Results for 'Philosophy, Maori'

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  1. The Juxtaposition of Māori Words with English Concepts. ‘Hauora, Well-Being’ as Philosophy.Sharyn Heaton - forthcoming - Educational Philosophy and Theory:1-9.
    Within the New Zealand curriculum, hauora has been co-opted as an underlying and interdependent concept at the heart of the learning area of health and physical education. Hauora is identified as a Māori philosophy of well-being, advocating a Māori world view of hauora. Contemporary understandings of hauora as a Māori philosophy of health are constructed within dominant English-medium curriculum discourses. At first glance the juxtaposition of ‘hauora’ with ‘well-being’, and hauora being defined as ‘a Māori philosophy of health’ seems like (...)
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    Kaupapa Māori, Philosophy and Schools.Georgina Stewart - 2014 - Educational Philosophy and Theory 46 (11):1-6.
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  3. The Treaty and the Word: The Colonization of Māori Philosophy.Moana Jackson - 1992 - In Graham Oddie & Roy W. Perrett (eds.), Justice, Ethics, and New Zealand Society. Oxford University Press. pp. 1--10.
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  4.  90
    Exploring Maori Values.John Patterson - 1994 - Philosophy East and West 44 (1):183-186.
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  5.  18
    People of the Land: A Pacific Philosophy.John Patterson - 2000 - Dunmore Press.
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  6. Justice, Ethics, and New Zealand Society.Graham Oddie & Roy W. Perrett (eds.) - 1992 - Oxford University Press.
    What is sovereignty? Was it ceded to the Crown in the Treaty of Waitangi? If land was unjustly confiscated over a century ago, should it be returned? Is an ecosystem valuable in itself, or only because of its value to people? Does a property right entail a right to destroy? Can collectives (such as tribes) bear moral responsibility? Do they have moral rights? If so, what are the implications for the justice system? These questions are essentially philosophical, yet all thoughtful (...)
     
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  7.  9
    The Extra Strand of the Māori Science Curriculum.Georgina Stewart - 2011 - Educational Philosophy and Theory 43 (10):1175-1182.
    This paper comments on the process of re-development of the Maori-medium Science (Pūtaiao) curriculum, as part of overall curriculum development in Aotearoa New Zealand. A significant difference from the English Science curriculum was the addition of an ‘extra strand’ covering the history and philosophy of science. It is recommended that this strand be taught by means of narratives (i.e. using ‘narrative pedagogy’) in order to avoid a superficial didacticism that succumbs to the traditional notion of science curriculum content as (...)
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  8.  4
    Symposium: »Is Reason a Neutral Tool in Comparative Philosophy?«.Jonardon Ganeri, Mustafa Abu Sway, Paul Boghossian & Stewart Georgina - 2016 - In . pp. 133-186.
    Is Reason a Neutral Tool in Comparative Philosophy? In his answer to the symposium’s question, Jonardon Ganeri develops a »Manifesto for [a] Re:emergent Philosophy.« Tracking changes in the understanding of ›comparative philosophy,‹ he sketches how today’s world of academic philosophy seems to be set to enter an »age of re:emergence« in which world philosophies will be studied through modes of global participation. In their responses, the symposium’s discussants tease out implications of this Manifesto for different issues: While Mustafa Abu Sway (...)
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  9.  96
    Dictionary of World Philosophy.A. Pablo Iannone - 2001 - Routledge.
    This is the first comprehensive reference to the vast field of world philosophy. The Dictionary covers all the major subfields of the discipline, with entries drawn from West African, Arabic, Chinese, Indian, Japanese, Jewish, Korean, Latin American, Maori, and Native American philosophy--including Nahua philosophy, a previously unexplored, but key instance of Pre-Hispanic thought. Entries include: * abazimu * abortion * Advaita * afrocentricity * age of the world * artificial life * baskets of knowledge * bhakti body *brotherhood * (...)
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  10.  13
    Mäori in the Science Curriculum: Developments and Possibilities.Georgina Stewart - 2005 - Educational Philosophy and Theory 37 (6):851–870.
    The aim of this paper is to examine the current state of development of Mäori science curriculum policy, and the roles that various discourses have played in shaping these developments. These discussions provide a background for suggestions about a possible future direction, and the presentation of a new concept for Mäori science education.
