Results for 'Inquiry'

998 found
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  1. Inquiry and Confirmation.Arianna Falbo - 2021 - Analysis 81 (4):622–631.
    A puzzle arises when combining two individually plausible, yet jointly incompatible, norms of inquiry. On the one hand, it seems that one shouldn’t inquire into a question while believing an answer to that question. But, on the other hand, it seems rational to inquire into a question while believing its answer, if one is seeking confirmation. Millson (2021), who has recently identified this puzzle, suggests a possible solution, though he notes that it comes with significant costs. I offer an (...)
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  2. Inquiry and the doxastic attitudes.Michele Palmira - 2020 - Synthese 197 (11):4947-4973.
    In this paper I take up the question of the nature of the doxastic attitudes we entertain while inquiring into some matter. Relying on a distinction between two stages of open inquiry, I urge to acknowledge the existence of a distinctive attitude of cognitive inclination towards a proposition qua answer to the question one is inquiring into. I call this attitude “hypothesis”. Hypothesis, I argue, is a sui generis doxastic attitude which differs, both functionally and normatively, from suspended judgement, (...)
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  3. Inquiry and the Epistemic.David Thorstad - 2021 - Philosophical Studies 178 (9):2913-2928.
    The zetetic turn in epistemology raises three questions about epistemic and zetetic norms. First, there is the relationship question: what is the relationship between epistemic and zetetic norms? Are some epistemic norms zetetic norms, or are epistemic and zetetic norms distinct? Second, there is the tension question: are traditional epistemic norms in tension with plausible zetetic norms? Third, there is the reaction question: how should theorists react to a tension between epistemic and zetetic norms? Drawing on an analogy to practical (...)
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  4. Group Inquiry.Joshua Habgood-Coote - 2022 - Erkenntnis 87 (3):1099-1123.
    Group agents can act, and they can have knowledge. How should we understand the species of collective action which aims at knowledge? In this paper, I present an account of group inquiry. This account faces two challenges: to make sense of how large-scale distributed activities might be a kind of group action, and to make sense of the kind of division of labour involved in collective inquiry. In the first part of the paper, I argue that existing accounts (...)
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  5. Risky Inquiry: Developing an Ethics for Philosophical Practice.Rima Basu - forthcoming - Hypatia.
    Philosophical inquiry strives to be the unencumbered exploration of ideas. That is, unlike scientific research which is subject to ethical oversight, it is commonly thought that it would either be inappropriate, or that it would undermine what philosophy fundamentally is, if philosophical research were subject to similar ethical oversight. Against this, I argue that philosophy is in need of a reckoning. Philosophical inquiry is a morally hazardous practice with its own risks. There are risks present in the methods (...)
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  6. Being Neutral: Agnosticism, Inquiry, and the Suspension of Judgment.Matthew McGrath - 2021 - Noûs 55 (2):463-484.
    Epistemologists often claim that in addition to belief and disbelief there is a third, neutral, doxastic attitude. Various terms are used: ‘suspending judgment’, ‘withholding’, ‘agnosticism’. It is also common to claim that the factors relevant to the justification of these attitudes are epistemic in the narrow sense of being factors that bear on the strength or weakness of one’s epistemic position with respect to the target proposition. This paper addresses two challenges to such traditionalism about doxastic attitudes. The first concerns (...)
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  7. Pyrrhonism, Inquiry, and Rationality.Diego E. Machuca - 2013 - Elenchos: Rivista di Studi Sul Pensiero Antico 34 (1):201-228.
    In this paper, I critically engage with Casey Perin's interpretation of Sextan Pyrrhonism in his book, The Demands of Reason: An Essay on Pyrrhonian Scepticism. From an approach that is both exegetical and systematic, I explore a number of issues concerning the Pyrrhonist's inquiry into truth, his alleged commitment to the canons of rationality, and his response to the apraxia objection.
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  8. The Knowledge Norm for Inquiry.Christopher Willard-Kyle - forthcoming - Journal of Philosophy.
    A growing number of epistemologists have endorsed the Ignorance Norm for Inquiry. Roughly, this norm says that one shouldn’t inquire into a question unless one is ignorant of its answer. I argue that, in addition to ignorance, proper inquiry requires a certain kind of knowledge. Roughly, one shouldn’t inquire into a question unless one knows it has a true answer. I call this the Knowledge Norm for Inquiry. Proper inquiry walks a fine line, holding knowledge that (...)
