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Religious skepticism is the view that beliefs about God or other religious doctrines do not amount to knowledge. [105] Moral skepticism encompasses a variety of views, including the claim that moral knowledge is impossible, meaning that one cannot know what is morally good or whether a certain behavior is morally right. [106]
Epistemology is the branch of philosophy that examines the nature, origin, and limits of knowledge.Also called theory of knowledge, it explores different types of knowledge, such as propositional knowledge about facts, practical knowledge in the form of skills, and knowledge by acquaintance as a familiarity through experience.
Only by taming and controlling the two horses can the charioteer ascend to the heavens and enjoy a banquet of divine knowledge. Key epistemological features of the charioteer myth are (1) an emphasis, as with the cave allegory, upon true knowledge as ascent, (2) and the need to tame one's passionate nature to obtain true knowledge.
The Gettier problem, in the field of epistemology, is a landmark philosophical problem concerning the understanding of descriptive knowledge.Attributed to American philosopher Edmund Gettier, Gettier-type counterexamples (called "Gettier-cases") challenge the long-held justified true belief (JTB) account of knowledge.
Common knowledge – knowledge that is known by everyone or nearly everyone, usually with reference to the community in which the term is used. Customer knowledge – knowledge for, about, or from customers. Domain knowledge – valid knowledge used to refer to an area of human endeavour, an autonomous computer activity, or other specialized ...
Formal learning is a deliberate way attaining of knowledge, which takes place within a teacher-student environment, such as in a school system or work environment. [51] [52] The term formal learning has nothing to do with the formality of the learning, but rather the way it is directed and organized. In formal learning, the learning or training ...
To do this, one needs to roughly recognize the size of the object. Development increases the balance, or equilibration, between these two functions. When in balance with each other, assimilation and accommodation generate mental schemas of the operative intelligence.
The history of knowledge's subject matter is undefined and critics contend the field's vague scope. [3] One reason for this is the specializations of academics working within this discipline are broad. [3] In contrast, drawing knowledge from other disciplines is considered advantageous to the field as it encourages cooperation between scholars ...