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Buy essay online cheap exploring the differences between idealism and representative realism Epistemologythe philosophical study of the nature, origin, and limits of human knowledge. The term is derived from the Greek epistēmē (“knowledge”) and logos (“reason”), and accordingly the field is sometimes referred to as the theory of knowledge. Epistemology has a long history within Western philosophy, beginning with the ancient Greeks and continuing to the present. Along with metaphysics, logic, and ethics, it is one of help cant do my essay insane asylums four main branches of philosophy, and nearly every great philosopher has contributed to it. In Book IV of the Essay, Locke reaches the putative heart of his inquiry, the nature and extent… Why should there be a discipline such as epistemology? Aristotle (384–322 bce ) provided Do I have a chance at Harvard? answer when he said that philosophy begins in a kind of wonder or puzzlement. Nearly all human beings wish to comprehend the world they live in, and many of them construct theories of various kinds to help them make sense of it. Because many aspects of the world defy easy explanation, however, most people are likely to cease their efforts at some point and to content themselves with whatever degree of understanding they have managed to achieve. Unlike most people, philosophers are captivated—some would say obsessed—by the idea of understanding the world in the most general terms possible. Accordingly, they attempt to construct theories that are synoptic, descriptively accurate, explanatorily powerful, and in all other respects rationally defensible. In doing so, they carry the process of inquiry further than other people tend to do, and this is what is meant by saying that they develop a philosophy about such matters. Like most people, epistemologists often begin their speculations with the assumption that they have a great deal of knowledge. Essays and dissertations by chris mounsey coat 1000 they reflect upon what they presumably know, however, they discover that it is much less secure than they realized, and indeed they come to think that many of what had been their firmest beliefs are dubious or even false. Such doubts arise from certain anomalies in people’s experience of the world. Two of those anomalies will be described in detail here in order to illustrate how they call into question common claims to knowledge about the world. Most people have noticed that vision can play tricks. A straight stick submerged in water looks bent, though it is not; railroad tracks seem to converge in the distance, but they do not; and a page of English-language print reflected in a mirror cannot be read from left to right, though in all other circumstances it can. Each of those phenomena is misleading in some way. Anyone who believes that the stick is bent, that the railroad tracks converge, and so on is mistaken about how the world really is. Although such anomalies may seem simple and unproblematic at first, deeper consideration of them shows that just the opposite is true. How does one know that the stick is not really bent and that the tracks do not really converge? Suppose one says that one knows that the stick is not really bent because when it is removed from the water, one can see that it is straight. But does seeing a straight stick out of water provide a good reason for thinking that when it is in water, it is not bent? Suppose one says that the tracks do not really converge because the train passes over them at the point where they seem to converge. But how does one know that the wheels on the train do not converge at that point also? What justifies preferring some of those beliefs to others, especially when all of them are based upon what is seen? What one sees is that the stick in water is bent and that the stick out of water is straight. Why, then, is the stick declared really to be straight? Why, in effect, is priority given to one perception over another? One possible answer is to say that vision is not sufficient to give knowledge of how things are. Vision needs to be “corrected” with information derived from the other senses. Suppose then that a person asserts that a good reason for believing that the stick in water is straight is that when the stick is in water, one can feel with one’s hands that it is straight. But what justifies the belief homework help zone newgrounds the sense of touch essays and dissertations by chris mounsey coat 1000 more reliable than vision? After all, touch gives rise to misperceptions just as vision does. For example, if a person chills one hand and warms the other and then puts both in a tub of lukewarm water, the water will feel warm to the cold hand and cold to the warm hand. Thus, the difficulty cannot be resolved by appealing to input from the other senses. Another possible response would begin by granting that none of the senses is guaranteed to present things as they really are. The belief that the stick is really www.coursework Chigwell School, therefore, must be justified on the basis of some other form of awareness, perhaps reason. But why should reason be accepted as infallible? It is