This chapter examines the views of seventeenth-century British philosophers on the notion of logic and demonstrative knowledge, particularly Francis Bacon, Thomas Hobbes, and John Locke, offering an overview of traditional Aristotelianism in relation to logic and describing Bacon's approach to demonstration and logic. It also analyzes the contribution of the Cambridge Platonists and evaluates the influence of Cartesianism. The chapter concludes that theorizing about logic and demonstrative knowledge followed an arc familiar from other branches of philosophy (...) such as metaphysics or the philosophy of science. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:141 HUME AND DEMONSTRATIVE KNOWLEDGE Little could be clearer than that Hume's sceptical arguments concerning induction and causation depend to some considerable extent on his contention that there can be no demonstrative arguments for matters of fact. An understanding of his use of the terms 'demonstration', 'demonstrative reasoning' etc., would seem to be a prerequisite for a satisfactory appraisal of those arguments. What is almost (...) as clear, however, is that these terms have so far evaded much critical discussion and, with one notable exception, it seems to be assumed that we know well enough what they mean. That exception is David Stove, whose book on Hume contains, among many good things, a boldly provocative discussion of these terms in relation to the sceptical argument. Stove has interesting things to say about the terms: I don't think that he is quite right, but then neither is he straightforwardly wrong. I shall present his account, and the one to which he is opposed, and then, after criticising both, I shall try to show why the truth lies elsewhere, and why we begin to approach Hume correctly only when we temper our fascination with the purely formal structures of argument. Inductive scepticism is, of course, that scepticism which claims that there can be neither knowledge nor reasonable beliefs about unobserved matters of fact. Thus inductive arguments, those arguments which attempt to ground beliefs in unobserved matters of fact are, under this scepticism, claimed to 142 be bad arguments. Deductively valid arguments are, of course, often good, but it seems that they are unable to be utilised in justifying beliefs in unobserved matters of fact. The problem of induction is thus that of explaining how these non-valid inductive arguments can be forceful, and Hume's scepticism about induction resides in his believing and arguing, or appearing to believe and to argue, that they cannot. Hume himself does not, however, use the terms 'inductive', 'deductive' and their cognates. Some translation has therefore been employed in getting from his writings to the rough and ready sketch of the problem of induction as presented above. Stove spends some considerable time on this, and there is surely nothing wrong with his careful glossing of Humes 'moral' and 'probable' arguments by our term 'induetive '. There are, however, good reasons to tread carefully where 'demonstrative' is concerned. Stove's remarks here are somewhat contentious, and before giving his version of what Hume's term means, I shall present what may be accounted the standard view. While Hume does not use the term 'deductive', he does make freguent use of 'demonstration' and its derivatives, and he uses these in such a way as to suggest that a gloss via our term 'deduction' will not be far off the mark. Consider, for example, the following passage: Our foregoing method of reasoning will easily convince us, that there can be no demonstrative arguments to prove, that those instances, of which we have had no experience, resemble those, of which we have had experience. We can at least conceive a change in the course of nature; which sufficiently proves, that such a change is not absolutely impossible. To form a clear idea of anything, is an 143 undeniable argument for its possibility, and is alone a refutation of any pretended argument against it. (T 89) His point here seems to be that as alternative states of affairs remain possible, and are thus compatible with all the evidence upon which is based the hypothesis about continuing uniformity, it cannot be claimed that the persistence of such uniformity is established by argument. A similar account will be given of the following passage from the Enquiry: When a man says, I have found, in all past instances, such sensible qualities conjoined with such secret powers: And when he says, Similar sensible gualities will always be conjoined with similar secret powers, he is not guilty of a tautology, nor are these propositions in any respect the same. You say that the one proposition is an inference from the other. But you must confess that the inference is not intuitive; neither is it demonstrative.... (E 37) It is tempting to understand Hume here as once again... (shrink)

This collection of essays is the product of a conference on Aristotle’s Posterior Analytics (Apo) held at the University of North Carolina at Chapel Hill in 2009. The essays address three main questions: (1) “How does the APo model of scientific knowledge, focused as it is on the construction of syllogisms, relate to the scientific accounts Aristotle presents elsewhere, especially in the biological treatises?’ (2) ‘How do the arguments and views presented in the APo relate to other aspects of (...) Aristotle’s philosophy?’ and (3) ‘How do the remarks in the concluding chapter of the APo concerning perception, memory, experience, and the grasp of the universal add up to an explanation of how we come to know first principles?’ The papers by J.G. Lennox, M. Leunissen and R. McKirahan address the first two questions, while those by M. Tuominen and G. Salmieri discuss the well-known passage in Apo II 19. (shrink)

