...Knowledge is not something that we are born with or that we can just create for ourselves. It is something that we must learn through life events, which enable us to better our own knowledge. True opinion is a strong belief that people make in order to represent knowledge that they do not have. According to dictionary.com knowledge is facts, information and skills acquired by a person through experience or education. In the Meno, Plato says true opinion and “knowledge” are two separate ways of knowledge. In Frank A. Lewis’ book, “Knowledge and the Eyewitness: Plato "Theaetetus” he shows in detail how different true opinion and knowledge are. Lewis states, “He has been correctly persuaded, assuming that he has judged well. But if Knowledge...
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...The best I could do was simply read great philosopher's writings on theory of knowledge and attempt to get a grasp on the fundamentals of epistemology. One of those great minds were Plato, the ancient greek, the epitome of western philosophy whose ideologies still stands tall up to this date. In Theaetetus, Plato succeeds in proving the Dream Theory of knowledge to be false, yet does not to give his own definition of knowledge. Where as in the Republic, during constructing Kallipolis, Plato discusses knowledge, and expresses his explicit views on epistemology. After careful inspection of Plato's two different ideas on the nature of knowledge, I was able to come up with my own definition of knowledge and suggest the possibility to know what knowledge is. As a matter of process, my theory of knowledge is heavily influenced by both of Plato's works. In Theaetetus, Plato makes an logical approach to identify the nature of knowledge. In the early pages of Theaetetus, Plato introduces Dream Theory which defines knowledge as "knowledge of x is true belief of x with an account of x". Dream Theory is based on the hypothesis that there are two types of...
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...I. DEFINITION OF ETHICS Rushworth Kidder states that "standard definitions of ethics have typically included such phrases as 'the science of the ideal human character' or 'the science of moral duty' ". Ethics, sometimes known as philosophical ethics, ethical theory, moral theory, and moral philosophy, is a branch ofphilosophy that involves systematizing, defending and recommending concepts of right and wrong conduct, often addressing disputes of moral diversity. The term comes from the Greek word ἠθικός ethikos from ἦθος ethos, which means "custom, habit". The superfield within philosophy known as axiology includes both ethics and aesthetics and is unified by each sub-branch's concern with value. Philosophical ethics investigates what is the best way for humans to live, and what kinds of actions are right or wrong in particular circumstances. Ethics may be divided into three major areas of study: * Meta-ethics, about the theoretical meaning and reference of moral propositions and how their truth values (if any) may be determined * Normative ethics, about the practical means of determining a moral course of action * Applied ethics draws upon ethical theory in order to ask what a person is obligated to do in some very specific situation, or within some particular domain of action (such as business) Related fields are moral psychology, descriptive ethics, and value theory. Ethics seeks to resolve questions dealing with human morality—concepts such as good and evil...
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...University of Phoenix Material Philosophy Matrix | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Historical Developments | | | | | | | | | | | | ...
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...Gradiene S. Tandoc Mariah Janey Vicente PLATO’S WORKS and WRITINGS Plato wrote extensively and most of his writings survived. His works are in the form of dialogues, where several characters argue a topic by asking questions of each other. Why do you think Plato choose this form of writing (dialogue)? These may be the possible reasons: 1. This form allows Plato to raise various points of view and let the reader decide which is valid. 2. The use of character and conversation allowed Plato to awaken the interest of his readers and therefore to reach a wider audience. 3. The dialogue form allows Plato's evident interest in pedagogical questions (how is it possible to learn? what is the best way to learn? from what sort of person can we learn? what sort of person is in a position to learn?) to be pursued not only in the content of his compositions but also in their form. 4. Plato evidently enjoys creating a sense of puzzlement among his readers, and the dialogue form is uniquely suited to this goal. CHRONOLOGY The exact order in which Plato's dialogues were written is not known, nor is the extent to which some might have been later revised and rewritten. However, there is enough information internal to the dialogues to form a rough chronology. The dialogues are normally grouped into three fairly distinct periods, with a few of them considered transitional works. The generally agreed upon modern ordering is as follows: early, middle, and late dialogues...
