Gettier cases reveal the paradoxes within the universally applied, but therefore misunderstood, framework of Plato’s “justified true belief” (JTB). By identifying and addressing five challenges this analysis highlights the limitations of JTB in dynamic contexts. The resulting instabilities and contradictions necessitate a shift toward a dualistic model of knowledge, distinguishing between static knowledge (SK), which is timeless and unchanging, and dynamic knowledge (DK), which can adapt and evolve with changing circumstances. In this framework, Gettier cases will be explained as conceptual (...) coincidences. In dynamic environments, knowledge claims demand methodologies that transcend the limitations of JTB to adapt to evolving information. Assertions in this regard, with their critical moments procedurally lead to more useful conceptualizations. Consequently, DK offers tools for epistemological analysis with both an idealistic and a pragmatic approach, the latter defined as “justified true crisis” (JTC). (shrink)

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. (shrink)