This book makes available for the first time an English translation of William of Ockham's work on Aristotle's _Posterior Analytics_, which contains his theory of scientific demonstration and philosophy of science. John Lee Longeway also includes an extensive commentary and a detailed history of the intellectual background to Ockham's work. He puts Ockham into context by providing a scholarly account of the reception and study of the _Posterior Analytics_ in the Latin Middle Ages, with a detailed discussion of Robert Grosseteste, (...) Albert the Great, Thomas Aquinas, Duns Scotus, and Giles of Rome. In a series of appendices, Longeway includes shorter translations of some important related work by Giles of Rome and John of Cornwall. In his introductory discussion, Longeway examines the exact character of the highest sort of demonstration, the relations of the empirical sciences to mathematics, natural causation and the manner in which natural laws come to be known, the possibility of natural knowledge, our knowledge of God, and the relation of theology to the other sciences. Longeway discusses the way in which scientific epistemology and theory of demonstration corresponds to the metaphysical position of its interpreter, in particular to the Neoplatonism of Grosseteste, the radical Aristotelianism of Giles of Rome and Albert the Great, the more moderate Aristotelianism of Aquinas, and the nominalistic empiricism of Ockham. Throughout the book, Longeway makes a case for Ockham's importance as the founder of empiricism in the West. _ “The present work is the result of decades of study of Ockham's philosophy of science. The translation and commentary are introduced by a chapter in which Longeway presents an overview of Ockham's thought in this area and highlights its philosophical significance. This introduction is in its own right a significant contribution to the history of philosophy.” — Owen Goldin, Marquette University_ "Like much else in medieval philosophy, medieval theories of demonstrative knowledge are historically important, philosophically interesting, and little understood. There are a few extensive studies into medieval discussions of demonstration and even fewer translations of these important discussions. Longeway's_ Demonstration and Scientific Knowledge in William of Ockham_ is, therefore, an important contribution to the field. This work contains not only an extensive set of translations of Ockham's work on the theory of demonstration, but also a book-length introduction in which Longeway surveys the development of medieval theories of demonstration prior to Ockham and situates Ockham's discussion within that development. The book will be of value to any scholar interested in Ockham's thought as well as to anyone interested more generally in medieval discussions of demonstration, science, and epistemology." —_Susan Brower-Toland, Saint Louis University_. (shrink)

From scientia to science Content Type Journal Article DOI 10.1007/s11016-010-9483-3 Authors Peter R. Anstey, Department of Philosophy, University of Otago, PO Box 56, Dunedin, 9054 New Zealand Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796.

Alexander W. Hall - Demonstration and Scientific Knowledge in William of Ockham: A Translation of Summa Logicae III-II: De Syllogismo Demonstrativo, and Selections from the Prologue to the Ordinatio - Journal of the History of Philosophy 46:1 Journal of the History of Philosophy 46.1 170-172 Muse Search Journals This Journal Contents Reviewed by Alexander W. Hall Clayton State University John Lee Longeway, translator. Demonstration and Scientific Knowledge in William of Ockham: A Translation of Summa Logicae III–II: De Syllogismo (...) Demonstrativo, and Selections from the Prologue to the Ordinatio. Notre Dame, IN: University of Notre Dame Press, 2007. Pp. xx + 432. Cloth, $58.00. William of Ockham never delivered his promised exposition of Posterior Analytics. In its place, we have Summa Logicae III–II, and the Prologue to his Ordinatio... (shrink)

After introducing semantic anti-realism and the paradox of knowability, the paper offers a reconstruction of the anti-realist argument from understanding. The proposed reconstruction validates an unrestricted principle to the effect that truth requires the existence of a certain kind of “demonstration”. The paper shows that that principle fails to imply the problematic instances of the original unrestricted feasible-knowability principle but that the overall view underlying the new principle still has unrestricted epistemic consequences. Appealing precisely to the paradox of knowability, the (...) paper also argues, against the BHK semantics, for the non- constructive character of the demonstrations envisaged by semantic anti-realism, and contends that, in such setting, one of the most natural arguments for a broadly intuitionist revision of classical logic loses all its force.Tras presentar el anti-realismo semántico y la paradoja de la cognoscibilidad, el artículo ofrece una reconstrucción del argumento anti-realista basado en la comprensión. La reconstrucción que se propone valida un principio irrestricto, del que se sigue que la verdad requiere la existencia de un determinado tipo de “demostración”. El artículo muestra que este principio no implica las instancias problemáticas del original principio irrestricto de la cognoscibilidad realizable, y que la concepción general que subyace al nuevo principio todavía tiene consecuencias epistémicas irrestrictas. Apelando precisamente a la paradoja de la cognoscibilidad, el artículo argumenta además, en contra de la semántica BHK, a favor del carácter no constructivo de las demostraciones que contempla el anti-realismo semántico, y defiende que, en ese marco, uno de los argumentos más naturales a favor de una revisión a grandes rasgos intuicionista de la lógica clásica pierde toda su fuerza. (shrink)

according to aristotle's posterior analytics, scientific expertise is composed of two different cognitive dispositions. Some propositions in the domain can be scientifically explained, which means that they are known by "demonstration", a deductive argument in which the premises are explanatory of the conclusion. Thus, the kind of cognition that apprehends those propositions is called "demonstrative knowledge".1 However, not all propositions in a scientific domain are demonstrable. Demonstrations are ultimately based on indemonstrable principles, whose knowledge is called "comprehension".2 (...) If the knowledge of all scientific propositions were... (shrink)

The book offers a new treatment of the capacity to perceive, act on, and know about the world together with others. I argue that creatures capable of joint attention stand in a unique perceptual and epistemic relation to their surroundings: they operate in an environment that they, through their communication with their fellow perceivers, help constitute. I show that this relation can be marshaled to address a range of questions about the social aspect of the mind and its perceptual and (...) cognitive capacities. I begin with a conceptual question about a complex kind of sociocognitive phenomenon—perceptual common knowledge—and develop an empirically informed account of the spatial structure of the environment in and about which such knowledge is possible. In the course of his argument, I address such topics as demonstrative reference in communication, common knowledge about jointly perceived objects, and spatial awareness in joint perception and action. (shrink)

