Memory belief is weak

Recently there has been extensive debate over whether “belief is weak”, viz, whether the epistemic standard for belief is lower than for assertion or knowledge. While most current studies focus on notions such as “ordinary belief” and “outright belief”, this paper purports to advance this debate by investigating a specific type of belief; memory belief. It is argued that (outright) beliefs formed on the basis of episodic memories are “weak” due to two forms of “entitlement inequality”. My key argument is thus twofold. First, by rejecting the epistemic theory of memory, I argue that one can be entitled to belief but not to knowledge. Second, by scrutinising a recent defence of the belief norm of assertion, it will be demonstrated that belief is weaker than assertion, as long as we expect one to match words with deeds.     

The internal environment of knowledge claims: One aspect of the knowledge-society connection

In the sociology of knowledge, the relationship between society and knowledge —or rather what separates them — remains an unsolved problem. A critical analysis of various solutions that we must look for to this problem suggests the plausibility of a passage between social groups, styles of argumentation and objects of knowledge. An empirical model of decision displacements is proposed on the basis of a corpus of texts and of observations derived from concrete analysis of a laboratory situation.     

And so indeed are perfect cheat

Ethical discourse and fallacy theory come together in a natural way over concepts such as bias, prejudice, preconceived opinion, prototypical and stereotypical thinking, dogmatism and loyalty. By and large, these are concepts that have not been sufficiently worked up to bear the theoretical weight either of ethics or of logic. The present paper seeks to ameliorate this situation. It proposes that situations describable by any such concepts partition into (a) the rationally and morally regrettable and (b) the rationally and morally impeccable, and in any event, unavoidable. Finding (b) will come as a surprise to some theorists.[A]ll the artificial and figurative application of Words Eloquence hath invented are for nothing else but to insinuate wrongIdeas, move the Passions, and thereby mislead the Judgment; and so indeed are perfect cheat; And therefore, however laudable or allowable Oratory may render them in Harangues and popular Addresses, they are certainly, in all Discourses that pretend to inform or instruct, wholly to be avoided. ...John Locke,Essay on Human Understanding, Book III.     

Pluralism, scientific knowledge, and the fallacy of overriding values

The paper examines one implication of pluralism, the view that all values are conditional and none are overriding. This implication is that since scientific knowledge is one of the conditional values, there are circumstances in which the pursuit of even the most basic scientific knowledge is legitimately curtailed. These circumstances occur when the pursuit of scientific knowledge conflicts with moral and political values which, in that context, are more important than it. The argument focuses on the case for and against space exploration in search of intelligent extraterrestrial life. The widely held supposition that search for pure scientific knowledge cannot be reasonably curtailed is identified as the fallacy of overriding values.     

The threshold model of scientific change and the continuity of scientific knowledge

The continuity thesis of the Pozna school threshold model of the growth of scientific knowledge is considered in the light of the example of Van der Waals' and Boyle-Mariotte's laws. It is argued — using both traditional logical means and the structuralist reconstruction of the example — that the continuity thesis does not hold.A distinction between a historical and a systematic point of view is introduced and it is argued that the continuity thesis of the threshold model presupposes the systematic point of view. However, looking at matters from the systematic point of view need not yield the original theory, looked at from the historical point of view. Applied to the case of Van der Waals/Boyle-Mariotte laws, it turns out that the latter law is not a true idealizing special case of the former, contrary to the continuity thesis.     

Sex differences in historical knowledge and school grades: a 26 nation study

Sex differences among ninth grade school students in historical knowledge and grades were examined in 29 samples drawn from 26 countries. Boys obtained higher mean scores on the tests of historical knowledge in all samples, while girls obtained better grades in 22 of the samples.     

“Instruction Publique” in the French Eighteenth-Century Discourse of Modernisation

Towards the end of eighteenth century in France, the newly acquired rights of people as citizens needed assuring. This article traces the principles through which Condorcet tried to realise this on an institutional level. Condorcet did not view the Enlightenment ideas of progress as primarily referring to the state. Rather, he focused on the rights of individuals, particularly on their right to develop their own potential. He bound this perception with the unconditional demand for recognition of the rights of all people, in particular also for a clear renunciation of any gender-specific interpretation of this fundamental idea. Evidence for this is found in Condorcets writings on Instruction Publique. In contrast to other educational programmes of the revolutionary period, these evince a discriminating interpretation of freedom and equality, and recognise the numerous threats to a self-determined human existence.     

The Role of Science in Medicine

Theoretical Medicine and Bioethics - A suitable demarcation between pure science and applied research can be drawn in terms of their goals. This distinction of goals has methodological and cultural...     

The theory of the organism-environment system: III. Role of efferent influences on receptors in the formation of knowledge

The present article is an attempt to give—in the frame of the theory of the organism-environment system (jarvilehto, 1998a)—a new interpretation to the role of efferent influences on receptor activity and to the functions of senses in the formation of knowledge. It is argued, on the basis of experimental evidence and theoretical considerations, that the senses are not transmitters of environmental information, but create a direct connection between the organism and the environment, which makes the development of a dynamic living system, the organism-environment system, possible. In this connection process, the efferent influences on receptor activity are of particular significance because, with their help, the receptors may be adjusted in relation to the parts of the environment that are most important in achieving behavioral results. Perception is the process of joining of new parts of the environment to the organism-environment system; thus, the formation of knowledge by perception is based on reorganization (widening and differentiation) of the organism-environment system, and not on transmission of information from the environment. With the help of the efferent influences of receptors, each organism creates its own peculiar world that is simultaneously subjective and objective. The present considerations have far-reaching influences as well on experimental work in neurophysiology and psychology of perception as on philosophical consideration of knowledge formation.     

现代知识分类思想下的学习迁移理论述评

本文概括并评论了在知识分类思想前提下三种主要的迁移理论,即认知结构迁移理论,产生式迁移理论和反省认知迁移理论。