When one cannot refute a person's scholarship...one must seek alternative and 'lesser' means at maintaing a sense of credibility.....so one therefore resorts to inflammatory characterization of the person, NOT REFUTATION OF THE SCHOLARSHIP BROUGHT TO BEAR ON THE SUBJECT MATTER BY THAT PERSON. Typical behaviour of a sore loser ! If a child who believes in Santa Clause says 1+1=2 does that make them mathematically incorrect?
How do you Know what you are saying is true BECAUSE YOU STUDY something and you believe in you heart it is true ,,could it still be a lie ?
You all know that im always looking for a angle well the ''blog king'' has did it again, this should bring out some real scholarship ,,,read !
For years as a child I believed in ''Santa''I seen him on tv in the malls,even read about him in books and every time it snowed I knew Santa was coming to town and he was making a list and i wanted my name on that list !
Hay dont look at me like that im sure at one time or another you was just like me ,looking in the fire place for Santa or stayed up singing ''Rudolph the red nosed reindeer''
I CAN BET right now your old a@@ can still remember the words ,,lol
could this be the bases for religion that we believe ,,that we have this Santa type belief that one day Jesus is coming back ,that Mohammad,is who they say he is or what ever ''religion'' you believe in could it be that when we was a child we believed in Santa and now that we are all grown up Santa is now our GOD COULD IT BE THAT THE RESURRECTION OF THE BELIEF OF SANTA HAS CAUSED US TO BELIEVE IN GOD , Allah,or who ever you worship ?
"knowledge by acquaintance" in Problems of Philosophy. Gilbert Ryle is often credited with emphasizing 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 vicious regresses.
Belief
Main article: Belief
Euler diagram representing a definition of knowledge.
Statements of "belief" sometimes mean the speaker has faith that something would prove to be useful or successful in some sense—perhaps the speaker might "believe in" his or her favorite football team. This is not the kind of belief usually addressed within epistemology. The kind dealt with is when "to believe something" simply means any cognitive content held as true in spite of the absence of proof or even evidence. For example, to believe that the sky is blue is to think that the proposition "The sky is blue" is true even if the sky is visibly red,
Truth
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, a person believes that a particular bridge is safe enough to support him, and attempts to cross it; unfortunately, the bridge collapses under his weight. It could be said that he believed that the bridge was safe, but that this 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 he “thought” that the bridge was safe, and now after proving it to himself, he knows.
Regress argument
"... 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 [epistemologically basic] beliefs that we can be justified in 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. Socrates said, "The only true wisdom is in knowing you know nothing."
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.
Skepticism is related to the question of whether a certain knowledge is possible. "If we cannot move on to point B until we have proved point A, and if in order to prove point A we must establish it with absolute certainty, then it looks as though we will have a very hard time proving any point at all." Skeptics argue that the belief in something does not necessarily justify an assertion of knowledge of it. In this skeptics oppose foundationalism, which states that there have to be some basic beliefs that are justified without reference to others. The skeptical response to this can take several approaches. First, claiming that "basic beliefs" must exist, amounts to the logical fallacy of argument from ignorance combined with the slippery slope. While a foundationalist would use Münchhausen Trilemma as a justification for demanding the validity of basic beliefs, a skeptic would see no problem with admitting the result.
Far from being purely academic, the study of epistemology is useful for a great many applications. It is particularly commonly employed in issues of law where proof of guilt or innocence may be required, or when it must be determined whether a person knew a particular fact before taking a specific action (e.g., whether an action was premeditated). Another practical application is to the design of user interfaces. For example, the skills, rules, and knowledge taxonomy of human behavior has been used by designers to develop systems[vague] that are compatible with multiple "ways of knowing": abstract analytic reasoning, experience-based 'gut feelings', and 'craft' sensorimotor skills.
Posted By: DAVID JOHNSON
Saturday, June 2nd 2012 at 3:42PM
You can also
click
here to view all posts by this author...