Is knowledge justified true belief? Most philosophers believe that the answer is clearly ‘no’, as demonstrated by Gettier cases. But Gettier cases don’t obviously refute the traditional view that knowledge is justified true belief (JTB). There are ways of resisting Gettier cases, at least one of which is partly successful. Nevertheless, when properly understood, Gettier cases point to a flaw in JTB, though it takes some work to appreciate just what it is. The nature of the flaw helps (...) us better understand the nature of knowledge and epistemic justification. I propose a crucial improvement to the traditional view, relying on an intuitive and independently plausible metaphysical distinction pertaining to the manifestation of intellectual powers, which supplements the traditional components of justification, truth and belief. (shrink)

Knowledge Societies offers both a critical examination of existing social theory, and a new synthesis of social theory with the actual study of knowledge relations in advanced economies. Some of the elements explored are scientization: the penetration not only of production but of most social action by scientific knowledge; the transformation of access to knowledge through higher education; the growth of experts (managers, accountants, advisors, and counselors) and of corresponding institutions based on the deployment of specialized (...) knowledge; and a shift in the nature of societal conflict from struggles about income and property to claims and conflicts about generalized human needs. Nico Stehr's argument amply demonstrates not only that all social theories now need to take into account the changing nature of social relations around knowledge, but also the parameters within which this analysis should take place. This book is essential reading for all those interested in social theory, sociology of knowledge and science, and the general issue of knowledge in the late 20th century. (shrink)

In this work the distinguished physical chemist and philosopher, Michael Polanyi, demonstrates that the scientist's personal participation in his knowledge, in both its discovery and its validation, is an indispensable part of science itself. Even in the exact sciences, "knowing" is an art, of which the skill of the knower, guided by his personal commitment and his passionate sense of increasing contact with reality, is a logically necessary part. In the biological and social sciences this becomes even more evident. (...) The tendency to make knowledge impersonal in our culture has split fact from value, science from humanity. Polanyi wishes to substitute for the objective, impersonal ideal of scientific detachment an alternative ideal which gives attention to the personal involvement of the knower in all acts of understanding. His book should help to restore science to its rightful place in an integrated culture, as part of the whole person's continuing endeavor to make sense of the totality of his experience. In honor of this work and his The Study of Man Polanyi was presented with the Lecomte de Noüy Award for 1959. (shrink)

It is well known that Maimonides rejects the Kalam argument for the existence of God because it assumes the temporal creation of the world, a premise for which he says there is no “cogent demonstration (burhan qat'i) except among those who do not know the difference between demonstration, dialectics, and sophistic argument.”Moses Maimonides, The Guide of the Perplexed, trans. Shlomo Pines (Chicago: University of Chicago Press, 1963), I:71:180. All references are to this translation; parenthetic in-text references are to part, chapter, (...) and page. By contrast, he claims to establish belief in the existence of God “through a demonstrative method as to which there is no disagreement in any respect” (I:71:182). Taken at his word, Maimonides’ proofs for the existence of the deity, like Aquinas’s five ways, have traditionally been read as models of medieval natural theology: of the power of human reason to independently establish revealed truth. In recent years, however, the same demonstrations have assumed a second kind of significance. For scholars, like myself, who argue that Maimonides holds severe views about the limitations of human knowledge of divine science and metaphysics, these demonstrations are the strongest conceivable counterevidence.The locus classicus for this view is Shlomo Pines, “The Limitations of Human Knowledge According to Al-Farabi, Ibn Bajja, and Maimonides,” in Studies in Medieval Jewish History and Literature, ed. I Twersky, 3 vols. (Cambridge: Harvard University Press, 1979), I:82–109. See also his “Les Limites de la Métaphysique selon Al-Farabi, ibn Bajja et Maimonide; Sources et Antitheses de ces Doctrines chez Alexandre d’Aphrodise et Chez Themistius,” Miscellanea Mediaevalia 13 (1981): 211–25; “Dieu et L’Etre Selon Maimonide: Exégese d’Exode 3,14 et doctrine connexe,” in Celui qui est: Interprétations juives et chrétiennes d’Exode 3, 14, ed. A. de Libera et E. Zum Brunn (Paris: Les Editions du Cerf [Collection “Patrimoines”], 1986), 15–24; and “The Relation between Maimonides’ Halakhic and non-Halakhic Works,” in Maimonides and Philosophy, ed., S. Pines and Y. Yovel (Dordrecht: Martinus Nijhoff, 1987). Pines concludes, on the basis of the limitations of the intellect with respect to knowledge of metaphysics, that Maimonides, like Kant, gives priority to the practical over the theoretical. For arguments drawing different ‘skeptical’ conclusions, see my “Maimonides in the Skeptical Tradition,” ms.; “Maimonides on the Growth of Knowledge and the Limitations of the Intellect,” to appear in Tony Levy, ed., Maimonide: Traditions philosophiques et scientifiques médievales arabe, hébraique, latine; “Logical Syntax as a Key to a Secret of the Guide of the Perplexed,” (in Heb.), Iyyun 38 (1989): 137–66; “Maimonides on Language and the Science of Language,” in Maimonides and the Sciences, ed., H. Levine and R. Cohen (Dordrecht: Kluwer, 2000), pp. 173–226; and The Matter and Form of Maimonides’ Guide (forthcoming). If Maimonides really held that humans cannot apprehend metaphysical truths about the deity, how could he have demonstrated (or even thought he could demonstrate) the existence of God? If he does demonstrate it, then humans evidently do have knowledge of metaphysics. As one distinguished scholar has recently protested, it is nothing less than “perverse” to interpret Maimonides as “meaning that the existence of God is unknowable when he in fact prides himself on having demonstrated the existence of God in four different ways.”Herbert A. Davidson, “Maimonides on Metaphysical Knowledge,” Maimonidean Studies 3 (1992–1993): 49–103, 86. See also Alfred L. Ivry, “The Logical and Scientific Premises of Maimonides’ Thought,” in Perspectives on Jewish Thought and Mysticism, ed. Alfred L. Ivry, Elliot R. Wolfson, and Allan Arkush (Amsterdam: Harwood Publishers, 1998), pp. 63–97, 70. (shrink)

