Russian translation of Gettier E. L. Is Justified True Belief Knowledge? // Analysis, vol. 23, 1963. Translated by Lev Lamberov with kind permission of the author.

[ES] En este breve trabajo, se presenta una edición bilingüe de Is Justified True Belief Knowledge?, de Edmund L. Gettier, donde se presentan contraejemplos a la definición de «conocimiento» como «creencia verdadera justificada». [ES] In this brief text, a bilingual edition of Is Justified True Belief Knowledge?, by Edmund L. Gettier, some counterexamples are presented to the definition of «knowledge» as «justified true belief».

[ES] En este breve trabajo, se presenta una edición bilingüe de Is Justified True Belief Knowledge?, de Edmund L. Gettier, donde se presentan contraejemplos a la definición de «conocimiento» como «creencia verdadera justificada». [ES] In this brief text, a bilingual edition of Is Justified True Belief Knowledge?, by Edmund L. Gettier, some counterexamples are presented to the definition of «knowledge» as «justified true belief».

Introduction to Philosophy, Fourth Edition, is the most comprehensive topically organized collection of classical and contemporary philosophy available. Building on the exceptionally successful tradition of previous editions, this edition for the first time incorporates the insights of a new coeditor, John Martin Fischer, and has been updated and revised to make it more accessible. Ideal for introductory philosophy courses, the text includes sections on the meaning of life, God and evil, knowledge and reality, the philosophy of science, the mind/body problem, (...) freedom of will, consciousness, ethics, and philosophical puzzles and paradoxes. It presents seventy substantial--and in some cases complete--selections from the best and most influential works in philosophy, offering a unique balance between classical and contemporary material. An extensive glossary of philosophical terms is also included. The fourth edition features fifteen new readings, including work by Albert Camus, Roderick M. Chisholm, Daniel Dennett, Harry G. Frankfurt, William Paley, Derek Parfit, John Perry, Richard Taylor, Peter Van Inwagen, Bernard Williams, and Susan Wolf. Part III, Knowledge and Reality, has been restructured and now includes Plato's Thaetetus, selections by Edmund L. Gettier and Robert Nozick, and an essay by Christopher Grau that explores the philosophical concepts presented in the popular film The Matrix. Two new ethics puzzles--"The Trolley Problem" and "Ducking Harm and Sacrificing Others"--are also included. This edition incorporates Study Questions after each reading and is accompanied by an Instructor's CD and a Student Companion Website, both containing helpful resources. (shrink)

TO THE LOGICAL INVESTIGATIONS A DRAFT OF A PREFACE TO THE LOGICAL INVESTIGATIONS ( 1913) Edited by EUGEN FINK Translated with Introductions by PHILIP J. BOSSERT and CURTIS H. PETERS • MARTINUS NIJHOFF THE HAGUE 1975 © I975 by Martinus Nijhoff. The Hague. Netherlands All rights reserved. including the right to translate or to reproduce this book or parts thereof in any form ISBN-I3: 978-90-247-1711-8 e-ISBN-I3: 978-94-010-1655-1 DOl: 10. 1007/978-94-010-1655-1 TO HERBERT SPIEGELBERG ESTEEMED SCHOLAR, MENTOR, FRIEND ACKNOWLEDGEMENTS We would like (...) to express our thanks to H. L. Van Breda, director of the Husserl-Archiv (Louvain), for his approval and encouragement of this project, and to Professor Dr. Gerhart Husserl, Professor Dr. Eugen Fink and the editors of Tijdschrift voor Philosophie for their permission to undertake it. We also owe a debt of appreciation to Dr. Karl Schuhmann of the Catholic University of Louvain and to Dr. Elmar Holenstein, Dr. Edi Marbach and Mr. Rudolf Bernet of the Husserl-Archiv (Louvain) for their help in reading the original manuscripts and for putting their excellent knowledge of the Husserl "Nachlass" preserved at the Archives at our disposal. We especially wish to thank Professor Herbert Spiegelberg whose careful and critical reading of our manuscript at an earlier stage resulted in numerous suggestions for its improvement; and, last but not least, our wives, Jane and Pam, for their help in preparing the typescripts. TABLE OF CONTENTS Translator's Introductions XI I. HISTORICAL INTRODUCTION XI II. THEMATIC INTRODUCTION XX III. (shrink)

