This volume comprises three distinct investigations into the relationship between the nature and the value of knowledge. Each is written by one of the authors in consultation with the other two. 'Knowledge and Understanding' (by Duncan Pritchard) critically examines virtue-theoretic responses to the problem of the value of knowledge, and argues that the finally valuable cognitive state is not knowledge but understanding. 'Knowledge and Recognition' (by Alan Millar) develops anaccount of knowledge in which the idea of a recognitional ability plays a prominent role, and argues that this account enables us better to understand knowledge and its value. 'Knowledge and Action' (by Adrian Haddock) argues for an account of knowledge and justification which explains why knowledge isvaluable, and enables us to make sense of the knowledge we have of our intentional actions.
(This assumption mirrors the as- sumption that one can't discriminate between adjacent members of the alpha series in the antiluminosity argument.) Williamson's claim is that what distinguishes the antiluminosity argument from standard ...
Hilary Kornblith argues that this is misguided: it is not the concept of knowledge that we should be investigating, but knowledge itself, a robust natural phenomenon, suitable for scientific study.
This is a new release of the original 1940 edition.
In addition, the text as a whole has been refreshed to keep it up to date with current developments.
This book is about knowledge and its value.
In this title, first published in 1982, the author deals with some of the all-important questions of curriculum justification such as ‘why do we value knowledge?’; ‘why is it that we value some kinds of knowledge more than others?’; ...
About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work.
In Value and Context Alan Thomas articulates and defends the view that human beings do possess moral and political knowledge but it is historically and culturally contextual knowledge in ways...
Teaching in a Digital Age: Guidelines for Teaching and Learning
This book explores the nature and value of knowledge and justified belief by examining the debate between externalism and internalism.