Concept Of Truth Research Articles

Moderatism and Truth

Abstract According to moderatism, perceptual justification requires that one independently takes for granted propositional hinges. This view faces the truth problem: to offer an account of truth for hinges that is not threatened by skepticism. Annalisa Coliva has tried to solve the truth problem by developing a new form of alethic pluralism. I argue that the resulting view cannot offer a coherent characterization of “skeptical switch scenarios” while providing an effective anti-skeptical strategy. In a more positive vein, I defend an approach that combines a correspondence conception of truth with epistemological disjunctivism.

‘과거사 청산’을 주제로 한

Objectives This study examined the content selection of history lessons on the topic of truth and justice in order to teach history for democratic citizenship.
 Methods I identified the concepts of truth and justice and historical reconciliation for civic education. Then, I reviewed the direction of education on the past and truth and justice. I analyzed the textbook “Modern and Contemporary History of Korea” in the 7th curriculum and the textbook “Korean History” in the 2015 revised curriculum and selected the content of history learning with the theme of truth and justice.
 Results First, students should learn about the past and who was involved in the movement for truth and justice. Second, learn the structures that connect the past and present. Third, learn about the arguments surrounding truth and justice. Teachers should teach students to engage in the argument for truth and justice.
 Conclusions The history textbooks were analyzed. Compared to the 7th curriculum's “Korean History” textbook, the narrative of the 2015 revised curriculum clarified the main actors of state violence and the movement of truth and justice, and there was a clear trend away from the anti-communist narrative. The development of democracy was also described in connection with the truth and justice. However, the narrative of the period, in which the executive branch was the main actor in truth and justice, needs to be supplemented with a variety of actors. We propose the following as the contents of history learning on the topic of truth and justice. By learning about the history of truth and justice, students will develop their capacity to build human rights and democratic societies. They will become citizens who actively engage in social discussions about truth and justice.

Looking across languages: Anglocentrism, cross-linguistic experimental philosophy, and the future of inquiry about truth

Analytic debates about truth are wide-ranging, but certain key themes tend to crop up time and again. The three themes that we will examine in this paper are (i) the nature and behaviour of the ordinary concept of truth, (ii) the meaning of discourse about truth, and (iii) the nature of the property truth. We will start by offering a brief overview of the debates centring on these themes. We will then argue that cross-linguistic experimental philosophy has an indispensable yet underappreciated role to play in all of these debates. Recognising the indispensability of cross-linguistic experimental philosophy should compel philosophers to significantly revise the ways in which they inquire about truth. It should also prompt analytic philosophers more generally to consider whether similar revisions might be necessary elsewhere in the field.

Kierkegaard’s Theories of the Stages of Existence and Subjective Truth as a Model for Further Research into the Phenomenology of Religious Attitudes

There are many religions in the human world, and people manifest their religiousness in many different ways. The main problem this paper addresses concerns the possibility of sorting out this complex world of human religiousness by showing that it can be phenomenologically reduced to a few very basic existential attitudes. These attitudes express the main types of ways in which a human being relates to his or herself and the world, independently of the worldview or religion professed by the individual. I use Kierkegaard’s theories of the stages of existence and subjective truth as a model. The theory of the stages of existence provides five basic existential attitudes on the basis of which religious attitudes can develop: spiritlessness, the aesthetic, the ethical, religiousness A, and religiousness B. The theory of subjective truth shows how the concept of truth functions in an ethical and existential sense as the personal truth of an individual engaged in building their religious identity. In turn, I discuss the problem of the relation of Kierkegaard’s philosophy to phenomenology, briefly introduce his concept of subjective truth and the stages of existence, and show how existential attitudes can be transformed into religious ones. I also consider the problem of the demonic as the inverted order of this anthropological and existential model. Finally, I argue that the model developed herein may be useful for further research into the phenomenology of religious attitudes.

