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The expectation of evidence makes its absence significant. [4] As the previous example shows, the difference between evidence that something is absent (e.g., an observation that suggests there were no dragons here today) and simple absence of evidence (e.g., no careful research has been done) can be nuanced.
Epistemic modality is exemplified by the English modals may, might, must. However, it occurs cross-linguistically, encoded in a wide variety of lexical items and grammatical structures. Epistemic modality has been studied from many perspectives within linguistics and philosophy. It is one of the most studied phenomena in formal semantics.
Argument from silence – Argument based on the absence of statements in historical documents, rather than their presence; Hitchens's razor – General rule rejecting claims made without evidence; List of fallacies; Martha Mitchell effect – Labelling real experiences as delusional; Occam's razor – Philosophical problem-solving principle
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.
The exact definition and role of evidence vary across different fields. In epistemology, evidence is what justifies beliefs or what makes it rational to hold a certain doxastic attitude. For example, a perceptual experience of a tree may serve as evidence to justify the belief that there is a tree.
A thing is evidence for a proposition if it epistemically supports this proposition or indicates that the supported proposition is true. Evidence is empirical if it is constituted by or accessible to sensory experience. There are various competing theories about the exact definition of the terms evidence and empirical. Different fields, like ...
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.
For example, the proposition that bachelors are unmarried men is true, in this view, because the concept of the predicate (unmarried men) is contained in the concept of the subject (bachelor). A contemporary reading of the concept-containment theory of truth is to say that every true proposition is an analytically true proposition.