Studies in philosophy: I. Tufts, J.H. On moral evolution. II. Willcos, W.F. The expansion of Europe in its influence upon population. III. Woods, R.A. Democracy a new unfolding of human power. IV. Sharp, F.C. An analysis of the moral judgment. V. Woodbridge, F.J.E. The problem of consciousness. VI. Norton, E.L. The intellectual element in music. VII. Raub, W.L. Pragmatism and Kantianism. VIII. Lyman, E.W. The influence of pragmatism upon the status of theology.--Studies in psychology: IX. Delabarre, E.B. Influence of surrounding (...) objects on the apparent direction of a line. X. Swift, E.J. Beginning a language; a contribution to the psychology of learning. XI. Pierce, A.H. An appeal from the prevailing doctrine of a detached subconsciousness. XII. Woodworth, R.S. The cause of a voluntary movement. XIII. Burnett, C.T. An experimental test of the classical theory of volition. (shrink)

Edmund Gettier has cited familiar cases in which it seems plausible to conclude that a person has a true and justified belief, yet lacks knowledge. Robert Almeder denies that Gettier’s cases falsify the traditional account. What they show is that Gettier’s subjects lack knowledge because they are not completely justified in their beliefs, where being completely justified in believing that p entails the truth of the proposition that p. This move blocks Gettier’s counterexamples, which rely (...) on the possibility that one might be justified in believing something false. (shrink)

Since Edmund L. Gettier reminded us recently of a certain important inadequacy of the traditional analysis of "S knows that p," several attempts have been made to correct that analysis. In this paper I shall offer still another analysis (or a sketch of an analysis) of "S knows that p," one which will avert Gettier's problem. My concern will be with knowledge of empirical propositions only, since I think that the traditional analysis is adequate for knowledge of (...) nonempirical truths. (shrink)

