According to a view I’ll call Epistemic Normativism, knowledge is normative in the same sense in which paradigmatically normative properties like justification are normative. This paper argues against EN in two stages and defends a positive non-normativist alternative. After clarifying the target in §1, I consider in §2 some arguments for EN from the premise that knowledge entails justification. I first raise some worries about inferring constitution from entailment. I then rehearse the reasons why some epistemologists reject the (...) Entailment Thesis and argue that a non-normativist picture provides the best explanation of all the intuitions surrounding this thesis, favorable and unfavorable. On this picture, human knowledge is a structured non-normative complex that has as one of its parts a justification-making property, analogous in role to good-making properties like pleasurableness. After giving three arguments against EN in §3 and answering an objection in §4, I turn in §5 to further develop the positive view sketched in §2. In §6, I take stock and conclude. (shrink)

What is it to base a belief on reasons? Existing attempts to give an account of the basing relation encounter a dilemma: either one appeals to some kind of neutral process that does not adequately reflect the way basing is a content-sensitive first-personal activity, or one appeals to linking or bridge principles that over-intellectualize and threaten regress. We explain why this dilemma arises, and diagnose the commitments that are key obstacles to providing a satisfactory account. We explain why they (...) should be rejected anyway, and then offer a new, knowledge-first virtue epistemological theory of the basing relation that shows how we can substantially theorize about mental processes without these commitments. The resulting view plausibly captures the way in which basing is an inherently mental and content-sensitive process. (shrink)

This article argues for epistemic decolonization by developing a relational model of knowledge, which we locate within indigenous knowledges. We live in a time of ongoing global, epistemic coloniality, embedded in and shaped by colonial ideas and practices. Epistemological decolonization requires taking nondominant knowledges and their epistemes seriously to open up the possibility of interrogating and dismantling the hegemony of the Western knowledge tradition. We here ask two related questions: What are the decolonial affordances of indigenous knowledges? And (...) how do these compare to other contemporary critiques of epistemic coloniality, specifically those mounted by posthumanism? In answer, we develop three definitional senses of relational with reference to indigenous knowledges. First, we define indigenous knowledges in relation to Western knowledge, with which they share a dialectical origin at the moment of colonial contact. Second, indigenous knowledges are relational in their ontological and axiological orientations. Third, relationality in indigenous knowledge suggests a trialectic space, rather than a dialectic space. We argue for the necessity of an anticolonial framework, which assigns priority to indigenous people’s perceptions and ways of knowing for theorizing recurring colonial relations and their (imperialistic) manifestations in producing and reproducing knowledge. (shrink)

John Locke is known within anthropology primarily for his empiricism, his views of natural laws, and his discussion of the state of nature and the social contract. Marilyn Strathern and Marshall Sahlins, however, have offered distinctive, novel, and broad reflections on the nature of anthropological knowledge that appeal explicitly to a lesser-known aspect of Locke’s work: his metaphysical views of relations. This paper examines their distinctive conclusions – Sahlins’ about cultural relativism, Strathern’s about relatives and kinship – both of (...) which concern the objectivity of anthropological knowledge. Although Locke’s own views of relations have been neglected by historians of philosophy in the past, recent and ongoing philosophical discussions of Locke on relations create a productive trading zone between philosophy and anthropology on the objectivity of anthropological knowledge that goes beyond engagement with the particular claims made by Sahlins and Strathern. (shrink)

The claim of this paper is that the everyday functions of knowledge make most sense if we see knowledge as contrastive. That is, we can best understand how the concept does what it does by thinking in terms of a relation “a knows that p rather than q.” There is always a contrast with an alternative. Contrastive interpretations of knowledge, and objections to them, have become fairly common in recent philosophy. The version defended here is fairly (...) mild in that there is no suggestion that we cannot think in terms of a simpler not explicitly contrastive relation “a knows that p.” Some, for instance Schaffer (2005) and Karjalainen and Morton (2003), have hinted that this stronger possibility may be right. But all that I am arguing now is that facts that are easily expressed in contrastive terms are vital to understanding why we need the concept of knowledge. In a piece that is in some ways a companion to this one ("Contrastivism" in Duncan Pritchard and Sven Bernecker, eds. The Routledge Companion to Epistemology. Routledge 2010, 513-522), I give a general survey of theories of contrastive knowledge and the differences between them. (shrink)

Arthur Danto claims that knowing that S is not a property of some individual knower M but a relation between M and some object O in the world, where O is what makes S true. For if knowledge were a property of M it would be possible to determine whether M knew simply by examining M, which is typically not the case (i.e. unless S happens to be about M). I argue that Danto errs in: (1) claiming that (...) we can determine whether or not some assertion S is true only by observing the truth conditions for S; (2) claiming that we cannot determine whether s is true by examining M; and (3) claiming that since the statement that M knows that S ‘says something about both M and the world’ it must assert a relation between M and the world. (shrink)

