Gettier Problem Research Articles

Unpossessed evidence revisited: our options are limited

AbstractSeveral influential thought experiments from Harman 1973 purport to show that unpossessed evidence can undermine knowledge. Recently, some epistemologists have appealed to these thought experiments in defense of a logically stronger thesis: unpossessed evidence can defeat justification. But these appeals fail to appreciate that Harman himself thought of his examples as Gettier cases, and so would have rejected this strengthening of his thesis. On the contrary, he would have held that while unpossessed evidence can undermine knowledge, it leaves justification intact. In this paper I seek to undermine the viability of Harman’s position. If this is correct, contemporary epistemology faces a choice: either we reject that unpossessed evidence in Harman-style cases bears on knowledge at all, or else we must allow that it undermines knowledge by defeating justification. The former option must explain why Harman’s thought experiments elicit strong ‘no knowledge’ intuitions; the latter option embraces a minority view about the bearing of social expectations on the assessment of knowledge and justification (= the doctrine of normative defeat).

An Overview of Skeptical Worries: The Gettier Problem, Agrippa’s Trilemma, and the Brain-in-a-Vat

Here I will explore through a literature review three important but different ways in which skepticism has been developed. The first is that of the Gettier problem and its potentially skeptical implications for knowledge. The second is Agrippa’s Trilemma, in which the non-skeptic ostensibly struggles to develop a satisfactory account of epistemic justification. Third and lastly, there are brain-in-a-vat scenarios, as one attempts to meet the skeptic’s challenge of having knowledge of the external world. I conclude that the above are important challenges while still maintaining that the non-skeptic has formulated responses worth our consideration.

Specific learning disabilities and associated emotional-motivational profiles: a study in Italian university students.

In this study, we analyzed the emotional and motivational aspects characterizing the profile of university students with Specific Learning Disorders (SLD). We assessed 61 university students, 32 with SLD (age = 23.6) and 29 in the control group (age = 23.00). The results highlighted that individuals with SLD exhibit higher levels of anxiety and depression and lower resilience compared to the control group. The Multidimensional Perfectionism Scale - Short Form, which explores perfectionism, did not reveal differences between the groups. Conversely, lower scores emerged in SLD students for the intrinsic motivation sub-scales of the Academic Motivation Scale. This indicates less engagement in studying out of personal cognitive curiosity. The Self-Regulated Knowledge Scale - University, which measures various cognitive strategies, showed significantly lower scores in the SLD group for knowledge linking, knowledge training, and knowledge critique. This suggests a lower frequency with which SLD students attempt to connect new knowledge with what they already possess, apply their knowledge, ask questions, and critically analyze what they have learned. Therefore, psychological and motivational consequences are evident in this population and can impact well-being and quality of life.

Modal Knowledge for Expressivists

What does ‘Smith knows that it might be raining’ mean? Expressivism here faces a challenge, as its basic forms entail a pernicious type of transparency, according to which ‘Smith knows that it might be raining’ is equivalent to ‘it is consistent with everything that Smith knows that it is raining’ or ‘Smith doesn’t know that it isn’t raining’. Pernicious transparency has direct counterexamples and undermines vanilla principles of epistemic logic, such as that knowledge entails true belief and that something can be true without one knowing it might be. I re-frame the challenge in precise terms and propose a novel expressivist formal semantics that meets it by exploiting (i) the topic-sensitivity and fragmentation of knowledge and belief states and (ii) the apparent context-sensitivity of epistemic modality. The resulting form of assertibility semantics advances the state of the art for state-based bilateral semantics by combining attitude reports with context-sensitive modal claims, while evading various objectionable features. In appendices, I compare the proposed system to Beddor and Goldstein’s ‘safety semantics’ and discuss its analysis of a modal Gettier case due to Moss.

