How do we know what we "know"? How did we –as individuals and as a society – come to accept certain knowledge as fact? In _Human Knowledge,_ Bertrand Russell questions the reliability of our assumptions on knowledge. This brilliant and controversial work investigates the relationship between ‘individual’ and ‘scientific’ knowledge. First published in 1948, this provocative work contributed significantly to an explosive intellectual discourse that continues to this day.

Meno's Paradox from Socrates to Sextus Gail Fine. sense that they consider the issues it raises; and they argue, against its conclusion, that inquiry is possible. Like Plato and Aristotle, they also explain what makes inquiry possible; and they do ...

In “Conditions and Analyses of Knowledge”, Robert Shope focuses on the conditions that must be satisfied for a person to have knowledge, specifically knowledge that something is so. Traditionally, knowledge has been analyzed in terms of justified true belief. Shope addresses philosophers’ disagreements concerning the truth and belief conditions. After introducing the justification condition, he presents challenges that have provoked several attempts to replace or to supplement the justification condition for knowledge. Shope presents and assesses several of these, including early (...) causal theories, the nonaccidentality requirement, reliable process and conditional analyses, the reliable‐indicator analysis, the conclusive reasons analysis, defeasibility analyses, analyses in terms of cognitive or intellectual virtues, and proper functionalism as well as his own account of knowledge. (shrink)

Emphasis on autonomy of texts presupposes that there are perennial concepts. But researchers' expectations may turn history into mythology of ideas; researchers forget that an agent cannot be described as doing something he could not understand as a description, and that thinking may be inconsistent. They will never uncover voluntary oblique strategies and by treating ideas as units will confuse sentences with statements. On the other hand, a contextual approach to the meaning of texts dismisses ideas as unimportant effects. Neither (...) method shows how what was said was meant is crucial for understanding. There are no perennial problems; philosophers of different times do not speak directly to us. But history of ideas helps us recognize the contingency of many of our beliefs. (shrink)

Although history is the pre-eminent part of the gallant sciences, philosophers advise against it from fear that it might completely destroy the kingdom of darkness—that is, scholastic philosophy—which previously has been wrongly held to be a necessary instrument of theology.

Edmund Gettier is Professor Emeritus at the University of Massachusetts, Amherst. This short piece, published in 1963, seemed to many decisively to refute an otherwise attractive analysis of knowledge. It stimulated a renewed effort, still ongoing, to clarify exactly what knowledge comprises.

The chapter begins with an initial survey of ups and downs of contextualist history of philosophy during the twentieth century in Britain and America, which finds that historically serious history of philosophy has been on the rise. It then considers ways in which the study of past philosophy has been used and is used in philosophy, and makes a case for the philosophical value and necessity of a contextually oriented approach. It examines some uses of past texts and of history (...) that reveal limits to noncontextual history, including Strawson's Kant, Rorty's grand diagnosis of the Western tradition, and Friedman on Kant's philosophy of mathematics. It then considers ways in which the history of philosophy may become philosophically deeper by becoming more historical, and instances in which history of philosophy of various stripes has or may deliver a philosophical payoff. Along the way, it urges historians of philosophy to attend not only to individual philosophers and their problems and projects, but also to the larger shape of the history of philosophy and its narrative themes. (shrink)

This new edition of the classic Contemporary Theories of Knowledge has been significantly updated to include analyses of the recent literature in epistemology.

Defined narrowly, epistemology is the study of knowledge and justified belief. As the study of knowledge, epistemology is concerned with the following questions: What are the necessary and sufficient conditions of knowledge? What are its sources? What is its structure, and what are its limits? As the study of justified belief, epistemology aims to answer questions such as: How we are to understand the concept of justification? What makes justified beliefs justified? Is justification internal or external to one's own mind? (...) Understood more broadly, epistemology is about issues having to do with the creation and dissemination of knowledge in particular areas of inquiry. This article will provide a systematic overview of the problems that the questions above raise and focus in some depth on issues relating to the structure and the limits of knowledge and justification. (shrink)

I shall be mainly concerned with the question ‘What is personal propositional knowledge?’. This question is obviously quite narrowly focused, in three respects. In the first place, there is impersonal as well as personal knowledge. Second, a distinction is often drawn between propositional knowledge and practical knowledge. And third, as well as asking what knowledge is, it is also possible to ask whether and how knowledge of various kinds can be acquired: causal knowledge, a priori knowledge, moral knowledge, and so (...) on. I shall dwell briefly on each of these three points. First, there is the distinction between personal and impersonal knowledge – in other words, between the psychological concept of knowledge and the social one.1 We use the concept of knowledge to describe the cognitive condition of individuals; but we also use it to describe the progress of scientific and historical research. So for example we can speak or enquire about the state of knowledge in a particular field of biology or history. And if we do so, we are evidently not concerned with what anyone in particular knows about, say, the genetics of fruit flies or the career of Charlemagne, but rather with what the scientific or academic community knows. Needless to say, there is a close connection between personal and impersonal knowledge. But ‘It is known that p’ does not simply mean ‘Someone or other. (shrink)

In this book, the author of "Language, Truth and Logic" tackles one of the central issues of philosophy - how we can know anything - by setting out all the sceptic's arguments and trying to counter them one by one.

