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Reflection about philosophy
Reflection of philosophy
Understanding epistemology
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What does it mean to know something? Are there conditions which must be met in order to claim that you know something? Finally, are there limits to what can be known about a particular subject or thing? These, generally speaking, are the questions that epistemology is concerned with. Broadly defined epistemology, is the study of what it means “to know.” Epistemologists reflect on both the nature of knowledge and the limitations of the human ability to comprehend things in the world.
Epistemology can be thought of as the heart of philosophy. Some of the earliest philosophers started their enterprise by asking questions we’d today recognize as epistemological in nature. This makes sense when you think about it, as a deeper reflection on the exact nature of knowledge would provide a philosopher with a better means of categorizing what they learn through the process of philosophy. But why even ask these questions? Don’t we use knowledge every day? Isn’t it self-defeating to even ask questions like these? What do you know?
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This is because, in a manner of speaking, philosophers don’t like to take anything for granted. Philosophers like to put to the microscope key assumptions that are unconsciously applied in most people’s daily lives. This can be seen in some of the most infamous writings of philosophy, like Plato’s Allegory of the Cave and Rene Descartes’ Mediations. Both are iconic for inviting their readers to indulge in a peculiar sort of skepticism about reality as they might understand
Epistemology tells us how we come to acquire knowledge and what type of limits there are on our knowledge. Berkeley’s epistemological argument is that the physical and mental world are one-in-the-same. He denies the existence of an external world and believes that the world is only a collection of ideas in our heads. We only know things to be real as we experience them and we only experience our ideas. This leads Berkeley to the conclusion that for something to be real, that means that it is the object of some type of experience. Without epistemology, people would have no reason to believe in their thoughts and actions because there would be no difference between truth and error. We need epistemology to accept reality.
In “The Epistemic Significance of Disagreement”, Thomas Kelly gives two responses to the question “How should awareness of disagreement, with those that you take to be your epistemic equal, effect the rational confidence you have in your beliefs?”. Kelly discusses two possible responses to the question. The first is Richard Foley's first person perspective argument. Adam Elga calls the second the right reasons view (Elga, 2007 pg. 485). Kelly pursues the latter, and does not go further than agreeing with Foley that we should only view these disputes with a first person perspective.
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...
Nursing research has been a part of the nursing profession for many years, consisting of both qualitative and quantitative research. It is essential in guiding nursing practice. Many nurses have a baseline understanding of research in general, but when conducting research it is important also to understand personal values and beliefs to guide the type of research to conduct. Understanding the differences between epistemology, methodology, and methods, will assist in this choice to conduct a valid research project.
The Matrix, directed by the Wachowski sisters, is a film that discusses free will, artificial intelligence and poses a question: ‘How do we know that our world is real?’ This question is covered in the philosophical branch of epistemology. Epistemology is a component of philosophy that is concerned with the theory of knowledge. The exploration of reality is referenced in the film when Neo discovers he has been living in an artificial world called ‘The Matrix’. He is shocked to learn that the world in which he grew up is a computer program that simulates reality. The questioning of knowledge and its irreversibility provoked by The Matrix invites the audience to wonder whether their own world is an imitation of true reality, thus making it a
Epistemology is purposed with discovering and studying what knowledge is and how we can classify what we know, how we know it, and provide some type of framework for how we arrived at this conclusion. In the journey to identify what knowledge is the certainty principle was one of the first concepts that I learned that explained how we, as humans, consider ourselves to know something. The certainty concept suggests that knowledge requires evidence that is sufficient to rule out the possibility of error. This concept is exemplified in cases like The Gettier problem in the instance that we suppose (S) someone to know (P) a particular proposition. As Gettier established the Justified True Belief as a conceptual formula for knowledge, certainty can be understood with the proper perspective and background. The certainty principle explains that knowledge requires evidence to be “sufficient” to rule out the possibility of error. This means that what we determine to be acknowledged as “knowledge” must present justification in order to be accepted believed as knowledge. This is important because Skepticism doubts the validation of knowledge and how we come to any such conclusion of justifying what we “know” indubitably as knowledge. This is the overarching problem with skepticism. Instead of having a solid stance on how to define knowledge, skeptics simply doubt that a reason or proposition offered is correct and suppose it to be false or flawed in some manner. See the examples below as identifiers of the skeptic way of life.
