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Knowledge and belief

London,: Oxford University Press (1967)

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  1. (1 other version)Epistemology and Justifying the Curriculum of Educational Studies.J. C. Walker & C. W. Evers - 1982 - British Journal of Educational Studies 30 (2):213 - 229.
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  • On the logical unsolvability of the Gettier problem.L. Floridi - 2004 - Synthese 142 (1):61 - 79.
    The tripartite account of propositional, fallibilist knowledge that p as justified true belief can become adequate only if it can solve the Gettier Problem. However, the latter can be solved only if the problem of a successful coordination of the resources (at least truth and justification) necessary and sufficient to deliver propositional, fallibilist knowledge that p can be solved. In this paper, the coordination problem is proved to be insolvable by showing that it is equivalent to the ''''coordinated attack'''' problem, (...)
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  • (1 other version)Definite Descriptions and the Gettier Example.Christoph Schmidt-Petri & London School of Economics and Political Science - 2002 - CPNSS Discussion Papers.
    This paper challenges the first Gettier counterexample to the tripartite account of knowledge. Noting that 'the man who will get the job' is a description and invoking Donnellan's distinction between their 'referential' and 'attributive' uses, I argue that Smith does not actually believe that the man who will get the job has ten coins in his pocket. Smith's ignorance about who will get the job shows that the belief cannot be understood referentially, his ignorance of the coins in his pocket (...)
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  • John Cook Wilson.Mathieu Marion - 2010 - Stanford Encyclopedia of Philosophy.
    John Cook Wilson (1849–1915) was Wykeham Professor of Logic at New College, Oxford and the founder of ‘Oxford Realism’, a philosophical movement that flourished at Oxford during the first decades of the 20th century. Although trained as a classicist and a mathematician, his most important contribution was to the theory of knowledge, where he argued that knowledge is factive and not definable in terms of belief, and he criticized ‘hybrid’ and ‘externalist’ accounts. He also argued for direct realism in perception, (...)
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  • (1 other version)Epistemology and justifying the curriculum of educational studies.J. C. Walker & C. W. Evers - 1982 - British Journal of Educational Studies 30 (2):213-229.
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  • Self-quotation and self-knowledge.Rockney Jacobsen - 1997 - Synthese 110 (3):419-445.
    I argue that indirect quotation in the first person simple present tense (self-quotation) provides a class of infallible assertions. The defense of this conclusion examines the joint descriptive and constitutive functions of performative utterances and argues that a parallel treatment of belief ascription is in order. The parallel account yields a class of infallible belief ascriptions that makes no appeal to privileged modes of access. Confronting a dilemma formulated by Crispin Wright for theories of self-knowledge gives an epistemological setting for (...)
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