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...GERARDO PEREZ-GARCIA 20120415 Y33-41-8925 DEP2000 REACTION PAPER WHAT IS PERCEPTION? Perception is our sensory experience of the world around us and involves both the recognition of environmental stimuli and actions in response to these stimuli. Through the perceptual process, we gain information about properties and elements of the environment that are critical to our survival. Perception not only creates our experience of the world around us; it allows us to act within our environment. Perception includes the five senses; touch, sight, taste smell and taste. It also includes what is known as proprioception, a set of senses involving the ability to detect changes in body positions and movements. It also involves the cognitive processes required to process information, such as recognizing the face of a friend or detecting a familiar scent. When it comes down to our understanding of the world it is ultimately the result of our sensual means of perception. In other terms, can we really trust the truth, or anything that we know of scientifically? What does it mean to know something is true and also why it is important to distinguish between what you know and do not or cannot know? It is very difficult to be able to believe everything you hear, unless you experience it for yourself. Let’s say that perception is like viewing through goggles. If the tint of the goggles is green, the world appears green; if it’s black the world too becomes black. You want to see poverty, you...
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...Anthony Pulliam Humanities 09/17/2010 Plato's and Aristotle's Views on Knowledge Plato and Aristotle view knowledge and the process whereby it is obtained. They both point out that many epistemological concepts which they believe where knowledge comes from and what it is actually. Most of them have been astonished me in certain ways, but I found that rationalism and "wisdom consists in knowing the cause which made a material thing to be what it is" make the most sense to me regarding the nature of knowledge. As the following, we will discuss about why these two philosophical viewpoints are superior and the others are inferior. Aristotle believes that sensory perception of material objects is knowledge and he says, "Our senses begin the process of finding the answer, because they are physically close to our minds." However, sensations and feelings are very subjective, and the results of sensation vary from person to person and even within the same person, depending on the circumstances. What to one person is cold might be warm to another, one person may be more fatigued in the afternoon than in the morning, so that his or her perceptions may temporarily less accurate. Therefore one cannot claim that sensations provide sure knowledge for human beings. | On the other hand, Aristotle sustains that the perceptions of the senses form the foundation which leads to true knowledge. The senses "give the most authoritative knowledge of particulars" (individual material objects)...
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...TOK ESSAY: SENSE PERCEPTION To what extent can we rely on our sense perception to give us knowledge of the world around us? Before I start going into the sense perception of different individuals and what ‘knowledge’ really means, I’m going to start by dealing with the question as a whole. Although there have been many philosophers, thinkers and in deed, curious people willing to challenge the world around them throughout history, up to date all the questions we have come up with can only be classified into three main groups: those with one correct answer, many possible correct answers and those with no correct answer at all. The title of this essay of course fits into this third category which is – I find – the one to which the most interesting questions correspond to. Now that I have acknowledged that I do not expect to come up with a definite correct answer to this essay’s title, in fact don’t think any one ever will; I want to address a key word in this question – ‘knowledge’. The broadness encompassed in the definitions of abstract nouns such as ‘knowledge’ make it very difficult and practically impossible to pin down their meaning and are thus very complicated words to discuss. Not only are abstract nous very subjective, meaning their full definition varies depending on each individual, but – as it happens with similar words like ‘love’ or ‘hate’ – we barely know as much about them and their meaning as we don’t. This brings us to a very complex and controversial...