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  11.  19
    Theoretical Claims and Empirical Evidence in Maori Education Discourse.Elizabeth Rata - 2012 - Educational Philosophy and Theory 44 (10):1060-1072.
    Post-Marxist critical sociology of education has influenced the development of indigenous Maori educational theory and research. Its effects are examined in four claims made for Maori education by indigenous theorists. The claims are: indigenous kaupapa Maori education is a revolutionary initiative; it is a cultural solution to Maori educational under-achievement; it has reversed the decline of the Maori language; it provides a valid educational alternative for an ethnically and culturally distinctive population. The analysis suggests that (...)
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  12. Dictionary of World Philosophy.A. Pablo Iannone - 2013 - Routledge.
    The _Dictionary of World Philosophy_ covers the diverse and challenging terminology, concepts, schools and traditions of the vast field of world philosophy. Providing an extremely comprehensive resource and an essential point of reference in a complex and expanding field of study the _Dictionary_ covers all major subfields of the discipline. Key features: * Cross-references are used to highlight interconnections and the cross-cultural diffusion and adaptation of terms which has taken place over time * The user is led from specific terms (...)
     
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  13. Dictionary of World Philosophy.A. Pablo Iannone - 2014 - Routledge.
    The _Dictionary of World Philosophy_ covers the diverse and challenging terminology, concepts, schools and traditions of the vast field of world philosophy. Providing an extremely comprehensive resource and an essential point of reference in a complex and expanding field of study the _Dictionary_ covers all major subfields of the discipline. Key features: * Cross-references are used to highlight interconnections and the cross-cultural diffusion and adaptation of terms which has taken place over time * The user is led from specific terms (...)
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  14.  49
    Maori Environmental Virtues.John Patterson - 1994 - Environmental Ethics 16 (4):397-409.
    The standard sources for Maori ethics are the traditional narratives. These depict all things in the environment as sharing a common ancestry, and as thereby required, ideally, to exhibit certain virtues of respect and responsibility for each other. These environmental virtues are expressed in terms of distinctively Maori concepts: respect for mauri and tapu, kaitiakitanga, whanaungatanga, manaakitanga, and environmental balance. I briefly explore these Maori environmental virtues, and draw from them some messages for the world at large.
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  15.  37
    The Environmental Views of John Locke and the Maori People of New Zealand.Stephen J. Duffin - 2004 - Environmental Ethics 26 (4):381-401.
    In recent years, the trend in environmental ethics has been to criticize the traditional Western anthropocentric attitude toward nature. Many environmentalists have looked toward some of the views held by indigenous peoples in various parts of the world and argue that important ecological lessons can be learned by studying their beliefs and attitudes toward nature. The traditional Western viewpoint has been labeled as a form of shallow environmentalism, allowing few rights for anything other than human life. In contrast, indigenous peoples (...)
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  16.  6
    'What If Value and Rights Lie Foundationally in Groups?' The Maori Case.Andrew Sharp - 1999 - Critical Review of International Social and Political Philosophy 2 (2):1-28.
    Liberal writers share the intuition that the fundamental moral particle is the human individual, not the group. In this paper, I adopt the opposing intuition which many, including the indigenous Maori of New Zealand, say they feel: that it is the group that is fundamental, rather than the individual. I attempt to work out the doctrine which results from that intuition and call it?group foundationalism?. I then seek to explore the tenability of group foundationalism, not from the perspective of (...)
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  17.  35
    Science in the Māori-Medium Curriculum: Assessment of Policy Outcomes in Pūtaiao Education.Georgina Stewart - 2011 - Educational Philosophy and Theory 43 (7):724-741.
    This second research paper on science education in Māori-medium school contexts complements an earlier article published in this journal (Stewart, 2005). Science and science education are related domains in society and in state schooling in which there have always been particularly large discrepancies in participation and achievement by Māori. In 1995 a Kaupapa Māori analysis of this situation challenged New Zealand science education academics to deal with ‘the Māori crisis’ within science education. Recent NCEA results suggest Pūtaiao (Māori-medium Science) education, (...)
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  18. Exploring Whakaaro: A Way of Responsive Thinking in Maori Research.Carl Mika & Kim Southey - forthcoming - Educational Philosophy and Theory:1-9.
