Epistemology (i//; from Greek ἐπιστήμη, epistēmē, meaning "knowledge, understanding", and λόγος, logos, meaning "study of") is the branch of philosophy concerned with the nature and scope of knowledge and is also referred to as "theory of knowledge". Put concisely, it is the study of knowledge and justified belief. It questions what knowledge is and how it can be acquired, and the extent to which knowledge pertinent to any given subject or entity can be acquired. Much of the debate in this field has focused on the philosophical analysis of the nature of knowledge and how it relates to connected notions such as truth, belief, and justification. The term "epistemology" was probably first introduced by the Scottish philosopher James Frederick Ferrier in his Institutes of Metaphysic: The Theory of Knowing and Being (1854), p. 46.
- 1 Background and meaning
- 2 Knowledge
- 3 Acquiring knowledge
- 3.1 A priori and a posteriori knowledge
- 3.2 Analytic–synthetic distinction
- 3.3 Branches or 'tendencies' within epistemology
- 3.4 The regress problem
- 4 Skepticism
- 5 See also
- 6 Footnotes
- 7 Works cited
- 8 External links
Background and meaning
The word epistemology is derived from the Greek epistēmē meaning "knowledge" and logos meaning "study of". J.F. Ferrier coined epistemology on the model of 'ontology', to designate that branch of philosophy which aims to discover the meaning of knowledge, and called it the 'true beginning' of philosophy. The word is equivalent to the German concept Wissenschaftslehre, which was used by Fichte and Bolzano for different projects before it was taken up again by Husserl. French philosophers then gave the term épistémologie a narrower meaning as 'theory of knowledge [théorie de la connaissance].' E.g., Émile Meyerson opened his Identity and Reality, written in 1908, with the remark that the word 'is becoming current' as equivalent to 'the philosophy of the sciences.'
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Knowledge that, knowledge how, and knowledge by acquaintance
In epistemology in general, the kind of knowledge usually discussed is propositional knowledge, also known as "knowledge that." This is distinguished from "knowledge how" and "acquaintance-knowledge". For example: in mathematics, it is known that 2 + 2 = 4, but there is also knowing how to add two numbers and knowing a person (e.g., oneself), place (e.g., one's hometown), thing (e.g., cars), or activity (e.g., addition). Some philosophers think there is an important distinction between "knowing that," "knowing how," and "acquaintance-knowledge," with epistemology being primarily concerned with the first of these. It is sometimes suggested that these distinctions are defined linguistically in some languages, even if not in modern Standard English (N.B. some languages related to English have been said to retain these verbs, e.g. Scots: "wit" and "ken"). In their response to the knowledge argument proposed by Frank Jackson, Lewis and Nemirow argues that in the case of someone who had never seen a certain color, for instance red, she did make a genuine discovery when she first experienced redness. But she was not coming to know a new fact of which she did not know before her release; instead she just learned a new ability. In French, Portuguese and Spanish, to know (a person) is translated using connaître, conhecer, and conocer, respectively, whereas to know (how to do something) is translated using savoir, saber, and saber. Modern Greek has the verbs γνωρίζω (gnorízo) and ξέρω (kséro). Italian has the verbs conoscere and sapere and the nouns for knowledge are conoscenza and sapienza. German has the verbs kennen and wissen. Wissen implies knowing a fact, kennen implies knowing in the sense of being acquainted with and having a working knowledge of; there is also a noun derived from kennen, namely erkennen, which has been said to imply knowledge in the form of recognition or acknowledgment. The verb itself implies a process: you have to go from one state to another, from a state of "not-erkennen" to a state of true erkennen. This verb seems to be the most appropriate in terms of describing the "episteme" in one of the modern European languages, hence the German name "Erkenntnistheorie." The theoretical interpretation and significance of these linguistic issues remain controversial.
In his paper On Denoting and his later book Problems of Philosophy Bertrand Russell stressed the distinction between "knowledge by description" and "knowledge by acquaintance". Gilbert Ryle is also credited with stressing the distinction between knowing how and knowing that in The Concept of Mind. In Personal Knowledge, Michael Polanyi argues for the epistemological relevance of knowledge how and knowledge that; using the example of the act of balance involved in riding a bicycle, he suggests that the theoretical knowledge of the physics involved in maintaining a state of balance cannot substitute for the practical knowledge of how to ride, and that it is important to understand how both are established and grounded. This position is essentially Ryle's, who argued that a failure to acknowledge the distinction between knowledge that and knowledge how leads to infinite regress.