often used imperfectly, as when one forgets, miscalculates, or jumps to conclusions. Moreover, why should one trust reason if its conclusions run counter to those derived from sensation, considering that sense experience is obviously the basis of much of what is known about the world? Clearly, there is a network of difficulties here, and one will have to think hard in order to arrive at a compelling defense of the apparently simple claim that the stick is truly straight. A person who accepts this challenge will, in effect, be addressing the larger philosophical problem of knowledge of the external world. That How to motivate yourself to do your homework school work consists of two issues: how one can know whether there is a reality that exists independently of sense experience, given that sense experience is ultimately the only evidence one has for the existence of anything; and how one can know what anything is really like, given that different kinds of sensory evidence often conflict with each other. Suppose a surgeon tells a patient who is about to undergo a knee operation that when he wakes up he will feel a sharp pain. When the patient wakes up, the surgeon hears him groaning and contorting his face in certain ways. Although one is naturally inclined to say that the surgeon knows what the contents an essay writing company is feeling, there is a sense in which she does not know, because she is not feeling that kind of pain herself. Unless she has undergone such an operation in the past, she how to tame a mantis ark know what her patient feels. Indeed, the situation is more complicated than that, for even if the surgeon has undergone such an operation, she cannot know that what she felt after her operation is the same sort of sensation as what her patient is feeling now. Because each person’s sensations are in a sense “private,” for all the surgeon knows, what she understands as pain and what the patient understands as pain could be very different. (Similar remarks apply to the use of colour terms. For all one knows, the colour sensation one associates with “green” could be very different from the sensations other people associate with that term. That possibility is known as the problem of the inverted spectrum.) It follows from the foregoing analysis that each human being is inevitably and even in principle prevented from having knowledge of the minds of other human beings. Despite the widely held conviction that in principle there is nothing in the world of fact that cannot be known through scientific investigation, the other-minds problem shows to the contrary that an entire domain of human experience is resistant to any sort of external inquiry. Thus, there can never be a science of the human mind. As indicated above, one of the basic questions of epistemology concerns the nature of knowledge. Philosophers normally treat the question as a conceptual one—i.e., as an inquiry into a certain concept or idea. The question raises a perplexing methodological issue: namely, how does one go about investigating concepts? It is frequently assumed, though the matter is controversial, that one can determine what knowledge is by considering what the word knowledge means. Although concepts are not the same as words, words—i.e., languages—are the medium in which concepts are displayed. Hence, examination of the ways in which words are used can yield insight into the nature of the concepts associated with them. An investigation of the concept of knowledge, then, would begin by studying uses of knowledge and cognate expressions in everyday language. Expressions such as know themknow thatknow howknow whereknow whyand know whetherfor example, have been explored in detail, especially since the beginning of the 20th century. As Gilbert Ryle (1900–76) pointed out, there are important differences between know that and know how. The latter expression is normally used to refer to a kind of skill or ability, such as knowing how to swim. One can have such knowledge without being able to explain to other people what it is that one knows in such a case—that is, without being able to convey the same skill. The expression know what is similar to know how in that respect, insofar as one can know what a clarinet sounds like without being able to say what one knows—at least not succinctly. Know that, in contrast, seems to denote the possession of specific pieces of information, and the person who has such knowledge generally can convey it to others. Knowing that the Concordat of Worms was signed in the year 1122 is an example of such knowledge. Ryle argued that, given such differences, some cases of knowing how cannot be reduced to cases of knowing that, and, accordingly, that the kinds of knowledge expressed by the two phrases are independent of each other. For the most part, epistemology from the ancient Greeks to the present has focused on knowing that. Such knowledge, often referred to as propositional knowledge, raises a number of peculiar epistemological problems, among which is the much-debated issue of what kind of thing one knows when one knows that something is the case. In other words, in sentences of the form “A knows that p ”—where “A” is the name of