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Profile: Søren Harnow Klausen (University of Southern Denmark)
  1. Søren Harnow Klausen (2009). Two Notions of Epistemic Normativity. Theoria 75 (3):161-178.
    The overwhelmingly dominant view of epistemic normativity has been an extreme form of deontology. I argue that although the pull towards deontology is quite understandable, given the traditional concerns of epistemology, there is no good reason for not also adopting a complementary consequentialist notion of epistemic normativity, which can be put to use in applied epistemology. I further argue that this consequentialist notion is not, despite appearances and popular sentiment to the contrary, any less genuinely epistemic than the deontological notion (...)
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    Søren Harnow Klausen (2013). Approaching the Abstract: Building Blocks for an Epistemology of Abstract Objects. Semiotica 2013 (194):3-20.
    Abstract objects are widely held to pose a formidable epistemological challenge. It has seemed mysterious to many how we can have access to such strange and intangible entities. The article considers five influential ways to meet the challenge: Transcendental arguments, the indispensability argument, insisting that we just are able to grasp abstract objects and that no further explanation is needed, abstractionist accounts, and ontological reduction. None of these approaches is by itself sufficient or completely convincing, but together they make out (...)
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  3.  9
    Søren Harnow Klausen (2006). Access to the Abstract: Intuition as Mental Modelling. SATS: Northern European Journal of Philosophy 7 (2):86-105.
  4.  5
    Søren Harnow Klausen (2006). Access to the Abstract: Intuition as Mental Modelling. SATS 7 (2).
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  5.  15
    Søren Harnow Klausen (2008). Less is More, and More is Needed. Reply to Jan Faye. SATS 9 (2):153-158.
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  6.  14
    Søren Harnow Klausen (2008). The Phenomenology of Propositional Attitudes. Phenomenology and the Cognitive Sciences 7 (4):445-462.
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  7.  3
    Søren Harnow Klausen (2004). Jan-Kyrre Berg Olsen, Red. Tid – Fysiske, Filosofiske Og Videnskabsfilosofiske Perspektiver. Frederiksberg: Biofolia, 2003, 208 S. [REVIEW] SATS 5 (2):153-161.
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  8.  3
    Søren Harnow Klausen (2014). Teoretisk erkendelse og læring. Studier I Pædagogisk Filosofi 2 (2):1-18.
    The value and function of theoretical knowledge is an important and disputed issue, which has received surprisingly little scholarly attention. I attempt to clarify the notion of theoretical knowledge and examine its general relationship to learning. Theoretical knowledge is not necessarily distinguished by any particular content; the adjective “theoretical” can just as well signify a particular methodological approach or a way of dealing with a topic, including the way it is conceptualized. I further argue that theoretical knowledge can be merely (...)
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  9.  3
    Søren Harnow Klausen (2006). Der Internalismus und seine Widersacher. Danish Yearbook of Philosophy 40:79-108.
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  10. Søren Harnow Klausen (1996). Den gamle og den nye hermenuetik. Philosophia 25 (1):43-62.
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  11. Søren Harnow Klausen (2005). Der intentionalismus und seine kritiker. Ein vermittlungsversuch. Danish Yearbook of Philosophy 40:79-108.
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  12. Søren Harnow Klausen (2000). Staunch Externalism: How to Resist the Pull Towards Internalism in the Theory of Knowledge. Danish Yearbook of Philosophy 35:73-94.