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Doubt, Belief, and Knowledge

Indian Council of Philosophical Research in Association with Allied Publishers (1987)

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  1. International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.
    This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...)
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  • Handbook of Logical Thought in India.Sundar Sarukkai & Mihir Chakraborty (eds.) - 2018 - New Delhi, India: Springer.
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  • Pursuits of Belief: Reflecting on the Cessation of Belief.Sanjit Chakraborty - forthcoming - Sophia:639-654.
    This paper attempts to revisit how ‘acquaintance’ could bring about belief and how belief becomes knowledge in our language system due to the credential undertaking of truth, justification, evidence, and causal or conceptual preservation. My quest in this paper is to interrogate belief and the cessation of belief from the perspective of the doxastic approach of externalism and internalism in the philosophy of language and philosophy of mind. I will attempt to make sense of the nominal appeal to both of (...)
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  • Indian Experiences with Science: Considerations for History, Philosophy, and Science Education.Sundar Sarukkai - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1691-1719.
    This chapter explores how perspectives on science drawn from Indian experiences can contribute to the interface between history and philosophy of science (HPS) and science education (SE). HPS is encoded in science texts in the various presuppositions that underlie both the content and the way the content is presented. Thus, a deeper engagement with contemporary work in HPS will be of great significance to science teaching. By drawing on the notion of multicultural origins of science as well as redefining the (...)
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  • What Do We Do with Knowledge?Chinmoy Goswami - 2007 - AI and Society 21 (1-2):47-56.
  • Possible Ideas of Necessity in Indian Logic.Sundar Sarukkai - 2011 - Journal of Philosophical Logic 40 (5):563-582.
    It is often remarked that Indian logic (IL) has no conception of necessity. But what kind of necessity is absent in this system? Logical necessity is presumably absent: the structure of the logical argument in IL is often given as a reason for this claim. However even a cursory understanding of IL illustrates an abiding attempt to formulate the idea of necessity. In Dharmakīrti's classification of inferences, one can detect the formal process of entailment in the inferences arising from class (...)
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  • Epistemology in Classical Indian Philosophy.Stephen Phillips - forthcoming - Stanford Encyclopedia of Philosophy.
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