation, and the advent of Big Science. He then discusses the economics of research and development, the connections between science and war, the nature of science policy and the (...) moral dilemmas of social responsibility in science. Each topic is introduced by reference to easily understandable particular examples, with a large number of illustrations chosen to bring out the concreteness and reality of science as a human activity. Professor Ziman gives a chapter-by-chapter list of suggested topics for oral and written discussion, intended to provoke critical, sceptical attitudes to simplified solutions to real issues, and comments briefly on relevant books and other sources. (shrink)

List of Illustrations Introduction 1 The Didactic and the Elegant: Some Thoughts on Scientific and Technological Illustrations in the Middle Ages and Renaissance 3 2 Temples of the Body and Temples of the Cosmos: Vision and Visualization in the Vesalian and Copernican Revolutions 40 3 Descartes’s Scientific Illustrations and ’la grande mecanique de la nature’ 86 4 Illustrating Chemistry 135 5 Representations of the Natural System in the Nineteenth Century 164 6 Visual Representation in Archaeology: Depicting the Missing-Link in Human (...) Origins 184 7 Towards an Epistemology of Scientific Illustration 215 8 Illustration and Inference 250 9 Visual Models and Scientific Judgment 269 10 Are Pictures Really Necessary? The Case of Sewall Wright’s ’Adaptive Landscapes’ 303 Bibliography 339 Notes on Contributors 373 Index 377. (shrink)

How should knowledge be analyzed? Compositionally, as having constituents like belief and justification, or as an atomic concept? In making arguments for or against these perspectives, epistemologists have begun to use experimental evidence from developmental psychology and developmental linguistics. If we were to conclude that knowledge were developmentally prior to belief, then we might have a good basis to claim that belief is not a constituent of knowledge. In this review, I present a broad range of developmental (...) evidence from the past decade and discuss some of the implications it has for the proper analysis of knowledge. The orthodox perspective from the developmental literature was one where children fail to understand belief and knowledge concepts until later in childhood, with typical asymmetries in belief attribution and knowledge attribution. But what emerges from both a discussion of newer findings and a contextualization of older findings is a picture of development whereby core competence with belief and knowledge concepts emerges much earlier than previously thought that apparent failures in later childhood may be explained by other aspects of development than conceptual development and that there is no clear evidence that knowledge attributions emerge earlier than belief attributions. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Aristotle on Pictures of Ignoble AnimalsDavid Socher (bio)The Poetics is a widely read, accessible classic. I think it has a minor flaw of some interest. In a well-known passage early in the Poetics, Aristotle is in error about pictures, or so I shall argue. He writes:And it is natural for all to delight in works of imitation. The truth of this second point is shown by experience: though the (...) objects themselves may be painful to see, we delight to view the most realistic representations of them in art, the forms for example of the lowest animals and of dead bodies. The explanation is to be found in a further fact: to be learning something is the greatest of pleasures not only to the philosopher but also to the rest of mankind, however small their capacity for it; the reason for the delight in seeing the picture is that one is at the same time learning — gathering the meaning of things, e.g. that the man there is so-and-so; for if one has not seen the thing before, one's pleasure will not be in the picture as an imitation of itbutwill be due to the execution or colouring or some similar cause.1I set out Aristotle's position as follows:1. It is natural to delight in imitation.2. In spite of it being unpleasant to look at a low animal, we delight in looking at an imitation of one — a picture.3. The pleasure in appreciating a picture comes from gathering the meaning, that is, recognizing the subject.4. Therefore if I look at a portrait of someone I don't know, I can't enjoy the imitation as such, because I don't recognize the person.5. And therefore if I do take pleasure in such a picture, it is not pleasure in the imitation as such but perhaps in the color, line, form, etc.My dispute is with points 4 and 5. Points 1 through 3 take for granted something that points 4 and 5 overlook and, in effect, deny: that is, that imitation comes in two levels: imitation of a kind and imitation of an individual. Aristotle illicitly slips from the first level to the second. The beginning of the [End Page 27] passage concerns imitations of, and fidelity to, a kind; the end concerns imitations of, and fidelity to, an individual.Before pursuing this complaint, a general remark: Aristotle's slip is a small one, incidental to his point. He speaks to the old paradox that "we enjoy the distress of tragedy."2 In bringing up pictures, he does not intend to dwell on them but is merely demonstrating the general principle that the very thing we find painful in the flesh can be enjoyed in make-believe.3 Why then, if the error is so small, discuss it at all? Because its examination reveals a significant distinction between types of picture, and because a minor slip in a major and influential classic is worth pointing out on that count alone.Let us look at the opening subject: pictures of ignoble animals — of snakes and snails and puppy dog tails. Are these portraits of individuals, like a portrait of the family dog or of the great racehorse Seabiscuit? No. The scientific spirit in us enjoys the most realistic representations of a fly, spider, and slug as an accurate anatomical rendering of a specimen sample, which is not a particular actual individual. It is the fidelity to its kind that we admire here (especially in times before photography). Examine, for example, the goal and the achievement of John Audubon. In his quest for accuracy, Audubon killed a dozen or so birds for each painting so as to always have a fresh model. Would anyone be so foolish as to ask Audubon if such a painting were a portrait of the fifth or of the sixth now-dead red-breasted robin? No, he preserves and presents visual knowledge of kinds, of the looks of kinds of thing.At the close of the passage, Aristotle discusses recognizing an acquaintance in a portrait. Had I not known him, I could only take... (shrink)