Joel Feinberg : In Memoriam. Preface. Part I: INTRODUCTION TO THE NATURE AND VALUE OF PHILOSOPHY. 1. Joel Feinberg: A Logic Lesson. 2. Plato: "Apology." 3. Bertrand Russell: The Value of Philosophy. PART II: REASON AND RELIGIOUS BELIEF. 1. The Existence and Nature of God. 1.1 Anselm of Canterbury: The Ontological Argument, from Proslogion. 1.2 Gaunilo of Marmoutiers: On Behalf of the Fool. 1.3 L. Rowe: The Ontological Argument. 1.4 Saint Thomas Aquinas: The Five Ways, from Summa Theologica. 1.5 Samuel (...) Clarke: A Modern Formulation of the Cosmological Argument. 1.6 William L. Rowe: The Cosmological Argument. 1.7 William Paley: The Argument from Design. 1.8 Michael Ruse: The Design Argument. 1.9 David Hume: Dialogues Concerning Natural Religion. 2. The Problem of Evil. 2.1 Fyodor Dostoyevsky: Rebellion. 2.2 J. L. Mackie: Evil and Omnipotence. 2.3 Peter van Inwagen: The Argument from Evil. 2.4 Michael Murray and Michael Rea: The Argument from Evil. 2.5 B. C. Johnson: God and the Problem of Evil. 3. Reason and Faith. 3.1 W. K. Clifford: The Ethics of Belief. 3.2 William James: The Will to Believe. 3.3 Kelly James Clark: Without Evidence or Argument. 3.4 Blaise Pascal: The Wager. 3.5 Lawrence Shapiro: Miracles and Justification. 3.6 Simon Blackburn: Infini-Rien. Part III. HUMAN KNOWLEDGE: ITS GROUNDS AND LIMITS. 1. Skepticism. 1.1 John Pollock: A Brain in a Vat. 1.2 Michael Huemer: Three Skeptical Arguments. 1.3 Robert Audi: Skepticism. 2. The Nature and Value of Knowledge. 2.1 Plato: Knowledge as Justified True Belief. 2.2 Edmund Gettier: Is Justified True Belief Knowledge? 2.3 James Cornman, Keith Lehrer, and George Pappas: An Analysis of Knowledge. 2.4 Gilbert Ryle: Knowing How and Knowing That. 2.5 Plato: "Meno". 2.6 Linda Zagzebski, Epistemic Good and The Good Life. 3. Our Knowledge of the External World. 3.1 Bertrand Russell: Appearance and Reality and the Existence of Matter. 3.2 René Descartes: Meditations on First Philosophy. 3.3 John Locke: The Causal Theory of Perception. 3.4 George Berkeley: Of the Principles of Human Knowledge. 3.5 G. E. Moore: Proof of an External World. 4. The Methods of Science. 4.1 David Hume: An Inquiry Concerning Human Understanding. 4.2 Wesley C. Salmon: An Encounter with David Hume. 4.3 Karl Popper: Science: Conjectures and Refutations. 4.4 Philip Kitcher: Believing Where We Cannot Prove. Part IV: MIND AND ITS PLACE IN NATURE. 1. The Mind-Body Problem. 1.1 Brie Gertler: In Defense of Mind--Body Dualism. 1.2 Frank Jackson: The Qualia Problem. 1.3 David Papineau: The Case for Materialism. 1.4 Paul Churchland: Functionalism and Eliminative Materialism. 2. Can Non-Humans Think? 2.1 Alan Turing: Computing Machinery and Intelligence. 2.2 John R. Searle: Minds, Brains, and Programs. 2.3 William G. Lycan: Robots and Minds. 3. Personal Identity and the Survival of Death. 3.1 John Locke: The Prince and the Cobbler. 3.2 Thomas Reid: Of Mr. Locke’s Account of Our Personal Identity. 3.3 David Hume: The Self. 3.4 Derek Parfit: Divided Minds and the Nature of Persons. 3.5 Shelly Kagan: What Matters. 3.6 John Perry: A Dialogue on Personal Identity and Immortality. Part V: DETERMINISM, FREE WILL, AND RESPONSIBILITY. 1. Libertarianism: The Case for Free Will and Its Incompatibility with Determinism. 1.1 Roderick M. Chisholm: Human Freedom and the Self. 1.2 Robert Kane: Free Will: Ancient Dispute, New Themes. 2. Hard Determinism: The Case for Determinism and its Incompatibility with Its Incompatibility with Any Important Sense of Free Will. 2.1 James Rachels: The case against Free Will. 2.2 Derk Pereboom: Why We Have No Free Will and Can Live Without It. 3. Compatibilism: The Case for Determinism and Its Compatibility with the Most Important Sense of Free Will. 3.1 David Hume: Of Liberty and Necessity. 3.2 Helen Beebee: Compatibilism and the Ability to do Otherwise. 4. Freedom and Moral Responsibility. 4.1 Galen Strawson: Luck Swallows Everything. 4.2 Harry Frankfurt: Alternate Possibilities and Moral Responsibility. 4.3 Thomas Nagel: Moral Luck. 4.4 Susan Wolf: Sanity and the Metaphysics of Responsibility. Part VI: MORALITY AND ITS CRITICS. 1. Changes to Morality. 1.1 Joel Feinberg: Psychological Egoism. 1.2 Plato: The Immoralist’s Challenge. 1.3 Friedrich Nietzche: Master and Slave Morality. 1.4 Richard Joyce: The Evolutionary Debunking of Morality. 2. Proposed Standards and Right of Conduct. 2.1 Russ Shafer-Landau: Ethical Subjectivism. 2.2 Mary Midgley: Trying Out One’s New Sword. 2.3 Aristotle: Virtue and the Good Life. 2.4 Thomas Hobbes: Leviathan. 2.5 Plato: Euthyphro. 2.6 Immanuel Kant: The Good Will and the Categorical Imperative. 2.7 J.S. Mill: Utilitarianism, Chapters 2 and 4. 2.8 W. D. Ross: What Makes Right Acts Right? 2.9 Hilde Lindemann: What Is Feminist Ethics? 3. Ethical Problems. 3.1 Kwame Anthony Appiah: What Will Future Generations Condemn Us For? 3.2 Peter Singer: Famine, Affluence and Morality. 3.3 John Harris: The Survival Lottery. 3.4 James Rachels: Active and Passive Euthanasia. 3.5 Mary Anne Warren: The Moral and Legal Status of Abortion. 3.6 Don Marquis: Why Abortion Is Immoral. 4. The Meaning of Life. 4.1 Epicurus: Letter to Menoeceus. 4.2 Richard Taylor: The Meaning of Life. 4.3 Richard Kraut: Desire and the Human Good. 4.4 Leo Tolstoy: My Confession. 4.5 Susan Wolf: Happiness and Meaning. 4.6 Thomas Nagel: The Absurd. (shrink)

Since Edmund L. Gettier's famous paper a series of counterexamples has been raised against the traditional analysis of knowledge in terms of justified true belief. Some of these (not only Gettier-type) counterexamples can be ruled out by adding a fourth condition to the traditional account which demands a causal connection between the belief of a person and the fact the person believes. This causal connection is specified in a particular way so that counterexamples put forward against causal (...) accounts of knowledge are likewise eliminated. (shrink)