An Arab Predecessor to Western (Trans-)Secular Thought: The European Enlightenment’s Encounters with Ibn Ṭufayl and the Islamic Enlightenment

ABSTRACT This paper challenges the supposed geopolitics of Enlightenment secularism in a case study on the European Enlightenment’s reception of Ibn Ṭufayl’s classical work, Ḥayy ibn Yaqẓān (Alive, Son of Awake). It demonstrates how, by appropriating the tropes, literary techniques, and fictional setting of the Islamic “original,” Christian (Protestant) culture began unknowingly inventing its own patterns of secular thought. It argues then that to the pantheistic Enlightenment’s transsecular approach this tale, allegorically depicting Islamic philosophy’s (falsafa) independence from religious orthodoxy and its perfection in mystical wisdom (tasawwuf), offered both a conception of truth and of the Orient that might have felt very familiar.

The Kripkean explanation of aposteriori necessity: in the case of identity statements about chemical substances

ABSTRACT In the addenda to his Naming and Necessity, Kripke provides an account of how necessary aposteriori statements are possible. In such a case, there is an apriori general principle telling us that it is necessary if true at all. Though straightforward in its broad compass, this account faces two obvious questions in its application: in each case of necessary aposteriori statements, what is the underlying principle and how is it established apriori? I treat these questions with respect to theoretical identity statements concerning chemical substances, such as ‘water is H 2 O ’. I argue that the general principle underlying the necessity of the statements is that if a chemical substance has a certain chemical composition, then it could not have had any other chemical composition. Then I defend the view that the principle is a conceptual truth by providing a novel derivation of it from the theoretical concept of chemical substance with a sufficient level of formal rigor. The logical principles required for the derivation will also be stated and defended.

Global world change: a philosophical area

The article analyzes the global changes that occurred in the second half of the 20th century, which led to the need to anticipate changes in the world through the prism of posing problems and putting forward certain priority philosophical categories, based on the property of philosophy to be the quintessence of the thought of the era. At a time when the concept of unshakable truth has given way to relative truths as ways of varying in the context of ongoing events, the importance and necessity of higher truth as an unattainable illusion has been lost. In accordance with this, the primacy of the cultural-historical context brought to the fore the concept of a multitude of truths. With the transition to postmodernism, the previously stable philosophical concepts that defined being and man as the subject of this being have undergone significant changes. Accordingly, the renewal of philosophical interpretations of the justification of the world and of man himself directly affects on the specifics of the development and functioning of all areas of human activity, including moral and legal norms, art and culture, science and technology. The most important context for the development of mankind was the disintegration of the ontological unity of the world, which once served as the unshakable foundation of existence. Another equally significant change seems to be a shift in emphasis from reason as such to the coexistence of political minds. This intensifies the phenomenon of alienation. The implosion of consciousness, which J. Baudrillard spoke about, led to the fact that human consciousness became torn, as a result of which fragmentation became the norm for perceiving the world and reproducing it in value orientations. The author believes that the first quarter of the 21st century reveals the essence of the reformatting of all existing lines of life connection – the relationship of man and nature, man and society, man and man, which is necessarily reflected in the interpretation of philosophical categories.

Was Wittgenstein a radical conventionalist?

This paper defends a reading of Wittgenstein’s philosophy of mathematics in the Lectures on the Foundation of Mathematics as a radical conventionalist one, whereby our agreement about the particular case is constitutive of our mathematical practice and ‘the logical necessity of any statement is a direct expression of a convention’ (Dummett in Philos Rev 68(3), 1959, p. 329). On this view, mathematical truths are conceptual truths and our practices determine directly for each mathematical proposition individually whether it is true or false. Mathematical truths are thus not consequences of a prior adoption of a convention or rules as orthodox conventionalism has it. The goal of the paper is not merely exegetical, however, and argues that radical conventionalism is able to withstand some of the most difficult objections that have been brought forward against it, including those of Dummett himself, and thus that radical conventionalism has been prematurely excluded from consideration by philosophers of mathematics.