Physical cosmology is one of the disciplines at the forefront of modern science. Using existing physical theories and creating own ones, it describes the dynamics and evolution of the Universe, transforms and modernizes the scientific picture of the world on the largest possible scale. The article analyzes the main presuppositions and outcomes of nowadays cosmology, which are based on fundamental physical principles (theories) and astronomical observations. It has been revealed that throughout its existence as a science (about 100 years), (...) cosmology stimulated the emergence of a plenty of worldview-philosophical problems. Therefore, we need a comprehensive update of the philosophy of cosmology, which can help to realize such problems. Given the need for cooperation between cosmology and the philosophy of science, we propose to use various methodological, ontological, epistemological and other philosophical techniques to solve philosophical problems arising in cosmological research, as well as to generalize the existing knowledge about the Universe. (shrink)

My overarching purpose is to illustrate the philosophical fruitfulness of expanding epistemology not only laterally across the social space of other epistemic subjects, but at the same time vertically in the temporal dimension. I set about this by first presenting central strands of Michael Williams' diagnostic engagement with scepticism, in which he crucially employs a Default and Challenge model of justification. I then develop three key aspects of Edward Craig's ‘practical explication' of the concept of knowledge so that they (...) may be seen to resonate positively with Williams's epistemological picture: the admixture of internalist and externalist features; the proto-contextualism; and, finally, the distinctively genealogical antisceptical impetus. In this way I aim to support and augment the socialized anti-sceptical case mounted by Williams, and so to show that expanding epistemology in the temporal dimension can be a productive move in central debates in epistemology. (shrink)

The `co-productions' of science and society have undergone dramatic changes in recent decades. However, contrasts between `Mode 1' and `Mode 2' are not compelling inhistorical terms. This essay will argue that, in fact, they offer too naturalistic and a-political a picture.

Aquinas is sometimes taken to hold a foundationalist theory of knowledge. So, for example, Nicholas Wolterstorff says, “Foundationalism has been the reigning theory of theories in the West since the high Middle Ages. It can be traced back as far as Aristotle, and since the Middle Ages vast amounts of philosophical thought have been devoted to elaborating and defending it‥ ‥ Aquinas offers one classic version of foundationalism.” And Alvin Plantinga says, “we can get a better understanding of Aquinas (...) … if we see [him] as accepting some version of classical foundationalism. This is a picture or total way of looking at faith, knowledge, justified belief, rationality, and allied topics. This picture has been enormously popular in Western thought; and despite a substantial opposing ground-swell, I think it remains the dominant way of thinking about these topics.”. (shrink)