some person and “ p ” is a sentential clause, such as “snow is white”—what sort of entity does “ p ” refer to? The list of candidates has included beliefs, propositions, statements, sentences, and utterances of sentences. Although the arguments for and against the various candidates are beyond the scope of this article, two points should be noted here. First, the issue is closely related to the problem of universals—i.e., the problem of whether qualities or properties, such as redness, are abstract objects, mental concepts, or simply names. Second, it is agreed by all sides that one cannot have “knowledge that” of something that is not true. A necessary condition of “A knows that p ,” therefore, is p. Some philosophers have held that knowledge is a state of mind—i.e., a special kind of awareness of things. According to Plato ( c. 428– c. 348 bce ), for example, knowing is a mental state akin to, but different from, believing. Contemporary versions of the theory assert that knowing is a member of a group of mental states that can be arranged in a series according to increasing certitude. At one end of the series would be guessing and Social Media and Its Effect on Society, for example, which possess the least amount of certitude; in the middle would be thinking, believing, and feeling sure; and at the end would be knowing, the most certain of all such states. Knowledge, in all such views, is a form of consciousness. Accordingly, it is common for proponents of such views to hold that if A knows that pA must be conscious of what A knows. That is, if A knows that pA knows that A knows that p . Beginning in the 20th century, many philosophers rejected the notion that knowledge is a mental state. Ludwig Wittgenstein (1889–1951), for example, said in On Certaintypublished posthumously in 1969, that “ ‘Knowledge’ and certainty belong to different categories. They are not two mental states like, say, surmising and being sure.” Philosophers who deny that knowledge is a mental state typically point out that it is characteristic of mental states like doubting, being in pain, and having an opinion that people who are in such states are aware that they are in them. Such philosophers then observe that it is possible to know that something is the case without being aware that one knows it. They conclude that it is a mistake to assimilate cases of knowing to cases of doubting, being in pain, and the like. But if knowing is not a mental state, what is it? Some philosophers have held that knowing cannot be described as a single thing, such as a state of consciousness. Instead, they claim that one can ascribe knowledge to someone, or to oneself, only when certain complex conditions are satisfied, among them certain behavioral conditions. For example, if a person always gives the right answers to questions about a certain topic under test conditions, one would be entitled, on that view, to say that that person has knowledge of that topic. Because knowing is tied to the capacity to behave in certain ways, knowledge is not a mental state, though mental states may be involved in the exercise of the capacity that constitutes knowledge. A well-known example of such a view was advanced by J.L. Austin (1911–60) in his 1946 paper “ Other Minds.” Austin claimed that when one says “I know,” one is not describing a mental state; in fact, one is not “describing” anything at all. Instead, one is indicating that one is in a position to assert that such and such is the case (one has the proper credentials and reasons) in circumstances where it is necessary to resolve a doubt. When those conditions are satisfied—when one is, in fact, in a position to assert that such and such act english grading scale the case—one can correctly be said to know. A distinction closely related to the previous one is that between “occurrent” and “dispositional” knowledge. Occurrent knowledge is knowledge of which one is currently aware. If one is working on a problem and suddenly sees the solution, for example, one can be said to have occurrent knowledge of it, because “seeing” the solution involves being aware of or attending to it. In contrast, dispositional knowledge, as the term suggests, is a disposition, or a propensity, to behave in certain ways in certain conditions. Although Smith may not now be thinking of his home address, he certainly knows it in the sense that, if one were to ask him what it is, he could provide it. Thus, one can have knowledge of things of which one is not aware at a given moment. Since at least How to motivate yourself to do your homework school work 17th century, a sharp distinction has been drawn between a priori knowledge and a posteriori knowledge. The distinction plays an especially important role in the work of David Hume (1711–76) and Immanuel Kant (1724–1804). The distinction is easily illustrated by means of examples. Assume that the sentence “All Model Wenjing yu florida state university Fords are black” is true and compare it with the true sentence “All husbands are married.” How would one come to know that those sentences are true? In the case of the second sentence, the answer is that one knows that it is true by understanding the meanings of the