Social Work Journals and the Disciplinary Production of Alternative Knowledge(s)

ABSTRACT Disciplinary knowledge is reflected, legitimated, and replicated in academic journals, social work knowledge reproducing mainly Western knowledge(s). Hence, there has been an increase in the calls for a stronger articulation and inclusion of critical alternatives. Using a critical social work lens, we explored whether and how social work journals reproduce alternative knowledges. We developed a novel global list of all 272 social work journals and invited journal editors to respond to a virtual, exploratory qualitative survey. Through our reflexive thematic analysis, we identified two core themes in the 31 responses – the journal editors’ attachment to dominant, white, western social work knowledge and values, and their rhetorical inclusion of alternative knowledges. Alternative knowledges were seldom constructed as subjugated voices, but rather as innovation, gaps, or international perspectives. Despite agreeing that social work journals should include of a variety of knowledges, few journals created intentional space for subordinated knowledges. A disciplining mechanism that excludes/minimizes the alternative voices, and invalidates their experience was used to avoid attention to marginalized and silenced perspectives. Such processes impoverish social work knowledge. To enrich social work knowledge, journal editors should act intentionally, collectively, and critically to identify critical alternative knowledges and facilitate their inclusion in the social work canon.

“Asia for Asians”: Revisiting Pan-Asianism through the Propaganda Arts of the Greater East Asia Co-Prosperity Sphere

Abstract The slogan “Asia for Asians” has been a central concept of the Greater East Asia Co-Prosperity Sphere and propagated by Japan as it imperialized parts of East Asia, Southeast Asia, South Asia, and Oceania. Without bias to the resulting historical developments and realities, Pan-Asianism is revisited through the propaganda arts and materials proliferated by the Empire of Japan towards its agenda of a unified Asia. Aided by knowledge of art history and criticism, six specifically chosen propaganda arts are analyzed using theories of image analysis drawing from the works of Guillermo (2001), Bartmański, Alexander, and Giesen (2012), and Ross (2002). Three main themes are analyzed: the image of the sphere, the collective identity of the countries in the sphere under Japan, and the meaning of co-prosperity. The themes provide an insight into the development of Pan-Asianism as propagated by the Japanese Empire in its attempt towards Pan-Asianism through the Greater East Asia Co-Prosperity Sphere.

Facing the Limitations of Teaching and Learning Committed to Solidarity and Social Justice: A Feminist Approach

This study examines how 52 graduate students enrolled in a social justice program in a large urban university in Canada relate to others in and outside the college classroom. Using a method involving creative student audio productions and self-reflections, the study finds that despite extensive learning about others and engaging with postcolonial, race, feminist, Indigenous and other critical theories and knowledges in the program, both racially privileged students and those who are members of disadvantaged and marginalized social groups enact relations extending power structures imagined as “solidarity.” These relations have important gender aspects and are shaped by broader historical forces, such as racism and colonization, as well as contemporary aspects of Canadian academia that have not been studied fully in relation to social justice education. These findings call for social justice curriculum and pedagogies that move learners from thinking critically and feeling empathy for others to behaving ethically and standing in political togetherness with those others as equals. The study suggests that transnational women and feminist political practices of solidarity mobilizing cross-racial and cross-national women’s movements in the 1970s, 1980s and 1990s present valuable pedagogies that could position college students for such relating.

Contextualism as a Solution to the Gettier Problem: Revisiting the Definition and Justification of Knowledge

The Gettier problem has significantly reshaped the discourse on the nature of knowledge, challenging the traditional definition of knowledge as Justified True Belief (JTB). This paper explores the philosophical implications of the Gettier problem and its impact on epistemology, focusing on two major responses: internalism and contextualism. Internalism emphasizes the cognitive subject's internal states as the basis for knowledge justification, while contextualism introduces variability in knowledge standards based on conversational and situational contexts. The strengths and limitations of each approach are critically analyzed, with internalism offering clear criteria for justification but struggling with external factors, and contextualism providing flexibility in knowledge attribution while risking subjectivity. The paper also examines how contextualism addresses philosophical skepticism and the Gettier problem by adjusting the criteria for knowledge depending on the context. Ultimately, this manuscript argues that while both internalism and contextualism have contributed to a deeper understanding of knowledge, further refinement of these theories is necessary to address their limitations, particularly regarding objectivity and skepticism.