In recent times, some epistemologists (Sosa, Greco, Kvanvig, Zagzebski) and Duncan Pritchard have argued that epistemology should evaluate people's "properties" (i.e., intellectual virtues) and not just the properties of propositions or of propositional mental attitudes.
In common speech, a "statement of belief" is typically an expression of faith and/or trust in a person, power or other entity — while it includes such traditional views, epistemology is also concerned with what we believe. This includes 'the' truth, and everything else we accept as true for ourselves from a cognitive point of view.
Whether someone's belief is true is not a prerequisite for (its) belief. On the other hand, if something is actually known, then it categorically cannot be false. For example, if a person believes that a bridge is safe enough to support him, and attempts to cross it, but the bridge then collapses under his weight, it could be said that he believed that the bridge was safe but that his belief was mistaken. It would not be accurate to say that he knew that the bridge was safe, because plainly it was not. By contrast, if the bridge actually supported his weight, then he might say that he had believed that the bridge was safe, whereas now, after proving it to himself (by crossing it), he knows it was safe.
Epistemologists argue over whether belief is the proper truth-bearer. Some would rather describe knowledge as a system of justified true propositions, and others as a system of justified true sentences. Plato, in his Gorgias, argues that belief is the most commonly invoked truth-bearer.
In many of Plato's dialogues, such as the Meno and, in particular, the Theaetetus, Socrates considers a number of theories as to what knowledge is, the last being that knowledge is true belief that has been "given an account of" (meaning explained or defined in some way). According to the theory that knowledge is justified true belief, in order to know that a given proposition is true, one must not only believe the relevant true proposition, but one must also have a good reason for doing so. One implication of this would be that no one would gain knowledge just by believing something that happened to be true. For example, an ill person with no medical training, but with a generally optimistic attitude, might believe that he will recover from his illness quickly. Nevertheless, even if this belief turned out to be true, the patient would not have known that he would get well since his belief lacked justification.
The definition of knowledge as justified true belief was widely accepted until the 1960s. At this time, a paper written by the American philosopher Edmund Gettier provoked major widespread discussion. (See theories of justification for other views on the idea.)
The Gettier problem
Edmund Gettier is best known for a short paper entitled 'Is Justified True Belief Knowledge?' published in 1963, which called into question the theory of knowledge that had been dominant among philosophers for thousands of years. In a few pages, Gettier argued that there are situations in which one's belief may be justified and true, yet fail to count as knowledge. That is, Gettier contended that while justified belief in a true proposition is necessary for that proposition to be known, it is not sufficient. As in the diagram, a true proposition can be believed by an individual (purple region) but still not fall within the "knowledge" category (yellow region).
According to Gettier, there are certain circumstances in which one does not have knowledge, even when all of the above conditions are met. Gettier proposed two thought experiments, which have come to be known as "Gettier cases," as counterexamples to the classical account of knowledge. One of the cases involves two men, Smith and Jones, who are awaiting the results of their applications for the same job. Each man has ten coins in his pocket. Smith has excellent reasons to believe that Jones will get the job and, furthermore, knows that Jones has ten coins in his pocket (he recently counted them). From this Smith infers, "the man who will get the job has ten coins in his pocket." However, Smith is unaware that he also has ten coins in his own pocket. Furthermore, Smith, not Jones, is going to get the job. While Smith has strong evidence to believe that Jones will get the job, he is wrong. Smith has a justified true belief that a man with ten coins in his pocket will get the job; however, according to Gettier, Smith does not know that a man with ten coins in his pocket will get the job, because Smith's belief is "...true by virtue of the number of coins in Jones's pocket, while Smith does not know how many coins are in Smith's pocket, and bases his belief...on a count of the coins in Jones's pocket, whom he falsely believes to be the man who will get the job." (see p. 122.) These cases fail to be knowledge because the subject's belief is justified, but only happens to be true by virtue of luck. In other words, he made the correct choice (in this case predicting an outcome) for the wrong reasons. This example is similar to those often given when discussing belief and truth, wherein a person's belief of what will happen can coincidentally be correct without his or her having the actual knowledge to base it on.
Responses to Gettier
The responses to Gettier have been varied. Usually, they have involved substantial attempts to provide a definition of knowledge different from the classical one, either by recasting knowledge as justified true belief with some additional fourth condition, or as something else altogether.[clarification needed]
In one response to Gettier, the American philosopher Richard Kirkham has argued that the only definition of knowledge that could ever be immune to all counterexamples is the infallibilist one. To qualify as an item of knowledge, goes the theory, a belief must not only be true and justified, the justification of the belief must necessitate its truth. In other words, the justification for the belief must be infallible.