According to one of the greatest Greek philosophers in history, Aristotle, all men by nature desire to know. Human beings are in the pursuit for knowledge and truth. Across the history of philosophy, many thinkers provided various views in understanding the human cognition. In man’s search for knowledge, it is inevitable to resort to language in the sense that it is the principal method of human communication. In this paper, the researcher will try to investigate the relation (...) of language in human’s acquisition of knowledge in the perspective of John Locke. John Locke was widely regarded as one of the most notable and influential thinkers during the Enlightenment period. Locke was famous for his work “An Essay Concerning Human Understanding” which was one of the first great defenses of modern empiricism. He stressed that the human mind is basically a “tabula rasa” or a blank tablet and only through experience that knowledge can be written down. In Book II, it was stressed that language plays an important role in human cognition. Locke believes that language is a tool for communication; that humans want to communicate their ideas, the contents of their minds. It is by the use of words that people convey their necessarily private thoughts to each other. Accordingly, words signify or indicate ideas; words are sensible marks of ideas. However, Locke asserted that there is a misuse or abuse of language. He believes that improper use of language is one of the greatest obstacles in human cognition. The main question of this paper is: Based on Locke’s philosophical perspective, what is the relationship of language in man’s acquisition of knowledge? This paper only limits to the book of Locke entitled, “An Essay Concerning Human Understanding”, which is also supplemented by various secondary sources. The first part of this paper is all about Locke’s philosophical understanding on human understanding. The second part is about the relationship between knowledge and language as discussed particularly on the Book III of his book. The third part is all about the abuses of language and their remedies. (shrink)

A short introduction on the problem of knowledge, and the problems treated by modern philosophy, in relation to truth and metaphysics.

This report describes a questionnaire-based study on 309 adult patients attending the Dental Outpatients Department of Bangladesh Medical College and Hospital, Dhaka during December 2000 to March 2001. The aim of the study was to determine the oral health knowledge of the patients in relation to their age, gender, economic and educational status. Almost two third (63.1%) of the subjects correctly said that pan chewing was bad for teeth. Three fourth (78.3%) of the subjects gave correct answer on (...) question of how to prevent teeth decay. When question was asked about cause of teeth decay, bleeding gum and action of fluoride on teeth, only 38.2%, 41.4% and 32.3% could give correct answer respectively. With a few exceptions, knowledge of oral health was comparatively poor among the older generation, females, less educated and less privileged group. (shrink)

In the Essay Concerning Human Understanding, Locke insists that all knowledge consists in perception of the agreement or disagreement of ideas. However, he also insists that knowledge extends to outer reality, claiming that perception yields ‘sensitive knowledge’ of the existence of outer objects. Some scholars have argued that Locke did not really mean to restrict knowledge to perceptions of relations within the realm of ideas; others have argued that sensitive knowledge is not strictly speaking a (...) form of knowledge for Locke. This chapter argues that Locke’s conception of sensitive knowledge is in fact compatible with his official definition of knowledge, and discusses his treatment of the problem of skepticism, both in the Essay and in the correspondence with Stillingfleet. (shrink)

Many who think that naked statistical evidence alone is inadequate for a trial verdict think that use of probability is the problem, and something other than probability – knowledge, full belief, causal relations – is the solution. I argue that the issue of whether naked statistical evidence is weak can be formulated within the probabilistic idiom, as the question whether likelihoods or only posterior probabilities should be taken into account in our judgment of a case. This question also identifies (...) a major difference between the Process Reliabilist and Probabilistic Tracking views of knowledge and other concepts. Though both are externalist, and probabilistic, epistemic theories, Tracking does and Process Reliabilism does not put conditions on likelihoods. So Tracking implies that a naked statistic is not adequate evidence about an individual, and does not yield knowledge, whereas the Reliabilist thinks it gives justified belief and knowledge. Not only does the Tracking view imply that naked statistical evidence is insufficient for a verdict, but it gives us resources to explain why, in terms of risk and the special conditions of a trial. (shrink)

Judging by our folk appraisals, then, knowledge and action are intimately related. The theories of rational action with which we are familiar leave this unexplained. Moreover, discussions of knowledge are frequently silent about this connection. This is a shame, since if there is such a connection it would seem to constitute one of the most fundamental roles for knowledge. Our purpose in this paper is to rectify this lacuna, by exploring ways in which knowing something is related (...) to rationally acting upon it, defending one particular proposal against anticipated objections. (shrink)

Skeptical invariantists maintain that the expression “knows” invariably expresses an epistemically extremely demanding relation. This leads to an immediate challenge. The knowledge relation will hardly if ever be satisfied. Consequently, we can rarely if ever apply “knows” truly. The present paper assesses a prominent strategy for skeptical invariantists to respond to this challenge, which appeals to loose talk. Based on recent developments in the theory of loose talk, I argue that such appeals to loose talk fail. I (...) go on to present a closely related, more promising response strategy, which combines assumptions about the dynamics of pragmatic presuppostions from Blome-Tillmann (2014) with an appeal to conversational exculpature, a phenomenon recently studied by Hoek (2018, 2019). (shrink)

If you care about securing knowledge, what is wrong with being biased? Often it is said that we are less accurate and reliable knowers due to implicit biases. Likewise, many people think that biases reflect inaccurate claims about groups, are based on limited experience, and are insensitive to evidence. Chapter 3 investigates objections such as these with the help of two popular metaphors: bias as fog and bias as shortcut. Guiding readers through these metaphors, I argue that they clarify (...) the range of knowledge-related objections to implicit bias. They also suggest that there will be no unifying problem with bias from the perspective of knowledge. That is, they tell us that implicit biases can be wrong in different ways for different reasons. Finally, and perhaps most importantly, the metaphors reveal a deep—though perhaps not intractable—disagreement among theorists about whether implicit biases can be good in some cases when it comes to knowledge. (shrink)

