Of the three views of theoretical knowledge which form the focus of this article, the first has its source in the work of Russell, the second in Ramsey, and the third in Carnap. Although very different, all three views subscribe to a principle I formulate as ‘the structuralist thesis’; they are also naturally expressed using the concept of a Ramsey sentence. I distinguish the framework of assumptions which give rise to the structuralist thesis from an unproblematic emphasis on (...) the importance of ‘structural’ differences for the analysis and interpretation of theories belonging to the exact sciences, and I review a number of logical properties of Ramsey sentences using very simple arithmetical theories and their models. I then develop a reconstruction of the views of Russell, Ramsey, and Carnap that clarifies the interrelationships among them by appealing to aspects of the arithmetical examples that inform my discussion of Ramsey sentences. I conclude with an account of the philosophical basis of the structuralist thesis and the fundamental difficulty to which it leads. (shrink)

The two main points of this contribution are the following: (1) Applied mathematical theories might complement physical theories in an essential way; some applied mathematical theories allow us to understand phenomena we are unable to explain by resorting to physical theories alone, (2) In the case of social sciences it might be necessary to account for examined phenomena by resorting to the idea of goal-oriented activity (the causal approach typical for natural science might be unsatisfactory). Weinberg's idea of grand reductionism (...) ignores the two above mentioned facts and hence overestimates the foundational role of physics and its methodology. (shrink)

While it is common in social epistemology, philosophy of education and sociology to speak of theoretical knowledge, the concept of theoretical knowledge used in ordinary discourse has not been properly examined, and its relations to other types of knowledge remain unclear. This article argues that this ordinary language notion of theoretical knowledge has a distinct meaning different from the meanings of terms for other knowledge types, for example, knowledge‐that, and meta‐cognitive (...) class='Hi'>knowledge, and provides an analysis that characterizes theoretical knowledge as distinguished by its indirectness. The article then discusses the implications of this view for the practical role of theoretical knowledge and suggests that a reappraisal of its epistemic significance is due. (shrink)

This paper concerns the rational reconstruction of physical theories initially advanced by F. P. Ramsey and later elaborated by Rudolf Carnap. The Carnap–Ramsey reconstruction of theoretical knowledge is a natural development of classical empiricist ideas, one that is informed by Russell's philosophical logic and his theories of propositional understanding and knowledge of matter ; as such, it is not merely a schematic representation of the notion of an empirical theory, but the backbone of a general account of (...) our knowledge of the physical world. Carnap–Ramsey is an illuminating approach to epistemological problems that remain with us, one whose difficulties are shared by accounts that have sought to replace it. 1 Introduction 2 Russell's theory of propositional understanding 3 Ramsey's primary and secondary systems 4 Carnap's reconstruction of the language of science and an observation of Newman 5 Extension of the foregoing to constructive empiricism 6 Putnam's model-theoretic argument and the semantic view of theories 7 The problem clarified and resolved. (shrink)

Professor Lee presents us with a thoroughly worked out and clear epistemology from a pragmatic-naturalist standpoint; his acknowledged intellectual mentors have been C. I. Lewis, G. H. Mead, and H. Bergson. A neo-Kantian without Kant’s fixed structures, Lee holds that the categories by which we interpret the "intuitive flux" need not be rigid because the flux itself is not of this character. "The concepts are derived from experience; thus there is no mystery or miracle involved in their application to experience." (...) Where does the necessary or apodictic element in knowledge come from? There is none; Lee holds it to be the distinctive advance of twentieth-century science to have recognized the hypothetical-deductive nature of all knowledge. It is to critically underscore this open-ended dimension to knowledge that Lee introduces his concept of the "continuum." Lee attempts to find an epistemic locus in an experience of continuity or "passage," "the vaguely felt wholeness that contains no gaps or separateness," but argues his case chiefly by exploiting the discoveries in mathematics of the discrepancy between our "intuition" of continuity on the one hand, and our ability to express this intuition in a formal system or work our way back to it from discrete parts. The fallacy of "misplaced discreteness" consists in taking a selection from the continuous flux as an adequate representation or definitive characterization of the entire flux. But "a continuum is not to be obtained from discrete parts, no matter how tightly they are jammed up against each other." Lee attacks the view that "one and only one analysis of the situation is correct. Such a demonstration is impossible if events are cut from a continuum; the assumption of a single analysis is unjustified.". (shrink)

Leading philosophical accounts presume that Thomas H. Morgan’s transmission theory can be understood independently of experimental practices. Experimentation is taken to be relevant to confirming, rather than interpreting, the transmission theory. But the construction of Morgan’s theory went hand in hand with the reconstruction of the chief experimental object, the model organism Drosophila melanogaster . This raises an important question: when a theory is constructed to account for phenomena in carefully controlled laboratory settings, what knowledge, if any, indicates the (...) theory’s relevance to phenomena outside highly controlled settings? The answer, I argue, is found within the procedural knowledge embedded within laboratory practice. †To contact the author, please write to: Minnesota Center for Philosophy of Science, University of Minnesota, Department of Philosophy, 831 Heller Hall, 271 19th Ave., University of Minnesota, Minneapolis, MN 55455‐0310; e‐mail: [email protected]. (shrink)