The interdisciplinary notion picture of the world makes research works devoted to this area of studies challenging from the point of view of finding interconnections between linguistic and extra-linguistic factors in the process of structuring categories of words, including those functioning in terminological systems and subsystems. Legal pictures of the world are specific cultural phenomena that may differ in various countries due to the nationally specific features of law and legal culture development. One of the most complicated problems of (...) representing specific knowledge through linguistic, terminological, signifiers is the problem of linguistic categorization of concepts. The article considers the problem of forming legal categories based on word-building suffixes from the point of view of the development of the legal language ‘picture of the world’ [reflection of the world] closely associated with its conceptual picture. The conclusion is drawn that commonly used derivational suffixes transform their meanings in accordance with the legal taxonomies, forming the conceptual legal picture of the world. The results of theoretical studies in terminological conceptualization may be used in teaching legal English vocabulary in the form of systematic presentation of term-building patterns expressing certain conceptual categories. (shrink)

This study conducts an epistemological and contextual discourse analysis of the idea of knowledge in the philosophy of the 20th century. The main key stones of this work are as follows: the identification of the essential characteristics indicating the ontological genesis of the existing crisis of epistemological and ethical foundations; consideration of the main distinctive features of knowledge interpretation in epistemology and contextualism as a possible knowledge production instrument; study of the possibility of restoring an integral (...) class='Hi'>picture of the world based on phenomenological ontologies; study of possibilities in the language domain from a hermeneutical point of view in the light of the resolution of epistemological contradictions. For all people interested in modern philosophy. (shrink)

I shall start by considering the apparently paradoxical doctrines that Wittgenstein put forward about knowledge: they show how the concept of knowledge is, as he says, specialized. This is not, as I shall show, a very important issue in itself, but it leads on to other points, of more interest: how it comes about, for example, that not all corrections of our beliefs are on the same level. I shall then discuss the idea that we inherit a certain (...) picture of the world that forms the background of our experiments and researches. This idea, which is not of course unique to Wittgenstein, is, however, developed with many fresh insights. I end with some discussion of Wittgenstein's reported views on religious belief, which should not, in my opinion, be regarded as part of his contribution to philosophy, the interest of them being, perhaps, more biographical than philosophical. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public (...) domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

In recent years there has been a renewal of interest in Meinong's work; but since the bulk of it is still encased in his quite forbidding German, most students are limited to the few available translations and to secondary sources. Unfortunately Meinong has been much maligned - only in a few instances with good reason - and has consequently been dealt with lightly. Meinong stood at a very important junction of European philosophical and scien tific thought. In all fields - (...) physics, chemistry, mathematics, psychology, philolo- revolutionary strides were being made. Philosophy, on the other hand, had run its post-Kantian course. New philosophical thinkers came from different disciplines. For example, Frege and later Russell were mathematicians, Boltzmann and Mach were physicists. Earlier Bolzano and then Brentano were originally theologians, and Meinong was a historian. 1 The sciences with their new insights and theories offered an enormous wealth of information which needed to be absorbed philosophically; but traditional philosophy could not deal with it. Physics presented a picture of reality which did not fit into the traditional schemes of empiricism or idealism. Ontological and epistemological questions became once again wide open issues. For example, atoms at first were still considered to be theoretical entities. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public (...) domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

I shall start by considering the apparently paradoxical doctrines that Wittgenstein put forward about knowledge: they show how the concept of knowledge is, as he says, ‘specialized’. This is not, as I shall show, a very important issue in itself, but it leads on to other points, of more interest: how it comes about, for example, that ‘not all corrections of our beliefs are on the same level’. I shall then discuss the idea that we inherit a certain (...) picture of the world that forms the background of our experiments and researches. This idea, which is not of course unique to Wittgenstein, is, however, developed with many fresh insights. I end with some discussion of Wittgenstein's reported views on religious belief, which should not, in my opinion, be regarded as part of his contribution to philosophy, the interest of them being, perhaps, more biographical than philosophical. (shrink)