Research on the capacity to understand others' minds has tended to focus on representations ofbeliefs,which are widely taken to be among the most central and basic theory of mind representations. Representations ofknowledge, by contrast, have received comparatively little attention and have often been understood as depending on prior representations of belief. After all, how could one represent someone as knowing something if one does not even represent them as believing it? Drawing on a wide range of methods across cognitive science, (...) we ask whether belief or knowledge is the more basic kind of representation. The evidence indicates that nonhuman primates attribute knowledge but not belief, that knowledge representations arise earlier in human development than belief representations, that the capacity to represent knowledge may remain intact in patient populations even when belief representation is disrupted, that knowledge (but not belief) attributions are likely automatic, and that explicit knowledge attributions are made more quickly than equivalent belief attributions. Critically, the theory of mind representations uncovered by these various methods exhibits a set of signature features clearly indicative of knowledge: they are not modality-specific, they are factive, they are not just true belief, and they allow for representations of egocentric ignorance. We argue that these signature features elucidate the primary function of knowledge representation: facilitating learning from others about the external world. This suggests a new way of understanding theory of mind – one that is focused on understanding others' minds in relation to the actual world, rather than independent from it. (shrink)

Nearly all success is due to some mix of ability and luck. But some successes we attribute to the agent’s ability, whereas others we attribute to luck. To better understand the criteria distinguishing credit from luck, we conducted a series of four studies on knowledge attributions. Knowledge is an achievement that involves reaching the truth. But many factors affecting the truth are beyond our control and reaching the truth is often partly due to luck. Which sorts of luck (...) are compatible with knowledge? We find that knowledge attributions are highly sensitive to lucky events that change the explanation for why a belief is true. By contrast, knowledge attributions are surprisingly insensitive to lucky events that threaten but ultimately fail to change the explanation for why a belief is true. These results shed light on our concept of knowledge, help explain apparent inconsistencies in prior work on knowledge attributions, and constitute progress toward a general understanding of the relation between success and luck. (shrink)

Discussions of group knowledge typically focus on whether a group’s knowledge that p reduces to group members’ knowledge that p. Drawing on the cumulative reading of collective knowledge ascriptions and considerations about the importance of the division of epistemic labour, I argue what I call the Fragmented Knowledge account, which allows for more complex relations between individual and collective knowledge. According to this account, a group can know an answer to a question in virtue (...) of members of the group knowing parts of that answer, when the whole answer is available to group-level action. I argue that this account explains a swathe of central cases of group knowledge, as well as explaining some central features of group knowledge. (shrink)

The primary intention of this book is to elucidate the relations between sensory perception and art as a form of knowledge. This enables us to understand how different kinds of art are given their meaning not only from observation, resemblance and reason but also from an artist’s sensitivity to the inner form of sensory experience as it is realized in perception, reflection, memory and imagination. By assuming a number of different points of view, Part 1 shows how the physical (...) object and the act of sensory perception are logically interdependent, and I give my elaboration of this argument two kinds of emphasis. In the first place, it opposes all arguments that support a merging of the mental and physical, as in idealism, materialism, neutral monism and panpsychism. A conceptual distinction is observed because sensory perception gives the physical object its identity. This idea also implies that the physical object is only realized by sentient life - self-aware inner life and a world become possible simultaneously. The second emphasis concerns the mind-body problem, and towards the end of Part 1 I offer an argument which places this problem in a certain light by representing the brain not as a physical counterpart to inner experience but as essentially instrumental to perception and self-awareness, and related experience. The argument in Part 2 is distinguished by a sense of continuity between the nature of sensory perception and the formal resources of artists in both physical and literary media. Hence, in a discussion of Titian’s Assumption of the Virgin, I indicate ways in which the painter conveys the inner experience and character of the figures in the painting by means of compositional design, light and colour, and thereby uses these and other sensuous resources to portray human life and experience. This is followed by a discussion of two sonnets by Shakespeare, in which the same general aim is pursued by using the literary resources of figurative language. Finally, a discussion of Hamlet shows how, in this work, the augmentation of figurative language by dramatic form strengthens the view that art can provide a form of knowledge that is based as completely upon intuition about our sensory experience as it is upon reason and observation. Just as my (true) perception of a cup as a vessel for drinking tea or coffee arises immediately from past experience, so the dramatist can see immediately from his or her past experience how a character might perceive things and behave. -/- . (shrink)

This chapter focuses on the relationship between consciousness and knowledge, and in particular on the role perceptual consciousness might play in justifying beliefs about the external world. We outline a version of phenomenal dogmatism according to which perceptual experiences immediately, prima facie justify certain select parts of their content, and do so in virtue of their having a distinctive phenomenology with respect to those contents. Along the way we take up various issues in connection with this core theme, including (...) the possibility of immediate justification, the dispute between representational and relational views of perception, the epistemic significance of cognitive penetration, the question of whether perceptual experiences are composed of more basic sensations and seemings, and questions about the existence and epistemic significance of high-level content. In a concluding section we briefly consider how some of the topics pursued here might generalize beyond perception. (shrink)