Since Edmund L. Gettier's famous paper a series of counterexamples has been raised against the traditional analysis of knowledge in terms of justified true belief. Some of these (not only Gettier-type) counterexamples can be ruled out by adding a fourth condition to the traditional account which demands a causal connection between the belief of a person and the fact the person believes. This causal connection is specified in a particular way so that counterexamples put forward against causal (...) accounts of knowledge are likewise eliminated. (shrink)

This essay announces the inauguration of a section ofTheoretical Medicine and invites submissions on the topic Method and Methodology in Medical Ethics. It offers some sketches of plausible meanings of method and of methodology and their relationships as these might apply to work in biomedical ethics. It suggests a broad range of issues, dilemmas or conflicts that may be addressed for help via method and/or methodology.

This essay is an array of several taxonomies of values which bear on medicine. The first is a rather low-level list of types of values, meant to be adequate to observational data collection about human valuing. It proceeds to a discussion of levels of valuing so that senses of higher and lower values are articulated. Next, it offers a consideration of intrinsic versus extrinsic and of fundamental versus domestic (or mediating, enabling) values, along with the notions of a practice and (...) virtues. Finally it offers an analysis of clusters of value types along the lines of personal values, social values and professional values acting as interlocking force fields affecting the judgments, reactions and decisions of persons working in health care. In addition to the anticipated elucidation contained in the dialectic, two conclusions are intended: (1) the topic of values in medicine is staggeringly complex, and (2) a medical career is in the best sense a tragic fate in that a noble calling is doomed to many failures because of an inability to reconcile conflicts of values as much as because techniques cannot accomplish everything. (shrink)

There are many calls for a definitions personhood, but also many logical and Wittgensteinian reasons to think fulfilling this is unimportant or impossible. I argue that we can consider many contexts as language-games and consider the person as the key player in each. We can then examine the attributes, presuppositions and implications of personhood in those contexts. I use law and therapeutic psychology as two examples of such contexts or language-games. Each correlates with one of the classic “theories” of ethics-deontology (...) and consequentialism. But each is a large enough cluster to consider them as paradigms in a sense related to Thomas Kuhn's notion in The Structure of Scientific Revolutions. Showing the presuppositions about and “takes” on personhood together with the connections involved in the paradigms deepens the dilemmas we already know to be present. (shrink)

The variety of general issues and particular controversies in biomedical ethics can be understood as reflecting a deeper unity than normally supposed. The principle of plenitude and the paradigm of the "chain of Being" form the tie among the phenomena. They are defined, and their presence is tracked especially through some of the ideas and language in the debate about the ethics of abortion. Keywords: plenitude, great chain of Being, abortion, explanation CiteULike Connotea Del.icio.us What's this?

tracked the influence of the major Western historical paradigm of the great chain of being through various positions taken about abortion. This essay shows the paradigm's influence on our language – especially in animating the use of "god" and phrases like "playing god". This is important given the prevalence of religious values in bioethics debates and the pervasiveness of the language. I hunt unsuccessfully for a meaning that could serve as a moral principle, and I show how these phrases are (...) rooted in the paradigm. I conclude that all that such language can do is offer the pretense that there is a specific absolute ground for forbidding something which could otherwise be morally acceptable. But such language is nearly senseless, and worse still, it is immoral in that it cuts off reflection and debate. Keywords: play[ing] god, great chain of being, principle of plenitude CiteULike Connotea Del.icio.us What's this? (shrink)

Persons concerned with medical education sometimes argued that medical students need no formal education in ethics. They contended that if admissions were restricted to persons of good character and those students were exposed to good role models, the ethics of medicine would take care of itself. However, no one seems to give much philosophic attention to the ideas of model or role model. In this essay, I undertake such an analysis and add an analysis of role. I show the weakness (...) in relying on role models exclusively and draw implications from these for appeals to virtue theory. Furthermore, I indicate some of the problems about how virtue theory is invoked as the ethical theory that would most closely be associated to the role model rhetoric and consider some of the problems with virtue theory. Although Socrates was interested in the character of the (young) persons with whom he spoke, Socratic education is much more than what role modeling and virtue theory endorse. It -- that is, philosophy -- is invaluable for ethics education. (shrink)

The quality of our lives depends to a great degree on the sorts of people who inhabit them. There are very different sorts, and there are good reasons for preferring some sorts to others, and for doing what one can to be of one sort rather than another. These are truisms too seldom explored in moral philosophy.