words it contains. Because husband means “married male,” it is true by definition that all husbands are married. That kind of knowledge is a priori in the sense that one need not engage in any factual or empirical inquiry in order to obtain it. In contrast, just such an investigation is necessary in order to know whether the first sentence is true. Unlike the second sentence, simply understanding the words is not enough. Knowledge of the first kind is a posteriori in the sense that it can be obtained only through certain kinds of experience. The differences between sentences that express a priori knowledge and those that express a posteriori knowledge are sometimes described in terms of four additional distinctions: necessary versus contingent, analytic versus synthetic, tautological versus significant, and logical versus factual. These distinctions are normally spoken of as applying to “ propositions,” which may be thought of as the contents, or meanings, of sentences that can be either true or false. For example, the English sentence “Snow is white” and the German sentence “Schnee ist weiß” have the same meaning, which is the proposition “Snow is white.” A proposition is said to be necessary if it holds (is true) in all logically possible circumstances or conditions. “All husbands are married” is such a proposition. There are no possible or conceivable conditions in which this proposition is not true (on the assumption, of course, that the words husband and married are taken to mean what they ordinarily mean). In contrast, “All Model T Fords are black” holds in some circumstances (those actually obtaining, which is why the proposition is true), but it is easy to imagine circumstances in which it would not be true. To say, therefore, that a proposition is contingent is to say that it is true in some but not in all possible circumstances. Many necessary propositions, such as “All husbands are married,” are a priori—though it has been argued that some are not ( see below Necessary a posteriori propositions)—and most contingent propositions are a posteriori. A proposition is said to be analytic if the meaning of the predicate term is contained in the meaning of the subject term. Thus, “All husbands are married” is analytic, because part of the meaning of the term husband is “being married.” A proposition is said to be synthetic if this is not so. “All Model T Fords are black” is synthetic, since “black” is not included in the meaning of Model T Ford. Some analytic propositions are a priori, and most synthetic propositions are a posteriori. Those distinctions were used by Kant to ask one of the most important questions in the history of epistemology—namely, whether a priori synthetic judgments are possible ( see below Modern philosophy: Immanuel Kant). A proposition is said to be tautological if its constituent terms repeat themselves or if they can be reduced to terms that do, so that the proposition is of the form “a = a” (“a is identical to a”). Such propositions convey no information about the world, and, accordingly, they are said to be trivial, or empty of cognitive import. A proposition is said to be significant if its constituent terms are such that the proposition does provide new information about the world. The distinction between tautological and significant propositions figures importantly in the history of the philosophy of religion. In the so-called ontological argument for the existence of God, St. Anselm of Canterbury (1033/34–1109) attempted to derive the significant conclusion that God exists from the tautological premise that God is the only perfect being together with the premise that no being can be perfect unless it exists. As Hume and Kant pointed out, however, it is fallacious to derive a proposition with existential import from a tautology, and it is now generally agreed that from a tautology alone, it is impossible to derive any significant proposition. Tautological propositions are generally How to motivate yourself to do your homework school work priori, necessary, and analytic, and significant propositions are generally a posteriori, contingent, and synthetic. A logical proposition is any proposition that can be reduced by replacement of its constituent terms to a proposition expressing a logical truth—e.g., to a proposition such as “If p and qthen p .” The proposition “All husbands are married,” for example, is logically equivalent to the proposition “If something is married and it is male, then it is married.” In contrast, the semantic and syntactic features of factual propositions make it impossible to reduce them to logical truths. Logical propositions are often a priori, always necessary, and typically analytic. Factual propositions are generally a posteriori, contingent, and synthetic. The distinctions reviewed above have been explored extensively in contemporary philosophy. In one such study, Naming and Necessity (1972), the American philosopher Saul Kripke argued that, contrary to traditional assumptions, not all necessary propositions are known a priori; some are knowable only a posteriori. According to Kripke, the view that all necessary propositions are a priori relies on a conflation of the wenjing