Semiotics and political discourse in the post-truth era

Abstract The concept of post-truth has been on the world’s agenda since 2016. Perhaps this concept, which is frequently encountered in political life, provides the speaker with a freer speaking platform. Politicians, instead of presenting the reality to their constituents as it is, want to reshape this reality according to their own ideology and present it to the recipient. Politicians have certain objectives in creating such a virtual reality. These aims can be listed as keeping the voters, increasing the voting potential, and attracting undecided voters to their favor. The common result of all these aims is to gain political power or to remain in the existing power. Post-truth reality is constructed relatively more easily in social media environments. The construction of reality can be through beliefs or emotions. In such ways, the recipient is tried to be persuaded, and thus behavioral change is achieved. One of the most necessary subjects for this artificial reality atmosphere is the anti-subject. The idea that the anti-subject does not know the truth that we (you and I) know and believe and is trying to destroy it is the main theme of post-truth discourse. Politicians try to persuade the voters to believe in their own truth by expressing this idea to them. There are many examples of this around the world. In this study, firstly, the concept of post-truth is examined and its various definitions are discussed. The distinctions between the concepts of real and truth are analyzed and then it is explained how and for what purposes the concept of post-truth is used in politics. Following the comparison of post-truth and fake news, the concept is discussed within the framework of sender-receiver interaction in terms of communication. The concept is tried to be elucidated with the modalities such as /convincing/, /believing/, /being/, /appearing/. Besides, using the semiotic square, the study also tries to reveal the different purposes and forms of use of the concept of post-truth. As a result, it has been observed that the concept of post-truth is effective in many areas of contemporary societies, and rather than real information, expected and desired information has become more important.

Ciência, verdade, objetividade e educação

This article aims to bring to the light important elements for understanding the meaning of Science and its relationships with Human Sciences and Education in particular. We sought to establish it under dialectical support, with polysemic references, however, without incurring eclecticism. It is organized into two parts, one that deals more comprehensively with the concept of Science. It synthetically covers the history of the constitution of Sciences and their processes of differentiation from Philosophy, which resulted in relatively autonomous statutes. The concepts of Truth and Objectivity are analyzed to support the construction of the meaning exposed for Science(s). The specific issue of scientific status for Education and its implications makes up the second half of the article, seeking to bring elements that demonstrate the scientific constitution of the academic discipline.

Identidad y Transformaciones: La Ciencia de la Información Documental ante los desafíos de la realidad actual

Identidad y Transformaciones: La Ciencia de la Información Documental ante los desafíos de la realidad actual

Verdad y mentira en política: Omníbona y la tradición socrática y utópica

The present article studies the concept of truth in Omníbona, the first castilian utopia, and its relationships with Plato’ s Republica and More’ s Utopia. Thanks to this, it is posible to understand Omníbona as a fundamental work of Western political thought.

Parker J. Palmer의 진리 공동체에서 본 예수의 교육 방법

[Objective] The aim of this study is to examine the nature and characteristics of the community of Jesus' disciples in light of Parker J. Palmer's concept of a community of truth. [Contents] The study first summarizes philosophical and theological diachronic perspectives on the concept of truth, then examines Palmer's thought to illustrate the educational contribution of a community of truth in evoking the dynamic interaction of truth-seeking beyond objective knowledge and the connection between knowledge and life. Building on Palmer’s three elements of a community of truth - interconnectedness, personal knowledge, and educators - he then conceptually described five characteristics of a community of truth: centered on the subject, welcoming conflict, seeking common experience, seeking openness, and seeking positive change. Then, the figure of Jesus as an educator and the figure of the community of disciples as a community of truth were outlined, and Jesus' community of disciples was analyzed in terms of the five elements derived from Palmer's concept of a community of truth. [Conclusions] Jesus used a theme-centered pedagogy to teach his disciples to experience the kingdom of God, not just knowledge of the subject matter of the kingdom of God. He taught his disciples to discover the paradoxes, unity, and hope hidden in contradictions, divisions, and hopeless situations, and he taught them to experience these conflicts communally. He taught his disciples to always be open to unfamiliar people, situations and topics, and to the transcendent truth of God. This community of disciples transformed the educational space and contributed significantly to the positive transformation of the disciples themselves and society.