What is it to know someone? Epistemologists rarely take up this question, though recent developments make such inquiry possible and desirable. This paper advances an account of how such interpersonal knowledge goes beyond mere propositional and qualitative knowledge about someone, giving a central place to second-personal treatment. It examines what such knowledge requires, and what makes it distinctive within epistemology as well as socially. It assesses its theoretic value for several issues in moral psychology, epistemic injustice, and (...) philosophy of mind. And it offers an account of the complex content in play if interpersonal knowledge is to be understood in terms of its mental states and their functions. (shrink)

We describe the three place relation of contrastive knowledge, which holds between a person, a target proposition, and a contrasting proposition. The person knows that p rather than that q. We argue for three claims about this relation. (a) Many common sense and philosophical ascriptions of knowledge can be understood in terms of it. (b) Its application is subject to fewer complications than non-contrastive knowledge is. (c) It applies over a wide range of human and (...) nonhuman cases. (shrink)

In this article, I defend the view that we can acquire factual knowledge – that is, contingent propositional knowledge about certain (perceivable) aspects of reality – on the basis of imaginative experience. More specifically, I argue that, under suitable circumstances, imaginative experiences can rationally determine the propositional content of knowledge-constituting beliefs – though not their attitude of belief – in roughly the same way as perceptual experiences do in the case of perceptual knowledge. I also highlight (...) some philosophical consequences of this conclusion, especially for the issue of whether imagination can help us to learn something from fictions. (shrink)

I argue that the Hume of the Treatise maintains an account of knowledge according to which (i) every instance of knowledge must be an immediately present perception (i.e., an impression or an idea); (ii) an object of this perception must be a token of a knowable relation; (iii) this token knowable relation must have parts of the instance of knowledge as relata (i.e., the same perception that has it as an object); and any perception that (...) satisfies (i)-(iii) is an instance of knowledge. I then apply this account to the case of sense perception. I argue that Hume holds that relations of impressions can be intuited, are knowable, and are necessary. For Hume, these relations constitute sensory knowledge. While Hume is rightly labeled an empiricist for many reasons, a close inspection of his account of knowledge reveals yet another way in which he deserves the label. (shrink)

Kant mentions two faculties of the mind that are involved in the knowing process, namely, sensibility and understanding. Through the former, the objects are “given” while through the latter, objects are “thought of.” The receiving faculty, that of sensibility, deals with space and time as pure intuitions. On the other, the thinking faculty - that of understanding, treats concepts or categories. Thus, these faculties of the human reason presuppose the two elements of knowledge: contents or intuitions and thoughts or (...) concepts for sensibility and understanding, respectively. This paper aims at presenting the coming-to-be of knowledge through the operations of the mind in Kant’s Critique of Pure Reason and critically exposes the correlation of sensibility and of understanding in the knowing process. (shrink)

This article discusses the following question: what epistemic relation must audiences bear to the content of assertions in order to gain testimonial knowledge? There is a brief discussion of why this issue is of importance, followed by two counterexamples to the most intuitive answer: that in order for an audience to gain testimonial knowledge that p they must know that the speaker has asserted p. It is then suggested that the argument generalises and can be made to (...) work on different sets of assumptions about the conditions for knowledge, and the conditions under which a proposition is asserted. (shrink)

Practical knowledge is discussed in close relation to practical expertise. For both anti-intellectualists and intellectualists, the knowledge of how to φ is widely assumed to entail the practical expertise in φ-ing. This paper refutes this assumption. I argue that non-experts can know how to φ via other experts’ knowledge of φ-ing. Know-how can be ‘outsourced’. I defend the outsourceability of know-how, and I refute the objections that reduce outsourced know-how to the knowledge of how to (...) ask for help, of how to get things done, or of external contents. Interestingly, outsourcing differs from social cooperation, collective agency, testimonial transmission, and many other notions in social-epistemological debates. Thus, outsourcing provides not only a hitherto unconsidered form of know-how but also a novel way for knowledge to be social. Furthermore, outsourcing plausibly involves a ‘social’ cognitive extension that does not rest on EMT or HEC. Given the outsourceability of know-how, we must reconsider the nature of know-how and expertise, as well as the relation between non-experts and experts. (shrink)

The debate about the nature of knowledge-how is standardly thought to be divided between intellectualist views, which take knowledge-how to be a kind of propositional knowledge, and anti-intellectualist views, which take knowledge-how to be a kind of ability. In this paper, I explore a compromise position—the interrogative capacity view—which claims that knowing how to do something is a certain kind of ability to generate answers to the question of how to do it. This view combines the (...) intellectualist thesis that knowledge-how is a relation to a set of propositions with the anti-intellectualist thesis that knowledge-how is a kind of ability. I argue that this view combines the positive features of both intellectualism and anti-intellectualism. (shrink)

