Knowledge

Bertrand Russell famously brought attention to the distinction between propositional knowledge and knowledge by acquaintance.

Introductory classes to epistemology often start their analysis of knowledge by pointing out three different senses of "knowing" something: "knowing that" (knowing the truth of propositions), "knowing how" (understanding how to perform certain actions), and "knowing by acquaintance" (directly perceiving an object, being familiar with it, or otherwise coming into contact with it).^[13] Epistemology is primarily concerned with the first of these forms of knowledge, propositional knowledge. All three senses of "knowing" can be seen in our ordinary use of the word. In mathematics, you can know that 2 + 2 = 4, but there is also knowing how to add two numbers, and knowing a person (e.g., knowing other persons,^[14][15] or knowing oneself), place (e.g., one's hometown), thing (e.g., cars), or activity (e.g., addition). While these distinctions are not explicit in English, they are explicitly made in other languages, including French, Italian, Portuguese, Spanish, Romanian, German and Dutch (although some languages closely related to English have been said to retain these verbs, such as Scots).^{[note 2]}. In French, Portuguese, Spanish, Romanian, German, and Dutch 'to know (a person)' is translated using connaître, conhecer, conocer, a cunoaște and kennen (both German and Dutch) respectively, whereas 'to know (how to do something)' is translated using savoir, saber (both Portuguese and Spanish), a şti, wissen, and weten. 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 wissen and kennen; the former implies knowing a fact, the latter 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.^{[15]: esp. Section 1.} 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 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 remains controversial. The distinction is most pronounced in Polish, where wiedzieć means "to know", umieć means "to know how" and znać means "to be familiar with" (to "know" a person).

In his paper On Denoting and his later book Problems of Philosophy, Bertrand Russell brought a great deal of attention to the distinction between "knowledge by description" and "knowledge by acquaintance". Gilbert Ryle is similarly credited with bringing more attention to 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.

Belief

One of the core concepts in epistemology is belief. A belief is an attitude that a person holds regarding anything that they take to be true.^[19] For instance, to believe that snow is white is comparable to accepting the truth of the proposition "snow is white". Beliefs can be occurrent (e.g. a person actively thinking "snow is white"), or they can be dispositional (e.g. a person who if asked about the color of snow would assert "snow is white"). While there is not universal agreement about the nature of belief, most contemporary philosophers hold the view that a disposition to express belief B qualifies as holding the belief B.^[19] There are various different ways that contemporary philosophers have tried to describe beliefs, including as representations of ways that the world could be (Jerry Fodor), as dispositions to act as if certain things are true (Roderick Chisholm), as interpretive schemes for making sense of someone's actions (Daniel Dennett and Donald Davidson), or as mental states that fill a particular function (Hilary Putnam).^[19] Some have also attempted to offer significant revisions to our notion of belief, including eliminativists about belief who argue that there is no phenomenon in the natural world which corresponds to our folk psychological concept of belief (Paul Churchland) and formal epistemologists who aim to replace our bivalent notion of belief ("either I have a belief or I don't have a belief") with the more permissive, probabilistic notion of credence ("there is an entire spectrum of degrees of belief, not a simple dichotomy between belief and non-belief").^[19][20]

While belief plays a significant role in epistemological debates surrounding knowledge and justification, it also has many other philosophical debates in its own right. Notable debates include: "What is the rational way to revise one's beliefs when presented with various sorts of evidence?"; "Is the content of our beliefs entirely determined by our mental states, or do the relevant facts have any bearing on our beliefs (e.g. if I believe that I'm holding a glass of water, is the non-mental fact that water is H₂O part of the content of that belief)?"; "How fine-grained or coarse-grained are our beliefs?"; and "Must it be possible for a belief to be expressible in language, or are there non-linguistic beliefs?"^[19]

Truth

Truth is the property or state of being in accordance with facts or reality.^[21] On most views, truth is the correspondence of language or thought to a mind-independent world. This is called the correspondence theory of truth. Among philosophers who think that it is possible to analyze the conditions necessary for knowledge, virtually all of them accept that truth is such a condition. There is much less agreement about the extent to which a knower must know why something is true in order to know. On such views, something being known implies that it is true. However, this should not be confused for the more contentious view that one must know that one knows in order to know (the KK principle).^[1]