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...History of Geometry Geometry was thoroughly organized in about 300 BC, when the Greek mathematician Euclid gathered what was known at the time, added original work of his own, and arranged 465 propositions into 13 books, called 'Elements'. The books covered not only plane and solid geometry but also much of what is now known as algebra, trigonometry, and advanced arithmetic. Through the ages, the propositions have been rearranged, and many of the proofs are different, but the basic idea presented in the 'Elements' has not changed. In the work facts are not just cataloged but are developed in a fashionable way. Even in 300 BC, geometry was recognized to be not just for mathematicians. Anyone can benefit from the basic learning of geometry, which is how to follow lines of reasoning, how to say precisely what is intended, and especially how to prove basic concepts by following these lines of reasoning. Taking a course in geometry is beneficial for all students, who will find that learning to reason and prove convincingly is necessary for every profession. It is true that not everyone must prove things, but everyone is exposed to proof. Politicians, advertisers, and many other people try to offer convincing arguments. Anyone who cannot tell a good proof from a bad one may easily be persuaded in the wrong direction. Geometry provides a simplified universe, where points and lines obey believable rules and where conclusions are easily verified. By first studying how to reason in...
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...Book VII Summary: Book VII, 514a- 521d In Book VII, Socrates presents the most beautiful and famous metaphor in Western philosophy: the allegory of the cave. This metaphor is meant to illustrate the effects of education on the human soul. Education moves the philosopher through the stages on the divided line, and ultimately brings him to the Form of the Good. Socrates describes a dark scene. A group of people have lived in a deep cave since birth, never seeing the light of day. These people are bound so that they cannot look to either side or behind them, but only straight ahead. Behind them is a fire, and behind the fire is a partial wall. On top of the wall are various statues, which are manipulated by another group of people, lying out of sight behind the partial wall. Because of the fire, the statues cast shadows across the wall that the prisoners are facing. The prisoners watch the stories that these shadows play out, and because these shadows are all they ever get to see, they believe them to be the most real things in the world. When they talk to one another about “men,” “women,” “trees,” or “horses,” they are referring to these shadows. These prisoners represent the lowest stage on the line—imagination. A prisoner is freed from his bonds, and is forced to look at the fire and at the statues themselves. After an initial period of pain and confusion because of direct exposure of his eyes to the light of the fire, the prisoner realizes that what he sees now are things...
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...ANAXIMANDER Anaximander (610 BCE - 546 BCE) was a Milesian School Pre-Socratic Greek Philosopher. Like most of the Pre-Socratics, very little is known of Anaximander’s life. He was born, presumably in 610 BCE, in Ionia, the present day Turkish west coast, and lived in Miletus where he died in 546 BCE. He was of the Milesian school of thought and, while it is still debated among Pre-Socratic scholars, most assert that he was a student of Thales and agree that, at the very least, he was influenced by his theories. He is infamously known for writing a philosophical prose poem known as On Nature, of which only a fragment has been passed down. In that fragment Anaximander innovatively attributes the formation of a regulating system that governs our world, the cosmos. Furthermore, he put forth the radical idea that it is the indefinite (apeiron), in both the principle (archē) and element (stoicheion), from which are the things that are. In addition to such ingenuity, Anaximander also developed innovative ideas and theories in astronomy, biology, geography, and geometry. For Anaximander, the origination of the world could not be reduced to a single element or a collection of elements alone. Rather, one needed to understand that the origin was in both principle and element not definable in a definite sense or attribution. While this was a radical perspective in relation to the more determinate theories of others from the Milesian school, it does seem to have some derivation from older...
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...Plato's Middle Period Metaphysics and Epistemology 1.0. The Background to Plato’s Metaphysics The author Silverman, Allan (2014) of this article titled Plato’s Middle Period Metaphysics and Epistemology wrote about how Plato first began to annotate his own points on metaphysics and epistemology. As we all knew, Plato’s definition of things are heavily influenced by his teachers Heraclitus (c.540 B.C.-480-70) Parmenides (c.515 B.C.-449-40) and especially Socrates (470 B.C-399). However only remnants of the writings of Heraclitus and Parmenides and also nothing left of Socrates. The only evidence that we ever had is Plato’s depiction of his teacher that is the dialog he wrote in his writings about Socrates’s views. Sometimes, it is as if it was Socrates’s writing not Plato because of the many things about Socrates he wrote. Some had said that it was his own views but instead he used Socrates as the speaker. This article also wrote about Plato’s predecessors’ views of the concept that influences his definition of Metaphysics and Epistemology which are Being and Forms. Firstly, Parmenides which he said there is one and only in this world and that is being. The truth is it never change and will never be. Sadly, there is not much we could conclude from Parmenides’s point of view. His concept of being has become Plato’s based of doctrine of Forms. As contrast to Parmenides’s definition of physical world, Heraclitus is the advocate of change. He said that the ordinary objects...