Viele Philosophen Glauben, daß die sogenannte „klassische” Definition des Wissens: -/- (W)Das Subjekt S weiß, daß p =Df. (i) S glaubt (ist überzeugt), daß p; (ii) S hat eine Begründung (eine epistemische Rechtferigung) für seine Überzeugung, daß p; und (iii) es ist der Fall, daß p. -/- durch das berühmte Gegenbeispiel Gettiers endgültig demoliert wurde: Gettier hat die folgende Situation konstruiert: -/- (G)(1) Das Subjekt S hat eine gute induktive Begründung für die Überzeugung, daß p. (2) S hat die (...) Überzeugung vom Inhalt p oder q. (3) S hat demgemäß die Begründung für seine Überzeugung, daß p oder q; und zwar kraft der Begründung, die es für die Überzeugung, daß p, hat. (4) Was q betrifft, so hat S gar keine epistemischen Gründe (weder für noch gegen q). (5) p erweist sich als falsch, q ist dagegen (dank eines Zufalls) wahr. -/- Wir argumentieren, daß die philosophische Bedeutung des Rätsels von Gettier in der Regel stark überschätzt wird. Das Subjekt S hat eine gute Begründung für die Überzeugung, daß p. Trotzdem ist der Inhalt seiner Überzeugung nicht einfach p, sondern stattdessen p oder q. Eine solche Über¬zeu¬gung wäre verständlich, wenn S für q noch eine unabhängige Begründung hätte. Kraft der Voraussetzung hat es jedoch keine solche Begründung. Das Gettiersche Subjekt hat in diesem Sinne gratis abgeschwächte Überzeugungen. Wir argumentieren, daß solche Überzeugungen nicht nur aus den psychologischen, sondern auch aus gewissen im weiten Sinne logischen Gründen ausgeschloßen werden soll, und versuchen die Regeln zu formulieren, die solche gratis abgeschwächten Überzeugungen ausschließen. (shrink)

Thus there arises the fundamental dilemma of education. To define in advance an end result and then to seek by all possible means to achieve it is to be held too narrowing, too repressive, too authoritarian. But if, on the other hand, there is no end in view, educational activity is confused and incoherent. Its various parts and successive phases do not add up to anything. Without a definition of the end there is no test by which means can be (...) selected, and no standard by which practice can be criticized and improved. (shrink)

It is surprising that contemporary philosophers of education have paid so little attention to the question of what kinds of things can and cannot be taught. That this question is central in the history of the subject, beginning with the Meno, need not, I think, be argued. Neither should it be necessary to argue that it is logically prior to such large questions as those concerning the aims of education, or the definition of the teacher, or the relationship between democracy (...) and education, or the place of education in nature, or, more modestly, in culture. How one could begin to answer such questions without first exploring the boundary between the teachable and the non-teachable is far from clear. (shrink)

My aim in this paper is to correct Hume's gloss of the Crito both for the historical purpose of enhancing our understanding of the dialogue and for the philosophical aim of illuminating the grounds of morality and moral community. My thesis is that both Hume and Plato are sensitive to the human condition, which is manifestly a condition of inter- dependence, which means that rational, free, informed acceptance of a government depends on some government's prior parentalism.

I assess the ethical content of Philip Roth's account of his father's final years with, and death from, a tumor. I apply this to criticisms of the nature and content of case reports in medicine. I also draw some implications about modernism, postmodernism and narrative understandings.

This paper tells the story of events that led up to a septoplasty and the consequences that followed it. The patient is a medical ethicist. After scratching the inside of a nostril in 1976, he suffered with occasional bleeding and irritation for almost two decades. He tried topical treatment. As this failed, he sought help from an ENT specialist. The paper relates the conduct of the patient and others (friends in the medical field, the patient's spouse, nurses and anesthesiologists) vis-à-vis (...) informed consent. (shrink)

As Montaigne put it, on the highest throne in the world man sits on his arse. Usually this epigram makes people laugh because it seems to reclaim the world from artificial pride and snobbery and to bring things back to egalitarian values. But if we push the observation even further and say men sit not only on their arse, but over a warm and fuming pile of their own excrement—the joke is no longer funny. The tragedy of man's dualism, his (...) ludicrous situation, becomes too real. The anus and its incomprehensible, repulsive product represents not only physical determinism and boundness, but the fate as well of all that is physical: decay and death. [Becker, 1973, p. 31]. (shrink)