    The experience of researching as a Māori student within academia will often raise questions about how and whether the student’s research privileges Māori world views and articulates culturally specific epistemologies. This study offers some theorising, from the perspectives of a Maori doctoral student and her Maori supervisor, on the metaphysical nature of research for Maori. It emphasises that there is a space for speculative, creative and responsive thinking as a central method in the student’s doctoral research and (...)
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  19. Virtue Ethics and Maori Ethics.Roy W. Perrett & John Patterson - 1991 - Philosophy East and West 41 (2):185-202.
  20.  4
    Straying Beyond the Boundaries of Belief: Maori Epistemologies Inside the Curriculum.Cherryl Waerea‐I.‐Te‐Rangi Smith - 2000 - Educational Philosophy and Theory 32 (1):43–51.
  21.  2
    What If Value and Rights Lie Foundationally in Groups? The Māori Case.Andrew Sharp - 1999 - Critical Review of International Social and Political Philosophy 2 (2):22-23.
  22.  4
    Māori in the Kingdom of the Gaze: Subjects or Critics?Carl Mika & Georgina Stewart - 2016 - Educational Philosophy and Theory 48 (3).
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    Indigenous Language Rights and Political Theory: The Case of Te Reo Māori.Roy W. Perrett - 2000 - Australasian Journal of Philosophy 78 (3):405 – 417.
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  24. King Potatau: An Account of the Life of Potatau Te Wherowhero, the First Maori King.Pei Te Hurinui - 2013 - Philosophy East and West 63 (2).
     
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  25.  2
    Maori Culture and Modern Ethnology: A Preliminary Survey, I.I. L. G. Sutherland - 1927 - Australasian Journal of Psychology and Philosophy 5 (2):81-93.
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  26.  2
    Maori Culture and Modern Ethnology: A Preliminary Survey, II.I. L. G. Sutherland - 1927 - Australasian Journal of Psychology and Philosophy 5 (3):186-201.
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    Maori Culture and Modern Ethnology: A Preliminary Survey, I.I. L. G. Sutherland - 1927 - Australasian Journal of Philosophy 5 (2):81 – 93.
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  28.  3
    Technology, Education and Indigenous Peoples: The Case of Maori.James D. Marshall - 2000 - Educational Philosophy and Theory 32 (1):119–131.
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  29.  3
    The Maori—a Problem in Social Assimilation.W. S. Dale - 1931 - Australasian Journal of Philosophy 9 (3):203 – 213.
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  30.  1
    Maori Culture and Modern Ethnology: A Preliminary Survey, II.I. L. G. Sutherland - 1927 - Australasian Journal of Philosophy 5 (3):186 – 201.
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  31. The Maori—A Problem in Social Assimilation.W. S. Dale - 1931 - Australasian Journal of Psychology and Philosophy 9 (3):203-213.
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  32. Maori Culture and Modern Ethnology.I. L. G. Sutherland - 1927 - Australasian Journal of Philosophy 5 (2):81.
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  33. Maori Culture and Modern Ethnology.I. L. G. Sutherland - 1927 - Australasian Journal of Philosophy 5 (3):186.
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  34.  54
    The Rise of ‘Analytic Philosophy’: When and How Did People Begin Calling Themselves ‘Analytic Philosophers’??Greg Frost-Arnold - 2017 - In Sandra Lapointe & Christopher Pincock (eds.), Innovations in the History of Analytical Philosophy. Palgrave Macmillan. pp. 27-67.
    Many have tackled the question ‘What (if anything) is analytic philosophy?’ I will not attempt to answer this vexed question. Rather, I address a smaller, more manageable set of interrelated questions: first, when and how did people begin using the label ‘analytic philosophy’? Second, how did those who used this label understand it? Third, why did many philosophers we today classify as analytic initially resist being grouped together under the single category of ‘analytic philosophy’? Finally, for the first generation who (...)
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  35. Experimental Philosophy.Joshua Knobe - 2007 - Philosophy Compass 2 (1):81–92.
    Claims about people's intuitions have long played an important role in philosophical debates. The new field of experimental philosophy seeks to subject such claims to rigorous tests using the traditional methods of cognitive science – systematic experimentation and statistical analysis. Work in experimental philosophy thus far has investigated people's intuitions in philosophy of language, philosophy of mind, epistemology, and ethics. Although it is now generally agreed that experimental philosophers have made surprising discoveries about people's intuitions in each of these areas, (...)