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  9. An Inquiry Into the Practice of Proving in Low-Dimensional Topology.Silvia De Toffoli & Valeria Giardino - 2015 - In Gabriele Lolli, Giorgio Venturi & Marco Panza (eds.), From Logic to Practice. Zurich, Switzerland: Springer International Publishing. pp. 315-336.
    The aim of this article is to investigate specific aspects connected with visualization in the practice of a mathematical subfield: low-dimensional topology. Through a case study, it will be established that visualization can play an epistemic role. The background assumption is that the consideration of the actual practice of mathematics is relevant to address epistemological issues. It will be shown that in low-dimensional topology, justifications can be based on sequences of pictures. Three theses will be defended. First, the representations used (...)
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  10. The Ethics of Inquiry, Scientific Belief, and Public Discourse.Lawrence Torcello - 2011 - Public Affairs Quarterly 25 (3):197-215.
    The scientific consensus regarding anthropogenic climate change is firmly established yet climate change denialism, a species of what I call pseudoskepticism, is on the rise in industrial nations most responsible for climate change. Such denialism suggests the need for a robust ethics of inquiry and public discourse. In this paper I argue: (1) that ethical obligations of inquiry extend to every voting citizen insofar as citizens are bound together as a political body. (2) It is morally condemnable for (...)
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  11. What Kind of Inquiry Can Best Help Us Create a Good World?Nicholas Maxwell - 1992 - Science, Technology and Human Values 17:205-227.
    In order to create a good world, we need to learn how to do it - how to resolve our appalling problems and conflicts in more cooperative ways than at present. And in order to do this, we need traditions and institutions of learning rationally devoted to this end. When viewed from this standpoint, what we have at present - academic inquiry devoted to the pursuit of knowledge and technological know-how - is an intellectual and human disaster. We urgently (...)
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  12. Hedging and the Ignorance Norm on Inquiry.Yasha Sapir & Peter van Elswyk - 2021 - Synthese 199 (3-4):5837-5859.
    What sort of epistemic positions are compatible with inquiries driven by interrogative attitudes like wonder and puzzlement? The ignorance norm provides a partial answer: interrogative attitudes directed at a particular question are never compatible with knowledge of the question’s answer. But some are tempted to think that interrogative attitudes are incompatible with weaker positions like belief as well. This paper defends that the ignorance norm is exhaustive. All epistemic positions weaker than knowledge directed at the answer to a question are (...)
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  13. Philosophical Inquiry with Indigenous Children: An Attempt to Integrate Indigenous Knowledge in Philosophy for/with Children.Peter Paul Elicor - 2019 - Childhood and Philosophy 15:1-22.
    In this article, I propose to integrate indigenous knowledges in the Philosophy for/with Children theory and practice. I make the claim that it is possible to treat indigenous knowledges, not only as topics for philosophical dialogues with children but as presuppositions of the philosophical activity itself within the Community of Inquiry. Such integration is important for at least three (3) reasons: First, recognizing indigenous ways of thinking and seeing the world informs us of other non-dominant forms of knowledges, methods (...)
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  14.  9
    EPISTEMOLOGICAL INQUIRY IN CONSIDERATION WITH INTEGRAL CONSCIOUSNESS AND SPIRITUAL EVOLUTION.Akanksha Mishra - 2022 - Stochastic Modeling and Applications 26 (3):375-381.
    A comprehensive view of human transformation can only come through an absolute understanding of human nature and process of evolution. The dimension of the human personality provides the point for initiation to assess and understand their process of development. This further leads to an inquiry into what comes next and where would this development lead to? Is the development an end or a means to achieve a higher goal of attaining transcendence? The focus of every human life is to (...)
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  15. Logical Inquiries Into a New Formal System with Plural Reference.Ran Lanzet & Hanoch Ben-Yami - 2004 - In Vincent Hendricks, Fabian Neuhaus, Stig Andur Pedersen, Uwe Schefler & Wansing Heinrich (eds.), First-Order Logic Revisited. Berlin: Logos Verlag. pp. 173-223.
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  16.  25
    A Logico-Linguistic Inquiry Into the Foundations of Physics: Part 1.Abhishek Majhi - forthcoming - Axiomathes (NA):1-46.
    Physical dimensions like “mass”, “length”, “charge”, represented by the symbols [M], [L], [Q], are not numbers, but used as numbers to perform dimensional analysis in particular, and to write the equations of physics in general, by the physicist. The law of excluded middle falls short of explaining the contradictory meanings of the same symbols. The statements like “m tends to 0”, “r tends to 0”, “q tends to 0”, used by the physicist, are inconsistent on dimensional grounds because “m”, “r”, (...)
