True Belief Research Articles

More on knowledge before Gettier

ABSTRACT Antognazza (“The Benefit to Philosophy”, “The Distinction in Kind”), Dutant (“The Legend”), and I (“Knowledge Before Gettier”) have argued for the historical falsity of the claim that, prior to Gettier’s famous counterexamples of sixty years ago, the so-called ‘traditional’ conception of knowledge was the justified true belief (JTB) conception. This note addresses a related historical question that, rather surprisingly, has not yet been addressed in the philosophical literature; to wit: when did this claim first appear in this literature?

Talent Management, Organizational Culture and Employee Productivity: The Moderating Effect of Employee Involvement

Aim - This study investigates the influence of talent management and organi-zational culture on employee productivity in the public sector, also it assessed the moderating effect of employee involvement in the relationship. Methodology- The study employed a quantitative approach in data collection and analysis. Data was collected through a structured questionnaire disributed among 158 purposively sampled permanent senior staff in University of Ilor-in, Nigeria. The analysis was conduucted using Partial Least Square Strcutural Equation Modelling. Findings- The findings indicate several significant relationships between tal-ent management, employee commitment, employee productivity, and em-ployee satisfaction. Limitations- First is the small sample size of only 158 respondents from the public service. This small sample size may not accurately represent the views and experiences of employees from other industries or sectors and may limit the generalizability of the findings. Second, the study was conducted with a specific population of public service employees which may not be applicable to other sectors or organizations. Third is that the study relied on self-reported data from a survey, which may be subject to bias. Participants may have provided responses that they believed were socially desirable, rather than accurate reflections of their true beliefs and experiences. Practical implications- Public sector organizations should focus on imple-menting effective talent management practices, fostering a positive organisa-tional culture, and involving employees in shaping the culture in order to improve employee commitment and satisfaction. Further, the findings high-light the importance of focusing on employee commitment and improving employee productivity. More so, the rate at whihc employees are involved in the organization has an impact on the relationship between the organizational culture and employees’ productivity. Originality/value- The study contributes to literature by exploring how talent managment influences employee productivity, while investiating the critical moderating role of employee involvment.

الإصلاحات النبوية بالمدينة وأثرها علي حياة المجتمع.

The study aimed to take up prophetic reforms in Madeena& their effect on society life , and according to importance of this topic to Islam &muslims,I took it explaining how reform procedures happened through mosque building , fraternity ,Madeena agreement ,then economic ,healthy , educational & judicial situation reform . Also , army building which life was reformed by it when it corrupted . Importance of this topic manifests in recognizing prophetic reforms that done by our master prophet Mohammed which had great effect in society life to make muslims utilize from them today ; because he deals with a topic that touches current life reality to adopt his biography asexample . The study followed inductive , historical & analytical method , & concluded many results :
 -Islam concerned & cared about the nation & resolve its problems .
 -Our prophet Mohammed presented genuine picture about himself , his religion & wisdom .
 -Our prophet succeeded in building new person with true belief system that formed nation start foundations.
 -Our great prophet used thorough &thoughtful plans in establishing Islamic state , moreover , he established solid political educational & organizational work .
 -Our great prophet was experienced military leader surpassed every one of his time.
 The study recommends the following:
 -Educating the nation with biography of our great prophet & teaching it in all levels , also correcting the course of the system of governance& administration according to islamprinciples , moreover , muslims should be good examples for others . Addition to , necessity to read prophetic biography deeply , and investigation , analysis & standing at every step of the reforms to learn lessons & experience .