yu florida state university of necessity and analyticity. Because all analytic propositions are both a priori and necessary, most philosophers have assumed without much reflection that all necessary propositions are a priori. But that is a mistake, argued Kripke. His point is usually illustrated by means of a type of proposition known as an “identity” statement—i.e., a statement of the form “a = a.” Thus, consider the true identity statements “Venus is Venus” and “The morning star is the evening star.” Whereas “Venus is Venus” is knowable a priori, “The morning star [i.e., Venus] is the evening star [i.e., Venus]” is not. It cannot be known merely through reflection, prior to any experience. In fact, the statement was not known until the ancient Babylonians discovered, through astronomical observation, that the heavenly body observed in the morning is the same as the heavenly body observed in the evening. Hence, “The morning star is the evening star” is a posteriori. But it is also necessary, because, like “Venus is Venus,” it says only that a particular object, Venus, is identical to itself, and it is impossible to imagine circumstances in which Venus is not the same as Venus. Other types of propositions that are both necessary and a posteriori, according to Kripke, are statements of material origin, such as “This table Pierre Bourdieu: Habitus, Capital and Field made of (a particular piece of) wood,” and statements of natural-kind essence, such as “Water is H 2 O.” It is important to note that Kripke’s arguments, though influential, have not been universally accepted, and the existence of necessary a posteriori propositions continues to be a much-disputed issue. Throughout its very long history, epistemology has pursued two different sorts of task: description and justification. The two tasks of description essays and dissertations by chris mounsey coat 1000 justification are not inconsistent, and indeed they are often closely connected in the writings of contemporary philosophers. In its descriptive task, epistemology aims to depict accurately certain features of the world, including the contents of the human mind, and to determine what kinds of mental content, if any, ought to count as knowledge. An example of a descriptive epistemological system is the phenomenology of Edmund Husserl (1859–1938). Husserl’s aim was to give an exact description of the phenomenon of intentionality, or the feature of conscious mental states by virtue of which they are always “about,” or “directed toward,” some object. In his posthumously published masterpiece Philosophical Investigations (1953), Wittgenstein stated that “explanation must be replaced by description,” and much of his later work was devoted to carrying out that task. Other examples of descriptive epistemology can be found in the work of G.E. Moore (1873–1958), H.H. Price (1899–1984), and Bertrand Russell (1872–1970), each of whom considered whether there are ways of apprehending the world that do not depend on any form of inference and, if so, what that apprehension consists of ( see below Perception and knowledge). Closely related to university for development studies ghana admissions advisor work were attempts by various philosophers, including Moritz Schlick (1882–1936), Otto Neurath (1882–1945), and A.J. Ayer (1910–89), to identify “ protocol sentences”—i.e., statements that describe what is immediately given in experience without inference. Epistemology has a second, justificatory, or normative, function. Philosophers concerned with that function ask themselves what kinds of belief (if any) can be rationally justified. The question has normative import since it asks, in effect, what one ought ideally to believe. (In that respect, epistemology parallels ethics, which asks normative questions about how one ought ideally to act.) The normative approach quickly takes one into the central domains of epistemology, raising questions such as: “Is knowledge identical with justified true belief?,” “Is the difference between knowledge and belief merely a matter of probability?,” and “What is justification?” Philosophers have disagreed sharply about the complex relationship between the concepts of knowledge and certainty. Are they the same? If not, how do they differ? Is it possible for someone to know that p without being certain that por to be certain that p without knowing that p ? Is it possible for p to be certain without being known by someone, or to be known by someone without being certain? In his 1941 paper “ Certainty,” Moore observed that the word certain is commonly used in four main types of idiom: “I feel certain that,” “I am certain that,” “I know for certain that,” and “It is certain that.” He pointed out that there is at least one use of “I know for certain that p ” and “It is certain that p ” on which neither of those sentences can be true unless p is true. A sentence such as “I knew for certain that he would come, but he didn’t,” for example, is self-contradictory, whereas “I felt certain he would come, but he didn’t” is not. On the basis of such considerations, Moore contended that “a thing can’t be certain unless it is known.” It is that fact that distinguishes the concepts