We argue that any strong version of a knowledge condition on intentional action, the practical knowledge principle, on which knowledge of what I am doing (under some description: call it A-ing) is necessary for that A-ing to qualify as an intentional action, is false. Our argument involves a new kind of case, one that centers the agent’s control appropriately and thus improves upon Davidson’s well-known carbon copier case. After discussing this case, offering an initial argument against the (...) knowledge condition, and discussing recent treatments that cover nearby ground, we consider several objections. One we consider at some length maintains that although contemplative knowledge may be disconnected from intentional action, specifically practical knowledge of the sort Anscombe elucidated escapes our argument. We demonstrate that this is not so. Our argument illuminates an important truth, often overlooked in discussions of the knowledge-intentional action relationship: intentional action and knowledge have different levels of permissiveness regarding failure in similar circumstances. (shrink)

What determines the reference of first-person thoughts—thoughts that one would express using the first-person pronoun? I defend a model on which our ways of gaining knowledge of ourselves do, in much the way that our ways of gaining knowledge of objects in the world determine the reference of perceptual demonstrative thoughts. This model—the Demonstrative Model of First-Person Thought—can be motivated by reference to independently plausible general principles about how reference is determined. But it faces a serious (...) objection. There seems to be an explanatory rival to it with a great deal of plausiblility. The rival is The Simple Rule Model, which says that first-person thoughts are governed by the simple rule that any token of one will be about the person whose token it is. I pinpoint a crucial unclarity in The Simple Rule Model, hinging on how we understand the notion of a rule, and argue that no version of the Simple Rule Model is both plausible and a genuine explanatory rival to the Demonstrative Model. I also provide an argument that the Demonstrative Model is extensionally adequate. (shrink)

Self-knowledge is a persistent—and paradoxical—theme in medieval mysticism, which portrays our ultimate goal as union with the divine. Union with God is often taken to involve a cognitive and/or volitional merging that requires the loss of a sense of self as distinct from the divine. Yet affective mysticism—which emphasizes the passion of the incarnate Christ and portrays physical and emotional mystical experiences as inherently valuable—was in fact the dominant tradition in the later Middle Ages. An examination of both the (...) affective and apophatic traditions demonstrates that, in addition to constituting a necessary stage on the path toward union with the divine, self-knowledge in medieval mysticism was seen not just as something to be transcended, but (particularly in the works of female mystics) as a means of overcoming alienation from embodied existence. (shrink)

This chapter contains sections titled: Necessity and Predication “Through Itself” Demonstrations, Universals, and the Objects of Scientific Knowledge The Route to the Principles Axioms, Common Principles, and Self‐evidence Demonstration and Analysis Bibliography.

Postdisciplinary Knowledge is the first book to articulate postdisciplinarity in philosophical, theoretical and methodological terms, helping to establish it as an important intellectual movement of the 21st century. It formulates what postdisciplinarity is, and how it can be implemented in research practice. The diverse chapters present a rich collection of highly creative thought-provoking essays and methodological insights. Written by a number of pioneering intellectuals with a range of backgrounds and research foci, these chapters cover a broad spectrum of areas (...) demonstrating alternative ways of producing knowledge. Essays are interspersed with dialogue, encouraging a comprehensive and engaging discussion on this emerging movement. Not limited to a specific field or discipline, this will be of great interest to upper level students and researchers in a wide range of subject areas, including: tourism, sociology, education, psychology, physiotherapy, fine arts, architecture and design, as well as those with a general interest in epistemology and methodology. (shrink)

An influential proposal is that knowledge involves safe belief. A belief is safe, in the relevant sense, just in case it is true in nearby metaphysically possible worlds. In this paper, I introduce a distinct but complementary notion of safety, understood in terms of epistemically possible worlds. The main aim, in doing so, is to add to the epistemologist’s tool-kit. To demonstrate the usefulness of the tool, I use it to advance and assess substantive proposals concerning knowledge and (...) justification. (shrink)