In this article, we will attempt to understand Sellars’ puzzling notion of ‘adequate picturing’ and its relation to the Sellarsian ‘conceptual order’ through Spinoza’s intuitive knowledge. First, it will be suggested that there are important structural similarities between Sellarsian ‘adequate picturing’ and Spinoza’s intuitive knowledge which can illuminate some ‘dark’ and not so well understood features of Sellarsian picturing. However, there remain some deep differences between Sellars’ and Spinoza’s philosophy, especially with regard to their notion of ‘adequacy’ and (...) the sense in which an idea can be said to ‘correspond’ with its object. As a consequence of those differences it turns out that, from a Sellarsian viewpoint, Spinoza’s notion of intuitive knowledge is a version of the myth of the Given. However, Sellars’ own proposed way out of the Myth has problematic consequences by Sellars’ own lights: His sharp distinction between the ‘space of reasons’ level and the level of picturing makes the Sellarsian vision of the ‘stereoscopic fusion’ of those levels virtually unintelligible. Finally, it will be argued that a non-standard interpretation of Spinoza’s intuitive knowledge -proposed in Baltas -, combined with a Sellars-inspired bifurcated understanding of Dreyfusian expert knowledge, can provide the means 1) for constructing a notion of intuitive knowledge that evades the myth of the Given, and, 2) for making full sense of the claim that the ‘space of reasons’ dimension of understanding the world can in principle be fused with the ‘picturing’ dimension and provide us with a single complex coherent experience of reality and our place in it. (shrink)

This paper considers the account of the content of pictures provided by T.J. Clark. It concludes that Clark's account has many virtues, but is marred by an unjustified commitment to semiotics and to an untenable Marxist theory of explanation.

The article discusses the problem of coexistence of different types of rationality, different scientific and linguistic pictures of the world as well as the problem of the adoption by one culture of another culture’s scientific picture of the world with accompanying transformations of the linguistic picture of the world of the recipient culture. The article deals with the experience of mutual research and collision between Western and Chinese traditions, using the example of medical science. The author examines the (...) problem of the transfer of scientific medical knowledge from Western to Chinese culture in the context of a radical mismatch of scientific and linguistic pictures. The articles considers two different approaches to the translation of Western medical terminology into Chinese, developed at different times by English translators Benjamin Hobson and John Fryer. Hobson was focused on harmonizing new terminology with the usual concepts of the world language picture of the recipient. Fryer preferred to introduce new specific terms, artificially created directly for the needs of a new scientific picture of the world. In the field of medical terminology, the first of the two approaches turns out to be more viable, since it is more focused on its “end users” – Chinese doctors who study Western medicine in order to use its methods in their medical practice. Therefore, there is only partial applicability of the approaches, methods and terminology developed in one tradition for the evaluation and development of another tradition. (shrink)

The use of traditional chicken breeds with a dual purpose has become a relevant topic in Germany mainly due to animal welfare concerns and the importance of conserving genetic variability in poultry farming. However, consumers have little knowledge about the different chicken breeds used in the industry; making it challenging to communicate traditional breeds and their advantages to consumers. Hence, this study takes the approach to look at consumers’ perceptions of different breeds. We analyze consumers’ evaluations of pictures showing (...) four dual-purpose chicken breeds. First, an eye-tracking study and think-aloud protocols were used to obtain open associations consumers make with each breed. Based on the results, an online survey was conducted to quantify consumers associations with different breeds and consumers’ interest in meat products with animal pictures on the packaging. Results show that consumers’ attention to pictures of chickens is mostly focused on their body and head, particularly with the Vorwerkhuhn. Consumers associate white breeds to white egg and meat production, while brown breeds are associated to brown egg production. Only a smaller segment of consumers, who are more engaged to animal welfare, accept pictures of animals on meat packages. We conclude that the marketing of meat products of traditional chicken breeds by using pictures is not a useful approach for the mass market. However, within smaller market concepts, such pictures can be used to communicate an alternative chicken meat production system that may lead to purchases of traditional dual-purpose breeds. (shrink)