Epistemologists disagree about whether belief is the only truth-bearer. Other common suggestions for things that can bear the property of being true include propositions, sentences, thoughts, utterances, and judgments. Plato, in his Gorgias, argues that belief is the most commonly invoked truth-bearer.^[22]

Many of the debates regarding truth are at the crossroads of epistemology and logic.^[21] Some contemporary debates regarding truth include: How do we define truth? Is it even possible to give an informative definition of truth? What things are truth-bearers and are therefore capable of being true or false? Are truth and falsity bivalent, or are there other truth values? What are the criteria of truth that allow us to identify it and to distinguish it from falsity? What role does truth play in constituting knowledge? And is truth absolute, or is it merely relative to one's perspective?^[21]

Justification

As the term "justification" is used in epistemology, a belief is justified if one has good reason for holding it. Loosely speaking, justification is the reason that someone holds a rationally admissible belief, on the assumption that it is a good reason for holding it. Sources of justification might include perceptual experience (the evidence of the senses), reason, and authoritative testimony, among others. Importantly however, a belief being justified does not guarantee that the belief is true, since a person could be justified in forming beliefs based on very convincing evidence that was nonetheless deceiving.

As justified true belief

The historically most influential definition, discussed since ancient Greek philosophy, characterizes knowledge in relation to three essential features: as (1) a belief that is (2) true and (3) justified.^[28][31][39] There is still wide acceptance that the first two features are correct, i.e. that knowledge is a mental state that affirms a true proposition.^[30][4][31] However, there is a lot of dispute about the third feature: justification.^[32][31][28] This feature is usually included to distinguish knowledge from true beliefs that rest on superstition, lucky guesses, or faulty reasoning. This expresses the idea that knowledge is not the same as being right about something.^[32][30][27] Traditionally, justification is understood as the possession of evidence: a belief is justified if the believer has good evidence supporting it. Such evidence could be a perceptual experience, a memory, or a second belief.^[28][30][27]

Gettier problem and alternative definitions

An Euler diagram representing a version of the traditional definition of knowledge that is adapted to the Gettier problem. This problem gives us reason to think that not all justified true beliefs constitute knowledge.

The justified-true-belief account of knowledge came under severe criticism in the second half of the 20th century, when Edmund Gettier proposed various counterexamples.^[40] In a famous so-called Gettier-case, a person is driving on a country road. There are many barn façades along this road and only one real barn. But it is not possible to tell the difference between them from the road. The person then stops by a fortuitous coincidence in front of the only real barn and forms the belief that it is a barn. The idea behind this thought experiment is that this is not knowledge even though the belief is both justified and true. The reason is that it is just a lucky accident since the person cannot tell the difference: they would have formed exactly the same justified belief if they had stopped at another site, in which case the belief would have been false.^[41][42][43]

Various additional examples were proposed along similar lines. Most of them involve a justified true belief that apparently fails to amount to knowledge because the belief's justification is in some sense not relevant to its truth.^[32][30][31] These counterexamples have provoked very diverse responses. Some theorists think that one only needs to modify one's conception of justification to avoid them. But the more common approach is to search for an additional criterion.^[28][44] On this view, all cases of knowledge involve a justified true belief but some justified true beliefs do not amount to knowledge since they lack this additional feature. There are diverse suggestions for this fourth criterion. Some epistemologists require that no false belief is involved in the justification or that no defeater of the belief is present.^[43][27] A different approach is to require that the belief tracks truth, i.e. that the person would not have the belief if it was false.^[30][31] Some even require that the justification has to be infallible, i.e. that it necessitates the belief's truth.^[30][45]

A quite different approach is to affirm that the justified-true-belief account of knowledge is deeply flawed and to seek a complete reconceptualization of knowledge. These reconceptualizations often do not require justification at all.^[28] One such approach is to require that the true belief was produced by a reliable process. Naturalized epistemologists often hold that the believed fact has to cause the belief.^[46][47][32] Virtue theorists are also interested in how the belief is produced. For them, the belief must be a manifestation of a cognitive virtue.^[48][49][5]

Virtue epistemology

In contemporary philosophy, epistemologists including Ernest Sosa, John Greco, Jonathan Kvanvig,^[53] Linda Zagzebski, and Duncan Pritchard have defended virtue epistemology as a solution to the value problem. They argue that epistemology should also evaluate the "properties" of people as epistemic agents (i.e. intellectual virtues), rather than merely the properties of propositions and propositional mental attitudes.