of certainty and truth: “A thing that nobody knows may quite well be true but cannot possibly be certain.” Moore concluded that a necessary condition for the truth of “It is certain that p ” is that somebody should know that p. Moore is therefore among the philosophers who answer in the negative the question of whether it is possible for p to be certain without being known. Moore also argued that to say “A knows that p is true” cannot be a sufficient condition for “It is certain that p .” If it were, it would follow that in any case in which at least one person did know that p is true, it would always be false for anyone to say “It is not certain that p ,” but clearly this is not so. If one says that it is not certain that Smith is still alive, one is not thereby committing to the statement that nobody knows that Smith is still alive. Moore is thus among the philosophers who would answer in the affirmative the question of whether it is possible for p to be known without being certain. Other philosophers have disagreed, arguing that if a person’s knowledge that p is occurrent rather than merely dispositional, it implies certainty that p . The most radical position on such matters was the one taken by Wittgenstein in On Certainty. Wittgenstein held that knowledge is radically different from certitude and that neither concept entails the other. It is thus possible to be in a state of knowledge without being certain and to be certain without having knowledge. For him, certainty is to be identified not with apprehension, or “seeing,” but with a kind of acting. A proposition is certain, in other words, when its truth (and the truth of many related propositions) is presupposed in the various social activities of a community. As he said, “Giving grounds, justifying the evidence comes to an end—but the end is not certain propositions striking us immediately as true—i.e., it is not a kind of seeing on our part; it is our acting which lies at the bottom of the language game.” Philosophers wish to know not only what knowledge is but also how it arises. That desire is motivated in part by the assumption that an investigation into the origins of knowledge can shed light on its nature. Accordingly, such investigations have been one of the major themes of epistemology from the time of the ancient Greeks to the present. Plato’s Republic contains one of the earliest systematic arguments to show that sense experience cannot be a source of knowledge. The argument begins with the assertion that ordinary persons have a clear grasp of certain concepts—e.g., the concept of equality. In other words, people know what it means to say that a and b are equal, no matter what a and b are. But where does such knowledge come from? Consider the claim that two pieces of wood are of equal length. A close visual inspection would show them to differ slightly, and the more detailed the inspection, the more disparity one would notice. It follows that visual experience cannot be the source of the concept of equality. Plato applied such reasoning to all five senses and concluded that the corresponding knowledge cannot originate in sense experience. As in the MenoPlato concluded that such knowledge is “recollected” by the soul from an earlier existence. It is highly significant that Plato should use mathematical (specifically, geometrical) examples to show that knowledge does not originate in sense experience; indeed, it is a sign of his perspicacity. As the subsequent history of philosophy reveals, mathematics provides the strongest case for Plato’s view. Mathematical entities—e.g., perfect triangles, disembodied surfaces and edges, lines without thickness, and extensionless points—are abstractions, none of which exists in the physical world apprehended by the senses. Knowledge of such entities, it is argued, must therefore come from some other source. The problem of the origins of knowledge has engendered two historically important kinds of debate. One of them concerns the question of whether knowledge is innate—i.e., present in the mind, in some sense, from birth—or acquired through experience. The matter has been important not only in philosophy but also, since the mid-20th century, in linguistics and psychology. The American linguist Noam Chomsky, for example, argued that the ability of young (developmentally normal) children to acquire any human language on the basis of invariably incomplete and even incorrect data is proof of the existence of innate linguistic structures. In contrast, the experimental psychologist B.F. Skinner (1904–90), a leading figure in the movement known as behaviourism, tried to show that all knowledge, including linguistic knowledge, is the product of learning through environmental conditioning by means of processes of reinforcement and reward. There also have been a range of “compromise” theories, which claim that humans have both innate and acquired knowledge. The second debate related to the problem of the origins of knowledge is that between rationalism and empiricism. According to rationalists, the ultimate source of human knowledge is the faculty of reason; according to empiricists, it is experience. The nature of reason is a difficult