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  36.  78
    Philosophy of Games.C. Thi Nguyen - 2017 - Philosophy Compass 12 (8):e12426.
    What is a game? What are we doing when we play a game? What is the value of playing games? Several different philosophical subdisciplines have attempted to answer these questions using very distinctive frameworks. Some have approached games as something like a text, deploying theoretical frameworks from the study of narrative, fiction, and rhetoric to interrogate games for their representational content. Others have approached games as artworks and asked questions about the authorship of games, about the ontology of the work (...)
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  37. Reading Philosophy with Background Knowledge and Metacognition.David W. Concepción - 2004 - Teaching Philosophy 27 (4):351-368.
    This paper argues that explicit reading instruction should be part of lower level undergraduate philosophy courses. Specifically, the paper makes the claim that it is necessary to provide the student with both the relevant background knowledge about a philosophical work and certain metacognitive skills that enrich the reading process and their ability to organize the content of a philosophical text with other aspects of knowledge. A “How to Read Philosophy” handout and student reactions to the handout are provided.
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  38. Experimental Moral Philosophy.Mark Alfano & Don Loeb - 2014 - Stanford Encyclopedia of Philosophy:1-32.
    Experimental moral philosophy began to emerge as a methodology in the last decade of the twentieth century, a branch of the larger experimental philosophy (X-Phi, XΦ) approach. From the beginning, it has been embroiled in controversy on a number of fronts. Some doubt that it is philosophy at all. Others acknowledge that it is philosophy but think that it has produced modest results at best and confusion at worst. Still others think it represents an important advance.
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  39. From Both Sides of the Indigenous-Settler Hyphen in Aotearoa New Zealand.Georgina Stewart - forthcoming - Educational Philosophy and Theory:1-9.
    The idea of the ‘intercultural hyphen’ is likened to a gap or bridge between ethnic groups, created from the ongoing intertwining of sociopolitical and intellectual histories. This ‘gap or bridge’ wording captures the paradoxical nature of the intercultural space, for which the ‘hyphen’ is a shorthand symbol or sign. There are options on either side to engage or disengage across the intercultural space represented by the hyphen—but how, and with what results? In Aotearoa New Zealand, tensions invoked by the indigenous-settler (...)
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  40. Mana Wahine and Washday at the Pā.Georgina Stewart - forthcoming - Educational Philosophy and Theory:1-9.
    Washday at the Pā is the title of an old schoolbook, a picture reading book for younger schoolchildren, which was produced in 1964 by the state education system in Aotearoa-New Zealand in 1964, written and photographed by Ans Westra, who later became one of the most famous photographers in the country. Washday at the Pā provoked a national debate when the Minister of Education acceded to protests by the Māori Womens Welfare League against its use in classrooms by withdrawing it (...)
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  41. Meditations on First Philosophy.Rene Descartes - 1993 - Caravan Books.
    I have always considered that the two questions respecting God and the Soul were the chief of those that ought to be demonstrated by philosophical rather than ...
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  42.  55
    Experimental Philosophical Aesthetics as Public Philosophy.Aaron Meskin & Shen-yi Liao - forthcoming - In Sébastien Réhault & Florian Cova (eds.), Advances in Experimental Philosophy of Aesthetics. New York: Bloomsbury.
    Experimental philosophy offers an alternative mode of engagement for public philosophy, in which the public can play a participatory role. We organized two public events on the aesthetics of coffee that explored this alternative mode of engagement. The first event focuses on issues surrounding the communication of taste. The second event focuses on issues concerning ethical influences on taste. -/- In this paper, we report back on these two events which explored the possibility of doing experimental philosophical aesthetics as public (...)
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  43. Armchair-Friendly Experimental Philosophy.Jennifer Nagel & Kaija Mortensen - 2016 - In Justin Sytsma & Wesley Buckwalter (eds.), A Companion to Experimental Philosophy. Malden, MA, USA: Wiley-Blackwell. pp. 53-70.
    Once symbolized by a burning armchair, experimental philosophy has in recent years shifted away from its original hostility to traditional methods. Starting with a brief historical review of the experimentalist challenge to traditional philosophical practice, this chapter looks at research undercutting that challenge, and at ways in which experimental work has evolved to complement and strengthen traditional approaches to philosophical questions.