The value problem has been presented as an argument against epistemic reliabilism by Linda Zagzebski, Wayne Riggs, and Richard Swinburne, among others. Zagzebski analogizes the value of knowledge to the value of espresso produced by an espresso maker: "The liquid in this cup is not improved by the fact that it comes from a reliable espresso maker. If the espresso tastes good, it makes no difference if it comes from an unreliable machine."^[54] For Zagzebski, the value of knowledge deflates to the value of mere true belief. She assumes that reliability in itself has no value or disvalue, but Goldman and Olsson disagree. They point out that Zagzebski's conclusion rests on the assumption of veritism: all that matters is the acquisition of true belief.^[55] To the contrary, they argue that a reliable process for acquiring a true belief adds value to the mere true belief by making it more likely that future beliefs of a similar kind will be true. By analogy, having a reliable espresso maker that produced a good cup of espresso would be more valuable than having an unreliable one that luckily produced a good cup because the reliable one would more likely produce good future cups compared to the unreliable one.

The value problem is important to assessing the adequacy of theories of knowledge that conceive of knowledge as consisting of true belief and other components. According to Kvanvig, an adequate account of knowledge should resist counterexamples and allow an explanation of the value of knowledge over mere true belief. Should a theory of knowledge fail to do so, it would prove inadequate.^[53]

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.^[53] 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.^[51]

Sources of knowledge

There are many proposed sources of knowledge and justified belief which we take to be actual sources of knowledge in our everyday lives. Some of the most commonly discussed include perception, reason, memory, and testimony.^[2][5]

Important distinctions

Analytic–synthetic distinction

The analytic–synthetic distinction was first proposed by Immanuel Kant.

Main article: Analytic–synthetic distinction

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 they are true just by understanding their meaning. For example, consider, "My father's brother is my uncle." We can know it is true solely by virtue of our understanding in what its terms mean. Philosophers call such propositions "analytic". Synthetic propositions, on the other hand, have distinct subjects and predicates. An example 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.

While this distinction is first and foremost about meaning and is therefore most relevant to the philosophy of language, the distinction has significant epistemological consequences, seen most prominently in the works of the logical positivists.^[58] In particular, if the set of propositions which can only be known a posteriori is coextensive with the set of propositions which are synthetically true, and if the set of propositions which can be known a priori is coextensive with the set of propositions which are analytically true (or in other words, which are true by definition), then there can only be two kinds of successful inquiry: Logico-mathematical inquiry, which investigates what is true by definition, and empirical inquiry, which investigates what is true in the world. Most notably, this would exclude the possibility that branches of philosophy like metaphysics could ever provide informative accounts of what actually exists.^[16][58]

The American philosopher W. V. O. Quine, in his paper "Two Dogmas of Empiricism", famously challenged the analytic-synthetic distinction, arguing that the boundary between the two is too blurry to provide a clear division between propositions that are true by definition and propositions that are not. While some contemporary philosophers take themselves to have offered more sustainable accounts of the distinction that are not vulnerable to Quine's objections, there is no consensus about whether or not these succeed.^[59]

Science as knowledge acquisition

Science is often considered to be a refined, formalized, systematic, institutionalized form of the pursuit and acquisition of empirical knowledge. As such, the philosophy of science may be viewed as an application of the principles of epistemology and as a foundation for epistemological inquiry.^[60]

Responses 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.