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  17. Seeking Confirmation: A Puzzle for Norms of Inquiry.Jared A. Millson - 2020 - Analysis 80 (4):683-693.
    Like other epistemic activities, inquiry seems to be governed by norms. Some have argued that one such norm forbids us from believing the answer to a question and inquiring into it at the same time. But another, hither-to neglected norm seems to permit just this sort of cognitive arrangement when we seek to confirm what we currently believe. In this paper, I suggest that both norms are plausible and that the conflict between them constitutes a puzzle. Drawing on the (...)
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  18. Rude Inquiry: Should Philosophy Be More Polite?Alice MacLachlan - 2021 - Kennedy Institute of Ethics Journal 31 (2):175-198.
    Should philosophers be more polite to one another? The topic of good manners—or, more grandly, civility—has enjoyed a recent renaissance in philosophical circles, but little of the formal discussion has been self-directed: that is, it has not examined the virtues and vices of polite and impolite philosophizing, in particular. This is an oversight; practices of rudeness do rather a lot of work in enacting distinctly philosophical modes of engagement, in ways that both shape and detract from the aims of our (...)
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  19.  91
    Wisdom-Inquiry.Nicholas Maxwell - 2010 - The Philosophers' Magazine 50:84-85.
    The most exciting and important new philosophical idea of the past decade, in my view, is the discovery that we urgently need to bring about a revolution in science, and in academic inquiry more generally, so that the basic intellectual aim becomes to seek and promote wisdom. We urgently need to transform our schools and universities so that they become rationally devoted to helping humanity learn how to tackle our grave global problems, and thus make progress towards as good (...)
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  20.  27
    Meaning and Inquiry in Feminist Pragmatist Narrative.Shannon Dea - forthcoming - In Scott F. Aikin & Robert B. Talisse (eds.), Routledge Companion to Pragmatism. Routledge. pp. 380-386.
    By tracing its own narrative from the feminist pragmatism of the 1980s-2000s back to the avant-la-lettre feminist pragmatism of the Progressive Era, this chapter explores the use of narrative within feminist pragmatism. It pays particular attention to uses of narrative in Charlotte Perkins Gilman, Anna Julia Cooper and Jane Addams to reveal the usefulness of narrative as a feminist pragmatist mode of inquiry and of elucidating meaning. The chapter concludes with a brief suggestion of where feminist pragmatist narrative may (...)
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  21. Philosophic Communities of Inquiry: The Search for and Finding of Meaning as the Basis for Developing a Sense of Responsibility.Arie Kizel - 2017 - Childhood and Philosophy 13 (26):87 - 103.
    The attempt to define meaning arouses numerous questions, such as whether life can be meaningful without actions devoted to a central purpose or whether the latter guarantee a meaningful life. Communities of inquiry are relevant in this context because they create relationships within and between people and the environment. The more they address relations—social, cognitive, emotional, etc.—that tie-in with the children’s world even if not in a concrete fashion, the more they enable young people to search for and find (...)
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  22. Pragmatism, Truth, and Inquiry.Chase B. Wrenn - 2005 - Contemporary Pragmatism 2 (1):95-113.
    C. S. Peirce once defined pragmatism as the opinion that metaphysics is to be largely cleared up by the application of the following maxim for attaining clearness of apprehension: ‘Consider what effects that might conceivably have practical bearings we conceive the object of our conception to have. Then, our conception of these effects is the whole of our conception of the object.’ (Peirce 1982a: 48) More succinctly, Richard Rorty has described the position in this way.
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  23. Perceptions of Philosophical Inquiry: A Survey.John Turri - 2016 - Review of Philosophy and Psychology 7 (4):805-816.
    Six hundred three people completed a survey measuring perceptions of traditional areas of philosophical inquiry and their relationship to empirical science. The ten areas studied were: aesthetics, epistemology, ethics, history of philosophy, logic, metaphysics, philosophy of language, philosophy of mind, philosophy of science, and political philosophy. For each area, participants rated whether it is currently central to philosophy, whether its centrality depends on integration with science, and whether work in the area is sufficiently integrated with science. Centrality judgments tended (...)
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  24.  67
    Truth, Inquiry and Democratic Authority in the Climate Debate.Phillip Deen - 2014 - Public Affairs Quarterly 28 (4):375-394.
