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Descartes the account of knowledge
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Knowledge: Austin, Descartes, and Stroud This paper will be covering what knowledge essentially is, the opinions and theories of J.L. Austin, Descartes, and Stroud, and how each compare to one another. Figuring out what knowledge is and how to assess it has been a discussion philosophers have been scratching their heads about for as long as philosophy has been around. These three philosophers try and describe and persuade others to look at knowledge in a different light; that light might be how a statement claiming knowledge is phrased, whether we know anything at all for we may be dreaming, or maybe you’re just a brain in a vat and don’t know anything about what you perceive the external world to be. Before one can start talking about specific …show more content…
There is no concrete definition of knowledge, but there is a definition that is widely agreed upon, or a standard definition. This definition may be widely accepted, but just like most things in philosophy, it is controversial and many disagree with it. The definition involves three conditions that must be met in order for one to truly say that they know something to be true. If one were to state: “The Seattle Mariners have never won a world series,” using the standard definition would look like this: first, the person believes the statement to be true. Second, the statement is in fact true. Third, the person is justified in believing the statement to be true. The three conditions are belief, truth, and justification. There are the “necessary and sufficient conditions” for knowledge. Necessary and sufficient conditions are linked to conditional statements, ‘if x, then y’ statements. …show more content…
The first, Stroud brings up Austin’s claim that, to raise a legitimate doubt about someone’s knowledge claim, one must suggest some specific way in which the subject might be mistaken. “If you say ‘That’s not enough’, then you must have in mind some more or less definite lack…if there is no definite lack, which you are at least prepared to specify on being pressed, then it’s silly just to go on saying ‘That’s not enough’.” Next, Stroud discuses Austin’s claim that dreams are qualitatively distinguishable from no dreaming experiences. Austin believes dreams always have a special “dream-like quality” that one can use to help distinguish the difference between waking and dreaming experiences. Austin says that “there are recognized ways of distinguishing between dreaming and waking, ‘how otherwise should we know how to use and to contrast the words, or to know between something being stuffed or live, and so forth.” The last aspect Stroud touches upon when discussing Austin, is that you only need to rule out some possibility if there’s some special reason to believe that it does now obtain. Meaning, only in special instances does one have to worry about asking if you are in a dream state. Typically, in the real world, the question if one is dreaming or not when checking validity is not taken seriously, nor should it be taken as a serious procedure to see if something is fact or not. For example, suppose I
Life without knowledge would be worthless. Talking about knowledge what i mean is knowledge about something. The description of the state of some object is knowledge. The object may be either abstract or physical. Some examples of abstract things include memory, feelings and time. But how we obtain knowledge? Many philosophers tried to find an adequate answer to this question. They came up with so many theories summarizing the process of knowledge. But none of them all was able to state a clear definition of pure knowledge. One of those philosophers is Plato. In this essay I am going to discuss the concept of knowledge according to Plato’s philosophic conception of knowledge. I will clarify what knowledge is not perception. And from this I will move to explain the justified true belief theory. Then I will show the lack in this theory by referring to counterexamples: the Gettier cases. To end up with a conclusion that states what is my understanding of the process of knowledge.
How we approach the question of knowledge is pivotal. If the definition of knowledge is a necessary truth, then we should aim for a real definition for theoretical and practical knowledge. Methodology examines the purpose for the definition and how we arrived to it. The reader is now aware of the various ways to dissect what knowledge is. This entails the possibility of knowledge being a set of truths; from which it follows that one cannot possibly give a single definition. The definition given must therefore satisfy certain desiderata , while being strong enough to demonstrate clarity without losing the reader. If we base our definition on every counter-example that disproves our original definition then it becomes ad hoc. This is the case for our current defini...
Any truth that can exist in one can exist in the other. Because of this, there is no definite way to tell if an experience is dreamt or not. The arguments against this are purely speculative, based on personal experiences, and perhaps experiences of others, but that is not enough. Just because one person may not feel pain during a dream, signifying some sort of differentiation between the two states, does not mean another person doesn’t. Because all the evidence against this argument are purely speculative and circumstantial, it proves that we cannot prove consciousness at any given moment with Cartesian certainty. A waking state does exist, however, our ability to differentiate it from a sleeping state is impossible, leading to confusion about experiences. Having Cartesian certainty about whether or not we are dreaming at any given moment allows us to evaluate all the other aspects that might be skewed our findings. Because we may be asleep at any moment, who is to say our knowledge and experiences aren’t all dreamed? The brain, although a complex mechanism, is not complex to come up with the ideas that we have experienced within them. We may form new ideas based on our experiences, but the basis of it must have been experienced at one point or another. Our brain’s need reference for knowledge, and for us to know absolute truths, we need to understand that some truths may not be as
Knowledge is defined as information and skills one acquires through experience or education. There is; however, a certain knowledge than cannot be certain and is unjustifiable from the scientific perspective. Karen Armstrong, Robert Thurman, and Azar Nafisi wrote about this type of knowledge in their essays: “Homo Religiosus,” “Wisdom,” and “Reading Lolita in Tehran,” respectively. Each of these authors has a different view of what knowledge is exactly, how it can be achieved, and what it means to have achieved it, but each author takes on the view that the concept of knowledge should be viewed from a social stance. Armstrong refers to this uncertain knowledge as “myth,” Thurman refers to it as “wisdom,” and Nafisi refers to it as “upsilamba";
By definition, knowledge is the fact or condition of knowing something with familiarity gained through experience or association (Merriam-Webster.com). In the novel Frankenstein, Mary Shelley considers knowledge as a “dangerous” factor. The danger of it is proved throughout the actions of the characters Robert Walton, Victor Frankenstein, and the creature. The characters all embody the theme of knowledge in different ways. Shelley supports her opinion on knowledge by using references from the Bible and Paradise Lost.
