Introduction As its title indicates, this book is intended to provide an introduction to the main topics currently discussed under the rather unclear ...

Nozick analyzes fundamental issues, such as the identity of the self, knowledge and skepticism, free will, the foundations of ethics, and the meaning of life.

All developed human beings possess a practical mastery of a vast range of concepts, including such basic structural notions as those of identity, truth, existence, material objects, mental states, space, and time; but a practical mastery does not entail theoretical understanding. It is that understanding which philosophy seeks to achieve. In this book, one of the most distinguished of living philosophers, assuming no previous knowledge of the subject on the part of the reader, sets out to explain and illustrate a (...) certain conception of the nature of analytical philosophy. Strawson draws on his many years of teaching at Oxford University, during which he refined and developed what he regards as the most productive route to understanding the fundamental structure of human thinking. Among the distinctive features of his exposition are the displacement of an older, reductive conception of philosophical method in favor of elucidating the interconnections between the complex but irreducible notions which form the basic structure of our thinking; and the demonstration that the three traditionally distinguished departments of metaphysics, epistemology, and logic are but three aspects of one unified enquiry. Strawson has produced an elegant work that will be invaluable to students and stimulating for professional philosophers and general readers alike. (shrink)

A conception of recognitional abilities and perceptual-discriminative abilities is deployed to make sense of how perceptual experiences enable us to make cognitive contact with objects and facts. It is argued that accepting the emerging view does not commit us to thinking that perceptual experiences are essentially relational, as they are conceived to be in disjunctivist theories. The discussion explores some implications for the theory of knowledge in general and, in particular, for the issue of how we can shed light on (...) the nature of knowledge is if we do not aim to provide conceptual analyses of knowledge in terms of true belief plus something else. Consideration is also given how we can best make sense of the practical value that knowledge has for us. (shrink)

This paper surveys attempts in the recent literature to offer a modal condition on knowledge as a way of resolving the problem of scepticism. In particular, safety-based and sensitivity-based theories of knowledge are considered in detail, along with the anti-sceptical prospects of an explicitly anti-luck epistemology.

How is knowledge of the external world possible? How is knowledge of other minds possible? How is a priori knowledge possible? These are all examples of how-possible questions in epistemology. In this highly original book Quassim Cassam explains how such questions arise and how they should be answered.

Epistemological disjunctivism in outline -- Favouring versus discriminating epistemic support -- Radical scepticsim.

Ernest Sosa argues for two levels of knowledge, the animal and the reflective, each viewed as a distinctive human accomplishment.

Epistemic luck is a generic notion used to describe any of a number of ways in which it can be accidental, coincidental, or fortuitous that a person has a true belief. For example, one can form a true belief as a result of a lucky guess, as when one believes through guesswork that “C” is the right answer to a multiple-choice question and one’s belief just happens to be correct. One can form a true belief via wishful thinking; for example, (...) an optimist’s belief that it will not rain may luckily turn out to be correct, despite forecasts for heavy rain all day. One can reason from false premises to a belief that coincidentally happens to be true. One can accidentally arrive at a true belief through invalid or fallacious reasoning. And one can fortuitously arrive at a true belief from testimony that was intended to mislead but unwittingly reported the truth. In all of these cases, it is just a matter of luck that the person has a true belief. -/- Until the twenty-first century, there was nearly universal agreement among epistemologists that epistemic luck is incompatible with knowledge. Call this view “the incompatibility thesis.” In light of the incompatibility thesis, epistemic luck presents epistemologists with three distinct but related challenges. The first is that of providing an accurate analysis of knowledge (in terms of individually necessary and jointly sufficient conditions for “S knows that p,” where ‘S’ represents the knower and ‘p’ represents the proposition known). An adequate analysis of knowledge must succeed in specifying conditions that rule out all instances of knowledge-destroying epistemic luck. The second challenge is to resolve the skeptical paradox that the ubiquity of epistemic luck generates: As will become clear in section 2c, epistemic luck is an all-pervasive phenomenon. Coupling this fact with the incompatibility thesis entails that we have no propositional knowledge. The non-skeptical epistemologist must somehow reconcile the strong intuition that epistemic luck is not compatible with knowledge with the equally evident observation that it must be. The third challenge concerns the special skeptical threat that epistemic luck seems to pose for more reflective forms of knowledge, such as knowing that one knows. Each of these challenges will be explored in the present article. (shrink)

The paper begins by reviewing two problems for fallibilism: the lottery problem, or the problem of explaining why fallible evidence, though otherwise excellent, is not enough to know that one will lose the lottery, and Gettier problems. It is then argued that both problems can be resolved if we note an important illocutionary force of knowledge attributions: namely, that when we attribute knowledge to someone we mean to give the person credit for getting things right. Alternatively, to say that a (...) person knows is to say that she got things right due to her own abilities, efforts and actions, rather than due to dumb luck, or blind chance, or something else. (shrink)

What is it for a thinker to possess the concept of perceptual experience? What is it to be able to think of seeings, hearings and touchings, and to be able to think of experiences that are subjectively like seeings, hearings and touchings?