Online research in philosophy

General introduction -- What is knowledge? -- What is the value of knowledge? -- What evidence do we have? -- How should we distribute our confidence? -- What is it to be justified in believing something? -- What is the structure of justification and knowledge? -- What is the nature of the epistemic 'ought'? -- What are the sources of knowledge? -- What can we know? -- Is knowledge in the eye of the beholder?

The concept of middle knowledge---God’s knowledge of what would in fact happen in every conceivable situation---is just beginning to receive the attention it deserves, For example, it is just now becoming clear to many that classical theism requires the affirmation of middle knowledge. But this concept is also coming under increasing criticism. The most significant of these, I believe, has been developed in a recent discussion by William Hasker, in which he argues that the concept of a true counterfactual of freedom is incoherent. I also believe, however, that his critique ultimately fails and specify why in the essay which follows.

There are four approaches to analyzing the concept of a priori knowledge. The primary target of the reductive approach is the concept of a priori justification. The primary target of the nonreductive approach is the concept of a priori knowledge. There are two approaches to analyzing each primary target. A theory-neutral approach provides an analysis that does not presuppose any general theory of knowledge or justification. A theory-laden approach provides an analysis that does presuppose some general theory of knowledge or justification (call it the background theory ). Those who embrace a theory-laden analysis incur a special burden: they must separate the features of their analysis that are constitutive of the a priori from those that are constitutive of the background theory. My goal is to illustrate how the failure to separate these features leads to erroneous conclusions about the nature of a priori knowledge.

What would a good answer to this question - call it (WK) - look like? What I’m going to call the standard analytic approach (SA) says that: (A) The way to answer WK is to analyse the concept of knowledge. (B) To analyse the concept of knowledge is to come up with non-circular necessary.

Epistemology has for a long time focused on the concept of knowledge and tried to answer questions such as whether knowledge is possible and how much of it there is. Missing from this inquiry, however, is a discussion on the value of knowledge. In The Pursuit of Knowledge and the Value of Understanding Jonathan Kvanvig argues that epistemology properly conceived cannot ignore the question of the value of knowledge. He also questions one of the most fundamental assumptions in epistemology, namely that knowledge is always more valuable than the value of its subparts. Taking Platos' Meno as a starting point of his discussion, Kvanvig tackles the different arguments about the value of knowledge and comes to the conclusion that knowledge is less valuable than generally assumed. Clearly written and well argued, the book will appeal to students and professionals in epistemology.

Almost all theories of knowledge and justified belief employ moral concepts and forms of argument borrowed from moral theories, but none of them pay attention to the current renaissance in virtue ethics. This remarkable book is the first attempt to establish a theory of knowledge based on the model of virtue theory in ethics. The book develops the concept of an intellectual virtue, and then shows how the concept can be used to give an account of the major concepts in epistemology, including the concept of knowledge. This highly original work of philosophy for professionals will also provide students with an excellent introduction to epistemology, virtue theory, and the relationship between ethics and epistemology.

The Metaphysics of Knowledge presents the thesis that knowledge is an absolutely fundamental relation, with an indispensable role to play in metaphysics, philosophical logic, and philosophy of mind and language. Knowledge has been generally assumed to be a propositional attitude like belief. But Keith Hossack argues that knowledge is not a relation to a content; rather, it a relation to a fact. This point of view allows us to explain many of the concepts of philosophical logic in terms of knowledge. Hossack provides a theory of facts as structured combinations of particulars and universals, and presents a theory of content as the property of a mental act that determines its value for getting knowledge. He also defends a theory of representation in which the conceptual structure of a content is taken to picture the fact it represents. This permits definitions to be given of reference, truth, and necessity in terms of knowledge. Turning to the metaphysics of mind and language, Hossack argues that a conscious state is one that is identical with knowledge of its own occurrence. This allows us to characterize subjectivity, and, by illuminating the "I"-concept, allows us to gain a better understanding of the concept of a person. Language is then explained in terms of knowledge, as a device used by a community of persons for exchanging knowledge by testimony. The Metaphysics of Knowledge concludes that knowledge is too fundamental to be constituted by something else, such as one's functional or physical state; other things may cause knowledge, but do not constitute it.

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

Course Description: This course is intended to stimulate the student to reflect philosophically on the nature of knowledge by surveying several prominent topics of concern to contemporary (i.e., 20th century) philosophers of the analytic tradition. Topics include the concept of knowledge, theories of justification, and the possibility of knowledge or its impossibility (skepticism). Although concentrated on problems surrounding the concept of knowledge, the course should further the student's understanding of the general methods of analytic philosophy, and develop the student's ability to think and to write philosophically. This course will be conducted in the lecture/discussion style with heavy emphasis on the latter.

Common knowledge is usually defined as a state in which everyone knows that p, everyone knows that everyone knows that p, and so on, ad infinitum. This definition is usually attributed to David Lewis, despite the fact that his own formulation bears no resemblance to common knowledge as it is usually understood. In this paper, I argue that this concept of common knowledge requires revision. Contrary to usual practice, it turns out to be difficult to model formally because existing models fail to distinguish between full-blown common knowledge and merely finite levels of interactive knowledge. Conceptually, the concept is incompatible with Lewis's intended purpose and obscures the explanatory role played by rational choice models. I propose that the concept of common knowledge be brought better into alignment with Lewis's actual formulation. This reconceptualization of common knowledge suggests a greater focus on explanations that make recourse to the cognitive constraints of real-world agents.