    Recent attempts to legislate climate science out of existence raises the question of whether citizens are obliged to obey such laws. The authority of democratic law is rooted in both truth and popular consent, but neither is sufficient and they may conflict. These are reconciled in theory and, more importantly, in practice once we incorporate insights from the pragmatist theory of inquiry.
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  25. Wisdom-Inquiry.Nicholas Maxwell - 2010 - The Philosophers' Magazine 22 (50):84-85.
    The most exciting and important new philosophical idea of the past decade, in my view, is the discovery that we urgently need to bring about a revolution in science, and in academic inquiry more generally, so that the basic intellectual aim becomes to seek and promote wisdom. We urgently need to transform our schools and universities so that they become rationally devoted to helping humanity learn how to tackle our grave global problems, and thus make progress towards as good (...)
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  26. Perceived Weaknesses of Philosophical Inquiry: A Comparison to Psychology.Wesley Buckwalter & John Turri - 2016 - Philosophia 44 (1):33-52.
    We report two experiments exploring the perception of how contemporary philosophy is often conducted. We find that (1) participants associate philosophy with the practice of conducting thought experiments and collating intuitions about them, and (2) that this form of inquiry is viewed much less favourably than the typical form of inquiry in psychology: research conducted by teams using controlled experiments and observation. We also found (3) an effect whereby relying on intuition is viewed more favorably in the context (...)
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  27. An Inquiry on the Existence of Capitalism in Ancient Greece.Alper Bilgehan Yardımcı - 2019 - Beytulhikme An International Journal of Philosophy 9 (2):453-464.
    In this article, it is claimed that it is not possible to find a modern capitalist order in Ancient Greece. This claim is supported by the economic activities and historical findings of the ancient period and it is also shaped by reference to the 'primitivist-modernist debate'. In this context, firstly, Mosses I. Finley's primitivist views that claim capitalism cannot be possible in ancient Greece will be explained by taking into consideration the accounting system, commercial activity, social status, labor usages, and (...)
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  28.  53
    Inquiries in Philosophical Pragmatics. Theoretical Developments.Fabrizio Macagno & Alessandro Capone (eds.) - 2021 - Cham: Springer.
    Together with the volume “Inquiries in philosophical pragmatics: Linguistic and theoretical issues,” this book collects selected contributions to the conference Pragmasophia II held in Lisbon in 2018. This first volume intends to contribute to the dialogue between philosophers and linguists, trying to broaden the boundaries of this discipline defined by the crucial notions of context and verbal action. To this purpose, the contributions are collected in an order that reflects the core and the frontiers of pragmatics, the former constituted by (...)
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  29. Commentary on 'Inquiry is No Mere Conversation'.Susan T. Gardner - 2015 - Journal of Philosophy in Schools 2 (1):71-91.
    There is a long standing controversy in education as to whether education ought to be teacher- or student- centered. Interestingly, this controversy parallels the parent- vs. child-centered theoretical swings with regard to good parenting. One obvious difference between the two poles is the mode of communication. “Authoritarian” teaching and parenting strategies focus on the need of those who have much to learn to “do as they are told,” i.e. the authority talks, the child listens. “Non-authoritarian” strategies are anchored in the (...)
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  30.  85
    An Inquiry Into the Relationship Between Public Participation and Moral Education in Contemporary Japan: Who Decides Your Way of Life?Koji Tachibana - 2008 - In Kohji Ishihara & Shunzo Majima (eds.), Applied Ethics: Perspectives from Asia and Beyond. Hokkaido: Hokkaido University. pp. 26-39.
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  31. Humanitarian Intervention an Inquiry Into Law and Morality.Fernando R. Tesón - 1988 - Brill - Nijhoff.
    Analysis of all the Legal and Moral Issues Surrounding Humanitarian Intervention · The deaths of innocent persons & the Doctrine of Double Effect Governmental legitimacy: The Doctrine of Effective Political Control · UN Charter & evaluation of the Nicaragua ruling · The Morality of not intervening · US-led invasion of Iraq · Humanitarian intervention authorized by the UN Security Council: Iraq, Somalia, Haiti, Rwanda, and Bosnia among highlightsNATO's intervention in Kosovo · The Nicaragua Decision · The precedents of Panama, Liberia (...)
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  32.  27
    Inquiries in Philosophical Pragmatics: Issues in Linguistics.Fabrizio Macagno & Alessandro Capone (eds.) - 2021 - Springer.
