Abstract

A structural model for Gettier cases is proposed, based on four dimensions of epistemic (in)stability: justification, truth, temporal dynamics, and context. Binary coding along these axes enables classification and systematic comparison of epistemically ambiguous cases. The framework integrates perspectival shifts, and temporal dynamics, revealing how these factors produce epistemic failure despite justified true belief. Case analyses, such as the Student and Charlatan Teacher, demonstrate the model’s explanatory reach, heuristic potential, and diagnostic utility. By emphasizing multiperspectivity and interpretive openness, this approach supports a dynamic, reflexive, and context-sensitive epistemology, illuminating the structural mechanisms underlying epistemic luck.