WHY CONCEPTS MATTER, WHAT CONCEPTUAL ANALYSIS IS FOR, AND THE CASE OF KNOWLEDGE IN EDUCATION

ABSTRACT The concept of ‘knowledge’ is central to education, particularly when it comes to the school curriculum. This paper makes the case for engaging in conceptual analysis, and in particularly conceptual engineering, in educational studies. Conceptual engineering emphasises analysing concepts with their purposes in mind. To illustrate the importance of this sort of conceptual analysis in education, I track the educational impact of three concepts of knowledge: (1) the traditional philosophical concept of knowledge as justified, true belief; (2) Michael Young’s concept of ‘knowledge of the powerful’; and (3) Young’s concept of ‘powerful knowledge’. I argue that knowledge as justified, true belief is too abstracted from educational purposes to provide much guidance for curriculum planning. Young’s ‘knowledge of the powerful’ prioritises the social role that knowledge can play over its value to individual students. Finally, ‘powerful knowledge’ is too unclear to provide appropriate guidance to policy makers and practitioners. By examining the interactions between these concepts of knowledge and historical policy and practice in education, I conclude that the focus of conceptual engineering on clarity about the purposes of education is central to good conceptual analysis.

Nonhuman Animals and Epistemic Injustice

In this paper, I argue that nonhuman animals can be subject to epistemic injustice. I consider Miranda Fricker’s (2007) account of the nature of the harm of epistemic injustice and highlight that it requires that a knower be invested in being recognized as a knower. I argue that a focus on know-how, rather than testimony or concepts for self-understanding and communication, can serve to highlight how nonhuman animals can suffer epistemic injustice without an investment in recognition, by focusing on distributive justice concerning epistemic goods. Drawing from work in animal ethology and movement ecology, I argue that human interruption of animal lifeways has negative downstream effects on nonhuman animals’ ability to acquire ‘answers’ to ‘questions’ they have an interest in answering: namely, acquiring both true beliefs about conspecifics and their environment, as well as acquisition of behaviors and skills that enable everyday successful coping, and that these interruptions can constitute epistemic injustice.

The effects of stimulating the cerebellum on social sequences: A tDCS-fMRI pilot study: Los efectos de estimular el cerebelo en secuencias sociales: Un estudio piloto con tDCS y fMRI.

Research on the involvement of the cerebellum in social behavior and its relationship with social mentalizing has just begun. Social mentalizing is the ability to attribute mental states such as desires, intentions, and beliefs to others. This ability involves the use of social action sequences which are believed to be stored in the cerebellum. In order to better understand the neurobiology of social mentalizing, we applied cerebellar transcranial direct current stimulation (tDCS) on 23 healthy participants in the MRI scanner, immediately followed by measuring their brain activity during a task that required to generate the correct sequence of social actions involving false (i.e., outdated) and true beliefs, social routines and non-social (control) events. The results revealed that stimulation decreased task performance along with decreased brain activation in mentalizing areas, including the temporoparietal junction and the precuneus. This decrease was strongest for true belief sequences compared to the other sequences. These findings support the functional impact of the cerebellum on the mentalizing network and belief mentalizing, contributing to the understanding of the role of the cerebellum in social sequences.

Beyond Belief: On Disinformation and Manipulation

AbstractExisting analyses of disinformation tend to embrace the view that disinformation is intended or otherwise functions to mislead its audience, that is, to produce false beliefs. I argue that this view is doubly mistaken. First, while paradigmatic disinformation campaigns aim to produce false beliefs in an audience, disinformation may in some cases be intended only to prevent its audience from forming true beliefs. Second, purveyors of disinformation need not intend to have any effect at all on their audience’s beliefs, aiming instead to manipulate an audience’s behavior through alteration of sub-doxastic states. Ultimately, I argue that attention to such non-paradigmatic forms of disinformation is essential to understanding the threat disinformation poses and why this threat is so difficult to counter.

The Authenticity of Theology in Scientific and Technological Thinking

The deprivation of knowledge from the bond of true belief will destroy and ruin human life and nature. This has been demonstrated in the Western scientific and technological civilisations that dominate the world today. Western scientific civilisation today is the product of scientists who have no real faith in the Creator of the universe. Nevertheless, there are efforts among Western scientists who have awareness in this modern era, who began to take steps to restore the agenda of Science and Technology within the framework of religious beliefs. This literature-based study discovers many negative effects resulting from the absence of true theology in understanding Science and Technology, which is based on a secular understanding. Apart from that, this article also reveals the nature and appearance of Science and Technology that are firmly embroidered with natural theology leading to universal well-being.