How is moral knowledge possible? This paper defends the anti-Humean thesis that we can acquire moral knowledge by deduction from wholly non-moral premises. According to Hume’s Law, as it has become known, we cannot deduce an ‘ought’ from an ‘is’, since it is “altogether inconceivable how this new relation can be a deduction from others, which are entirely different from it” (Hume, 1739, 3.1.1). This paper explores the prospects for a deductive theory of moral knowledge that (...) rejects Hume’s Law. (shrink)

In this paper I consider the prospects for pluralism about knowledge, that is, the view that there is a plurality of knowledge relations. After a brief overview of some views that entail a sort of pluralism about knowledge, I focus on a particular kind of knowledge pluralism I call standards pluralism. Put roughly, standards pluralism is the view that one never knows anything simpliciter. Rather, one knows by this-or-that epistemic standard. Because there is a plurality of (...) epistemic standards, there is a plurality of knowledge relations. In §1 I argue that one can construct an impressive case for standards pluralism. In §2 I clarify the relationship between standards pluralism, epistemic contextualism and epistemic relativism. In §3 I argue that standards pluralism faces a serious objection. The gist of the objection is that standards pluralism is incompatible with plausible claims about the normative role of knowledge. In §4 I finish by sketching the form that a standards pluralist response to this objection might take. (shrink)

In my article I reconstruct the main threads of Robert Stalnaker’s book Our Knowledge of the Internal World, which focuses on the problem of our epistemic relation to our experience and the relation between experience and knowledge. First, the book proposes an interesting view of externalism, which combines classical externalist claims with a contextualist approach to content ascriptions. The approach accommodates some important internalist intuitions by showing how content ascriptions can be sensitive to the perspective from (...) which a subject perceives the world. Second, Stalnaker proposes a theory of selflocating and phenomenal knowledge, which should be understood in terms of differentiating between real possibilities. The puzzling upshot of this elegant solution is that it commits one to the existence of possibilities accessible only from the first-person perspective. Finally, Stalnaker presents an argument which shows that our knowledge about our phenomenal experience is no more direct than the knowledge about external objects. Stalnaker’s claim that by merely having an experience we don’t learn any new information seems, however, too strict in light of his contextualist approach to content ascriptions. (shrink)

Taking perceptual experience to consist in a relation of acquaintance with the sensible qualities, I argue that the state of being acquainted with a sensible quality is intrinsically a form of knowledge, and not merely a means to more familiar kinds of knowledge, such as propositional or dispositional knowledge. We should accept the epistemic claim for its explanatory power and theoretical usefulness. That acquaintance is knowledge best explains the intuitive epistemic appeal of ‘Edenic’ counterfactuals involving (...) unmediated perceptual contact with reality (cf. Chalmers, in: Gendler, Hawthorne (eds) Perceptual experience, Oxford University Press, 2006). It explains the elusiveness of knowledge gained through new acquaintances. It coheres with the knowledge-like functional role of acquaintance in the special context of evaluative beliefs and evaluative reasoning, where the objects of acquaintance serve as evidence and inferential basis. And, finally, taking acquaintance to be knowledge is theoretically fruitful: it helps vindicate claims about the relationship between knowledge and concern for others we already find intuitive or outright accept. After developing a novel case for the epistemic claim, I respond to two familiar objections against it: namely, (1) that there are no pre-propositional, pre-conceptual cases of perceptual experience that remain epistemically relevant (Sellars in Empiricism and the philosophy of mind, Routledge, 1968, McDowell, in: Lindgard (ed) John McDowell: Experience, norm, and nature, Blackwell, 2008); and (2) that the category of knowledge appears gerrymandered once we add ‘object’ knowledge to the epistemological mix (Farkas, in: Knowles, Raleigh (eds), Acquaintance: new essays, Oxford University Press, 2019). (shrink)

Our emotions can be revealing. They can not only reflect our character traits and our judgments, but they can also tell us things about ourselves that we do not fully realize or may not want to admit. In this chapter, I am particularly interested in how we relate to what I will call alienated emotions: emotional experiences that are unusual, surprising, or even disturbing. What, if anything, do our alienated emotions tell us about who we are? I argue here that (...) alienated emotions lead to important questions about the ethics of self-interpretation. (shrink)

Background: Dengue Disease is a mosquito-borne tropical disease caused by the dengue virus, symptoms typically begin three to fourteen days after infection. This may include a high fever, headache, vomiting, muscle and joint pains, and a characteristic skin rash. Dengue serology is applied in different settings, such as for surveillance, in health care facilities in endemic areas and in travel clinics in non-endemic areas. The applicability and quality of serological tests in dengue endemic regions has to be judged against a (...) background of potential cross reactivity with other flavi-viruses, difficulties in distinguishing primary from secondary infections and technological problems related to the fact that most dengue endemic regions are relatively poor of resources .Objectives: to help doctors and patients in diagnosing Dengue Disease and give them the information of how to prevent Dengue Disease and to be able to understand the signs and symptoms of Dengue Disease. Methods: We collected all relevant material for Dengue Disease. Then we designed and implemented a knowledge based system for diagnosing Dengue Disease using SL5 Object Language. Results: The knowledge based system was evaluated by a group of Patients and specialized doctors and they found it very friendly and easy to use. (shrink)