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...My worldview is the set of beliefs about fundamental aspects of Reality that ground and influence all my perceiving, thinking, knowing, and doing (see What is a Worldview?). My worldview includes my beliefs about the nature and sources of knowledge (my epistemology), my beliefs about the ultimate nature of Reality (my metaphysics), my beliefs about the origins and nature of the universe (my cosmology), my beliefs about the meaning and purpose of the universe and its inhabitants (my teleology), my beliefs about the existence and nature of God (my theology), my beliefs about the nature and purpose of Man (my anthropology), and my beliefs about the nature of value and the value of things (my axiology). The general beliefs that are my worldview shape not only how I see the world, but also profoundly influence the particular beliefs I come to hold, the judgements and decisions I make, and all that I think, say, and do. My worldview is so fundamental to what I do, and indeed, what I am, that it would be intellectually dishonest for me not to offer it for examination. If you are to understand me and to understand what I say and do, you must know something of my worldview. So I set it forth for you here, not in the form of a lengthy argument, but as a set of assertions. I believe them to be true, but I leave it to you to reflect on them yourself and judge their validity. I am a Christian, and my worldview is a biblical Christian worldview. So I have decided to present it in the...
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...organization to others. Whereas this invariably leads to faster development, it also impacts the competitive advantage held by the innovators of processes or technology. It has therefore become strategically important for one and all in business to understand the knowledge, processes and controls to effectively manage the system of sharing and transferring the information in the most beneficial fashion. This paper dwells upon definition, types, scope, technology and modeling of knowledge and Knowledge Management while examining its strategic importance for retaining the competitive advantage by the organizations. What is knowledge? Plato first defined the concept of knowledge as justified true belief'' in his Meno, Phaedo and Theaetetus. Although not very accurate in terms of logic, this definition has been predominant in Western philosophy (Nonaka and Takeuchi, 1995). Davenport et al. (1998) define knowledge as ``information combined with experience, context, interpretation and reflection''. The terms knowledge'' and information'' are often used inter-changeably in the literature and praxis but a distinction is helpful. The chain of knowledge flow is data-information-knowledge. Information is data to which meaning has been added by being categorized, classified, corrected, and condensed. Information and experience, key components of definitions of knowledge, are put into categories through the process of labeling with abstract symbols. This allows the process...
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...Re-thinking the relevance of philosophy of education for educational policy making Morwenna Griffiths MORAY HOUSE SCHOOL OF EDUCATION, UNIVERSITY OF EDINBURGH Abstract The overall question, ‘What kind of ‘philosophy of education’ is relevant to educational policy makers?’ is addressed by focussing on the following four themes: What meanings are attached to the term philosophy (of education) by philosophers themselves? What meanings are attached to the term philosophy (of education) by policy makers? What difference does place and time make to these meanings? How do these different meanings affect the possibility of philosophy (of education) influencing policy? The question is addressed using both philosophical methods and also some empirical evidence from conversations and conversational interviews with some philosophers of education and other educational researchers. The argument begins with an investigation of different ways of understanding philosophy and philosophy of education in relation to education and educational policy. It then examines first the current policy context and secondly some evidence about the practices of policy makers in relation to ideas and to research. It goes on to present some of the findings from the conversational evidence. The paper is drawn together in the penultimate section where I make some suggestions about possible fruitful relationships between philosophy and policy making. Finally, in the concluding section, I point out some further...
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