In this paper, I hope to effectively summarize W.K Clifford’s (1879) argument on the ethics of belief, followed by a summary of William James’ (1897) argument on the right to believe, and finally, provide an argument for why W.K Clifford’s (1879) argument is stronger by highlighting its strengths while simultaneously arguing against William James’ (1897) argument.…
Read chapter 4 of Epistemology: Becoming Intellectually Virtuous, “Foundationalism.” As you do, consider the following questions and points:…
With this lesson, we begin a new unit on epistemology, which is the philosophical study of knowledge claims. In this first lesson on epistemology, Dew and Foreman discuss some of the basic issues raised in the study of epistemology and then discuss the nature of knowledge itself. They consider questions such as, “What do we mean when we say we know something?” “What exactly is knowledge?…
With this lesson, we begin a new unit on epistemology, which is the philosophical study of knowledge claims. In this first lesson on epistemology, we begin by examining the question “What do we mean when we say we know something?” What exactly is knowledge? We will begin with a presentation that introduces the traditional definition of knowledge. Wood then discusses some of the basic issues raised in the study of epistemology and then presents an approach to epistemology that focuses on obtaining the intellectual virtues, a point we will elaborate on in the next lesson.…
The view that we have a duty to offer evidence for every belief we hold without exception.…
William K. Clifford sets out to show in “The Ethics of Belief” that “it is wrong always, everywhere, and for anyone, to believe anything upon insufficient evidence…” In this paper, I will show that his argument lacks key definitions needed in order to found his inference upon and that it begs the question as to what qualifies as “insufficient” evidence. Furthermore, I will show that the primary issue is not the belief but the results of the belief that is important and that all judgment and interpretation should be based upon said results.…
In this essay, Scott attempts to address three questions: “Is there one way of knowing or many? What sort of knowing does rhetoric strive to achieve? Is rhetorical relativism vicious?” (1976, 259). He states that there are many ways of knowing, emphasizing the pluralistic nature of ‘ways of knowing.’ He believes that rhetoric should strive to achieve an actuality, or an agreed social construction (later it will become apparent that this facet of his argument is the one sparking the most debate). Finally, he attempts to dispel the positivist argument against him, that rhetorical relativism is vicious. This leads to some deeper discussion on the nature of subjective knowledge, of which his defining argument seems to…
Epistemology, the study of knowing, is a multifaceted study. There are several different ways humans come to know things: experiential knowledge, learning through the use of senses, vicarious learning, and even learning through revelations. Each way of gaining knowledge is unique, and every person learns differently. When reading about the old man, Helen Keller, and Mrs. Hale’s experiences, it is easy to see a commonality; Though unique, the link in each character’s story occurs in the revelations they experience. The old man in “A Christmas Story,” Helen Keller, and Mrs. Hale in “Trifles” have all had experiences of learning in different ways, but ultimately it is a personal revelation that leads to their epiphanies of new knowledge in their lives.…
Bibliography: Sosa, Ernest [1980]: “The Raft and the Pyramid: Coherence Versus Foundations in the Theory of Knowledge.” In Midwest Studies in Philosophy, Vol. 5: Studies in Epistemology. Minneapolis MN: University of Minneapolis Press: 3–25. Stace, W.T. [1967]: “Science and the Physical World.” In Man Against Darkness and Other Essays. Pittsburgh: University of Pittsburgh Press. Tye, Michael [2009]: “A New Look at the Speckled Hen.” In Analysis 60, April: 258–63. Yolton, John W. [1970]: Locke and the Compass of Human Understanding. Cambridge: Cambridge University Press.…
K. (2005). Personal Epistemology as a Psychological Construct and Educational Construct: An Introduction. In B. K. Hofer and P. R. Pintrich (Eds.), Personal Epistemology. Journal of Educational Psychology, 45,…
During Socrates’ death sentence in prison, Critos’ had a few reasons in explaining to Socrates’ to escape from prison. The first reason, Critos’ gave Socrates’ was to think of his children that he still had a responsibility to raise. In which, Socrates’ was leaving behind an oldest who was a young man, a middle child who was a little boy, and the youngest child who was still a baby at the time. Looking threw, Critos’ point of view of this situation, I believe that would be a good idea, if Socrates’ didn’t have a family to leave behind in shame for his, in other people eyes, a cowardly move/mistake.…
From a scientific realist’s perspective, the scientific pursuit of truth further gives rise to genuine knowledge of the natural world, thus entailing epistemic realism and accordingly yielding the knowledge of truth about the objective reality investigated by scientists (Sankey, 2008). Epistemic realism characterises scientific realism, insisting that scientific knowledge is not restricted to the observational level, but also unobservable aspects of reality as well. On the contrary, contemporary versions of constructive empiricist deny the possibility of having rationally justified belief or knowledge about unobservable aspects of the world (Sankey,…
In this assessment you will have the opportunity to present evidence that shows you are able to:…
The subject of this book is how we find to about social reality. Much of what we know by agreement rather than experiment. Scientists accept an agreement reality but have special standards for doing so. The science of knowing is called epistemology the science of finding out is called methodology. Inquiry is a natural human activity. Much of ordinary human inquiry seek to explain events and predict future events. When we understand through…
School districts across the country use discipline policies that take students out of the classroom and into the criminal justice system at startling rates, this is known as the school-to-prison pipeline. Statistics show that these policies extremly target students of color and those with a history of abuse, neglect, poverty or learning disabilities. It is difficult to identify the exact reason for the pipeline, but the three main causes are discrimination, lack of opportunities, and zero-tolerance policies.…