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Fear of Knowledge starts out as an engaging, breezy critique of relativism and constructivism. Initial appearances prove deceptive; while Boghossian's discussion remains engaging, it quickly moves to a very high level of careful and rigorous argumentation, and stays at that level throughout. Focusing to a considerable extent on the work of Richard Rorty, Boghossian carefully articulates the target relativist and constructivist views and the arguments for and against them, on the way to equally careful statements of the views and the arguments for them that he favors. That critique is powerful and on the whole highly effective. But the focus on Rorty, and Boghossian's intention to write a short, uncluttered and accessible book -- both of which are sensible and well-motivated -- lead the discussion away from consideration of highly relevant literature.
Minds and Machines. Fear of Knowledge critically challenges contemporary trends in academic thinking. He suggests that this is not just a sweeping assumption of the human or social sciences, but is becoming an ever-increasing perspective in the natural sciences as well. In this work, Boghossian asks the important question: Is this assumption correct? Paul Boghossian is a professor of philosophy at New York University. He has written numerous articles in critique of epistemic relativism and social constructivism.
Debunking the Conventional Wisdom about the Science Wars, Especially the Sokal Affair and its Aftermath In essays posted at this site, I use close readings of the science wars literature to debunk the conventional wisdom about them, especially about the Sokal affair and its aftermath. In doing this, I try to adhere to standards of rigor comparable to those of my profession, mathematics.
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Michael F. Young 2. In this paper I document the trend in both educational policy and thought in England. Instead of seeing knowledge as a source of freedom as the great philosopher of the Enlightenment would have argued, there is a worrying tendency to trust experience and see knowledge as something to be "freed from". I will explore an alternative to this "fear of knowledge" with the idea that the curriculum of schools should represent all a student or pupil's entitlement to what I will refer to as "powerful knowledge".
Relativist and constructivist conceptions of knowledge have become orthodoxy in vast stretches of the academic world in recent times. This book critically examines such views and argues that they are fundamentally flawed. The book focuses on three different ways of reading the claim that knowledge is socially constructed, one about facts and two about justification. All three are rejected. The intuitive, common sense view is that there is a way things are that is independent of human opinion, and that we are capable of arriving at belief about how things are that is objectively reasonable, and
Welcome sign in sign up. Relativism has a long history in our intellectual culture, and takes several different forms, such as relativism about knowledge and truth, ethical values, aesthetic quality, and cultural norms, to mention a few. The basic idea he opposes is that claims to objective truth and knowledge, for example the claim that hydrogen atoms have one electron, are in fact only valid relative to a set of cultural attitudes, or to some other subjective way of perceiving the world. There is a traditional refutation of relativism, as follows: The claim that all truth is relative is itself either relative or not. If it is not relative, but absolute, then it refutes the view that all truth is relative.