Geometry-Based Deep Learning in the Natural Sciences

Nature is composed of elements at various spatial scales, ranging from the atomic to the astronomical level. In general, human sensory experience is limited to the mid-range of these spatial scales, in that the scales which represent the world of the very small or very large are generally apart from our sensory experiences. Furthermore, the complexities of Nature and its underlying elements are not tractable nor easily recognized by the traditional forms of human reasoning. Instead, the natural and mathematical sciences have emerged to model the complexities of Nature, leading to knowledge of the physical world. This level of predictiveness far exceeds any mere visual representations as naively formed in the Mind. In particular, geometry has served an outsized role in the mathematical representations of Nature, such as in the explanation of the movement of planets across the night sky. Geometry not only provides a framework for knowledge of the myriad of natural processes, but also as a mechanism for the theoretical understanding of those natural processes not yet observed, leading to visualization, abstraction, and models with insight and explanatory power. Without these tools, human experience would be limited to sensory feedback, which reflects a very small fraction of the properties of objects that exist in the natural world. As a consequence, as taught during the times of antiquity, geometry is essential for forming knowledge and differentiating opinion from true belief. It not only provides a framework for understanding astronomy, classical mechanics, and relativistic physics, but also the morphological evolution of living organisms, along with the complexities of the cognitive systems. Geometry also has a role in the information sciences, where it has explanatory power in visualizing the flow, structure, and organization of information in a system. This role further impacts the explanations of the internals of deep learning systems as developed in the fields of computer science and engineering.

Reasoning One’s Way Back into Skepticism

Abstract Susanna Rinard aims to show that it is possible to rationally persuade an external world skeptic to reject external world skepticism. She offers an argument meant to convince a skeptic who accepts her views on “several orthogonal issues in epistemology” to give up their external world skepticism. While I agree with Rinard that it is possible to reason with a skeptic, I argue that Rinard overlooks a variety of good epistemic grounds a skeptic could appeal to in rejecting her argument and its conclusion. More specifically, I argue that the external world skeptic can resist Rinard’s conclusion by (1) distinguishing between skepticism about knowledge and skepticism about justification, (2) by prioritizing obtaining accurate beliefs (maximizing true beliefs and minimizing false beliefs) over being rational, or (3) by treating suspension of judgment as the default rational doxastic attitude.

Epistemic Health, Epistemic Immunity and Epistemic Inoculation.

This paper introduces three new concepts: epistemic health, epistemic immunity, and epistemic inoculation. Epistemic health is a measure of how well an entity (e.g. person, community, nation) is functioning with regard to various epistemic goods or ideals. It is constituted by many different factors (e.g. possessing true beliefs, being disposed to make reliable inferences), is improved or degraded by many different things (e.g. research funding, social trust), and many different kinds of inquiry are relevant to its study. Epistemic immunity is the robustness with which an entity is resistant to performing certain kinds of epistemic activity, such as questioning certain ideas, believing certain sources, or making certain inferences. Epistemic inoculation occurs when social, political or cultural processes cause an entity to become immune to engaging in certain epistemic activities. After outlining each of these concepts, we close by considering some of the risks associated with attempts to improve others' epistemic health.