The standard philosophical project of analysing the concept of knowledge has radical defects in its arbitrary restriction of the subject matter, and its risky theoretical presuppositions. Edward Craig suggests a more illuminating approach, akin to the `state of nature' method found in political theory, which builds up the concept from a hypothesis about the social function of knowledge and the needs it fulfils. Light is thrown on much that philosophers have written about knowledge, about its analysis and the obstacles to (...) its analysis, and on the debate over scepticism. It becomes apparent why many languages not only have such constructions as `knows whether' and `knows that', but also have equivalents of `knows how to' and `know' followed by a direct object. Thus the inquiry is both broadened in scope and made theoretically less fragile. (shrink)

In recent years, even some of its own practitioners have accused analytic philosophy of lacking historical awareness. My aim is to show that analytic philosophy and history are not such a mismatch after all. Against the objection that analytic philosophers have unduly ignored the past I argue that for the most part they only resist strong versions of historicism, and for good reasons. The history of philosophy is not the whole of philosophy, as extreme historicists maintain, nor is it indispensable (...) to substantive philosophizing, as mainline historicists have it, it is merely advantageous (pragmatic historicism). Against the objection that analytic histories of philosophy are inevitably anachronistic I argue that it is possible to approach past texts with a view to substantive issues and in a critical spirit (contrary to historicist relativism and to misguided interpretations of the principle of charity). Indeed, such an analytic approach makes not just for better philosophy but also for better history. (shrink)

The Description for this book, The Analysis of Knowing: A Decade of Research, will be forthcoming.

Offering a unique and wide-ranging examination of the theory of knowledge, the new edition of this comprehensive collection deftly blends readings from the foremost classical sources with the work of important contemporary philosophical thinkers. Human Knowledge: Classical and Contemporary Approaches, 3/e, offers philosophical examinations of epistemology from ancient Greek and Roman philosophy (Plato, Aristotle, Sextus Empiricus); medieval philosophy (Augustine, Aquinas); early modern philosophy (Descartes, Locke, Leibniz, Berkeley, Hume, Reid, Kant); classical pragmatism and Anglo-American empiricism (James, Russell, Ayer, Lewis, Carnap, Quine, (...) Rorty); and other influential Anglo-American philosophers (Chisholm, Kripke, Moore, Wittgenstein, Strawson, Putnam). Organized chronologically and thematically, Human Knowledge, 3/e, features exceptionally broad coverage and nontechnical selections that are easily accessible to students. An ideal text for both undergraduate and graduate courses in epistemology, it is enhanced by the editors' substantial general introduction, section overviews, and up-to-date bibliographies. The third edition offers expanded selections on contemporary epistemology and adds selections by Thomas Reid, Richard Rorty, David B. Annis, Richard Feldman and Earl Conee, Ernest Sosa, Barry Stroud, and Louise M. Antony. Human Knowledge, 3/e, offers an unparalleled introduction to our ancient struggle to understand our own intellectual experience. (shrink)

In this paper I explore Plato's reasons for his rejection of the so-called standard analysis of knowledge as justified true belief. I argue that Plato held that knowledge is an infallible mental state in which (a) the knowable is present in the knower and (b) the knower is aware of this presence. Accordingly, knowledge (epistm) is non-propositional. Since there are no infallible belief states, the standard analysis, which assumes that knowledge is a type of belief, cannot be correct. In addition, (...) I argue that Plato held that belief (doxa) is only possible for the sort of being capable of knowledge. This is because self-reflexivity is necessary for infallible knowledge and self-reflexivity is only possible if the intellect is immaterial. This capacity for self-reflexivity is also essential for belief, since beliefs are, paradigmatically, not dispositions but self-reflexive mental states. (shrink)

This volume is a critical edition of the eight-year correspondence between Gottfried Wilhelm Leibniz and Burcher de Volder, professor of philosophy and mathematics at Leiden University. Containing the surviving correspondence between Leibniz and De Volder, the volume also presents a generous selection from the letters between Leibniz and his friend Johann Bernoulli, through whose intercession the correspondence began. Bernoulli acted as intermediary throughout, and the often candid discussions between Leibniz and Bernoulli provide illuminating background to the correspondence proper. Each of (...) the selections appears both in the original Latin and in English translation. (shrink)

Legendary since his own time as a universal genius, Gottfried Wilhelm Leibniz (1646-1716) contributed significantly to almost every branch of learning. One of the creators of modern mathematics, and probably the most sophisticated logician between the Middle Ages and Frege, as well as a pioneer of ecumenical theology, he also wrote extensively on such diverse subjects as history, geology, and physics. But the part of his work that is most studied today is probably his writings in metaphysics, which have been (...) the focus of particularly lively philosophical discussion in the last twenty years or so. The writings contain one of the great classic systems of modern philosophy, but the system must be pieced together from a vast and miscellaneous array of manuscripts, letters, articles, and books, in a way that makes especially strenuous demands on scholarship. This book presents an in-depth interpretation of three important parts of Leibniz's metaphysics, thoroughly grounded in the texts as well as in philosophical analysis and critique. The three areas discussed are the metaphysical part of Leibniz's philosophy of logic, his essentially theological treatment of the central issues of ontology, and his theory of substance (the famous theory of monads). (shrink)

Philosophy written in English is overwhelmingly analytic philosophy, and the techniques and predilections of analytic philosophy are not only unhistorical but anti-historical, and hostile to textual commentary. Analytic usually aspires to a very high degree of clarity and precision of formulation and argument, and it often seeks to be informed by, and consistent with, current natural science. In an earlier era, analytic philosophy aimed at agreement with ordinary linguistic intuitions or common sense beliefs, or both. All of these aspects of (...) the subject sit uneasily with the use of historical texts for philosophical illumination. In this book, ten distinguished philosophers explore the tensions between, and the possibilities of reconciling, analytic philosophy and history of philosophy. Contributors: M. R. Ayers, John Cottingham, Daniel Garber, Gary Hatfield, Anthony Kenny, Steven Nadler, G. A. J. Rogers, Tom Sorell, Catherine Wilson, Yves Charles Zarka. (shrink)

Additional Contributors Include V. C. Chappell, Leonard J. Eslick, Herbert Feigl, And Many Others.