Is Knowledge Relative Because Epistemic Intuitions Vary?

With this lesson, we begin a new unit on epistemology, which is the philosophical study of knowledge claims. In this first lesson on epistemology, we begin by examining the question “What do we mean when we say we know something?” What exactly is knowledge? We will begin with a presentation that introduces the traditional definition of knowledge. Wood then discusses some of the basic issues raised in the study of epistemology and then presents an approach to epistemology that focuses on obtaining the intellectual virtues, a point we will elaborate on in the next lesson.

As this research is exploratory in nature that is, it sought to explore and examine decision-making, morality and ‘sense-making’ amongst human participants I was naturally orientated towards an interpretivist epistemological position. The central thesis of interpretivism is that knowledge, its origin and interpretation is founded on human subjectivities and as such complemented my own world view that knowledge is indeed

In this paper I will be writing about knowledge and belief referring to epistemology. I will be answering questions such as, “What is knowledge” and “What is belief”. I will also answer other questions related to the epistemology of knowledge and beliefs. Before we get into knowledge and beliefs, we must define what epistemology is and why epistemology is important.

In the following paper the deference between a mere true belief and a justified true belief were given. The justified true belief, for a long time was the go to definition for knowledge, however that changed when Gettier came up with counterexamples. This action gave room for other definitions of knowledge to be created, however many of those definitions fail to explain why knowledge is valuable. Nevertheless, the best definition to explain why knowledge is valuable is the virtue

Since every object, event and story can be interpreted from multiple perspectives, people gain their knowledge in a way largely influenced by the perspective. It is difficult to be convinced of any knowledge that is without bias. The knowers all pursue the answer to their questions when researching or learning the knowledge, which results in the similar way of thinking among the similar communities. Few can detach themselves from the contemporary situation since the cultural background, various eras, and diverse ways of knowing all help to shape the pursuit of knowledge. While to a great extent I consider perspective as an essential factor in obtaining knowledge as examples can be extracted from my Chinese cultural background, the

Epistemology can be seen as a normative discipline as we see with rationality and the concept of Davidson’s claim on

In The Challenge of Cultural Relativism, James Rachel’s main argument is that cultural relativism is not creditable, but the whole theory of what cultural relativists believe, isn’t completely incorrect. Cultural relativism is the theory that beliefs, activities, and most values are based on the person’s culture. In other words, right and wrong is different in each culture. I agree with James Rachel on his view of cultural relativism because he has very good reasons for objecting the argument that cultural relativists make. This paper will argue that James Rachel’s opinion on cultural relativism is correct and the assumptions that cultural relativist believe are incorrect.

Epistemology, or the study of knowledge, requires the scholar analyze the what, how, and why’s of their own knowledge. Asking these questions of themselves is essentially applying that which they have learned. There are different origins of knowledge as conceptualized by philosophers, educators, and scientists. Early philosophers defined knowledge as “justified true belief” (Cooper, pg. 23). In order for an individual to know something it must be true, he or she must believe it, and the belief in it must be justified or rationally reasonable. Later, early modern philosophers required knowledge to be proven and absolute. The scientific

Throughout the history of epistemology, we are baffled by the haunting spectre of objectifying our knowledge claims to attain certitude in our knowledge systems. There are different systems in accordance with our different times and we are always in the drive to dispute those who have come before us. However, the main question is what does it mean to be objective? Philosophers have always anchored the perspective of objectivity along the lines of truth--- the allegiance of our claims to the reality of the world. Others have anchored it on the opposite of subjectivity which is the knowledge away from personal biases and conditionings. Standpoint epistemology brings forth its attempt to break or permeate this barrier between our objectivity and

The connection between shared knowledge and personal knowledge vary depending on the cultural and social background a person is from and most importantly, the area of knowledge a person is looking at. In our daily lives, we are constantly bombarded with new information that further develops our knowledge or form new knowledge that helps us understand different perspectives. In this essay, personal knowledge will be discussed and interpreted as a knowledge that is acquired and shaped by personal experiences and constant practice . Additionally, shared knowledge will be explored and interpreted as a widely spread knowledge that has been discussed and revised by groups of people with similar interest in a particular area of knowledge . Some people

Epistemology has been the spearhead of every academia battle. It is undeniable that theories of knowledge and the pursuit of knowledge have infinite and unknown complexities. Therefore, there must be a common ground that permits separation of these complexities into useful and beneficial terms, theories, and notions. More specifically, this can be accomplished by examining the social character of knowledge and how an individual 's reality is shaped via testimony.

“Knowledge is power”. Since we were little, the importance of knowledge has been engraved into our minds. We were taught that knowledge is one of the most important values in life and that we must work hard in order to attain such extensive and thorough knowledge. Society has taught us that knowledge is the key to success for it is the thing that advances us to a better life. But have you ever think of knowledge beyond of what the authorities had presented us. “How does our mind works?” “How do we acquire knowledge?” “Is there one way of developing knowledge or are there many depending on the type of knowledge in question?” These are some of the questions that are often asked in epistemology. Now, epistemology is a branch of philosophy

For years now, there has been a discussion about which epistemology, the positive or the interpretive, suits the social sciences best. One, could say that “it doesn't matter whether a cat is black or white, as long as it catches mice” , which, in the context of research in the social sciences, would mean that it does not matter what approach is used to generate knowledge as long as knowledge is produced. But as Max Weber believed, both currents are required and both have their own advantages and disadvantages.

A part of epistemology is the study of knowledge. The study of knowledge deals with various questions such as: What is considered as knowledge? How is knowledge acquired? What are the limits of knowledge? (Steup, 2014). Knowledge can be acquired in two ways as there are two types of knowledge. One type of knowledge is a posteriori knowledge which is gained through experience. The other type of knowledge is a priori knowledge which is based on reasoning and independent of experience. Through the limits of knowledge, the problem of scepticism arises.

It is explained that “Epistemology is a term that describes the nature of knowledge and the means of knowing; “how we know what we know” or “what we conceive as a truth” (Kuada, 2012, p.59) and the way knowledge is created and constructed or revealed and fixed (Wisker, 2011). Epistemology also provides a philosophical background for deciding what kinds of knowledge are legitimate and adequate, which helps with the most novice of researchers who quickly select a data gathering method as they are keen to get on with the job (Gray, 2011).