David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Noûs 47 (3):577-601 (2013)
What is it to know more? By what metric should the quantity of one's knowledge be measured? I start by examining and arguing against a very natural approach to the measure of knowledge, one on which how much is a matter of how many. I then turn to the quasi-spatial notion of counterfactual distance and show how a model that appeals to distance avoids the problems that plague appeals to cardinality. But such a model faces fatal problems of its own. Reflection on what the distance model gets right and where it goes wrong motivates a third approach, which appeals not to cardinality, nor to counterfactual distance, but to similarity. I close the paper by advocating this model and briefly discussing some of its significance for epistemic normativity. In particular, I argue that the 'trivial truths' objection to the view that truth is the goal of inquiry rests on an unstated, but false, assumption about the measure of knowledge, and suggest that a similarity model preserves truth as the aim of belief in an intuitively satisfying way.
|Keywords||aim of belief goal of inquiry trivial truths similarity epistemic normativity significance aim of inquiry epistemic good understanding knowledge|
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References found in this work BETA
W. V. Quine (1960). Word and Object. The MIT Press.
Citations of this work BETA
Paulina Sliwa (2015). IV—Understanding and Knowing. Proceedings of the Aristotelian Society 115 (1pt1):57-74.
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