    Together with the first volume “Inquiries in philosophical pragmatics: Theoretical developments,” this book collects contributions that represent the state of the art on the interconnection between pragmatics and philosophy. While the first volume presents the philosophical dimension of pragmatics, showing the path from theoretical advances to practical uses and approaches, this second volume offers a specular view on this discipline. Instead of adopting the top-down view of the first volume, this collection of eleven chapters starts from the analysis of linguistic (...)
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  33.  6
    There Are No Epistemic Norms of Inquiry.David Thorstad - 2022 - Synthese 200 (5):1-24.
    Epistemic nihilism for inquiry is the claim that there are no epistemic norms of inquiry. Epistemic nihilism was once the received stance towards inquiry, and I argue that it should be taken seriously again. My argument is that the same considerations which led us away from epistemic nihilism in the case of belief not only cannot refute epistemic nihilism for inquiry, but in fact may well support it. These include the argument from non-existence that there are (...)
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  34. Trivial Truths and the Aim of Inquiry.NicK Treanor - 2014 - Philosophy and Phenomenological Research 89 (3):552-559.
    A pervasive and influential argument appeals to trivial truths to demonstrate that the aim of inquiry is not the acquisition of truth. But the argument fails, for it neglects to distinguish between the complexity of the sentence used to express a truth and the complexity of the truth expressed by a sentence.
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  35. Ancient Modes of Philosophical Inquiry.Jens Kristian Larsen & Philipp Steinkrüger - 2020 - History of Philosophy & Logical Analysis 23 (1):3-20.
    At least since Socrates, philosophy has been understood as the desire for acquiring a special kind of knowledge, namely wisdom, a kind of knowledge that human beings ordinarily do not possess. According to ancient thinkers this desire may result from a variety of causes: wonder or astonishment, the bothersome or even painful realization that one lacks wisdom, or encountering certain hard perplexities or aporiai. As a result of this basic understanding of philosophy, Greek thinkers tended to regard philosophy as an (...)
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  36. Suspension, Equipollence, and Inquiry: A Reply to Wieland.Diego E. Machuca - 2015 - Analytic Philosophy 56 (2):177-187.
    It is generally thought that suspension of judgment about a proposition p is the doxastic attitude one is rationally compelled to adopt whenever the epistemic reasons for and against p are equipollent or equally credible, that is, whenever the total body of available evidence bearing on p epistemically justifies neither belief nor disbelief in p. However, in a recent contribution to this journal, Jan Wieland proposes “to broaden the conditions for suspension, and argue that it is rational to suspend belief (...)
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  37. Phenomenological Inquiry and Philosophical Self-Reflection.Kim Davies - 1979 - Journal of the British Society for Phenomenology 10 (3):172-183.
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  38. Dewey's Theory of Inquiry and Experiential Learning.Field Richard W. - manuscript
    A discussion of John Dewey's theory of inquiry and what it does and does not imply concerning good educational practice.
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  39. Inquiry and Virtue: A Pragmatist-Liberal Argument for Civic Education.Phillip Deen - 2012 - Journal of Social Philosophy 43 (4):406-425.
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  40. An Inquiry Concerning Alghazali’s Manner of Approach to Philosophy.Ilyas Altuner - 2012 - Igdir University Journal of Social Sciences (1):47-60.
    Although the first thing coming to mind when called Alghazali is theologian celebrated for criticism of philosophy, we only will not mention his critical thinking. It can be thought that this famous thinker of Islamic world has purely attempted to criticism of metaphysics but in our opinion this is not exactly true. With reference to traditional commentaries on Alghazali is not quite well, we desire to try in order to show a reliable approach. In this paper we will argue whether (...)
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  41.  71
    Norms of Inquiry, Student-Led Learning, and Epistemic Paternalism.Robert Mark Simpson - 2022 - In Jonathan Matheson & Kirk Lougheed (eds.), Epistemic Autonomy. New York, NY, USA: pp. 95-112.
    Should we implement epistemically paternalistic measures outside of the narrow range of cases, like legal trials, in which their benefits and justifiability seem clear-cut? In this chapter I draw on theories of student-led pedagogy, and Jane Friedman’s work on norms of inquiry, to argue against this prospect. The key contention in the chapter is that facts about an inquirer’s interests and temperament have a bearing on whether it is better for her to, at any given moment, pursue epistemic goods (...)