Empiricism

David Hume, one of the most staunch defenders of empiricism

Empiricism is a view in the theory of knowledge which focuses on the role of experience, especially experience based on perceptual observations by the senses, in the generation of knowledge.^[66] Certain forms exempt disciplines such as mathematics and logic from these requirements.^[67]

There are many variants of empiricism, including British empiricism, logical empiricism, phenomenalism, and some versions of common sense philosophy. Most forms of empiricism give epistemologically privileged status to sensory impressions or sense data, although this plays out very differently in different cases. Some of the most famous historical empiricists include John Locke, David Hume, George Berkeley, Francis Bacon, John Stuart Mill, Rudolf Carnap, and Bertrand Russell.

Rationalism

Rationalism is the epistemological view that reason is the chief source of knowledge and the main determinant of what constitutes knowledge. More broadly, it can also refer to any view which appeals to reason as a source of knowledge or justification. Rationalism is one of the two classical views in epistemology, the other being empiricism. Rationalists claim that the mind, through the use of reason, can directly grasp certain truths in various domains, including logic, mathematics, ethics, and metaphysics. Rationalist views can range from modest views in mathematics and logic (such as that of Gottlob Frege) to ambitious metaphysical systems (such as that of Baruch Spinoza).

Some of the most famous rationalists include Plato, René Descartes, Baruch Spinoza, and Gottfried Leibniz.

Skepticism

Skepticism is a position that questions the possibility of human knowledge, either in particular domains or on a general level.^[68] Skepticism does not refer to any one specific school of philosophy, but is rather a thread that runs through many epistemological debates. Ancient Greek skepticism began during the Hellenistic period in philosophy, which featured both Pyrrhonism (notably defended by Pyrrho, Sextus Empiricus, and Aenesidemus) and Academic skepticism (notably defended by Arcesilaus and Carneades). Among ancient Indian philosophers, skepticism was notably defended by the Ajñana school and in the Buddhist Madhyamika tradition. In modern philosophy, René Descartes' famous inquiry into mind and body began as an exercise in skepticism, in which he started by trying to doubt all purported cases of knowledge in order to search for something that was known with absolute certainty.^[69]

Epistemic skepticism questions whether knowledge is possible at all. Generally speaking, skeptics argue that knowledge requires certainty, and that most or all of our beliefs are fallible (meaning that our grounds for holding them always, or almost always, fall short of certainty), which would together entail that knowledge is always or almost always impossible for us.^[70] Characterizing knowledge as strong or weak is dependent on a person's viewpoint and their characterization of knowledge.^[70] Much of modern epistemology is derived from attempts to better understand and address philosophical skepticism.^[68]

Pragmatism

Pragmatism is a fallibilist epistemology that emphasizes the role of action in knowing.^[75] Different interpretations of pragmatism variously emphasize: truth as the final outcome of ideal scientific inquiry and experimentation, truth as closely related to usefulness, experience as transacting with (instead of representing) nature, and human practices as the foundation of language.^[75] Pragmatism's origins are often attributed to Charles Sanders Peirce, William James, and John Dewey.^[75] In 1878, Peirce formulated the maxim: "Consider what effects, that might conceivably have practical bearings, we conceive the object of our conception to have. Then, our conception of these effects is the whole of our conception of the object."^[76]

William James suggested that through a pragmatist epistemology, theories "become instruments, not answers to enigmas in which we can rest".^[77]: 28 In James's pragmatic method, which he adapted from Peirce, metaphysical disputes can be settled by tracing the practical consequences of the different sides of the argument. If this process does not resolve the dispute, then "the dispute is idle".^[77]: 25

Contemporary versions of pragmatism have been developed by thinkers such as Richard Rorty and Hilary Putnam. Rorty proposed that values were historically contingent and dependent upon their utility within a given historical period.^[78] Contemporary philosophers working in pragmatism are called neopragmatists, and also include Nicholas Rescher, Robert Brandom, Susan Haack, and Cornel West.