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  44. There Is No Progress in Philosophy.Eric Dietrich - 2011 - Essays in Philosophy 12 (2):9.
    Except for a patina of twenty-first century modernity, in the form of logic and language, philosophy is exactly the same now as it ever was; it has made no progress whatsoever. We philosophers wrestle with the exact same problems the Pre-Socratics wrestled with. Even more outrageous than this claim, though, is the blatant denial of its obvious truth by many practicing philosophers. The No-Progress view is explored and argued for here. Its denial is diagnosed as a form of anosognosia, a (...)
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    Wittgenstein's Influence on Austin's Philosophy of Language.Daniel W. Harris & Elmar Unnsteinsson - forthcoming - British Journal for the History of Philosophy.
    Did Wittgenstein influence Austin's philosophy of language, and, if so, when and how? There are currently two schools of thought, both of which are problematic. First, many assume without evidence argument that Austin's work was heavily influenced by Wittgenstein. Second, many of Austin's colleagues and students claim that Austin's work developed independently of Wittgenstein. We draw on textual evidence to argue that Austin's work on language was influenced, at all stages of its development, by engagement with Wittgenstein's ideas.
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  46. The Philosophy of Biology.David L. Hull & Michael Ruse (eds.) - 1998 - Oxford University Press.
    Drawing on work of the past decade, this volume brings together articles from the philosophy, history, and sociology of science, and many other branches of the biological sciences. The volume delves into the latest theoretical controversies as well as burning questions of contemporary social importance. The issues considered include the nature of evolutionary theory, biology and ethics, the challenge from religion, and the social implications of biology today (in particular the Human Genome Project).
     
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  47. Experimental Philosophy of Aesthetics.Florian Cova, Amanda Garcia & Shen-yi Liao - 2015 - Philosophy Compass 10 (12):927-939.
    In the past decade, experimental philosophy---the attempt at making progress on philosophical problems using empirical methods---has thrived in a wide range of domains. However, only in recent years has aesthetics succeeded in drawing the attention of experimental philosophers. The present paper constitutes the first survey of these works and of the nascent field of 'experimental philosophy of aesthetics'. We present both recent experimental works by philosophers on topics such as the ontology of aesthetics, aesthetic epistemology, aesthetic concepts, and imagination, as (...)
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  48. Decision Theory as Philosophy.Mark Kaplan - 1983 - Philosophy of Science 50 (4):549-577.
    Is Bayesian decision theory a panacea for many of the problems in epistemology and the philosophy of science, or is it philosophical snake-oil? For years a debate had been waged amongst specialists regarding the import and legitimacy of this body of theory. Mark Kaplan had written the first accessible and non-technical book to address this controversy. Introducing a new variant on Bayesian decision theory the author offers a compelling case that, while no panacea, decision theory does in fact have the (...)
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  49. Intuitions, Counter-Examples, and Experimental Philosophy.Max Deutsch - 2010 - Review of Philosophy and Psychology 1 (3):447-460.
    Practitioners of the new ‘experimental philosophy’ have collected data that appear to show that some philosophical intuitions are culturally variable. Many experimental philosophers take this to pose a problem for a more traditional, ‘armchair’ style of philosophizing. It is argued that this is a mistake that derives from a false assumption about the character of philosophical methods; neither philosophy nor its methods have anything to fear from cultural variability in philosophical intuitions.
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  50. What is Understanding? An Overview of Recent Debates in Epistemology and Philosophy of Science.Christoph Baumberger, Claus Beisbart & Georg Brun - 2017 - In Stephen Grimm Christoph Baumberger & Sabine Ammon (eds.), Explaining Understanding: New Perspectives from Epistemolgy and Philosophy of Science. Routledge. pp. 1-34.
    The paper provides a systematic overview of recent debates in epistemology and philosophy of science on the nature of understanding. We explain why philosophers have turned their attention to understanding and discuss conditions for “explanatory” understanding of why something is the case and for “objectual” understanding of a whole subject matter. The most debated conditions for these types of understanding roughly resemble the three traditional conditions for knowledge: truth, justification and belief. We discuss prominent views about how to construe these (...)
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