How can we explain our capacity to think about particulars in our external environment? Many philosophers have answered this question in terms of a sophisticated conception of space and time and the movement of objects therein. A more recent reaction against this view sought to explain this capacity solely in terms of perceptual mechanisms of object individuation. Neither explanation remains fully satisfactory. This book argues for a more desirable middle ground in terms of a pragmatist approach to demonstrative thought, (...) where this capacity is explained through graded practical knowledge of objects. This view allows us to do justice to important insights put forward by both positions criticized in the book, while avoiding their potential shortcomings. It also paves the way to a more pragmatist approach to the theory of mental representation, where the notion of practical knowledge is allowed to play a central role in our cognitive life. Finally, it shows how practical knowledge may be firmly rooted in neurobiological processes and mechanisms that conform to what the empirical sciences tell us about the mind. (shrink)

What do we know when we know the law? Not a set of rules or theories, but a set of practices that are at bottom practices of reading--reading the texts of the law, reading the world--and writing (including of course speaking), especially writing in news ways in the inherited language of the law. Legal knowledge is a writer's knowledge. It always has as one of its deepest themes the question of justice. These themes are explored through an examination (...) of the Model Penal Code, which respect to which I ask what it would be like to learn this material with an eye to using it as a language of thought and argument. It is full of tensions and fissures about the most important matters, including its conceptions of justice and the purposes of criminal law, its central ideas of blameworthiness as a function of intention or state of mind, and its conception of proportionality. These can be seen as defects to be cured, or as reflections of irremediable tensions deep in our thought about these matters which it is a virtue not a vice of the Code to render explicit. To shift from legislative to judge-made law, I next examine Holmes's famous opinions in Shenck and Abrams, which I read in the light offered by the Model Penal Code, using that text to help define the criminal law issues presented in the two cases. This in turn helps define Holmes's achievement in these cases as a transformation of the criminal law, which leads to his constitutional doctrine. Finally, I analyze Brandeis's opinion in Whitney as an intellectual and rhetorical achievement of a different, and more extraordinary, kind. In all of these, the idea is to demonstrate how it is that legal knowledge is a writer's knowledge: for the drafter of statutes, for the composer of judicial opinions applying statutory and constitutional law alike, and for the lawyer thinking through and arguing a case. (shrink)

This study explored the effect of word knowledge facets on second language Chinese lexical inference by highlighting the moderating effect of language proficiency level and learners’ heritage status. L2 Chinese learners with a mixture of linguistic and cultural backgrounds completed a series of word-knowledge measurements as well as a lexical inferencing task. Through a moderated path model, the study demonstrated that word-general knowledge and word-specific knowledge contributed to L2 Chinese lexical inference. In addition, the study underlined (...) the moderating effect of heritage status on the correlation between word knowledge and lexical inference. Given the distinct patterns between heritage and non-heritage learners, morphological awareness may define the characteristics of reading profiles in the Chinese heritage learner population. (shrink)

The contribution deals with knowledge of what to do, and how, where, when and why to do it, as it is found in a multitude of plans, rules, procedures, maxims, and other instructions. It is argued that while this knowledge is conceptual and propositional, it is still irreducible to theoretical knowledge of what is the case and why it is the case. It is knowledge of goals, of ends and means, rather than of facts. It is (...) knowledge-to that is irreducibly practical in having world to mind direction of fit and the essential function of guiding as yet uncompleted action. While practical knowledge is fundamentally different from theoretical knowledge in terms of mind-world relations, the practical and theoretical domains are still parallel in terms of justificatory and inferential relations, they are like mirror images of one another. It is shown that if this view of practical knowledge is accepted, convincing Gettier cases for practical knowledge can be constructed. An extensive analysis of these cases demonstrates the usefulness of the notions of practical deduction, abduction, and induction. (shrink)

I argue that S knows that p implies that S is properly committed to the truth of p, not that S believes that p. Belief is not required for knowledge because it is possible that one could know that there are no beliefs. Being ‘properly committed’ to the truth of a proposition is a matter of having a certain normative status, not occupying a particular psychological state. After arguing that knowledge requires commitment instead of belief, I go on (...) to demonstrate the theoretical utility of this hypothesis. (shrink)

As an introduction to explicating the concept of basic knowledge, I shall examine Aristotle's argument for the existence of basic knowledge and urge two basic points. The first point is that Aristotle's argument, properly viewed, establishes the existence of a kind of knowledge, basic or non-demonstrative knowledge, the definition of which does not require the specification of, and hence the satisfaction of,anyevidence condition. This point has been urged by philosophers like Peirce and Austin but it (...) needs further argumentation because most analytic epistemologists still insist thatallknowledge, whether basic or non-basic, requires the satisfaction of some evidence condition. Secondly, to urge that the basic propositions whose existence is established by Aristotle's argument could be privileged but not known, for the reason that there is no evidence condition for them, would be to adopt a position that either entails wholesale skepticism or undermines the basic distinction between knowledge and belief. (shrink)

The aim of this article is to present re-enactment interviewing and to propose that it can be used to reveal tacit caring knowledge. This approach generates knowledge not readily attainable by other research methods, which we demonstrate by analysing the epistemological and methodological underpinnings of re-enactment interviewing. We also give examples from a study where re-enactment was used. As tacit knowledge is often characteristic of care, re-enactment interviewing has the potential to engage the informant in a holistic (...) mode and thereby reveal wisdom of the body. When the care provider recalls an event, the details are articulated, which contributes to in-depth data, which subsequently serves as a basis for trustworthy analysis. (shrink)