Naturalized epistemology

In certain respects an intellectual descendant of pragmatism, naturalized epistemology considers the evolutionary role of knowledge for agents living and evolving in the world.^[79] It de-emphasizes the questions around justification and truth, and instead asks, empirically, how reliable beliefs are formed and the role that evolution played in the development of such processes. It suggests a more empirical approach to the subject as a whole, leaving behind philosophical definitions and consistency arguments, and instead using psychological methods to study and understand how "knowledge" is actually formed and is used in the natural world. As such, it does not attempt to answer the analytic questions of traditional epistemology, but rather replace them with new empirical ones.^[80]

Naturalized epistemology was first proposed in "Epistemology Naturalized", a seminal paper by W.V.O. Quine.^[79] A less radical view has been defended by Hilary Kornblith in Knowledge and its Place in Nature, in which he seeks to turn epistemology towards empirical investigation without completely abandoning traditional epistemic concepts.^[81]

Epistemic relativism

Epistemic relativism is the view that what is true, rational, or justified for one person need not be true, rational, or justified for another person. Epistemic relativists therefore assert that while there are relative facts about truth, rationality, justification, and so on, there is no perspective-independent fact of the matter.^[82] Note that this is distinct from epistemic contextualism, which holds that the meaning of epistemic terms vary across contexts (e.g. "I know" might mean something different in everyday contexts and skeptical contexts). In contrast, epistemic relativism holds that the relevant facts vary, not just linguistic meaning. Relativism about truth may also be a form of ontological relativism, insofar as relativists about truth hold that facts about what exists vary based on perspective.^[82]

Epistemic constructivism

Constructivism is a view in philosophy according to which all "knowledge is a compilation of human-made constructions",^[83] "not the neutral discovery of an objective truth".^[84] Whereas objectivism is concerned with the "object of our knowledge", constructivism emphasizes "how we construct knowledge".^[85] Constructivism proposes new definitions for knowledge and truth, which emphasize intersubjectivity rather than objectivity, and viability rather than truth. The constructivist point of view is in many ways comparable to certain forms of pragmatism.^[86]

Bayesian epistemology

Bayesian epistemology is a formal approach to various topics in epistemology that has its roots in Thomas Bayes' work in the field of probability theory. One advantage of its formal method in contrast to traditional epistemology is that its concepts and theorems can be defined with a high degree of precision. It is based on the idea that beliefs can be interpreted as subjective probabilities. As such, they are subject to the laws of probability theory, which act as the norms of rationality. These norms can be divided into static constraints, governing the rationality of beliefs at any moment, and dynamic constraints, governing how rational agents should change their beliefs upon receiving new evidence. The most characteristic Bayesian expression of these principles is found in the form of Dutch books, which illustrate irrationality in agents through a series of bets that lead to a loss for the agent no matter which of the probabilistic events occurs. Bayesians have applied these fundamental principles to various epistemological topics but Bayesianism does not cover all topics of traditional epistemology.^{[87][88][89][90]}

Feminist epistemology

Feminist epistemology is a subfield of epistemology which applies feminist theory to epistemological questions. It began to emerge as a distinct subfield in the 20th century. Prominent feminist epistemologists include Miranda Fricker (who developed the concept of epistemic injustice), Donna Haraway (who first proposed the concept of situated knowledge), Sandra Harding, and Elizabeth Anderson.^[91] Harding proposes that feminist epistemology can be broken into three distinct categories: feminist empiricism, standpoint epistemology, and postmodern epistemology.

Feminist epistemology has also played a significant role in the development of many debates in social epistemology.^[92]

Decolonial epistemology

Epistemicide^[93] is a term used in decolonisation studies that describes the killing of knowledge systems under systemic oppression such as colonisation and slavery. The term was coined by Boaventura de Sousa Santos, who presented the significance of such physical violence creating the centering of Western knowledge in the current world.^[94] This term challenges the thought of what is seen as knowledge in academia today.

Indian pramana

Indian schools of philosophy, such as the Hindu Nyaya and Carvaka schools, and the Jain and Buddhist philosophical schools, developed an epistemological tradition independently of the Western philosophical tradition called "pramana". Pramana can be translated as "instrument of knowledge" and refers to various means or sources of knowledge that Indian philosophers held to be reliable. Each school of Indian philosophy had their own theories about which pramanas were valid means to knowledge and which were unreliable (and why).^[95] A Vedic text, Taittirīya Āraṇyaka (c. 9th–6th centuries BCE), lists "four means of attaining correct knowledge": smṛti ("tradition" or "scripture"), pratyakṣa ("perception"), aitihya ("communication by one who is expert", or "tradition"), and anumāna ("reasoning" or "inference").^[96][97]