The contribution deals with knowledge of what to do, and how, where, when and why to do it, as it is found in a multitude of plans, rules, procedures, maxims, and other instructions. It is argued that while this knowledge is conceptual and propositional, it is still irreducible to theoretical knowledge of what is the case and why it is the case. It is knowledge of goals, of ends and means, rather than of facts. It is (...) knowledge-to that is irreducibly practical in having world to mind direction of fit and the essential function of guiding as yet uncompleted action. While practical knowledge is fundamentally different from theoretical knowledge in terms of mind-world relations, the practical and theoretical domains are still parallel in terms of justificatory and inferential relations, they are like mirror images of one another. It is shown that if this view of practical knowledge is accepted, convincing Gettier cases for practical knowledge can be constructed. An extensive analysis of these cases demonstrates the usefulness of the notions of practical deduction, abduction, and induction. (shrink)

In some lottery situations, the probability that your ticket's a loser can get very close to 1. Suppose, for instance, that yours is one of 20 million tickets, only one of which is a winner. Still, it seems that (1) You don't know yours is a loser and (2) You're in no position to flat-out assert that your ticket is a loser. "It's probably a loser," "It's all but certain that it's a loser," or even, "It's quite certain that it's (...) a loser" seem quite alright to say, but, it seems, you're in no position to declare simply, "It's a loser." (1) and (2) are closely related phenomena. In fact, I'll take it as a working hypothesis that the reason "It's a loser" is unassertable is that (a) You don't seem to know that your ticket's a loser, and (b) In flat-out asserting some proposition, you represent yourself as knowing it.1 This working hypothesis will enable me to address these two phenomena together, moving back and forth freely between them. I leave it to those who reject the hypothesis to sort out those considerations which properly apply to the issue of knowledge from those germane to that of assertability. Things are quite different when you report the results of last night's basketball game. Suppose your only source is your morning newspaper, which did not carry a story about the 1 game, but simply listed the score, "Knicks 83, at Bulls 95," under "Yesterday's Results." Now, it doesn't happen very frequently, but, as we all should suspect, newspapers do misreport scores from time to time. On several occasions, my paper has transposed a result, attributing to each team the score of its opponent. In fact, that your paper's got the present result wrong seems quite a bit more probable than that you've won the lottery of the above paragraph. Still, when asked, "Did the Bulls win yesterday?", "Probably" and "In all likelihood" seem quite unnecessary. "Yes, they did," seems just fine.. (shrink)

This article aims to provide a structural analysis of the problems related to the easy knowledge problem. The easy knowledge problem is well known. If we accept that we can have basic knowledge via a source without having any prior knowledge about the reliability or accuracy of this source, then we can acquire knowledge about the reliability or accuracy of this source too easily via information delivered by the source. Rejecting any kind of basic (...) class='Hi'>knowledge, however, leads into an infinite regress and, plausibly, to skepticism. The article argues that the third alternative, accepting basic knowledge but rejecting easy knowledge, entails closure failure. This is obviously the case for deductive bootstrapping, but, notably, the problem also arises for inductive bootstrapping. Hence, the set of problems related to the easy knowledge problem has the structure of a trilemma. We are forced to accept easy knowledge, closure failure, or skepticism. (shrink)

This study aimed to highlight the nature of the relationship between knowledge management and the strategic decision-making process, considering that strategic decisions are formulated and made based on a specific knowledge perspective. The study targeted the university management, deans of faculties, and college directors at Al-Azhar University - Gaza. The study followed a descriptive-analytical approach, and data was collected through a questionnaire designed to cover six dimensions related to knowledge management processes and an axis related to strategic (...) decision-making. The data was analyzed using various statistical methods. The study results showed a statistically significant positive relationship between the role of knowledge management processes and activating the strategic decision-making process at Al-Azhar University - Gaza. The study recommended that the university pay more attention to the processes of knowledge awareness and application as they serve as the link between existing knowledge and the creation of good knowledge. Furthermore, these processes are considered the essential means through which the university improves the effectiveness of strategic decisions and enhances its position. (shrink)

It is a commonly held view in contemporary epistemology that for having knowledge it is necessary to have an appropriately based belief, although numerous different views exist about when a belief’s base is appropriate. Broadly speaking, they all share the view that one can only have knowledge if the belief’s base is in some sense truth-related or tracking the truth. Baseless knowledge can then be defi ned as knowledge where the belief is acquired and sustained in (...) a way that does not track the truth. I will argue that rejecting baseless knowledge leads to controversial consequences. The problem increases if we consider contrasting persons who know because of appropriate belief forming processes but who fail to possess further epistemic virtues such as understanding. I will not argue which belief bases constitute a suffi cient condition for knowledge. Rather I will stress the point that the common assumption that an appropriate basing relation constitutes a necessary condition for knowledge has controversial consequences. (shrink)