A person’s authoritative self-knowledge about the contents of his or her own beliefs is thought to cause problems for content externalism, for it appears to yield arguments constituting a wholly non-empirical source of empirical knowledge: knowledge that certain particular objects or kinds exist in the environment. I set out this objection to externalism, and present a new reply. Possession of an externalist concept is an epistemological skill: it depends upon the subject’s possession of demonstratively-based knowledge about (...) the object or kind to which it refers. Thus, a person’s knowledge that he or she has an externalist belief, since this depends upon actually having that belief, and therefore upon possessing the relevant externist concept, presupposes knowledge about the object/kind in question, which provides a direct and perfectly empirical source of knowledge that this object/kind exists. Hence, the putatively problematic arguments do not constitute a non-empirical source of such empirical knowledge. (shrink)

The United States Fish and Wildlife Service in Alaska, USA, conducted a species status assessment for a petition to list the Alexander Archipelago wolf (Canis lupus ligoni) under the Endangered Species Act in 2020-2022. This federal undertaking could not be adequately prepared without including the knowledge of Indigenous People who have a deep cultural connection with the subspecies. Our objective is to communicate the authoritative expertise and voice of the Indigenous People who partnered on the project by demonstrating how (...) their knowledge contributed to the species status assessment. The Indigenous knowledge applied in the assessment is the cultural and intellectual property of those who have shared it. We employed rapid appraisal research to expeditiously develop a preliminary and qualitative understanding of Indigenous People's cultural and ecological knowledge of Alexander Archipelago wolves. We used semi-directed interviewing and inductive coding from grounded theory for text analysis. Indigenous knowledge contributed to the agency's understanding of the Alexander Archipelago wolf in Southeast Alaska and helped the agency with their classification decision. Indigenous research partners explained the rich cultural significance and position of wolves in Tlingit society and described human–wolf relationships and ecological interactions. The agency used a single-species assessment approach based in species ecology and conservation biology, whereas the Indigenous wolf experts applied a multi-species, community ecology approach based in a sociocultural context of balance and respect. The Indigenous wolf experts successfully addressed knowledge gaps identified by the agency. The partners were challenged by a short regulatory timeframe that did not allow for comprehensive study of Indigenous knowledge and constrained review and feedback by Indigenous experts. The United States Fish and Wildlife Service learned that its assessment framework was not designed to account for an Indigenous worldview. To level the playing field, the agency and Indigenous experts should discuss how to co-develop an assessment framework that equitably applies both perspectives. (shrink)

Locke Defines Knowledge at the beginning of Book IV of the Essay concerning Human Understanding as “the perception of the connexion and agreement, or disagreement and repugnancy of any of our Ideas” (E IV.i.2).1 So defined, knowledge varies along two dimensions. On the one hand, there are four “sorts” of knowledge: of identity or diversity; relation; co-existence or necessary connection; and real existence. On the other hand, there are three “degrees” of knowledge: intuitive knowledge, which (...) consists in the “immediate” perception of agreement or disagreement between ideas (E IV.ii.1); demonstrative knowledge, which consists in the perception of agreement or disagreement by way of intermediate (or intervening) .. (shrink)

The topic of demonstration lies at the intersection of logic and epistemology. It is motivated by the following question: what features must an argument possess to be suitable for providing us with knowledge? A first, obvious thought is that it ought to be valid and to have true premises. But some ancient philosophers came to the view that this is not yet sufficient for an argument to grant knowledge of the truth of its conclusion; there are further requirements, (...) concerning the epistemic status of its premises and the relations they bear towards its conclusion. The expression ‘demonstration’ (apodeixis) was used as a label for arguments that are capable of yielding knowledge, and various accounts were proposed of the features that a demonstration must possess. This chapter introduces this topic by giving an overview of three treatments of demonstration in antiquity: those of Aristotle; the Stoics; and some philosophers working in the Epicurean tradition. (shrink)

One of the most influential thinkers of the 20th century, Sir Karl Popper here examines the problems connected with human freedom, creativity, rationality and the relationship between human beings and their actions. In this illuminating series of papers, Popper suggests a theory of mind-body interaction that relates to evolutionary emergence, human language and what he calls "the three worlds." Rene; Descartes first posited the existence of two worlds--the world of physical bodies and the world of mental states. Popper argues for (...) the existence of "world 3" which comprises the products of our human minds. He examines the interaction between mental states--hopes, needs, plans, ideologies or hypotheses--and the physical states of our brain. Popper forcefully argues against the materialism forwarded by many philosophers which denies the existence of mental states. Instead, he demonstrates that the problem of the interaction between mental and physical states remains unresolved. Knowledge and the Body-Mind Problem is based on Popper's never-before published lectures at Emory University in 1969. Popper has extensively revised the lectures but has retained their accessible format. He has also incorporated some of the discussions which followed the lectures, providing an engaging exchange between the philosopher and his audience. (shrink)