The epistemological concept questions “how do I know?” The epistemological dimension is how we view the assumptions of knowledge to decide what to believe (Marcia, 2008, p2). The way in which information is delivered affects how it perceived by those who receive the information. Intrapersonal dimension is how we chose and adopt the values and beliefs that we decide to live by (Marcia, 2008, p8). For example, as a student in the first phase of self-authorship, I seek my values and beliefs according to seeking acceptance from those around me, while others who may be further down the process chose their values and beliefs according to who they are. Interpersonal dimensions is the connection between yourself and with others (Marcia, 2008, p9). It is the understanding of others views and developing a mature and respectful way to interact with everyone. “Complex epistemological, intrapersonal, and interpersonal development is necessary for adults to build complex belief systems, to form a coherent sense of identity, and to develop authentic, mature relations with diverse others (Baxter Magolda, 2001).” Within this course, I believe that we have learned a bit of all of three dimensions. Reading the
This essay starts with definition of traditional epistemology, followed by an explanation of how class, gender, and race can affect what one can know. Traditional epistemology can be defined as all knowers, regardless of who you are or what your social situation is, are bound by the same cognitive norms. (lecture) Charles Mills however, in the article “Alternative Epistemologies”, argues that who you are and your social situation change your access to knowledge. He criticizes that traditional epistemology fails to consider how an individual’s social situation can affect what he can know. Those in non-dominant social groups have epistemic access especially for knowing about oppression. In this essay I will attempt to explain Mills argument
There are two main schools of thought, or methods, in regards to the subject of epistemology: rationalism and empiricism. These two, very different, schools of thought attempt to answer the philosophical question of how knowledge is acquired. While rationalists believe that this process occurs solely in our minds, empiricists argue that it is, instead, through sensory experience. After reading and understanding each argument it is clear that empiricism is the most relative explanatory position in epistemology.
Interpretive epistemology, which stems from idealist ontology, asserts that the world is made up of ideas: about oneself, others, society, or nature (Giacomini, ...
The study of any particular science involves embracing particular and specific ontology, epistemology and methodologies that are different from each other. Ontology is the concept that defines and explains the essential types of truth (Blaikie 2009). Every field of science constitutes its own ontology and in most cases two types of ontology exists: formal ontology and domain ontology (Blaikie 2009). Formal ontology type of research always postulates something general related to reality while on the other hand domain ontology postulate something specific with regard to different types of truths (Blaikie 2009). On its part epistemology constitute a science concept that defines how human and the general population of the world know and reason the particular truth. The two concepts are differentiated by particular assumptions that are associated with each of them. For instance assumptions associated with ontology include: shallow realist, conceptual realist, cautious realist, depth realist and idealist (Blaikie 2009). On the other hand assumptions related to epistemology include: empiricism, rationalism, falsificationism, neo-realism and constructionism (Blaikie 2009). Therefore the purpose of this essay will be to define objectivism and inteprativism as related to ontology, define positivism and interpretavism as related to epistemology, explain how ontology and epistemology are linked and how they influence each other, before lastly looking at how important ontology and epistemology are.
Epistemology, also known as theory of knowledge is the part of philosophy that discusses the nature and scope of knowledge. Some questions that study the nature of knowledge could be, Have you ever thought about how we know things? What does it mean for someone to know something? How much can we possibly know? How do you know that 2 + 2 = 4, or that the square root of 144 is 12? Do we know something from reason or from di...
Knowledge is but understanding. How we indulge and interpret an issue is knowledge. In the pursuit of knowledge, we, as materialistic learners and knowers, repeatedly ignore crucial procedures, pro...
Epistemology is the branch of philosophy concerned with the theory of knowledge. Epistemology studies the nature of knowledge, justification, and the rationality of belief. Much of the debate in epistemology centers on four areas: the philosophical analysis of the nature of knowledge and how it relates to such concepts as truth, belief, and justification, various problems of skepticism, the sources and scope of knowledge and justified belief, and the criteria for knowledge and justification. Epistemology addresses such questions as "What makes justified beliefs justified?", "What does it mean to say that we know something?" and fundamentally "How do we know that we know?"
Epistemology helped me investigate the procedure I went through for crafting the essays. I referred to books, online articles, journal and other publications to understand and justify the concepts and information. It helped me distinguish between what is false, what is true across diverse contexts, and to decide the boundaries of knowledge based on how that knowledge is acquired. I also evaluated the truthfulness of my beliefs and personal opinion. I am actuated by understanding the sources of knowledge and also the quality of the resulting knowledge – knowing its dimensions and limitations.