Yet another possible candidate for the fourth condition of knowledge is indefeasibility. Defeasibility theory maintains that there should be no overriding or defeating truths for the reasons that justify one's belief. For example, suppose that person S believes he saw Tom Grabit steal a book from the library and uses this to justify the claim that Tom Grabit stole a book from the library. A possible defeater or overriding proposition for such a claim could be a true proposition like, "Tom Grabit's identical twin Sam is currently in the same town as Tom." When no defeaters of one's justification exist, a subject would be epistemically justified.
The Indian philosopher B K Matilal has drawn on the Navya-Nyāya fallibilism tradition to respond to the Gettier problem. Nyaya theory distinguishes between know p and know that one knows p – these are different events, with different causal conditions. The second level is a sort of implicit inference that usually follows immediately the episode of knowing p (knowledge simpliciter). The Gettier case is examined by referring to a view of Gangesha Upadhyaya (late 12th century), who takes any true belief to be knowledge; thus a true belief acquired through a wrong route may just be regarded as knowledge simpliciter on this view. The question of justification arises only at the second level, when one considers the knowledgehood of the acquired belief. Initially, there is lack of uncertainty, so it becomes a true belief. But at the very next moment, when the hearer is about to embark upon the venture of knowing whether he knows p, doubts may arise. "If, in some Gettier-like cases, I am wrong in my inference about the knowledgehood of the given occurrent belief (for the evidence may be pseudo-evidence), then I am mistaken about the truth of my belief – and this is in accordance with Nyaya fallibilism: not all knowledge-claims can be sustained."
Reliabilism has been a significant line of response to the Gettier problem among philosophers, originating with work by Alvin Goldman in the 1960s. According to reliabilism, a belief is justified (or otherwise supported in such a way as to count towards knowledge) only if it is produced by processes that typically yield a sufficiently high ratio of true to false beliefs. In other words, this theory states that a true belief counts as knowledge only if it is produced by a reliable belief-forming process.
Reliabilism has been challenged by Gettier cases. Another argument that challenges reliabilism, like the Gettier cases (although it was not presented in the same short article as the Gettier cases), is the case of Henry and the barn façades. In the thought experiment, a man, Henry, is driving along and sees a number of buildings that resemble barns. Based on his perception of one of these, he concludes that he has just seen barns. While he has seen one, and the perception he based his belief that the one he saw was of a real barn, all the other barn-like buildings he saw were façades. Theoretically, Henry does not know that he has seen a barn, despite both his belief that he has seen one being true and his belief being formed on the basis of a reliable process (i.e. his vision), since he only acquired his true belief by accident.
Robert Nozick has offered the following definition of knowledge: S knows that P if and only if:
- S believes that P;
- if P were false, S would not believe that P;
- if P is true, S will believe that P.
Nozick argues that the third of these conditions serves to address cases of the sort described by Gettier. Nozick further claims this condition addresses a case of the sort described by D. M. Armstrong: A father believes his daughter innocent of committing a particular crime, both because of faith in his baby girl and (now) because he has seen presented in the courtroom a conclusive demonstration of his daughter's innocence. His belief via the method of the courtroom satisfies the four subjunctive conditions, but his faith-based belief does not. If his daughter were guilty, he would still believe her innocent, on the basis of faith in his daughter; this would violate the third condition.
The British philosopher Simon Blackburn has criticized this formulation by suggesting that we do not want to accept as knowledge beliefs, which, while they "track the truth" (as Nozick's account requires), are not held for appropriate reasons. He says that "we do not want to award the title of knowing something to someone who is only meeting the conditions through a defect, flaw, or failure, compared with someone else who is not meeting the conditions." In addition to this, externalist accounts of knowledge, such as Nozick's, are often forced to reject closure in cases where it is intuitively valid.
Timothy Williamson has advanced a theory of knowledge according to which knowledge is not justified true belief plus some extra condition(s). In his book Knowledge and its Limits, Williamson argues that the concept of knowledge cannot be broken down into a set of other concepts through analysis—instead, it is sui generis. Thus, though knowledge requires justification, truth, and belief, the word "knowledge" can't be, according to Williamson's theory, accurately regarded as simply shorthand for "justified true belief."
