Defends the strong claim that propositional knowledge is necessary and sufficient for understanding. For example, you read many of your books on screens and e-readers today. Knowledge is almost universally taken to be to be factive (compare, Hazlett 2010). For example, Carter and Gordon (2011) consider that there might be cases in which understanding, and not just knowledge, is the required epistemic credential to warrant assertion. For example, if I competently grasp the relevant coherence-making and explanatory relations between propositions about chemistry which I believe and which are true but which I believed on an improper basis. This paper proposes a revisionist view of epistemic value and an outline of different types of understanding. Carter (2014) argues that shifting to more demanding practical environments motivates attributing lower degrees of understanding rather than (as Wilkenfeld is suggests) withholding understanding. Most notably here is what we can call linguistic understandingnamely, the kind of understanding that is of particular interest to philosophers of language in connection with our competence with words and their meanings (see, for example, Longworth 2008). Autor de la entrada: Publicacin de la entrada: junio 16, 2022 Categora de la entrada: rivian executive vice president Comentarios de la entrada: most touchdowns in california high school football most touchdowns in california high school football Both are veritic types of luck on Pritchards viewthey are present when, given how one came to have ones true belief, it is a matter of luck that this belief is true (Pritchard 2005: 146). Includes further discussion of the role of acceptance and belief in her view of understanding. Achievements are thought of as being intrinsically good, though the existence of evil achievements (for example, skillfully committing genocide) and trivial achievements (for example, competently counting the blades of grass on a lawn) shows that we are thinking of successes that have distinctive value as achievements (Pritchard 2010: 30) rather than successes that have all-things-considered value. Men Endorses the idea that when we consider how things would be if something was true, we increase our access to further truths. De Regt, H. and Dieks, D. A Contextual Approach to Scientific Understanding. Synthese 144 (2005): 137-170. Thirdly, and perhaps most interestingly, objectual understanding is attributed in sentences that take the form I understand X where X is or can be treated as a body of information or subject matter. Given the extent to which grasping is highly associated with understanding and left substantively unspecified, it is perhaps unsurprising that the matter of how to articulate grasping-related conditions on understanding has proven to be rather divisive. Her line is that understanding-why involves (i) knowing what something is, and (ii) making reasonable sense of it. Such a theory raises questions of its own, such as precisely what answering reliably, in the relevant sense, demands. Lackey, J. In particular, he wants to propose a non-propositional view that has at its heart seeing or grasping, of the terms of the casual relata, their modal relatedness, which he suggests amounts to seeing or grasping how things might have been if certain conditions had been different. To be clear, the nuanced view Grimm suggests is that while understanding is a kind of knowledge of causes, it is not propositional knowledge of causes but rather non-propositional knowledge of causes, where the non-propositional knowledge is itself unpacked as a kind of ability or know-how. Examples of the sort considered suggest thateven if understanding has some important internalist component to ittransparency of the sort Zagzebski is suggesting when putting forward the KU claim, is an accidental property of only some cases of understanding and not essential to understanding. Grimm (2011) calls this subjective understanding. He describes subjective understanding as being merely a grasp of how specific propositions interlinkone that does not depend on their truth but rather on their forming a coherent picture. The medical epistemology we propose conforms to the epistemological responsibility of doctors, which involves a specific professional attitude and epistemological skills. A central component of Kvanvigs argument is negative; he regards knowledge as ill-suited to play the role of satisfying curiosity, and in particular, by rejecting three arguments from Whitcomb to this effect. He gives the name grasping* to the purely psychological component that would continue to be satisfied even if, say, an evil demon made it the case at the moment of your grasping that there was only an appearance of the thing that appears to you to be the case. For Moderate factivity implies that we should withhold attributions of understanding when an agent has a single false central belief, even in cases where the would-be understanding is of a large subject matter where all peripheral beliefs in this large subject matter are true. Digital Culture and Shifting Epistemology - hybridpedagogy.org This consequence does not intuitively align with our practices of attributing understanding. Thus, given that understanding that p and knowing that p can in ordinary contexts be used synonymously (for example, understanding that it will rain is just to know that it will rain) we can paraphrase Zagzebskis point with no loss as: understanding X entails knowing that one understands X. As Wilkenfeld sees it, understanding should be construed as representational manipulability, which is to say that understanding is, essentially, the possessing of some representation that can be manipulated in useful ways. To this end, the first section offers an overview of the different types of understanding discussed in the literature, though their features are gradually explored in more depth throughout later sections. In addition, Zagzebski supports the provocative line that understanding can perhaps sometimes be more desirable when the epistemic agent does not have the relevant true beliefs. That said, Hills adds some qualifications. 57-74, 2015. epistemological shift pros and cons - dogalureticipazari.com Whether wisdom might be a type of understanding or understanding might be a component of wisdom is a fascinating question that can draw on both work in virtue ethics and epistemology. Pros and cons of the epistemological shift - Ideal Term Papers Cases of intervening luck taketo use a simple examplethe familiar pattern of Chisholms sheep in a field case, where an agent sees a sheep-shaped rock which looks just like a sheep, and forms the belief There is a sheep. Morris (2012), like Rohwer, also defends lucky understandingin particular, understanding-why, or what he calls explanatory understanding). This is because Stella lacks beliefs on the matter, even though the students can gain understanding from her. If Pritchard is right to claim that understanding is always a strong cognitive achievement, then understanding is always finally valuable if cognitive achievement is also always finally valuable, and moreover, valuable in a way that knowledge is not. Abstract. In all these cases, epistemology seeks to understand one or another kind of cognitive success (or, correspondingly, cognitive failure ). On this basis Pritchard insists that Grimms analogy breaks down. Grimm puts the template formulation as follows: A Comanche-style case is one in which we form true beliefs on the basis of trusting some source, and either (a) the source is unreliable, or (b) the source is reliable, but in the current environment one might easily have chosen an unreliable source. After analysing variations of the Comanche case so conceived, Grimm argues that in neither (a)- or (b)-style Comanche cases do knowledge and understanding come apart. In such a parallel case, we simply modify Lackeys original case and suppose that Stella, a creationist teacher, who does not believe in evolution, nonetheless teaches it reliably and in accordance with the highest professional standards. This skeptical argument is worth engaging with, presumably with the goal of showing that understanding does not turn out to be internally indistinguishable from mere intelligibility. According to Grimm, cases like Kvanvig admit of a more general characterisation, depending on how the details are filled in. The Oxford Handbook of Social Justice in Music Education Our culture is shifting, Dede argues, not just from valuing the opinions of experts to the participatory culture of YouTube or Facebook, but from understanding knowledge as fixed and linear to a . Boston: Routledge, 2013. Riaz (2015), Rohwer (2014) and Morris (2012) have continued to uphold this line on understandings compatibility with epistemic luck and defend this line against some of the objections that are examined below. To the extent that such a move is available, one has reason to resist Morriss rationale for resisting Pritchards diagnosis of Kvanvigs case. Explanatory Knowledge and Metaphysical Dependence. In his Essays in the Metaphysics of Mind. On the most straightforward characterization of her proposal, one fails to possess understanding why, with respect to p, if one lacks any of the abilities outlined in (i-vi), with respect to p. Note that this is compatible with one failing to possess understanding why even if one possesses knowledge that involves, as virtue epistemologists will insist, some kinds of abilities or virtues. He also suggests, like Khalifa, that grasping be linked with correct explanations. Discuss the pros and cons of the epistemological shift in an essay Consider here two cases she offers to this effect: EVOLUTION: A second graders understanding of human evolution might include as a central strand the proposition that human beings descended from apes. Call these, for short, the relation question and the object question. According to Goldman (1991) curiosity is a desire for true belief; by contrast, Williamson views curiosity as a desire for knowledge. Oxford: Oxford University Press, 2015. Incudes arguments for the position that understanding need not be factive.
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