How should we understand knowledge-how – knowledge how to do something? And how is it related to knowledge-that – knowledge that something is the case? In this paper, I will discuss a very important and influential aspect of this question, namely the claim – dubbed ‘Intellectualism’ by Gilbert Ryle – that knowledge-how can be reduced to knowledge-that. Recently, Jason Stanley and Timothy Williamson have tried to establish Intellectualism with the aid of linguistic considerations. This (...) project – Linguistic Intellectualism – will be criticized on three levels. First, I will reconstruct and object to Stanley and Williamson’s positive argument in favour of Intellectualism. Second, I will assess their view of the relationship between knowledge-how and practical ability and argue that their stance is not well-motivated. Third, I will discuss their criticism of Ryle’s objection against Intellectualism. After distinguishing between different versions of Ryle’s argument, I will show that its strongest version is both immune to the objection by Stanley and Williamson and a decisive argument against their own theory. Given that Intellectualism fails for these three reasons, I finally draw on a broader reading of Ryle in order to develop the beginnings of a positive account of knowledge-how and its relationship to knowledge-that. (shrink)

In this article I critically discuss Professor Oladele Abiodun Balogun’s reflections on the proper final ends of doing philosophy and related sorts of abstract, speculative, or theoretical inquiry. Professor Balogun appears to argue that one should undertake philosophical studies only insofar as they are likely to make a practical difference to people’s lives, particularly by contributing to politico-economic development, or, in other words, that one should eschew seeking knowledge for its own sake. However, there is one line of thought (...) from Professor Balogun, about philosophy being able to make life meaningful, that I argue ultimately––perhaps contrary to his intentions––entails that it can be appropriate to some degree to pursue philosophy that is unlikely to ameliorate poverty and similar social ills. My central aims in this article are to identify Professor Balogun’s strongest argument against pursuing any knowledge for its own sake and to argue that an appeal to meaningfulness constitutes a strong, competing reason to seek out some of it. (shrink)

I argue that Bartolomé de las Casas and Juan Ginés de Sepúlveda differed in their conclusions regarding the status of Indigenous persons at least partly because las Casas had significant, yet incomplete, understanding of Indigenous persons, culture and societies and Sepúlveda had mere knowledge of them. To this end, I show that the epistemic state of understanding explains why Las Casas properly concluded that Indigenous persons deserve the same moral status afforded to Europeans. And I show how las Casas’ (...) understanding of Indigenous persons, culture and societies related to what he got wrong about Indigenous persons. (shrink)

: Phenomenal knowledge usually comes from experience. But it need not. For example, one could know what it’s like to see red without seeing red—indeed, without having any color experiences. Daniel Dennett (2007) and Pete Mandik (forthcoming) argue that this and related considerations undermine the knowledge argument against physicalism. If they are right, then this is not only a problem for anti‐physicalists. Their argument threatens to undermine any version of phenomenal realism— the view that there are phenomenal properties, (...) or qualia, that are not conceptually reducible to physical or functional properties. I will argue that this threat is illusory. Explaining why will clarify what is and is not at issue in discussions of the knowledge argument and phenomenal realism. This will strengthen the case for physically and functionally irreducible qualia. 2 Phenomenal knowledge usually comes from experience. For example, I know what it’s like to see red because I have done so. Does knowing what it’s like to have an experience with phenomenal character X require having an experience with X? No. A famous counterexample is Hume’s missing shade of blue, in which one can extrapolate from phenomenally similar experiences (A Treatise of Human Nature, Bk. I, Pt. I, Sec. I).1 One might think that a weaker version of the no‐phenomenal‐knowledge‐without‐experience thesis remains tenable, e.g., that knowing what it’s like to see in color requires having or having had color experiences. But this thesis also seems doubtful. Peter Unger (1966) devised plausible counterexamples over four decades ago, and since then others (e.g., Lewis 1988, Alter 1998, Stoljar 2005) have done the same. One could have phenomenal knowledge of color experiences without having such experiences. Indeed, one could have such knowledge without having experiences that are remotely like color experiences. What is the significance of this observation for contemporary debates about consciousness and physicalism? Daniel Dennett (2007) and Pete Mandik (forthcoming) suggest that it undermines the knowledge argument against physicalism.2 That is because they take the claim that someone who has never seen in color could not know what it’s like to see in color to be the basis of the knowledge argument’s main epistemic premise: the premise that (roughly put) 3 no amount of physical knowledge is sufficient for phenomenal knowledge of color experiences. If they are right, then this is not only a problem for anti‐ physicalists. Many physicalists (e.g., Loar 1990/97, Papineau 2002, 2007) accept the knowledge argument’s epistemic premise. Dennett’s and Mandik’s arguments threaten all versions of what David Chalmers (2003) calls phenomenal realism, the view that there are phenomenal properties, or qualia, that are not conceptually reducible to physical or functional properties.3 I will argue that this threat is illusory. Explaining why will clarify what is and is not at issue in discussions of the knowledge argument and phenomenal realism. The net result will be to strengthen the case for physically inexplicable qualia. (shrink)

Intuitively, there is a difference between knowledge and mere belief. Contemporary philosophical work on the nature of this difference has focused on scenarios known as “Gettier cases.” Designed as counterexamples to the classical theory that knowledge is justified true belief, these cases feature agents who arrive at true beliefs in ways which seem reasonable or justified, while nevertheless seeming to lack knowledge. Prior empirical investigation of these cases has raised questions about whether lay people generally share philosophers’ (...) intuitions about these cases, or whether lay intuitions vary depending on individual factors (e.g. ethnicity) or factors related to specific types of Gettier cases (e.g. cases that include apparent evidence). We report an experiment on lay attributions of knowledge and justification for a wide range of Gettier Cases and for a related class of controversial cases known as Skeptical Pressure cases, which are also thought by philosophers to elicit intuitive denials of knowledge. Although participants rated true beliefs in Gettier and Skeptical Pressure cases as being justified, they were significantly less likely to attribute knowledge for these cases than for matched true belief cases. This pattern of response was consistent across different variations of Gettier cases and did not vary by ethnicity or gender, although attributions of justification were found to be positively related to measures of empathy. These findings therefore suggest that across demographic groups, laypeople share similar epistemic concepts with philosophers, recognizing a difference between knowledge and justified true belief. (shrink)