JTB Epistemology and the Gettier Problem in the Framework of Topological Epistemic Logic

JTB Epistemology and the Gettier Problem in the Framework of Topological Epistemic Logic

On Translating the Sensitivity Condition to the Possible Worlds Idiom in Different Ways

Abstract The sensitivity account of knowledge is a modal epistemology, according to which S knows that p only if S's belief in p is sensitive in the sense that S would not believe that p if p were false. There are different ways to state the sensitivity condition by means of a possible worlds heuristic. The sensitivity account is thus rendered into different versions. This paper examines cases of knowledge and cases of luckily true beliefs (e.g., the Gettier cases) and argues that no version of the sensitivity account accommodates all cases. Therefore, the account is unsuccessful as an account of knowledge.

The Case of Patient Smith

Can a pain-belief such as “I feel pain” be fallibly justified and luckily true? In this discussion note, I provide a Gettier-type example to show that a belief about one’s own pain can be held on fallible justification and a matter of epistemic luck for its believer. This example underscores the significance of introspection and direct awareness in such epistemic situations. Moreover, perhaps surprisingly, the example suggests that one can, at the same time and with regard to the same body part, though in different respects, both know and not know “I feel pain.” The knowledge is possessed in terms of acquaintance; the lack of knowledge is explainable in terms of non-introspective justification.

A Phenomenological Solution to Gettier’s Problem

In “Is Justified True Belief, Knowledge?” Gettier shows us two counter examples of analyzing Knowledge, as “Justified True Belief” or “JTB”. Lots of scholars have reconstructed similar counter examples to JTB but we can see they follow a similar algorithm. Other scholars have tried to re-analyze knowledge by adding a fourth element to JTB and reformulating knowledge in a “JTB+X” formula and some replaced justification with another alternative component (Y) and proposed a “YTB” analysis of knowledge. In this article I first overview Gettier’s problem and I show that we can construct a similar Gettier problem for each “JTB+X” or “YTB” formula. After that, I will focus on re-analyzing knowledge with a phenomenological attitude that can avoid Gettier’s problem.

Tides, Touch, and Care in Collaborative Fieldwork

ABSTRACT This essay describes the influence of tides and touch on collaborative fieldwork as a practice of care. I draw from collaborations with clamming communities and connect a history of fieldwork with longstanding commitments within environmental communication to use rhetorical fieldwork as a means of witnessing crises and practicing care. This collaborative fieldwork was also shaped by connecting with Édouard Glissant’s critique of knowledge and his poetics of relation as alternative praxis for making knowledge through errant, tidal movements, and touch. I describe how these influences on fieldwork created the context for an evolving digital media effort that has figured how we stay in touch and practice listening to partners and with tides through time.

An exploration of African-student agency: Placing students from historically disadvantaged communities at the centre

At the national universities within South Africa, various events during the past years indicate that students suffer under different kinds of oppression. It is widely acknowledged that students from poor, rural geographical areas find the university space alienating and not speaking to their life worlds. In this paper I respond to Fataar’s (2019) notion of the “misrecognised” university student in the South African context. My focus on students coming from historically disadvantaged communities aims to contribute to ongoing debates about social justice for students in the university sector. The problem to be addressed in this paper is the misalignment between the critical horizontal knowledge ofhistorically disadvantaged students and the knowledge codes of the university relating to learning, curriculum, and pedagogical practices. I therefore argue that if university institutional practices recognise, embrace, and align with students’ agency, resilience and adaption, a reframed institutional platform could engage students in their intellectual becoming. Furthermore, I am guided by two questions: 1) How can students from historically disadvantaged communities use their critical horizontal knowledges to connect with disciplinary and transdisciplinary knowledge of the university to enhance critical specialised consciousness in the becoming of ethical humans? and 2) How can an African theorisation of student agency form the basis to consciously reframe the core institutional function of the university? In responding to these questions, I locate my arguments in African-student agency, reviewing literature by African scholars to gain an understanding of the African concept of student agency.

