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    Tytuł:
    Czy „Epistemologia Cnót” pozwoli nam rozwiązać problem Gettiera?
    Can virtue epistemology solve the Gettier problem?
    Autorzy:
    Kaluziński, Bartosz
    Powiązania:
    https://bibliotekanauki.pl/articles/945644.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    Virtue Epistemology
    Gettier cases
    knowledge
    justified true belief
    Ernest Sosa
    Linda Zagzebski
    Opis:
    The aim of this paper is to investigate if ideas developed by philosophers representing the current called Virtue Epistemology are able to resolve the Gettier problem. First of all, I am going to remind what classical concept of knowledge as justified true belief consists in, then I present co-called Gettier cases that are counterexamples to the classical idea of knowledge. Then I investigate how the idea of evaluating beliefs formulated by Ernest Sosa is able to deal with hard cases made by Gettier, but also Chisholm and Goldman. I argue that Sosa’s conception could be viewed as satisfactory analysis of knowledge, if we slightly modify it to accommodate Goldman’s case.
    Źródło:
    Internetowy Magazyn Filozoficzny Hybris; 2015, 30
    1689-4286
    Pojawia się w:
    Internetowy Magazyn Filozoficzny Hybris
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Knower at Risk: Updating Epistemology in the Light of Enhanced Representations
    Autorzy:
    Tomczyk, Barbara
    Powiązania:
    https://bibliotekanauki.pl/articles/1797158.pdf
    Data publikacji:
    2021
    Wydawca:
    Polskie Towarzystwo Semiotyczne
    Tematy:
    cognitive enhancement
    virtue epistemology
    active externalism
    extended cognitive system
    epistemic agency
    Opis:
    The epistemological consequences of the increasing popularity of artificial cognitive enhancements are still confined to the margins of philosophical exploration, with priority given instead to ethical problems requiring urgent practical solutions. In this paper, I examine the less popular, yet still important, problem of the threats to which the very knowledge-forming process is exposed when its subject uses artificial cognitive enhancers. The theory of knowledge I call upon is borrowed from virtue epistemologists who, together with proponents of active externalism, seek to define the conditions that will protect artificially enhanced agents from a loss of epistemic agency. I invoke three such conditions (authenticity, integration and reciprocal causation), rejecting the last one. Incorporating active externalism into virtue epistemology points to the possibility of treating extended systems, composed of humans and artifacts, as extended subjects of knowledge. In the final part, however, I present two arguments against such an extension of epistemic agency.
    Źródło:
    Studia Semiotyczne; 2021, 35, 1; 35-54
    0137-6608
    Pojawia się w:
    Studia Semiotyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Educating for Good Character: from Critical Thinking to Intellectual Character Virtues
    Autorzy:
    Hurajová, Anna
    Hladíková, Vladimíra
    Powiązania:
    https://bibliotekanauki.pl/articles/2150822.pdf
    Data publikacji:
    2022
    Wydawca:
    Univerzita sv. Cyrila a Metoda. Fakulta masmediálnej komunikácie
    Tematy:
    Character Education
    Moral Education
    Virtue Epistemology
    Intellectual Virtues
    Critical Thinking
    Opis:
    Life in the 21st century has presented people with unprecedented appeals and ethical challenges which are nowhere more evident than in educational institutions as well as in the online space. A renewed interest in the character as one of the crucial ethical developments is gaining momentum today. Good character is based on the virtues one possesses. We argue that education focused on the cultivation of intellectual virtues such as curiosity, intellectual humility, intellectual autonomy, attentiveness, intellectual carefulness, intellectual thoroughness, openmindedness, intellectual courage and intellectual tenacity are needed for individuals to lead fulfilling lives. At least, growing in intellectual virtues seems to be a valuable and desirable educational aim. This theoretical study strives to make a twofold contribution to the area of knowledge: firstly, it aims to contribute to the area of character and moral education through describing its forms and features; and secondly, it aims to contribute to virtue epistemology by identifying its nature and focus and outlining nine intellectual or epistemic virtues. Further to the second contribution, the study ends by arguing that the intellectual virtue approach and the critical thinking approach both help to cultivate intellectually virtuous critical thinkers.
    Źródło:
    Media Literacy and Academic Research; 2022, 5, 1; 178-191
    2585-8726
    Pojawia się w:
    Media Literacy and Academic Research
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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