Carnal Knowledge is an outcome of the renewed energy and interest in moving beyond the discursive construction of reality to understand the relationship between what is conceived of as reality and materiality, described as the "material turn." It draws together established and emerging writers, whose research spans dance, music, film, fashion, design, photography, literature, painting and stereo-immersive VR, to demonstrate how art allows us to map the complex relations between nature and culture, between the body, language and knowledge. (...) These writings are unique in the field because they represent the authors' commitment to a new materialism through the creative arts. The questions they address include: Does the material turn in the creative arts take a different turn from continental epistemology, philosophy and the humanities? How does the agency of matter, the material nature of artistic practice and the notion of "truth to materials" affect what we understand as the "new materialism?" In engaging with these questions the book offers perspectives on the emergence of this exciting fresh field of new materialism. (shrink)

The purpose of this research is to examine the influence of servant leadership on teachers of moral education degree programs in Pakistan. By utilizing social learning, we propose that servant leadership and perceived coworker support can reduce the knowledge hiding by enhancing the sense of organization-based psychological ownership. The findings of time-lagged and multi-source data indicate that servant leadership has a negative relationship with knowledge hiding. Our results also indicate that psychological ownership mediates the effects of servant leadership (...) on knowledge hiding. Moreover, a higher level of perceived coworker support enhances the sense of psychological ownership which helps to reduce knowledge hiding. This research extends strong support for the proposition that servant leaders who adopt an employee-centered management approach, stressing personal integrity and care for employees significantly affect employee attitudes and behaviors. Moreover, this study suggests that managers should demonstrate care toward their subordinates which helps them to reduce negative behaviors. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Knowledge and Faıth in Thomas Aquinas by John I. JenkinsE.J. AshworthJohn I. Jenkins. Knowledge and Faıth in Thomas Aquinas. Cambridge: Cambridge University Press, 1997. Pp. xv + 267. Cloth, $59.95.There is a strong tension in the thought of Thomas Aquinas. On the one hand, he is strongly naturalist. He insists that our cognition is rooted in sense-perception and that [End Page 673] it is normally reliable. (...) He insists that our moral life is grounded in our nature both as physical beings, able to feel pain and pleasure, and as social beings, depending on each other for our welfare. But he is also strongly supernaturalist. Human nature by virtue of its cognitive orientation toward the physical is not able through its own powers to know God. Still less is human nature able to achieve moral virtue by its own powers. This is not just because we are cut off from God by original sin; rather, there is a primal lack that was there even before the Fall. To achieve our true end, both cognitive and moral, we depend on God’s free gift of grace which elevates our nature and renders it able both to know God through the beatific vision in Heaven and to respond to God through loving, virtuous action. The gift of faith becomes central to human nature and destiny in a way that was to worry later thinkers such as Duns Scotus, who pertinently asked how our intellect can have the ultimate end of knowing God if it has to be made a different intellect before it achieves that end.Jenkins does not worry about the point raised by Scotus. Instead, he sets out to give an interpretation of the Summa theologiae which will help us understand more deeply the interplay between the natural and the supernatural in Aquinas. He begins by taking advantage of new readings of Aristode’s Posterior Analytics which present Aristode’s account of the demonstration which moves from cause to effect, not just as a pedagogic device for presenting material obtained by moving from effect to cause, but as a recipe for cognitive restructuring. Certainly we have to begin with mere observation, and with the piecemeal discovery of causes, but to achieve true scıentia (to use the medieval Latin term for organized, necessary knowledge) we need to acquire a new vision of how reality is structured and to see how effects flow necessarily from their causes. True demonstration is an expression of this new vision. Jenkins applies this reading of Aristotle to Aquinas. He takes with absolute seriousness Aquinas’s claim at the beginning of the Summa theologıae that theology too is an Aristotelian scientıa, and he sees the work as presenting a recipe for the cognitive restructuring of apprentice theologians (those to whom the work is addressed).The scientıa of the Summa theologiae differs from the scientia of the Posterior Analytics in two ways. First, Aquinas allows the term scientia to have an extended sense, so that God too can have scientia, even though he does not move from principles to conclusions by a process of syllogistic demonstration, but instead grasps all that is knowable in one simple act. Second, the basic principles which are the foundation of theological demonstration are the articles of faith, especially those of the creeds, which cannot be known by us in any naturalistic way. It is through God’s infused light that we assent to these articles as divinely revealed. After a lengthy examination of the role of faith in Aquinas’s account, Jenkins describes the epistemology involved as supernatural externalism.Although Jenkins’s presentation of the relationship between scientıa and faith in the Summa is carefully and lucidly argued, there are two aspects of the book that I would question.First, while it is true that Aquinas does present theology as an Aristotelian scientia, I doubt that this single fact “determines the purpose and structure of the Summa theologiae” (15) in any very detailed way. Jenkins further claims that the structure of the Summa is determined by the structure of God’s knowledge (220), but if God is truly [End... (shrink)