Epistemic Luck, Knowledge-How, and Intentional Action

Epistemologists have long believed that epistemic luck undermines propositional knowledge. Action theorists have long believed that agentive luck undermines intentional action. But is there a relationship between agentive luck and epistemic luck? While agentive luck and epistemic luck have been widely thought to be independent phenomena, we argue that agentive luck has an epistemic dimension. We present several thought experiments where epistemic luck seems to undermine both knowledge-how and intentional action and we report experimental results that corroborate these judgments. These findings have implications for the role of knowledge in a theory of intentional action and for debates about the nature of knowledge-how and the significance of knowledge representation in folk psychology.

For Mathematical Truth to Be Known: A Provability-based Condition Construction

One of the defining characteristics of mathematics is its emphasis on proof, which is the process of demonstrating the truth or falsehood of a mathematical claim through a rigorous and logical argument. However, while the concept of proof is central to mathematics, it is also a complex and multifaceted notion that raises a range of philosophical and practical questions. This article proposed a condition beyond the JTB framework for mathematical knowledge by using mathematics provability with a careful reflection on Gettier cases.

Navigating STEMification for critical geography educators: finding leverage in classroom and institutional pedagogies

ABSTRACT This paper grapples with the challenges posed to critical geography educators by STEMification, or the enshrinement of market-oriented forms of science and technology education as the normative ideal for education in general. In both reactionary and progressive contexts, STEMification decontextualizes scientific and technological activity and deepens existing hierarchies of knowledge based on quantification, perceived scientific rigour, commercialisation, and employability. Critical geographical knowledges often incur misrecognition, dismissal, and in some cases, outright prohibition under such conditions. Offering strategies for navigating and contesting STEMification, this paper draws on collective auto-methods, analysing narrative vignettes from our pedagogical practices as critical geography educators. We offer the notion of seeking leverage in the face of STEMification: protecting ourselves and seeking traction within our institutions by translating our goals into familiar or sanctioned forms, while using those forms to alternative ends. To that end, we highlight seven pedagogical strategies: (1) meeting students where they are, (2) using applied examples, (3) grappling with the limits of problem-based learning, (4) disalienating students from assessment, (5) integrating critique with alternatives, (6) anticipating both resistance to and desire for critical content from students and colleagues, and (7) recognising the limits of institutional environments.

What is mentioned in the famous article by Edmund Gettier

The paper analyzes the problem of interpretations of the Gettier problem. The author draws a distinction between counterexamples presented in Edmund Gettier’s article and Gettier-style cases, between the Gettier problem and general epistemological problem supposedly occurring in all or many Gettier-style cases. It is argued that in Gettier’s article there is a gap associated with an insufficiently defined concept of justification, which does not allow talking about Gettier problem without any explicit or implicit interpretation of his views on justification. Along with this, it is indicated that the same concept of justification has strict features (deductive closure principle, non-factive justification and internalism), which do not allow arbitrary interpretations of the Gettier problem, and therefore we can say that some interpretations are closer to the text of a well-known article.

Kinds of knowledge and epistemic reduction

The article provides a brief analysis of the current debate on the two types of knowledge – knowledge-how and knowledge-that and discusses the possibility of reduction of the former to the latter. Two promising anti-reductionist strategies are highlighted. The first strategy uses the notion of “epistemic luck” to demonstrate that the epistemic characteristics of these two kinds of knowledge differ. The second strategy can be based on M. Dewitt’s treatment of linguistic knowledge, which, if accepted, at least deprives the proponents of epistemic reductionism of claims to the universality of their position.

An attempt at a general solution to the problem of deviant causal chains

AbstractDeviant causal chain problems arise in many settings. The most famous instance of the problem is the Gettier problem, but the problem also arises in the philosophy of action and perception. Usually, attempts to tackle these problems try to solve them individually. This paper takes a different approach: I propose a general solution to the problem. I begin by providing a solution to the deviant causal chain problem for skillful performance, and I argue that the solution can be extended to solve the Gettier problem and the deviant causal chain problems for perception and intentional action. As I develop my solution to these problems, I also compare it with other solutions to bring out the advantages of my approach. I then explain why the solution generalizes: my solution provides us with an analysis of disposition manifestation, which is the key to ruling out deviance. I conclude by considering objections and giving my replies.