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Another topic is the extent and limits of knowledge, confronting questions about what people can and cannot know. [2] Other central concepts include belief, truth, justification, evidence, and reason. [3] Epistemology is one of the main branches of philosophy besides fields like ethics, logic, and metaphysics. [4]
The truth of this view would entail that in order to know that a given proposition is true, one must not only believe the relevant true proposition, but must also have a good reason for doing so. [40] One implication of this would be that no one would gain knowledge just by believing something that happened to be true. [41]
Patanjali considers satya as a restraint from falsehood in one's action (body), words (speech, writing), or feelings / thoughts (mind). [5] [30] In Patanjali's teachings, one may not always know the truth or the whole truth, but one knows if one is creating, sustaining, or expressing falsehood, exaggeration, distortion, fabrication, or ...
Among other things, it studies the essential components of declarative knowledge. According to a traditionally influential view, it has three elements: it is a belief that is true and justified. As a belief, it is a subjective commitment to the accuracy of the believed claim while truth is an objective aspect.
Reason is the capacity of consciously applying logic by drawing valid conclusions from new or existing information, with the aim of seeking the truth. [1] It is associated with such characteristically human activities as philosophy, religion, science, language, mathematics, and art, and is normally considered to be a distinguishing ability possessed by humans.
It is one of several competing views within epistemology, along with rationalism and skepticism. Empiricists argue that empiricism is a more reliable method of finding the truth than purely using logical reasoning , because humans have cognitive biases and limitations which lead to errors of judgement. [ 2 ]
Socratic questioning (or Socratic maieutics) [1] is an educational method named after Socrates that focuses on discovering answers by asking questions of students. According to Plato, Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of those ideas". [2]
In 1738, the Scottish philosopher David Hume differentiated intellectual curiosity from a more primitive form of curiosity: . The same theory, that accounts for the love of truth in mathematics and algebra, may be extended to morals, politics, natural philosophy, and other studies, where we consider not the other abstract relations of ideas, but their real connexions and existence.