Externalism and internalism
Part of the debate over the nature of knowledge is a debate between epistemological externalists on the one hand, and epistemological internalists on the other. Externalists hold that factors deemed "external", meaning outside of the psychological states of those who gain knowledge, can be conditions of knowledge. For example, an externalist response to the Gettier problem is to say that, in order for a justified true belief to count as knowledge, there must be a link or dependency between the belief and the state of the external world. Usually this is understood to be a causal link. Such causation, to the extent that it is "outside" the mind, would count as an external, knowledge-yielding condition. Internalists, on the other hand, assert that all knowledge-yielding conditions are within the psychological states of those who gain knowledge.
Though unfamiliar with the internalist/externalist debate himself, many point to René Descartes as an early example of the internalist path to justification. He wrote that, because the only method by which we perceive the external world is through our senses, and that, because the senses are not infallible, we should not consider our concept of knowledge to be infallible. The only way to find anything that could be described as "indubitably true," he advocates, would be to see things "clearly and distinctly". He argued that if there is an omnipotent, good being who made the world, then it's reasonable to believe that people are made with the ability to know. However, this does not mean that man's ability to know is perfect. God gave man the ability to know, but not omniscience. Descartes said that man must use his capacities for knowledge correctly and carefully through methodological doubt. The dictum "Cogito ergo sum" (I think, therefore I am) is also commonly associated with Descartes' theory, because in his own methodological doubt, doubting everything he previously knew in order to start from a blank slate, the first thing that he could not logically bring himself to doubt was his own existence: "I do not exist" would be a contradiction in terms; the act of saying that one does not exist assumes that someone must be making the statement in the first place. Though Descartes could doubt his senses, his body and the world around him, he could not deny his own existence, because he was able to doubt and must exist in order to do so. Even if some "evil genius" were to be deceiving him, he would have to exist in order to be deceived. This one sure point provided him with what he would call his Archimedean point, in order to further develop his foundation for knowledge. Simply put, Descartes' epistemological justification depended upon his indubitable belief in his own existence and his clear and distinct knowledge of God.
The Value problem
A formulation of the value problem in epistemology first occurs in Plato's Meno. The problem is to identify what is it about knowledge (if anything) that makes it more valuable than mere true belief, or that makes knowledge more valuable than a more minimal conjunction of its components on a particular analysis of knowledge. The value problem re-emerged in the philosophical literature on epistemology in the twenty-first century following the rise of virtue epistemology in the 1980s, partly because of the obvious link with the concept of value in ethics.
The value problem has been presented as an argument against epistemic reliabilism by philosophers including Linda Zagzebski, Wayne Riggs and Richard Swinburne. Zagzebski gives a thought experiment to illustrate the unimportance of the belief being produced by a reliable process: imagine you go to a coffee machine and attempt to have it produce you a cup of coffee. The machine you use might reliably produce coffee, or it might not. Imagine one machine had a 90% chance of producing you coffee while another only had a 40% chance. If you happen to choose the 40% chance machine and it produces you a cup of coffee, the fact that it does not reliably produce coffee does not change the value that the coffee has to you. Similarly, if you have a true belief achieved through an unreliable process, Zagzebski argues that there's no particular reason that has less value than one produced through a reliable process. Advocates of virtue epistemology have argued that the value of knowledge comes from an internal relationship between the knower and the mental state of believing.
One of the more influential responses to the problem is that knowledge is not particularly valuable and is not what ought to be the main focus of epistemology. Instead, epistemologists ought to focus on other mental states, such as understanding.
A priori and a posteriori knowledge
The nature of this distinction has been disputed by various philosophers; however, the terms may be roughly defined as follows:
- A priori knowledge is knowledge that is known independently of experience (that is, it is non-empirical, or arrived at beforehand, usually by reason). It will henceforth be acquired through anything that is independent from experience.
- A posteriori knowledge is knowledge that is known by experience (that is, it is empirical, or arrived at afterward).
A priori knowledge is a way of gaining knowledge without the need of experience. In Bruce Russell's article "A Priori Justification and Knowledge" he says that it is "knowledge based on a priori justification," (1) which relies on intuition and the nature of these intuitions. A priori knowledge is often contrasted with posteriori knowledge, which is knowledge gained by experience. A way to look at the difference between the two is through an example. Bruce Russell give two proposition in which the reader decides which one he believes more. Option A: All crows are birds. Option B: All crows are black. If you believe option A, then you are a priori justified in believing it because you don't have to see a crow to know it's a bird. If you believe in option B, then you are posteriori justified to believe it because you have seen many crows therefore knowing they are black. He goes on to say that it doesn't matter if the statement is true or not, only that if you believe in one or the other that matters.