In the Indian traditions, the most widely discussed pramanas are: Pratyakṣa (perception), Anumāṇa (inference), Upamāṇa (comparison and analogy), Arthāpatti (postulation, derivation from circumstances), Anupalabdi (non-perception, negative/cognitive proof) and Śabda (word, testimony of past or present reliable experts). While the Nyaya school (beginning with the Nyāya Sūtras of Gotama, between 6th-century BCE and 2nd-century CE^[98][99]) were a proponent of realism and supported four pramanas (perception, inference, comparison/analogy and testimony), the Buddhist epistemologists (Dignaga and Dharmakirti) generally accepted only perception and inference. The Carvaka school of materialists only accepted the pramana of perception, and hence were among the first empiricists in the Indian traditions.^[100] Another school, the Ajñana, included notable proponents of philosophical skepticism.

The theory of knowledge of the Buddha in the early Buddhist texts has been interpreted as a form of pragmatism as well as a form of correspondence theory.^[101] Likewise, the Buddhist philosopher Dharmakirti has been interpreted both as holding a form of pragmatism or correspondence theory for his view that what is true is what has effective power (arthakriya).^[102][103] The Buddhist Madhyamika school's theory of emptiness (shunyata) meanwhile has been interpreted as a form of philosophical skepticism.^[104]

The main contribution to epistemology by the Jains has been their theory of "many sided-ness" or "multi-perspectivism" (Anekantavada), which says that since the world is multifaceted, any single viewpoint is limited (naya – a partial standpoint).^[105] This has been interpreted as a kind of pluralism or perspectivism.^[106][107] According to Jain epistemology, none of the pramanas gives absolute or perfect knowledge since they are each limited points of view.

Formal epistemology

Formal epistemology uses formal tools and methods from decision theory, logic, probability theory and computability theory to model and reason about issues of epistemological interest.^[108] Work in this area spans several academic fields, including philosophy, computer science, economics, and statistics. The focus of formal epistemology has tended to differ somewhat from that of traditional epistemology, with topics like uncertainty, induction, and belief revision garnering more attention than the analysis of knowledge, skepticism, and issues with justification.

Historical epistemology

Historical epistemology is the study of the historical conditions of, and changes in, different kinds of knowledge.^[109][110] There are many versions of or approaches to historical epistemology, which is different from history of epistemology.^[111] Twentieth-century French historical epistemologists like Abel Rey, Gaston Bachelard, Jean Cavaillès, and Georges Canguilhem focused specifically on changes in scientific discourse.^[112][113]

Metaepistemology

Metaepistemology is the metaphilosophical study of the methods, aims, and subject matter of epistemology.^[114] In general, metaepistemology aims to better understand our first-order epistemological inquiry. Some goals of metaepistemology are identifying inaccurate assumptions made in epistemological debates and determining whether the questions asked in mainline epistemology are the right epistemological questions to be asking.

Social epistemology

Social epistemology deals with questions about knowledge in contexts where our knowledge attributions cannot be explained by simply examining individuals in isolation from one another, meaning that the scope of our knowledge attributions must be widened to include broader social contexts.^[115] It also explores the ways in which interpersonal beliefs can be justified in social contexts.^[115] The most common topics discussed in contemporary social epistemology are testimony, which deals with the conditions under which a belief "x is true" which resulted from being told "x is true" constitutes knowledge; peer disagreement, which deals with when and how I should revise my beliefs in light of other people holding beliefs that contradict mine; and group epistemology, which deals with what it means to attribute knowledge to groups rather than individuals, and when group knowledge attributions are appropriate.

Contemporary historiography

There are a number of different methods that contemporary scholars use when trying to understand the relationship between past epistemology and contemporary epistemology. One of the most contentious questions is this: "Should we assume that the problems of epistemology are perennial, and that trying to reconstruct and evaluate Plato's or Hume's or Kant's arguments is meaningful for current debates, too?"^[111] Similarly, there is also a question of whether contemporary philosophers should aim to rationally reconstruct and evaluate historical views in epistemology, or to merely describe them.^[111]

Notes

References

References specific to notes

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Further reading