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
famousl
y 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;[2] 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,[4] 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."[6] 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 definition.This is most
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