The idea of a priori knowledge is that it is based on intuition or rational insights. Laurence BonJour says in his article "The Structure of Empirical Knowledge", that a "rational insight is an immediate, non-inferential grasp, apprehension or 'seeing' that some proposition is necessarily true." (3) Going back to the crow example, by Laurence BonJour's definition the reason you would believe in option A is because you have an immediate knowledge that a crow is a bird, without ever experiencing one.
Evolutionary psychology takes a novel approach to the problem. It says that there is an innate predisposition for certain types of learning. "Only small parts of the brain resemble a tabula rasa; this is true even for human beings. The remainder is more like an exposed negative waiting to be dipped into a developer fluid"
Immanuel Kant, in his Critique of Pure Reason, drew a distinction between "analytic" and "synthetic" propositions. He contended that some propositions are such that we can know them to be true just by understanding their meaning. For example, consider, "My father's brother is my uncle." We can know it to be true solely by virtue of our understanding what its terms mean. Philosophers call such propositions "analytic." Synthetic propositions, on the other hand, have distinct subjects and predicates. An example of a synthetic proposition would be, "My father's brother has black hair." Kant stated that all mathematical and scientific statements are synthetic a priori propositions because they are necessarily true but our knowledge about the attributes of the mathematical or physical subjects we can only get by logical inference.
The American philosopher W. V. O. Quine, in his "Two Dogmas of Empiricism", famously challenged the distinction, arguing that the two have a blurry boundary. Some contemporary philosophers have offered more sustainable accounts of the distinction.
Branches or 'tendencies' within epistemology
The historical study of philosophical epistemology is the historical study of efforts to gain philosophical understanding or knowledge of the nature and scope of human knowledge. Since efforts to get that kind of understanding have a history, the questions philosophical epistemology asks today about human knowledge are not necessarily the same as they once were. But that does not mean that philosophical epistemology is itself a historical subject, or that it pursues only or even primarily historical understanding.
In philosophy, empiricism is generally a theory of knowledge focusing on the role of experience, especially experience based on perceptual observations by the senses. Certain forms treat all knowledge as empirical, while some regard disciplines such as mathematics and logic as exceptions.
There are many variants of empiricism, positivism, realism and common sense being among the most commonly expounded. But central to all empiricist epistemologies is the notion of the epistemologically privileged status of sense data.
Many idealists believe that knowledge is primarily (at least in some areas) acquired by a priori processes or is innate—for example, in the form of concepts not derived from experience. The relevant theoretical processes often go by the name "intuition". The relevant theoretical concepts may purportedly be part of the structure of the human mind (as in Kant's theory of transcendental idealism), or they may be said to exist independently of the mind (as in Plato's theory of Forms).
By contrast with empiricism and idealism, which centres around the epistemologically privileged status of sense data (empirical) and the primacy of Reason (theoretical) respectively, modern rationalism adds a third 'system of thinking', (as Gaston Bachelard has termed these areas) and holds that all three are of equal importance: The empirical, the theoretical and the abstract. For Bachelard, rationalism makes equal reference to all three systems of thinking.
Constructivism is a view in philosophy according to which all "knowledge is a compilation of human-made constructions", "not the neutral discovery of an objective truth". Whereas objectivism is concerned with the "object of our knowledge", constructivism emphasises "how we construct knowledge". Constructivism proposes new definitions for knowledge and truth that form a new paradigm, based on inter-subjectivity instead of the classical objectivity, and on viability instead of truth. Piagetian constructivism, however, believes in objectivity—constructs can be validated through experimentation. The constructivist point of view is pragmatic; as Vico said: "The norm of the truth is to have made it."
The regress problem
The regress problem is the problem of providing a complete logical foundation for human knowledge. The traditional way of supporting a rational argument is to appeal to other rational arguments, typically using chains of reason and rules of logic. A classic example that goes back to Aristotle is deducing that Socrates is mortal. We have a logical rule that says All humans are mortal and an assertion that Socrates is human and we deduce that Socrates is mortal. In this example how do we know that Socrates is human? Presumably we apply other rules such as: All born from human females are human. Which then leaves open the question how do we know that all born from humans are human? This is the regress problem: how can we eventually terminate a logical argument with some statement(s) that do not require further justification but can still be considered rational and justified?