Deconstructing Reality: A Postmodern Analysis of the Concept of Truth

This article presents a postmodern analysis of the concept of truth, deconstructing reality by firstly tracing the historical development of the concept in different philosophical epochs and then highlighting the role of language, power, and cultural context in shaping our understanding of truth. The postmodernist rejection of absolute truth and emphasis on the relativity of truth is discussed, along with the influence of language on truth and the role of power in defining what is considered to be true. The article also examines the postmodernist critique of science and its emphasis on situating scientific knowledge within a particular cultural and historical context. Unlike previous scholarly works, the paper argues that, the postmodernist analysis of truth challenges traditional notions of objective reality and underscores the importance of context and perspective in shaping our understanding of truth.

Analisis Pengaruh Falsafah al-Sufasta’iyyah dalam Filem Mentega Terbang Menurut Perspektif Falsafah Islam dan Ilmu Kalam Analysis of the Influence of Sophism Philosophy in the Mentega Terbang Film According to the Perspective of Islamic Philosophy and Kalam

The philosophy of sophists is a thought that was started by a pre-Socratic philosopher named Protagoras (d. 420 BC). This thought became an epidemic of thought for the Greek civilization in understanding the concept of truth and the essence of thing. The sophists thought brought by Protagoras became the foundation stone for the philosophy of skepticism and also relativism thus urging the Greek philosophers to came up with science of logic to prove the reality. Nevertheless, this thought is still found in the past and present. On November 28, 2021, a controversial film titled Mentega Terbang was shown and it touched the sensitivity of Islam in particular. Therefore, this article was written to analyze and criticize the influence of that philosophy on this film through the method of literature review and data content analysis from the film from the perspective of islamic philospohy and knowledge of kalam. The results of the study found the elements and influence of sophists philosophy on this film despite with new variations and narrative. This indirectly proves the role of the knowledge of kalam in facing the doubts and threats of faith in today's age.

Is It True That There Is No Truth? The Veritative Argument for Christianity in Joseph Ratzinger’s Thought

The purpose of this article is to formulate a veritative argument (an argument from the truth) for Christianity on the basis of Joseph Ratzinger’s thought. He was certain that Christianity is true and in touch with the ultimate Truth. The source material is Ratzinger’s entire intellectual output. The analysis aimed first at understanding his concept of truth, and then at extracting the most important premises in his argumentation. The conclusion indicates the most original content in Ratzinger’s veritative argument which may be useful for fundamental theology.

THEORETICAL PREREQUISITES OF THE FORMATION OF THE PHENOMENON OF POST-TRUTH IN THE SPACE OF METAMODERN

The phenomenon of post-truth is studied in the context of the metamodern cultural paradigm based on its oscillatory specificity, as an oscillation between the values of the modern and their denial by the postmodern, where the modern acts as a strategy, and the postmodern as a tactic of worldview-philosophical realizations. The purpose of the article is to identify the theoretical prerequisites for the formation of the post-truth phenomenon in the information field of metamodern culture. The worldview characteristics of metamodernism are defined in the study as oscillation, individualization, atopy, ‘new sincerity’ which create grounds for the flourishing of post-truth in the mosaic picture of the information space. The study presents the prerequisites for the formation of post-truth in the era of metamodernity, which are determined by the formation of the theory of truth in the continental philosophy of the 20th century and the total digitalization of the information space that is formed according to the non-linear principle of rhizome thinking. The analysis of foreign and domestic literature records an increase in interest in the research issues of metamodern, while determining the dominance of the artistic aspect of the modern cultural age in accordance with the ‘neo-romantic turn’. The study of the phenomenon of post-truth requires the activation of research on the part of political metamodern and its interpretations in the context of digitalization of the information space. The theoretical prerequisites for the formation of the phenomenon of post-truth are the rethinking of the criteria of truth in the phenomenology of E. Husserl, M. Heidegger, А. Arend, as well as epistemological studies of postmodernism represented by the views of W. Benjamin, G. Deleuze, A. Badiou and J. Lacan. On the basis of postmodern skepticism and nihilism regarding the possibilities of understanding the absolute truth, conditions are formed for replacing truth with truth which is allowed in the form of free interpretations as a prerequisite for the emergence of the phenomenon of post-truth. Against the background of the philosophical search for truth and the tendency to subjectify the methodology of its discovery, postmodernity contributes to the separation of the concept of truth from the philosophical concept of truth and forms the basis for the legitimization of post-truth as an oscillating position of the metamodern between truth and falsehood.