Either you know or you've gotta believe

The standard analysis of knowledge in contemporary epistemology is the view that a subject \(S\) knows a proposition \(p\) iff 1.) \(p\) is true; 2.) \(S\) believes that \(p\); 3.) \(S\) is justified in believing that \(p\). Hence, knowledge is justified true belief (JTB)1. The second condition that (propositional) knowledge entails belief is called the entailment thesis and has been considered by the majority as uncontroversial. Numerous accounts of knowledge and belief have been constructed involving entailment thesis granting it a default status. The generally accepted view in today's epistemology is that knowledge is something more than 'merely' belief. Few philosophers argued against the entailment thesis, even if barely any arguments for it have been presented. Some of the earlier voices in contemporary epistemology arguing against the entailment thesis and for the superiority of belief were Colin Radford's and Bernard Williams'. Today Blake Myers-Schulz and Eric Schwitzgebel as well as Dylan Murray, Justin Sytsma and Jonathan Livengood provide convincing arguments disputing the rightfulness of the entailment thesis. In what follows I will discuss different accounts of knowledge and belief and point out the overlooked connection between these accounts and argue that it supports yet another line of argument against the entailment thesis. I will further argue that knowledge and belief are two separate concepts, neither of which can be defined in terms of the other, and that it is a belief that is more complex and requires further conditions than knowledge, most of all agent's actions.

Myth, virtue and method in Plato’s Meno

This paper challenges the prevailing interpretations about the role and the function of recollection in Plato’s Meno, by suggesting that recollection is a cognitive process inaugurated by a myth. This process sets out the methodological and epistemological context within two transitions are feasible: On the one hand, the methodological transition from the elenchus to the method of hypothesis and, on the other hand, the cognitive upshift from opinions to knowledge. Furthermore, this paper argues that Socrates uses the myth of recollection just when Meno niggles and tries to escape the inquiry, introducing the paradox. Based on my deductions, Socrates’ myth imprints on Meno’s soul a true belief which facilitates the process of recollection by rending Meno valiant in continuing the inquiry.

Problematika Pembelajaran Akidah Akhlak di MTsN 4 Lima Puluh Kota

In the learning process there will definitely be problems, both problems from the delivery of material by the teacher, problems from students, or inadequate facilities. There are many problems in learning the moral creed at MTsN 4 Fifty Cities, starting from a lack of enthusiasm for learning the moral creed. There are still students who are less active, feel bored in participating in the learning process and do not pay attention to what is conveyed by the teacher, children are indifferent to the assignments and notes given. This research is a descriptive qualitative research, the data collected is in the form of words, in this case it is explaining the problems of learning aqidah morals. Researchers collected data through interviews, documentation, and field notes. Data were analyzed in three stages, namely data reduction, data presentation, and data verification. Techniques for guaranteeing the validity of the data are source triangulation, technical triangulation, and time triangulation. Based on the results of the research that the researchers conducted, it can be concluded that: (1) The learning process of Aqidah Akhlak at MTsN 4 Fifty Kota is still in the development stage and is trying to achieve the best. By providing facilities and infrastructure to support the learning of aqidah morals, (2) The problems of learning Akidah Akhlak Class 7 at MTsN 4 Fifty Kota can be seen from two factors, namely, first, internal factors, namely problems that generally occur in teachers and students. The problem of the teacher's aqidah morals is how to convince children of the unseen and convince them to adhere to true Islamic beliefs, from students, namely they often don't focus when studying, feel bored, sleepy in class. Problems from external factors, namely the incompatibility between learning materials of the moral creed and its application in the school, family and community environment. (3) In overcoming problems related to internal factors, namely the efforts made by the teacher to overcome these problems by continuing to improve competence, MGMP activities, continuing to actively communicate with students.

Mindreading by body: incorporating mediolateral balance and mouse-tracking measures to examine the motor basis of adults' false-belief tracking.

The role played by motor representations in tracking others' belief-based actions remains unclear. In experiment 1, the dynamics of adults' anticipatory mediolateral motor activity (leftwards-rightwards leaning on a balance board) as well as hand trajectories were measured as they attempted to help an agent who had a true or false belief about an object's location. Participants' leaning was influenced by the agent's belief about the target's location when the agent was free to act but not when she was motorically constrained. However, the hand trajectories participants produced to provide a response were not modulated by the other person's beliefs. Therefore, we designed a simplified second experiment in which participants were instructed to click as fast as possible on the location of a target object. In experiment 2, mouse-movements deviated from an ideal direct path to the object location, with trajectories that were influenced by the location in which the agent falsely believed the object to be located. These experiments highlight that information about an agent's false-belief can be mapped onto the motor system of a passive observer, and that there are situations in which the motor system plays an important role in accurate belief-tracking.