As John Pollock stated:
"... to justify a belief one must appeal to a further justified belief. This means that one of two things can be the case. Either there are some beliefs that we can be justified for holding, without being able to justify them on the basis of any other belief, or else for each justified belief there is an infinite regress of (potential) justification [the nebula theory]. On this theory there is no rock bottom of justification. Justification just meanders in and out through our network of beliefs, stopping nowhere."
The apparent impossibility of completing an infinite chain of reasoning is thought by some to support skepticism. It is also the impetus for Descartes' famous dictum: I think therefore I am. Descartes was looking for some logical statement that could be true without appeal to other statements.
Response to the regress problem
Many epistemologists studying justification have attempted to argue for various types of chains of reasoning that can escape the regress problem.
Foundationalists respond to the regress problem by asserting that certain "foundations" or "basic beliefs" support other beliefs but do not themselves require justification from other beliefs. These beliefs might be justified because they are self-evident, infallible, or derive from reliable cognitive mechanisms. Perception, memory, and a priori intuition are often considered to be possible examples of basic beliefs.
The chief criticism of foundationalism is that if a belief is not supported by other beliefs, accepting it may be arbitrary or unjustified.
Another response to the regress problem is coherentism, which is the rejection of the assumption that the regress proceeds according to a pattern of linear justification. To avoid the charge of circularity, coherentists hold that an individual belief is justified circularly by the way it fits together (coheres) with the rest of the belief system of which it is a part. This theory has the advantage of avoiding the infinite regress without claiming special, possibly arbitrary status for some particular class of beliefs. Yet, since a system can be coherent while also being wrong, coherentists face the difficulty of ensuring that the whole system corresponds to reality. Additionally, most logicians agree that any argument that is circular is trivially valid. That is, to be illuminating, arguments must be linear with conclusions that follow from stated premises.
However, Warburton writes in 'Thinking from A to Z,' "Circular arguments are not invalid; in other words, from a logical point of view there is nothing intrinsically wrong with them. However, they are, when viciously circular, spectacularly uninformative. (Warburton 1996)."
A position known as "foundherentism", advanced by Susan Haack, is meant to be a unification of foundationalism and coherentism. One component of this theory is what is called the "analogy of the crossword puzzle." Whereas, for example, infinitists regard the regress of reasons as "shaped" like a single line, Susan Haack has argued that it is more like a crossword puzzle, with multiple lines mutually supporting each other.
An alternative resolution to the regress problem is known as "infinitism". Infinitists take the infinite series to be merely potential, in the sense that an individual may have indefinitely many reasons available to them, without having consciously thought through all of these reasons when the need arises. This position is motivated in part by the desire to avoid what is seen as the arbitrariness and circularity of its chief competitors, foundationalism and coherentism.
Skepticism is a position that questions the validity of some or all of human knowledge. Skepticism does not refer to any one specific school of philosophy, rather it is a thread that runs through many philosophical discussions of epistemology. The first well known sceptic was Socrates who claimed that his only knowledge was that he knew nothing with certainty. Descartes most famous inquiry into mind and body also began as an exercise in skepticism. Descartes began by questioning the validity of all knowledge and looking for some fact that was irrefutable and in so doing came to his famous dictum: I think therefore I am.
Foundationalism and the other responses to the regress problem are essentially defenses against skepticism. Similarly, the pragmatism of William James can be viewed as a coherentist defense against skepticism. James discarded conventional philosophical views of truth and defined truth to be based on how well a concept works in a specific context rather than objective rational criteria. The philosophy of Logical Positivism and the work of philosophers such as Kuhn and Popper can be viewed as skepticism applied to what can truly be considered scientific knowledge.
- For a topical guide to this subject, see Outline of epistemology.
- Cybernetic epistemology
- Eastern epistemology
- Epistemological rupture
- Evolutionary epistemology
- Feminist epistemology
- Formal epistemology
- Gödel's incompleteness theorems
- Methods of obtaining knowledge
- Monopolies of knowledge
- Participatory epistemology
- Problem of other minds
- Reformed epistemology
- Scientific method
- Social epistemology
- Sociology of knowledge
- Subject–object problem
- Uncertainty principle
- Virtue epistemology
- G & C. Merriam Co. (1913). Noah Porter, ed. Webster's Revised Unabridged Dictionary (1913 ed.). G & C. Merriam Co. p. 501. Retrieved 29 January 2014.
