Knowledge
is a familiarity, awareness or understanding of someone or something,
such as facts, information, descriptions, or skills, which is acquired
through experience or education by perceiving, discovering, or learning.
Knowledge can refer to a theoretical or practical understanding of a subject. It can be implicit (as with practical skill or expertise) or explicit (as with the theoretical understanding of a subject); it can be more or less formal or systematic.[1] In philosophy, the study of knowledge is called epistemology; the philosopher Plato famously defined knowledge as "justified true belief", though this definition is now agreed by most analytic philosophers to be problematic because of the Gettier problems. However, several definitions of knowledge and theories to explain it exist.
Knowledge acquisition involves complex cognitive processes: perception, communication, and reasoning;
Knowledge can refer to a theoretical or practical understanding of a subject. It can be implicit (as with practical skill or expertise) or explicit (as with the theoretical understanding of a subject); it can be more or less formal or systematic.[1] In philosophy, the study of knowledge is called epistemology; the philosopher Plato famously defined knowledge as "justified true belief", though this definition is now agreed by most analytic philosophers to be problematic because of the Gettier problems. However, several definitions of knowledge and theories to explain it exist.
Knowledge acquisition involves complex cognitive processes: perception, communication, and reasoning;
while
knowledge is also said to be related to the capacity of acknowledgment
in human beings.The definition of knowledge is a matter of ongoing
debate among philosophers in the field of epistemology. The classical
definition, described but not ultimately endorsed by Plato,
specifies
that a statement must meet three criteria in order to be considered
knowledge: it must be justified, true, and believed. Some claim that
these conditions are not sufficient, as Gettier case examples allegedly
demonstrate. There are a number of alternatives proposed, including
Robert Nozick's arguments for a requirement that knowledge 'tracks the
truth' and Simon Blackburn's additional requirement that we do not want
to say that those who meet any of these conditions 'through a defect,
flaw, or failure' have knowledge. Richard Kirkham suggests that our
definition of knowledge requires that the evidence for the belief
necessitates its truth.In contrast to this approach, Ludwig Wittgenstein
observed, following Moore's paradox, that one can say "He believes it,
but it isn't so," but not "He knows it, but it isn't so."
He
goes on to argue that these do not correspond to distinct mental
states, but rather to distinct ways of talking about conviction. What is
different here is not the mental state of the speaker, but the activity
in which they are engaged. For example, on this account, to know that
the kettle is boiling is not to be in a particular state of mind, but to
perform a particular task with the statement that the kettle is
boiling. Wittgenstein sought to bypass the difficulty of definition by
looking to the way "knowledge" is used in natural languages. He saw
knowledge as a case of a family resemblance. Following this idea,
"knowledge" has been reconstructed as a cluster concept that points out
relevant features but that is not adequately captured by any
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