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  42. Is the Inquiry Based Education Paradigm Useful Not Just for Teaching Sciences but Also Theology?Mihai Girtu & Tudor Cosmin Ciocan - 2015 - Dialogo 2 (1):73-82.
    Starting from the traditional approaches to teaching science and religion we discuss modern pedagogical methods based on inquiry. We explore whether and how the teaching methods specific to each discipline may benefit in the teaching of the other.
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  43. Normative Inquiry After Wittgenstein.Narve Strand - 2007 - Dissertation, Boston College
    "Dissertation Advisor: Richard Cobb-Stevens Second Reader: David Rasmussen -/- My overall concern is with the Kantian legacy in political thought. More specifically, I want to know if normative talk is still viable in the wake of Wittgenstein and the linguistic turn; and if so, in what form. Most commentators today believe we have to choose between these two thinkers, either sacrificing a real concern with normativity (“relativism”) or a convincing engagement with our ordinary language (“universalism”). I follow Hilary Putnam in (...)
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  44.  52
    An Inquiry Into Modes of Existence: An Anthropology of the Moderns. [REVIEW]Barbara Herrnstein Smith - 2014 - Common Knowledge 20 (3):491-493.
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  45. Enabling Identity: The Challenge of Presenting the Silenced Voices of Repressed Groups in Philosophic Communities of Inquiry.Arie Kizel - 2016 - Journal of Philosophy in Schools 3 (1):16-39.
    This article seeks to contribute to the challenge of presenting the silenced voices of excluded groups in society by means of a philosophic community of inquiry composed primarily of children and young adults. It proposes a theoretical model named ‘enabling identity’ that presents the stages whereby, under the guiding role played by the community of philosophic inquiry, the hegemonic meta-narrative of the mainstream society makes room for the identity of members of marginalised groups. The model is based on (...)
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  46. Reconstruction in Philosophy Education: The Community of Inquiry as a Basis for Knowledge and Learning.Gilbert Burgh - 2009 - In Philosophy of Education Society of Australasia (ed.), Proceedings of the Philosophy of Education Society of Australasia 2008 Conference: The ownership and dissemination of knowledge. Claremont, WA, Australia: Philosophy of Education Society of Australasia (PESA). pp. 1-12.
    The ‘community of inquiry’ as formulated by CS Peirce is grounded in the notion of communities of disciplinary-based inquiry engaged in the construction of knowledge. The phrase ‘converting the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application, to transform the classroom into a community of inquiry. The literature is not clear on what this means for reconstructing education (...)
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  47. Genealogical Inquiry and Universal Moral Values.G. Cavallo - forthcoming - Dialegesthai. Rivista Telematica di Filosofia 2017.
    Inspired by american pragmatism and Hans Joas' proposal of an affirmative genealogy, I argue in this paper that a genealogical inquiry (both on the biografical and on the historical level) can explain what motivates individuals to moral agency better than Kantian moral philosophy, without renouncing an historically-informed conception of universal moral values.
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  48. Inquiry Is No Mere Conversation Facilitation Of Inquiry Is Hard Work!Susan Gardner - 1995 - Analytic Teaching and Philosophical Praxis 16 (2):102-111.
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  49. Conceptual Marxism and Truth: Inquiry Symposium on Kevin Scharp’s Replacing Truth.Patrick Greenough - 2019 - Inquiry: An Interdisciplinary Journal of Philosophy 62 (4):403-421.
    In Replacing Truth, Scharp takes the concept of truth to be fundamentally incoherent. As such, Scharp reckons it to be unsuited for systematic philosophical theorising and in need of replacement – at least for regions of thought and talk which permit liar sentences and their ilk to be formulated. This replacement methodology is radical because it not only recommends that the concept of truth be replaced, but that the word ‘true’ be replaced too. Only Tarski has attempted anything like it (...)
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  50.  51
    Skepticism: Historical and Contemporary Inquiries.G. Anthony Bruno & A. C. Rutherford (eds.) - 2018 - Routledge.
    Skepticism is one of the most enduring and profound of philosophical problems. With its roots in Plato and the Sceptics to Descartes, Hume, Kant and Wittgenstein, skepticism presents a challenge that every philosopher must reckon with. In this outstanding collection philosophers engage with skepticism in five clear sections: the philosophical history of skepticism in Greek, Cartesian and Kantian thought; the nature and limits of certainty; the possibility of knowledge and related problems such as perception and the debates between objective knowledge (...)
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