How do we know what we know? Ideas reside in the minds of intelligent beings, but a clear perception of where these ideas come from is often the point of debate. It is with this in mind that René Descartes set forth on the daunting task to determine where clear and distinct ideas come from. A particular passage written in Meditations on First Philosophy known as the wax passage shall be examined. Descartes' thought process shall be followed, and the central point of his argument discussed.
What we assume is knowledge in society is only what we have been told or been persuaded to believe by other high powers and dominant economical, intellectual or even political positions. For example, what proof do we have that the earth is round? We might not have actually seen it for ourselves or figured it out on our own, but it is what we have been taught to believe. “This idea simplifies what the earth actually is, and that such statements trick us into thinking that we truly understand that Earth’s shape, when really, there are many place...
In Plato’s Theaetetus, Socrates examines the first definition of knowledge that theaetetus gives that knowledge is perception. Socrates gives us many example that both supports and refutes that knowledge is perception. The basic claim from Protagoras is that truth is based on the perception of every man. This means that things are to any person as they seem to that person. Socrates explains to us Protagoras’s view with the cold wind example. He say that through Protagoras theory, the wind is cold to the person that feels cold, and the wind is warm to the person that feels warm. Both “the wind is cold” and “the wind is war” is true according to Protagoras and it is based on the perception of the person. Then we learn from Socrates that if knowledge and truth is based on perception then everything that has perception has his own set of knowledge and truth. Also sense Protagoras not considering himself to be a god, and is on the same level of us then wouldn’t the truth and knowledge he definite in his doctrine only be his own set truth and knowledge for he only knows his own perspective.
Donald Davidson identifies three forms of knowledge which he believes to be irreducible and interdependent: knowledge of self, which is immediately known; knowledge of the outside world, which is simply caused by the events and objects around you, and thus depends on sense organs to be semi-immediately known, yet open to uncertainty; and knowledge of the minds of others, which is never immediately known. The standard approach to philosophy tries to reduce one of these forms of knowledge to one or two of the others, often leading to unanswerable questions. Davidson argues that all three varieties of knowledge are interdependent—that is, you cannot have any one without the other two. In this paper, I will primarily review Davidson’s argument of the interdependence of the three varieties of knowledge. I will then briefly discuss the plausibility of Davidson’s account and question if it truly can explain how we come to understand others’ feelings and emotions.
Plato and Aristotle propose theories of knowledge in which they both agree that the knower is measure by the known and that knowledge is an exchange within the world. However, their respective theories may be considered polar opposites of one another especially when considering that Aristotle rejects Plato’s theory and admits that ‘informed opinion’, is a form of knowledge whereas Plato rejects opinion as a form of knowledge.
He began with: nothing shall be concluded as true unless it was fully proven so (p.8, Descartes). The second rule stated that all problems should be divided up into the smallest possible parts in order to make the analysis simpler. The third rule required Descartes to start simple and gradually increase the difficulty of the topics of his studies as he progressed. Finally, he required himself to regularly reassess his progress to make sure he did not skip over anything important (p.9, Descartes).
...ll true knowledge is solely knowledge of the self, its existence, and relation to reality. René Descartes' approach to the theory of knowledge plays a prominent role in shaping the agenda of early modern philosophy. It continues to affect (some would say "infect") the way problems in epistemology are conceived today. Students of philosophy (in his own day, and in the history since) have found the distinctive features of his epistemology to be at once attractive and troubling; features such as the emphasis on method, the role of epistemic foundations, the conception of the doubtful as contrasting with the warranted, the skeptical arguments of the First Meditation, and the cogito ergo sum--to mention just a few that we shall consider. Depending on context, Descartes thinks that different standards of warrant are appropriate. The context for which he is most famous, and on which the present treatment will focus, is that of investigating First Philosophy. The first-ness of First Philosophy is (as Descartes conceives it) one of epistemic priority, referring to the matters one must "first" confront if one is to succeed in acquiring systematic and expansive knowledge.
"Knowledge, Truth, and Meaning." Cover: Human Knowledge: Foundations and Limits. Web. 17 Feb. 2011. .
Knowledge is defined as being justified true belief. There is little consensus in the philosophical world as to whether, as it is typical for Empiricists to believe, knowledge comes purely experience or, as is the typical Rationalist line of thought, some of the knowledge we have is gained a priori. In this essay I will first establish that our knowledge of analytic truths is known a priori, which most Empiricists and Rationalists alike agree upon. I shall then argue that all synthetic knowledge is gained a posteriori, through experience. I will then finally show how this idea is consistent with our knowledge of necessary truths.
Descartes defines knowledge as doubt and uncertainty. He describes that our main source of knowledge is our sense perception.