mohammad ali abbasian
Abstract
One of the most important, and at the same time, popular discussions within the realm of epistemology in the last five decades, is about the issue of “the nature of knowledge”. According to the current accepted view among epistemologists, there would be no “propositional knowledge” ...
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One of the most important, and at the same time, popular discussions within the realm of epistemology in the last five decades, is about the issue of “the nature of knowledge”. According to the current accepted view among epistemologists, there would be no “propositional knowledge” if there exist no “true believing”. So S knows p, only if S is in th state of having true belief that p. Epistemologists' conception of true proposition and true belief, and accordingly knowledge, is result of a semantic and epistemic notion void of any pragmatic element or condition. In this paper, I try to show that this conception is not correct, and knowledge is not only a matter of semantics and epistemology but further it is subjected to pragmatic considerations. For propositions, as the content of our de re/de dicto beliefs, and their truth or falsity, are dependent upon pragmatics and its psycho-social principles.
mansour fahim
Abstract
Philosopl:y in its broad sense constitutes the origin and foundation of almost each and every discipline ive observe in today's world. Despite the focal influence philosophical unde1pinnings have on an ensemble of ideological and epistemological issues in our life, this branch of human knowledge is not ...
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Philosopl:y in its broad sense constitutes the origin and foundation of almost each and every discipline ive observe in today's world. Despite the focal influence philosophical unde1pinnings have on an ensemble of ideological and epistemological issues in our life, this branch of human knowledge is not welcomed the 1vqy it deserves f?y the administrators of a number of disciplines. One such field o.f stucfy is the area of language teaching in ivhich philosophical concerns are left near/y intact. The present article is aimed at recapitulating the mqjor impact a partial acquaintance nitb philosopl!J can have on our general conceptualizations particular/y as it concerns Language and pedagogy. In so doing, a brief introduction is made, at the outset, to the tuo principal divisions of philosopl:y, i.e. ana/ytical and continental philosopl?J. The concept of bermeneutical thought is then presented as an issue relevant to the school of continentalphilosopl?J, and the vieivpoints of several celebrated progenitors and pioneers of this sub-branch of philosopl:y, i.e. hermeneutics are dimmed. An attempt is made, aftenaards, to introduce some traces of hermeneutics in linguistics and some of its main sub-branches inclttding pragmatics, critical discourse analysis andp.rychological studies. In the encl a brief account is given of some practical advantages of a .familiarity with these philosophical concepts in pedagogical terms