Elucidating the Role of Truth-Expressions

The aim of this text is to elucidate certain aspects of the use of expressions such as “is true” and “it is true that” (henceforth “truth-expressions”) and, through this, some features of the concept of truth. It focuses on addressing the question of whether truth-expressions play the role of a predicate or an operator. The investigations pursued are intended to be grammatical—in Wittgenstein’s sense of the term. I begin with a short presentation of a widely held view about the role played by truth-expressions. I then contrast the Wittgensteinian conception of grammar with that of linguistics. I sketch Frege’s, Wittgenstein’s, Prior’s and Brandom’s central ideas regarding the issue under consideration. As a further step, I investigate the role of truth-expressions by examining several sentences in which they occur, and discuss objections to the proposed analysis. On my approach, truth expressions play the role of a predicate only when applied to sentences, and in all other cases function as operators. One advantage of such a position is that it enables a dissolution of the problem of truth-bearers: where truth-expressions are operators, the issue simply does not arise, and where they are predicates, it is sentences that are the truth-bearers.

HEIDEGGER’S UNDERSTANDING OF ART IN THE ESSAY THE ORIGIN OF THE WORK OF ART

The paper analyzes Heidegger's understanding of art, presented in the essay The Origin of the Work of Art. The research is divided into two parts: destructive, dedicated to the exposition of Heidegger's understanding of the process of aestheticization and criticism of modern aesthetics, and constructive, which presents a detailed analysis of Heidegger's understanding of art and the work of art. Although in the first part, Heidegger claims that the Hegelian thesis about the end of art has merit, as he finds that aestheticization is a process in which the work of art disappears into experience, in the second part, Heidegger opens up space for its reconsideration and thus introduces the thesis about defiant potential of art and the possibility for expelling representation and metaphysical aesthetics. This is why Heidegger begins a complex analysis of the way of being of the work of art, which is first opened in contrast to the being of thing and the being of equipment. The research reveals that the work of art should be understood within the dialectics of the world and the earth, through the concept of truth as aletheia, and concludes that art is simultaneously the truth's setting-itself-into-work and the setting-of-truth-into-the-work. Heidegger's double definition of art suggests the introduction of a balance between the reflexive and revolutionary understanding of art, between the autonomy of the work and the need for the artist and the audience, and the ontological determinations of throwness and projection. In the end, the examination of the origin of a work of art shows that art itself is a kind of origin from which the truth as unconcealment springs.

Implications of the Theory of Coherence, Correspondence and Pragmatism of Truth for Education


 
 
 
 Education plays a central role in shaping individuals and society. One important aspect in the formation of character and knowledge is truth. Truth is a complex concept and gives rise to various philosophical perspectives, including coherence, correspondence, and pragmatism. Recent research in the field of epistemology and philosophy of education highlights the implications of truth based on the three perspectives on the education system. Truth itself can be obtained through sensory knowledge, intellectual knowledge, intuitive knowledge. What is true for one person may not be true for another person. Therefore, a measure or criterion of truth is needed. Scientific truth does not come suddenly, scientific truth will emerge after being processed using scientific mechanisms as well. So scientific truth is a truth whose validity has been tested, both logically and empirically, so that it has a strong basis to be considered true, as long as it is not invalidated by other scientific truths that are more reliable. Based on the explanation above, the research aims to investigate how the concept of truth, when understood through the lenses of coherence, correspondence, and pragmatism, can shape and influence the education system. By understanding the implications of truth in the educational context, we can improve the effectiveness of teaching, curriculum and evaluation, and shape humans into critical and empowered individuals. The method used in this writing is a literature study, which is then tested to obtain credible findings. then this research is presented in narrative - descriptive form. Collecting data by using accredited books and journals as reading material. Conclusion Truth is something that is correct or in accordance with existing data facts. The implications of correspondence, coherence, and pragmatics theories in educational contexts can influence various aspects of student learning, communication, and understanding.