In the introduction to the special volume, Gilbert Ryle: Intelligence, Practice and Skill, Julia Tanney introduces the contributions of Michael Kremer, Stina Bäckström and Martin Gustafsson, and Will Small, each of which indicates concern about the appropriation of Ryle’s distinction between knowing-how and knowing-that in seminal work in contemporary epistemology. Expressing agreement with the authors that something has gone awry in these borrowings from Ryle, Tanney takes this criticism to a deeper level. She argues that the very notion of content-bearing, (...) causally-efficacious mental states, let alone representational states of knowledge-that or knowledge-how, embodies the very presuppositions that Ryle calls into question in his rejection of classical theories of meaning and his related warning of the type-errors involved in conflating rational and mechanistic explanation. That these mental posits are presupposed, unchallenged, in today’s debates make his arguments against intellectualism particularly difficult to discern. (shrink)

Kant's theory of judgment involves his answer to the question "How is knowledge of the pattern underlying intentional strategies of objective - true and justified - representation of empirical events possible?" When we problematize this question, the problem of the scope of our notion of consistency in empirical reasoning emerges. We will argue in this article that Kant's theory includes a thesis about the circular nature of our patterns of consistency, based on the ability to protect the conceptual presuppositions (...) that harmonize knowledge of truth as opposed to falsity in any paradigm of theoretical reflection. This thesis allows Kant to develop a foundationalism about the knowledge of the content of judgments (the ability to recognize conceptual correctness or rule consistency) without committing to a static and transcendent view of the ideal object of our assertion strategies. In our view, this view is still one of the most competitive in describing the necessary - though not static - status of the propositions of empirical science. (shrink)

When we affirm that someone knows something, we are making a value judgment of sorts - we are claiming that there is something superior about that person's opinion, or their evidence, or perhaps about them. A central task of the theory of knowledge is to investigate the sort of evaluation at issue. This is the first book to make 'epistemic normativity,' or the normative dimension of knowledge and knowledge ascriptions, its central focus. John Greco argues that (...) class='Hi'>knowledge is a kind of achievement, as opposed to mere lucky success. This locates knowledge within a broader, familiar normative domain. By reflecting on our thinking and practices in this domain, it is argued, we gain insight into what knowledge is and what kind of value it has for us. (shrink)

Abstract. The book reviewed was written by the leading Russian philosopher of science. It summarizes the results of the most productive stage of the leading trend in modern Russian philosophy. It is shown that the book is even more interesting as a reflection of certain tendencies some of which will inevitably become influential in future.

We present an axiomatic approach for a class of finite, extensive form games of perfect information that makes use of notions like “rationality at a node” and “knowledge at a node.” We distinguish between the game theorist's and the players' own “theory of the game.” The latter is a theory that is sufficient for each player to infer a certain sequence of moves, whereas the former is intended as a justification of such a sequence of moves. While in general (...) the game theorist's theory of the game is not and need not be axiomatized, the players' theory must be an axiomatic one, since we model players as analogous to automatic theorem provers that play the game by inferring (or computing) a sequence of moves. We provide the players with an axiomatic theory sufficient to infer a solution for the game (in our case, the backwards induction equilibrium), and prove its consistency. We then inquire what happens when the theory of the game is augmented with information that a move outside the inferred solution has occurred. We show that a theory that is sufficient for the players to infer a solution and still remains consistent in the face of deviations must be modular. By this we mean that players have distributed knowledge of it. Finally, we show that whenever the theory of the game is group-knowledge (or common knowledge) among the players (i.e., it is the same at each node), a deviation from the solution gives rise to inconsistencies and therefore forces a revision of the theory at later nodes. On the contrary, whenever a theory of the game is modular, a deviation from equilibrium play does not induce a revision of the theory. (shrink)

Well-known epistemologies of science have implications for how best to understand knowledge transfer (KT). Yet, to date, no serious attempt has been made explicate these particular implications. This paper infers views about KT from two popular epistemologies; what we characterize as incommensurabilitist views (after Devitt 2001; Bird 2002, 2008; Sankey and Hoyningen-Huene 2013) and voluntarist views (after van Fraassen 1984; Dupré 2001; Chakravartty 2015). We argue views of the former sort define the methodological, ontological, and social conditions under which (...) research operates within ‘different worlds’ (to use Kuhn’s expression), and entail that genuine KTs under those conditions should be difficult or even impossible. By contrast, more liberal voluntarist views recognize epistemological processes that allow for transfers across different sciences even under such conditions. After outlining these antithetical positions, we identify two kinds of KTs of two kinds present in well-known episodes in the history of ecology—specifically, successful model transfers from chemical kinetics and thermodynamics into areas of ecological research—which reveal significant limitations of incommensurabilitist views. We conclude by discussing how the selected examples support a pluralistic voluntarism regarding KT. (shrink)

We describe and examine a view of knowledge application in schooling developed from aspects of contemporary learning theory. To situate our perspective in contemporary practice, we establish the significance of the issue of knowledge application as an educational challenge. We then review some enduring theoretical conceptions of the problem and their educational ramifications following which we introduce some developments in educational learning theory and consider their implications for teaching knowledge application.