Neuroscience can relate to ethics and normative issues via the brain’s cognitive control network. This network accomplishes several executive processes, such as planning, task-switching, monitoring, and inhibiting. These processes allow us to increase the accuracy of our perceptions and our memory recall. They also allow us to plan much farther into the future, and with much more detail than any of our fellow mammals. These abilities also make us fitting subjects for responsibility claims. Their activity, or lack thereof, is at (...) the heart of culpability. For instance, planning to kill someone is strong evidence of what the law calls mens rea—a guilty mind. Claims about norms, or ethical “should” claims, express two-level propositions, directed at the behaving person at one level, and at that person’s mind and cognitive control network at another level. Thus, “People should stop themselves from hurting others,” is a claim about how people should behave and also a claim about how their cognitive control networks should behave—i.e., they should inhibit harmful behavior, or the intentions leading up to it. Planning is both an ability of the full person, and of that person’s mind. Neuroscience affirms the common notion, seen both in law and folk psychology, that what makes us guilty or culpable are certain events and states that exist in our minds. Overt behavior, including speech, is fallible evidence of these states and processes. Cases of negligence still involve the executive processes, but “negatively,” in that negligence results when certain types of executive activity fail to take place. (shrink)

Knowledge brokers are among the main channels of communication between scientists and the public and a key element to establishing a relation of trust between the two. But translating knowledge from the scientific community to a wider audience presents several difficulties, which can be accentuated in times of crisis. In this paper we study some of the problems that knowledge brokers face when communicating in times of crisis. During the first wave of the COVID-19 pandemic, we (...) collected interviews with Italian experts that played a major role as knowledge brokers in the local media. We asked them questions about five main topics: the features and role of science communicators; the use of language in communicating science; the importance of the relation of trust with the public; the peculiarity of communicating in a context of emergency; the problem of disagreement among experts, and its public perception and communication. The goal of this paper is to understand, through the words of knowledge brokers themselves, what they consider as best practices (and obstacles) to create trust between scientists and the public. Our empirical work can inform normative accounts of what knowledge brokering should be about. (shrink)

1. What is the relation between skilful action and knowledge? According to most philosophers, the two have little in common: practical intelligence and theoretical intelligence are largely separate...

Several philosophers have proposed Knowledge-Based Decision Theories (KDTs)—theories that require agents to maximize expected utility as yielded by utility and probability functions that depend on the agent’s knowledge. Proponents of KDTs argue that such theories are motivated by Knowledge-Reasons norms that require agents to act only on reasons that they know. However, no formal derivation of KDTs from Knowledge-Reasons norms has been suggested, and it is not clear how such norms justify the particular ways in which (...) KDTs relate knowledge and rational action. In this paper, I suggest a new axiomatic method for justifying KDTs and providing them with stronger normative foundations. I argue that such theories may be derived from constraints on the relation between knowledge and preference, and that these constraints may be evaluated relative to intuitions regarding practical reasoning. To demonstrate this, I offer a representation theorem for a KDT proposed by Hawthorne and Stanley (2008) and briefly evaluate it through its underlying axioms. -/- In section 1, I present knowledge-based decision theories generally and the versions of such theories suggested in the literature. In section 2, I argue that KDTs and theories of practical reasoning conjoined with Knowledge-Reasons norms generate constraints on the same relation—the relation between knowledge and preference. In section 3, I present a formal framework in which constraints on this relation may be expressed and from which KDTs may be derived. In section 4, I present a representation theorem for a specific KDT. In section 5, I briefly evaluate the axioms of the theory, and in section 6, I conclude. (shrink)

This paper motivates two bases for ascribing propositional semantic knowledge (or something knowledgelike): first, because it’s necessary to rationalize linguistic action; and, second, because it’s part of an empirical theory that would explain various aspects of linguistic behavior. The semantic knowledge ascribed on these two bases seems to differ in content, epistemic status, and cognitive role. This raises the question: how are they related, if at all? The bulk of the paper addresses this question. It distinguishes a variety (...) of answers and their varying philosophical and empirical commitments. (shrink)

We are subject with consciousness. For this we have to have self-consciousness so that consciousness can exist. In this way, there is the possibility of self-knowledge of one's own mental states. Thus, the article aims at investigating the possibility of self-knowledge of one's own mental states, their applicability and consequences in relation to Kantian moral theory. Therefore, it reflects on how self-knowledge of one's own mental states and the characteristics of Kantian moral theory occur. Finally, there (...) is the possibility of moral responsibility for one's own mental states related to Kantian morality and the method of self-knowledge of the very action of the moral agent. (shrink)