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Infallibilism is rejected by most contemporary epistemologists, who generally accept that one can have knowledge based on fallible justification.
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.
Intellectual responsibility (also known as epistemic responsibility) is the quality of being adequately reflective about the truth of one's beliefs. [1] People are intellectually responsible if they have tried hard enough to be reflective about the truth of their beliefs, aiming not to miss any information that would cause them to abandon those beliefs as false.
In Being and Time, Martin Heidegger reframes Edmund Husserl's phenomenological project into what he terms fundamental ontology.This is based on an observation and analysis of Dasein ("being-there"), human being, investigating the fundamental structure of the Lebenswelt (lifeworld, Husserl's term) underlying all so-called regional ontologies of the special sciences.
The founder of critical rationalism: Karl Popper. In the mid-twentieth century, several important philosophers began to critique the foundations of logical positivism.In his work The Logic of Scientific Discovery (1934), Karl Popper, the founder of critical rationalism, argued that scientific knowledge grows from falsifying conjectures rather than any inductive principle and that ...
A participatory epistemology is a theory of knowledge that holds that meaning is enacted through the participation of the human mind with the world. Originally proposed by Goethe, it has been discussed extensively by cultural historian Richard Tarnas. [2] In a participatory epistemology, meaning is neither solely objective nor solely subjective.
The research emerged in part from William G. Perry's research on the cognitive intellectual development of male Harvard College students. [1] [4] Developmental theories of epistemic cognition in this model have been developed by Deanna Kuhn and others, with a focus on the sequential phases of development characterising changes in views of knowledge and knowing.
Metaepistemology is the branch of epistemology and metaphilosophy that studies the underlying assumptions of epistemology, including those concerning the nature, aims and methodology of epistemology, and the existence and authority of epistemic facts and reasons.