In this paper we aim to discuss a theoretical explanation for the positive relationship between patients’ knowledge and their trust in healthcare personnel. Our approach is based on John Dewey’s notion of continuity. This notion entails that the individual’s experiences are interpreted as interrelated to each other, and that knowledge is related to future experience, not merely a record of the past. Furthermore, we apply Niklas Luhmann’s theory on trust as a way of reducing complexity and enabling (...) action. Anthony Giddens’ description and analysis of the high modern society provides a frame for discussing the preconditions for patient-healthcare personnel interaction. High modernity is dominated by expert systems and demands trust in these. We conclude that patient knowledge and trust in healthcare personnel is related because both knowledge and trust are future- and action-oriented concepts. The traits of high modernity provides opportunities and challenges as the personnel can and must perform discretion. This discretion must be made in a context where knowledge is considered uncertain and preliminary. (shrink)

We study the topological models of a logic of knowledge for topological reasoning, introduced by Larry Moss and Rohit Parikh (1992). Among our results is the confirmation of a conjecture by Moss and Parikh, as well as the finite satisfiability property and decidability for the theory of topological models.

The aim of this contribution is to provide an overview of conceptual approaches to incorporating a decision maker’s non-knowledge into economic theory. We will focus here on the particular kind of non-knowledge which we consider to be one of the most important for economic discussions: non-knowledge of possible consequence-relevant uncertain events which a decision maker would have to take into account when selecting between different strategies.

Well-known epistemologies of science have implications for how best to understand knowledge transfer (KT). Yet, to date, no serious attempt has been made to explicate these particular implications. This paper infers views about KT from two popular epistemologies; what we characterize as incommensurabilitist views (after Devitt, 2001; Bird, 2002, 2008; Sankey and Hoyningen-Huene 2013) and voluntarist views (after Van Fraassen, 1984; Dupré, 2001; Chakravartty, 2015). We argue views of the former sort define the methodological, ontological, and social conditions under (...) which research operates within ‘different worlds’ (to use Kuhn's expression), and entail that genuine KTs under those conditions should be difficult or even impossible. By contrast, more liberal voluntarist views recognize epistemological processes that allow for transfers across different sciences even under such conditions. After outlining these antithetical positions, we identify two kinds of KTs present in well-known episodes in the history of ecology—specifically, successful model transfers from chemical kinetics and thermodynamics into areas of ecological research—which reveal significant limitations of incommensurabilitist views. We conclude by discussing how the selected examples support a pluralistic voluntarism regarding KT. (shrink)

The "object theoretic operational view" suggests a new structure of physical knowledge. This view takes branches of physics as basic units. Its main concepts are primary (PIO) and secondary (SIO) ideal objects with the explicit definition of SIO through PIO and the implicit definition of PIOs within appropriate systems of statements, called a "nucleus of a branch of physics" (NBP). Within an NBP (which has a definite structure) the focus shifts from discovering "laws of nature" to definition of a (...) physical object (system) and its states, and the distinct notion "measurable" replaces the vague notion "observable". On this basis the roles of physical models and measurements within physics, as well as two types (PIO- and SIO- type) of theories, activity, and experiment are discussed, and a different junction of "realism” and "constructivism" is presented. (shrink)

A theoretical term gets its meaning from a set of meaning-constitutive or 'analytic' sentences of the relevant theory. The meanings of theoretical terms may change when the theories change. After a discussion of Kant and Frege, I propose a broadly Quinean view of analyticity, without adopting Quine's meaning skepticism. A sentence of a given theory in a certain language is called analytic if revising the theory so that this sentence is lost entails the abandonment of the given linguistic (...) (alternatively, of the given theoretical) framework. This solution to the problem of defining analyticity is rooted in intuitive judgements of the members of a linguistic community about the identity of languages or theories. (shrink)

A Review of John Greco's book Acheiving Knowledge. The critical points I make involve three claims Greco makes that represent common ground between the reliabilists (including agent reliabilists like himself) and the character epistemologists (which would include myself): I. Such virtues are often needed to make our cognitive abilities reliable (to turn mere faculties into excellences); II. Such virtues might be essentially involved in goods other than knowledge; III. Such virtues might be valuable in themselves.

A review of "Achieving Knowledge" by John Greco.

According to David Hume, the concept of causation and probability are to be understood in terms of the concepts of similarity and repetition. In this book, it is shown that they are to be understood in terms of the concept of continuity. One corollary is that there is no legitimate basis for skepticism concerning the legitimacy of inductive inference. Another is that anti-realism about theoretical entities is misconceived.