This is a technical treatise for the scientific-minded readers trying to expand their intellectual horizon beyond the straitjacket of materialism. It is dedicated to those scientists and philosophers who feel there is something more, but struggle with connecting the dots into a more coherent picture supported by a way of seeing that allows us to overcome the present paradigm and yet maintains a scientific and conceptual rigor, without falling into oversimplifications. Most of the topics discussed are unknown even to (...) neuroscientists, biologists, philosophers, and yet are based on the findings published in their own mainstream peer reviewed literature or on deep insights of the scientific, philosophical and spiritual giants of the past. -/- A scientific, philosophical, and spiritual overview of the relationship between science and spirituality, neuroscience and the mystery of consciousness, mind and the nature of reality, evolution and life. A plaidoyer for a science that goes beyond the curve of reason and embraces a new synthesis of knowledge. The overcoming of the limitations of the intellect into an extended vision of ourselves and Nature. A critique of physicalism, the still-dominant doctrine that believes that all reality can be reduced to matter and the laws of physics alone. A review and reassessment of the old and new philosophical and metaphysical ideas which attempts to bring closer Western and Eastern traditions where science, philosophy, consciousness, Spirit and Nature are united in a grand vision that transcends the limited conventional scientific and philosophical paradigm. A possible answer to the questions of purpose and meaning and the future evolution of humankind beyond a conception that posits a priori a purposeless and meaningless universe. A report of the new scientific discoveries of a basal intelligence in cells and plants, on the question if mind is computational, the issue of free will, the mind-body problem, and the so called ‘hard problem of consciousness’. An essay on ancient as modern philosophical conceptions, from the One of Plotinus, the God of Spinoza until the recent revival of panpsychism or the universal consciousness. A journey into quantum physics from the perspective of philosophical idealism and an invitation to adopt new ways of seeing that might help us to transform our present understanding, expanding it into an integral cosmology, with a special emphasis on the spiritual and evolutionary cosmology of the Indian seer Sri Aurobindo. -/- Not just a philosophical and metaphysical meditation but, rather, an appeal to work towards a change of consciousness, a widening of our perspective towards a new way of seeing beyond a purely mechanistic worldview to avoid a social, environmental and economic collapse. Humans are transitional beings that will have to make a choice: relapse into a pre-rational state or evolve towards a new trans-rational species supported by an ideal of human unity in diversity as the expression of a spiritual evolutionary process, the call of the Spirit on Nature. (shrink)

Igal Kvart RATIONAL ASSERTIBILITY, THE STEERING ROLE OF KNOWLEDGE, AND PRAGMATIC ENCROACHMENT Abstract In the past couple of decades, there were a few major attempts to establish the thesis of pragmatic encroachment – that there is a significant pragmatic ingredient in the truth-conditions for knowledge-ascriptions. Epistemic contextualism has flaunted the notion of a conversational standard, and Stanley's subject-sensitive invariantism (SSI) promoted stakes, each of which, according to their proponents, play a major role as pragmatic components in the truth (...) conditions of knowledge ascriptions. These conceptions were propelled first and foremost by examples of knowledge ascriptions with obvious pragmatic aspects that seemed to require a pragmatic component in the truth-conditions of knowledge ascriptions in order to be accounted for. However, if such examples can be adequately explained not by pragmatic encroachment purely pragmatically, the central role that such examples play in supporting these accounts will be undermined. I lay out here a new pragmatic account, offering a different, purely pragmatic picture that explains such examples, and much more. If such an account and its associated explanations are adequate, then much of a need or a motivation for pragmatic encroachment is undermined. Specifically, I will develop the notion of rational assertibility, appealing to rational norms (which are not Gricean) as interfacing with semantic and epistemic (and other) norms to yield assertibility simpliciter. More importantly, I will argue for a well-entrenched pragmatic profile of knowledge, the so-called steering role of knowledge. Knowledge ascriptions, or simple assertions (that don't invoke the notion of knowledge), it will be argued, play a pragmatic role of steering audiences in joint deliberational setups to the speaker's preferred action by invoking an impending practical inference leading to that preferred action, and of ignoring incompatible alternatives. The recognition of rational forces as affecting, sometimes strongly and predominantly, intuitions associated with knowledge ascriptions, has important implications to philosophical methodology regarding what count as evidence for semantic features. One such lesson calls for securing examples with no significant rational forces at play in order to establish semantic features. Another calls attention to the ill-suitability of employing assertibility by figures in examples featuring deliberational setups for such a purpose in view of the role that such assertibility plays in reflecting rational aspects of such figures, in addition to their epistemic and semantic characteristics. Still another lesson points to a specific role that audiences play in such deliberational setups. (shrink)

In _No Easy Answers_, Allan Franklin offers an accurate picture of science to both a general reader and to scholars in the humanities and social sciences who may not have any background in physics. Through the examination of nontechnical case studies, he illustrates the various roles that experiment plays in science. He uses examples of unquestioned success, such as the discoveries of the electron and of three types of neutrino, as well as studies that were dead ends, wrong turns, (...) or just plain mistakes, such as the “fifth force,” a proposed modification of Newton's law of gravity. Franklin argues that science is a reasonable enterprise that provides us with knowledge of the natural world based on valid experimental evidence and reasoned and critical discussion, and he makes clear that it behooves all of us to understand how it works. (shrink)