E*pis`te*mol"o*gy (?), n. [Gr. knowledge + -logy.] The theory or science of the method or group. Epistemology is the study of how we know what we know.ds of knowledge.
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- Raskin, J. D. (2002). Constructivism in psychology: Personal construct psychology, radical constructivism, and social constructivism. In J. D. Raskin & S. K. Bridges (Eds.), Studies in meaning: Exploring constructivist psychology (pp. 1-25). New York , NY: Pace University Press. p. 4
- Castelló M., & Botella,L. (2006). Constructivism and educational psychology. In J. L. Kincheloe & R. A. Horn (Eds.), The Praeger handbook of education and psychology (Vol. 2, pp. 263-270). Westport, CT: Praeger. p. 263
- Jonassen, D. H. (1991). Objectivism versus constructivism, Do we need a new philosophical paradigm? Educational technology research and development, 39(3), 5-14. p. 10
- For an example, see Weber, Eric Thomas. 2010. Rawls, Dewey, and Constructivism: On the Epistemology of Justice (London: Continuum).
- John L. Pollock (1975). Knowledge and Justification. Princeton University Press, Princeton, New Jersey. ISBN 0-691-07203-5. p. 26.
- Foundational Theories of Epistemic Justification entry in the Stanford Encyclopedia of Philosophy
- Haack, Susan (1993). Evidence and Inquiry: Towards Reconstruction in Epistemology. Wiley-Blackwell. ISBN 0-631-19679-X.
- Popkin, Richard (1972). "Skepticism". In Edwards, Paul. Encyclopedia of Philosophy Volume 7. Macmillan. pp. 449–461. ISBN 978-0028646510.
- Annis, David (1978). "A Contextualist Theory of Epistemic Justification". American Philosophical Quarterly 15: 213–219.
- Ayer, Alfred Jules. 1936. Language, Truth, and Logic.
- BonJour, Laurence. 2002. Epistemology: Classic Problems and Contemporary Responses. Lanham, MD: Rowman & Littlefield.
- Boufoy-Bastick, Z. (2005). "Introducing 'Applicable Knowledge' as a Challenge to the Attainment of Absolute Knowledge". Sophia Journal of Philosophy 8: 39–51.
- Bovens, Luc & Hartmann, Stephan. 2003. Bayesian Epistemology. Oxford: Oxford University Press.
- Butchvarov, Panayot. 1970. The Concept of Knowledge. Evanston, Northwestern University Press.
- Cohen, Stewart (1998). "Contextualist Solutions to Epistemological Problems: Skepticism, Gettier, and the Lottery". Australasian Journal of Philosophy 76 (2): 289–306. doi:10.1080/00048409812348411.
- Cohen, Stewart. 1999. "Contextualism, Skepticism, and Reasons", in Tomberlin 1999.
- Dancy, Jonathan. 1991. An Introduction to Contemporary Epistemology (Second Edition). John Wiley & Sons. ISBN 0-631-13622-3
- DeRose, Keith (1992). "Contextualism and Knowledge Attributions". Philosophy and Phenomenological Research 15: 213–19.
- DeRose, Keith. 1999. "Contextualism: An Explanation and Defense", in Greco and Sosa 1999.
- Descartes, Rene. 1641. Meditations on First Philosophy
- Feldman, Richard. 1999. "Contextualism and Skepticism", in Tomberlin 1999, pp. 91–114.
- Gettier, Edmund. 1963. "Is Justified True Belief Knowledge?", Analysis, Vol. 23, pp. 121–23. Online text.
- Greco, J. & Sosa, E. 1999. Blackwell Guide to Epistemology, Blackwell Publishing.
- Harris, Errol E. 1970. Hypothesis And Perception, George Allen and Unwin, London, Reprinted 2002 Routledge, London.
- Harwood, Sterling (1989). "Taking Skepticism Seriously – And In Context". Philosophical Investigations 12 (3): 223–233. doi:10.1111/j.1467-9205.1989.tb00275.x.
- Hay, Clare. 2008. The Theory of Knowledge: A Coursebook, The Lutterworth Press, Cambridge. ISBN 978-0-7188-3088-5
- Hawthorne, John. 2005. "The Case for Closure", Contemporary Debates in Epistemology, Peter Sosa and Matthias Steup (ed.): 26–43.
- Hendricks, Vincent F. 2006. Mainstream and Formal Epistemology, New York: Cambridge University Press.
- Kant, Immanuel. 1781. Critique of Pure Reason.