With rapid changes in technology, knowledge innovation has become more and more complex. Complex partners facilitate knowledge creation and innovation in complex problem-solving. Relying on R&D cooperation with forerunners, latecomers can acquire new knowledge factors and new ideas and use them to create new knowledge. This study demonstrated the knowledge innovation mechanism based on linkages between periphery knowledge and core knowledge with knowledge map theory and set methodology. A case of R&D cooperation (...) between latecomers and forerunners was introduced to verify this mechanism. The results show that latecomers could share forerunners’ periphery knowledge in R&D cooperation through formal and informal interaction and acquire the core knowledge factors in periphery knowledge based on the linkages between them. With these core knowledge factors, latecomers integrate them into their internal knowledge system and create new knowledge. By analyzing the linkages between periphery and core knowledge factors, this study creatively demonstrates the knowledge innovation mechanism in knowledge linkage perspective. It deepens the understanding of R&D cooperation between latecomers and forerunners and expands the focus of knowledge innovation theory. This study provides a new insight into latecomers effectively activating internal and external knowledge resources through R&D cooperation. (shrink)

As the work of thinkers such as Michel Foucault, François Jacob, Louis Althusser, and Pierre Bourdieu demonstrates, Georges Canguilhem has exerted tremendous influence on the philosophy of science and French philosophy more generally. In Knowledge of Life, a book that spans twenty years of his essays and lectures, Canguilhem offers a series of epistemological histories that seek to establish and clarify the stakes, ambiguities, and emergence of philosophical and biological concepts that defined the rise of modern biology. How do (...) transformations in biology and modern medicine shape conceptions of life? How do philosophical concepts feed into biological ideas and experimental practices, and how are they themselves transformed? How does knowledge "undo the experience of life so as to help man remake what life has made without him, in him or outside of him?" Knowledge of Life is Canguilhem's effort to explain how the movements of knowledge and life come to rest upon each other. Published at the dawn of the genetic revolution and still pertinent today, the book tackles the history of cell theory, the conceptual moves toward and away from mechanical understandings of the organism, the persistence of vitalism, and the nature of normality in science and its objects. (shrink)

Five experiments demonstrate the central role of knowledge attributions in social evaluations. In Experiments 1–3, we manipulated whether an agent believes, is certain of, or knows a true proposition and asked people to rate whether the agent should perform a variety of actions. We found that knowledge, more so than belief or certainty, leads people to judge that the agent should act. In Experiments 4–5, we investigated whether attributions of knowledge or certainty can explain an important finding (...) on how people act based on statistical evidence, known as “the Wells effect”. We found that knowledge attributions, but not certainty attributions, mediate this effect on decision making. 2018 APA, all rights reserved). (shrink)

Researchers recently demonstrated a strong direct relationship between judgments about what a person knows and judgments about how a person should act. But it remains unknown whether actionability judgments cause knowledge judgments, or knowledge judgments cause actionability judgments. This paper uses causal modeling to help answer this question. Across two experiments, we found evidence that actionability judgments cause knowledge judgments.

Current textbooks in formal semantics are all versions of, or introductions to, the same paradigm in semantic theory: Montague Grammar. Knowledge of Meaning is based on different assumptions and a different history. It provides the only introduction to truth- theoretic semantics for natural languages, fully integrating semantic theory into the modern Chomskyan program in linguistic theory and connecting linguistic semantics to research elsewhere in cognitive psychology and philosophy. As such, it better fits into a modern graduate or undergraduate program (...) in linguistics, cognitive science, or philosophy. Furthermore, since the technical tools it employs are much simpler to teach and to master, Knowledge of Meaning can be taught by someone who is not primarily a semanticist. Linguistic semantics cannot be studied as a stand-alone subject but only as part of cognitive psychology, the authors assert. It is the study of a particular human cognitive competence governing the meanings of words and phrases. Larson and Segal argue that speakers have unconscious knowledge of the semantic rules of their language, and they present concrete, empirically motivated proposals about a formal theory of this competence based on the work of Alfred Tarski and Donald Davidson. The theory is extended to a wide range of constructions occurring in natural language, including predicates, proper nouns, pronouns and demonstratives, quantifiers, definite descriptions, anaphoric expressions, clausal complements, and adverbs. Knowledge of Meaning gives equal weight to philosophical, empirical, and formal discussions. It addresses not only the empirical issues of linguistic semantics but also its fundamental conceptual questions, including the relation of truth to meaning and the methodology of semantic theorizing. Numerous exercises are included in the book. (shrink)

Tacit knowledge is the form of implicit knowledge that we rely on for learning. It is invoked in a wide range of intellectual inquiries, from traditional academic subjects to more pragmatically orientated investigations into the nature and transmission of skills and expertise. Notwithstanding its apparent pervasiveness, the notion of tacit knowledge is a complex and puzzling one. What is its status as knowledge? What is its relation to explicit knowledge? What does it mean to say (...) that knowledge is tacit? Can it be measured? Recent years have seen a growing interest from philosophers in understanding the nature of tacit knowledge. Philosophers of science have discussed its role in scientific problem-solving; philosophers of language have been concerned with the speaker's relation to grammatical theories; and phenomenologists have attempted to describe the relation of explicit theoretical knowledge to a background understanding of matters that are taken for granted. This book seeks to bring a unity to these diverse philosophical discussions by clarifying their conceptual underpinnings. In addition the book advances a specific account of tacit knowledge that elucidates the importance of the concept for understanding the character of human cognition, and demonstrates the relevance of the recommended account to those concerned with the communication of expertise. The book will be of interest to philosophers of language, epistemologists, cognitive psychologists and students of theoretical linguistics. (shrink)