P300 as a correlate of false beliefs and false statements.

This study investigates P300 as a component for false belief and false statement processing with and without a communicative context. The purpose is to understand why P300 has been shown to be commonly involved in false belief and lie processing. Participants were presented with a story in which the protagonist holds a true belief and makes a true statement of it (true belief), holds a false belief and makes a true statement (false belief), or holds a true belief and makes a false statement (false statement) while electroencephalograms were recorded. In Experiment 1, featuring a solitary protagonist, stronger posterior P300 was shown in the false belief condition than the true belief and false statement condition. With the installation of a communicative context by including asecondcharacter listening to the protagonist, Experiment2 showed enhanced frontal P300 in the false statement condition compared to the true belief and false belief condition. A late slow wave was more prominent in the false belief condition than in the other two conditions in Experiment 2. The present results suggest a situation-dependent nature of P300. The signal captures the discrepancy between belief and reality more readily than that between belief and words under a noncommunicative context. It becomes more sensitive to the discrepancy between belief and words than that between belief and reality in a communicative situation with an audience, which makes any false statement practically a lie.

Sex differences in autistic adults: A preliminary study showing differences in mentalizing, but not in narrative coherence

Studying autism might be a complex endeavor due to its clinical heterogeneity. Little is currently known about potential sex differences in autistic adults, especially regarding mentalizing and narrative coherence. In this study, male and female participants told a personal story about one of their most positive and most negative life events and performed two mentalizing tasks. One of these mentalizing tasks was a recently developed Picture and Verbal Sequencing task that has shown cerebellar recruitment, and which requires mentalizing in a sequential context (i.e., participants chronologically ordered scenarios that required true and false belief mentalizing). Our preliminary comparison shows that males were faster and more accurate on the Picture Sequencing task compared to female participants when ordering sequences involving false beliefs, but not true beliefs. No sex differences were found for the other mentalizing and narrative tasks. These results highlight the importance of looking at sex differences in autistic adults and provide a possible explanation for sex-related differences in daily life mentalizing functions, which suggest a need for more sensitive diagnosis and tailored support.

Epistemic Explanations: A Theory of Telic Normativity, and What it Explains

<i>Epistemic Explanations: A Theory of Telic Normativity, and What it Explains</i>

A defense of the veritist account of the goal of inquiry

ABSTRACT Veritists hold that the goal of inquiry is true belief, while justificationists contend that the goal of inquiry is justified belief. Recently, Christoph Kelp makes two new objections to both veritism and justificationism. Further, he claims that the two objections suggest that the goal of inquiry is knowledge. This paper defends a sophisticated version of veritism against Kelp's two objections.

Dissociating visual perspective taking and belief reasoning using a novel integrated paradigm: A preregistered online study

There is considerable conceptual overlap between Level-2 Visual Perspective Taking (VPT-2) and Belief Reasoning; both cognitive processes require us to represent another's viewpoint and experience of reality while inhibiting our own egocentric representations. This study investigated if these facets of mentalising are distinct from one another in the general adult population. To do so, we developed a novel “Seeing-Believing Task” with which to compare VPT-2 and true belief (TB) reasoning directly – one in which both judgement types refer to the same state of reality, requiring identical responses, and where self and other perspectives can be dissociated. Across three preregistered online experiments, this task demonstrated consistent differences between these two cognitive processes; specifically, TB judgements were associated with slower response times than VPT-2. This suggests that VPT-2 and TB reasoning are at least partly distinct psychological processes. Further, the greater cognitive effort required for TB reasoning is unlikely to be explained by differences in mnemonic processing. We suggest, therefore, that VPT-2 and TB reasoning differ in the complexity of social processing involved and we discuss theoretical implications based on minimal vs. full-blown Theory of Mind. Future research must attempt to test these conjectures.