- Keeton, Morris T. 1962. "Empiricism", in Dictionary of Philosophy, Dagobert D. Runes (ed.), Littlefield, Adams, and Company, Totowa, NJ, pp. 89–90.
- Kierkegaard, Søren. 1844. Philosophical Fragments.
- Kirkham, Richard. 1984. "Does the Gettier Problem Rest on a Mistake?" Mind, 93.
- Klein, Peter. 1981. Certainty: a Refutation of Skepticism, Minneapolis, MN: University of Minnesota Press.
- Kyburg, H.E. 1961. Probability and the Logic of Rational Belief, Middletown, CT: Wesleyan University Press.
- Korzybski, Alfred. 1994 (1933). Science and Sanity: An Introduction to Non-Aristotelian Systems and General Semantics, Fifth Edition. Ft. Worth, TX: Institute of General Semantics.
- Lewis, David (1996). "Elusive Knowledge". Australian Journal of Philosophy 74 (4): 549–67. doi:10.1080/00048409612347521.
- Morin, Edgar. 1986. La Méthode, Tome 3, La Connaissance de la connaissance (Method, 3rd volume : The knowledge of knowledge)
- Morton, Adam. 2002. A Guide Through the Theory of Knowledge (Third Edition) Oxford: Blackwell Publishing. ISBN 1-4051-0012-5
- Nelson, Quee. 2007. The Slightest Philosophy, Indianapolis, IN: Dog Ear Publishing, 296 pages.
- Niiniluoto, Ilkka. 2002. Critical Scientific Realism, Oxford: Oxford Univ. Press.
- Plato. Meno.
- Popper, Karl R. 1972. Objective Knowledge: An Evolutionary Approach, Oxford: Oxford Univ. Press.
- Preyer, G./Siebelt, F./Ulfig, A. 1994. Language, Mind and Epistemology, Dordrecht: Kluwer Academic Publishers.
- Rand, Ayn. 1979. Introduction to Objectivist Epistemology, New York: Meridian.
- Russell, Bertrand. 1912. The Problems of Philosophy, New York: Oxford University Press.
- Russell, Bertrand. 1940. An Inquiry into Meaning and Truth, Nottingham: Spokesman Books.
- Santayana, George. 1923. Scepticism and Animal Faith, New York: Charles Scribner's Sons – London: Constable and Co.
- Spir, African. 1877. Denken und Wirklichkeit: Versuch einer Erneuerung der kritischen Philosophie (Thought and Reality: Attempt at a Renewal of Critical Philosophy), (Second Edition) Leipzig: J. G. Findel.
- Schiffer, Stephen (1996). "Contextualist Solutions to Skepticism". Proceedings of the Aristotelian Society 96: 317–33.
- Steup, Matthias. 2005. "Knowledge and Skepticism", Contemporary Debates in Epistemology, Peter Sosa and Matthias Steup (eds.): 1–13.
- Tomberlin, James (ed.). 1999. Philosophical Perspectives 13, Epistemology, Blackwell Publishing.
- Wittgenstein, Ludwig. 1922. Tractatus Logico-Philosophicus, C.K. Ogden (trns.), Dover. Online text.
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Stanford Encyclopedia of Philosophy articles:
- Epistemology by Matthias Steup.
- Bayesian Epistemology by William Talbott.
- Evolutionary Epistemology by Michael Bradie & William Harms.
- Feminist Epistemology and Philosophy of Science by Elizabeth Anderson.
- Naturalized Epistemology by Richard Feldman.
- Social Epistemology by Alvin Goldman.
- Virtue Epistemology by John Greco.
- Knowledge How by Jeremy Fantl.
- The London Philosophy Study Guide offers many suggestions on what to read, depending on the student's familiarity with the subject: Epistemology & Methodology
- Epistemology at PhilPapers
- Knowledge-How at Philpapers
- Epistemology at the Indiana Philosophy Ontology Project
- Epistemology entry in the Internet Encyclopedia of Philosophy
- What Is Epistemology? – a brief introduction to the topic by Keith DeRose.
- Justified True Belief and Critical Rationalism by Mathew Toll
- Epistemology Introduction, Part 1 and Part 2 by Paul Newall at the Galilean Library.
- Teaching Theory of Knowledge (1986) — Marjorie Clay (ed.), an electronic publication from The Council for Philosophical Studies.
- An Introduction to Epistemology by Paul Newall, aimed at beginners.
- A short film about epistemology, for beginners on YouTube