“Credit-worthiness” accounts of the value of knowledge focus on the exercise of agency as the source of value in question. This focus is shared by an approach suggested by Sally Haslanger to the value of belief. The standard examples and counterexamples from the “value of knowledge” literature treat the relevant sort of agency in fundamentally individualistic terms. But recent work on relational autonomy recommends that we think of agency as fundamentally socially embedded. This reorientation not only disarms a (...) standard objection to the “credit-worthiness” approach, but suggests that the putative counterexample is actually a paradigm-case of the exercise of epistemic agency for creatures like us. In so doing, it also exhibits the agency-based account of the value of knowledge and its main competitor, which focuses on the status of potential informants, as two sides of the same coin. Meanwhile, epistemic agency is an essential component of agency tout court. Effective action requires information. But perhaps the possession of information can take other forms than the having of true beliefs. Paul Churchland characterizes what’s peculiar to belief in terms of the sentential form in “that”-clauses in belief attributions. The alternatives that he envisages divorce informational content from sentence content. But for creatures like us, sentences are the basic units of communication of information. If our agency is paradigmatically exercised in socially embedded contexts, an essential part of the picture is that our information be in substantial measure communicable in sentences, i.e., that it take the form of beliefs. So the socially-oriented version of the agency-based approach to the value of knowledge also confirms Haslanger’s hunch that the value of belief can be vindicated and developed in terms of the role of belief in the exercise of agency for creatures like us. (shrink)

In this article, the formation and transformation of knowledge and the role of designs for learning will be elaborated and discussed in relation to the introduction of national curricula and school textbooks during the beginning of the industrialized era vs. the introduction of individual curricula and new digital learning resources in the post-industrialized era of globalization and multiculturalism. Quite different teaching and learning strategies have been emphasized, which I will call here “designed information and teaching” vs. “designs for learning”. (...) It seems obvious that our current society is in a stage of change that requires a new understanding of knowledge, learning and identity formation. The new position and role of the learner underlines the productive and constructive aspect of learning. Pupils not only read texts, they also produce texts, pictures, film and music and they compile and edit virtual texts. Multimodal texts, as well as the information flow of the Internet, are the consequences of, and at the same time a vehicle for, new social patterns. “Learning Design Sequences” is introduced as a theoretical map for the purpose of analyzing critical incidents in learning process, using different genres, modes and media in a process of meaning-making. (shrink)

Endogenous retrovirsuses (ERVs) have long been known to influence gene expression in plants in important ways, but what of their roles in mammals? Our relatively sparse knowledge in that area was recently increased with the finding that ERVs can influence the expression of mammalian resident genes by disrupting transcriptional termination. For many mammalian biologists, retrotransposition is considered unimportant except when it disrupts the reading frame of a gene, but this view continues to be challenged. It has been known for (...) some time that integration into an intron can create novel transcripts and integration upstream of a gene can alter the expression of the transcript, in many cases producing phenotypic consequences and disease. The new findings on transcriptional termination extend the opportunities for retrotransposons to play a role in human disease. (shrink)

The expression “the invisible hand of the market” (from the Adam Smith’s “Wealth of Nations”) sometimes acquires in modern ecomomical and everyday journalism the most unexpected overtones, like “why “the invisible hand of the market» totally disregard writer”? In the area of the scientific economic thinking “the «invisible hand” is interpreted as the objective market mechanism which coordinates the decisions of buyers and sellers. The attempts to analyze the epistemological status of “the invisible hand” are quite rare, especially in the (...) modality of the formation of the Economics as a science. Meanwhile, as it is shown in the article, there is reason to see here the first fundamental step to the origination of the scientific research program of the economic science in the strict sense. The author assumes that phenomena like “the invisible hand of the market” is comparable to what Thomas Kuhn designates as “the metaphysical parts of paradigms”, i. e. basic ontological models, which define peculiar scientific vision of the reality under research. The main difficulty for the scientific rationality in the attempts of generating scientific knowledge about society, was to represent the corresponding processes of human activity in the form of objective reality, which is required by the basic ideological attitude of the science as such. (shrink)