problem, but it is generally assumed to be a unique feature or faculty of the mind through which truths about reality may be grasped. Such a thesis is double-sided: it holds, on the one hand, that reality is in principle knowable and, on the other hand, that there is a human faculty (or set of faculties) capable of knowing it. One thus might define rationalism as the theory that there is an isomorphism (a mirroring relationship) between reason and reality that makes it possible for the former to apprehend the latter just as it is. Rationalists contend that if such a correspondence ribosome synthesis meeting lacking, it would be impossible for human beings to understand the world. Almost no philosopher has been a strict, thoroughgoing empiricist—i.e., one who holds that literally all knowledge comes from experience. Even John Locke (1632–1704), considered the father of modern empiricism, thought that there is some knowledge that does not derive from experience, though he held that it was “trifling” and empty of content. Hume held similar views. Empiricism thus generally acknowledges the existence of a priori knowledge but denies its significance. Accordingly, it is more accurately defined as the theory that all significant or factual propositions are known through experience. Even defined in that way, however, it continues to contrast significantly with rationalism. Rationalists hold that human beings have knowledge that is prior to experience and yet significant. Empiricists deny that that is possible. The term experience is usually understood to refer to ordinary physical sensations—or, in Hume’s parlance, “impressions.” For strict empiricists, that definition has the implication that the human mind is passive—a “ tabula rasa” that receives impressions and more or less records them as they are. The conception of the mind as a tabula rasa posed serious challenges for empiricists. It raised the question, for example, of how one can have knowledge of entities, such as dragons, that cannot be found in experience. The response of classical empiricists such as Locke and Hume was to show that the complex concept of a dragon can be reduced to simple concepts (such as wings, the body of a snake, the head of a horse), all of which derive from impressions. On such a view, the mind is still considered primarily passive, but it is conceded that the mind has the power to combine simple ideas into complex ones. But there are further difficulties. Empiricists must explain how abstract ideas, such as the concept of a perfect triangle, can be reduced to elements apprehended by the senses when no perfect triangles are found in nature. They must also give an account of how general concepts are possible. It is obvious that one does not experience “humankind” through the senses, yet such concepts are meaningful, and propositions containing them are known to be true. The same difficulty applies to colour concepts. Some empiricists have argued that one arrives at the concept of red, for example, by mentally abstracting from how to write an installation manual experience of individual red items. The difficulty with that suggestion is that one cannot know what to count as an experience of red unless one already has a concept of red in mind. If it is replied that the concept of red and others like it are acquired when we are taught the word red in childhood, a similar difficulty arises. The teaching process, according to the empiricist, consists of pointing to a red object and telling the child “This is red.” That process is repeated a number of times until the child forms the concept of red by abstracting from the series of examples shown. But such examples are necessarily very limited: they do not include even a fraction of the shades of red the child might ever see. Consequently, it is possible for the child to abstract or generalize from them in a variety of different ways, only some of which would correspond to the way the community of adult language users happens to apply the term red. How then does the child know which abstraction is the “right” one to draw from the examples? According to the rationalist, the only way to account for the child’s selection of the correct concept is to suppose that at least part of it is innate. Many philosophers, as well as many people studying philosophy for the first time, have been struck by the seemingly indecisive nature of philosophical argumentation. For every argument there seems to be a counterargument, and for every position a counterposition. To a considerable extent, skepticism is born of such reflection. Some ancient skeptics contended that all arguments are equally bad and, accordingly, that nothing can be proved. The contemporary American philosopher Benson Mates, who claimed to be a modern representative of that tradition, held that all philosophical arguments are equally good. Ironically, skepticism itself is a kind of philosophy, and the question has been raised whether it manages to escape its own criticisms. The answer to that question depends on what is meant by skepticism. Historically, the term has referred to a variety of different views and practices. But however it is understood, skepticism represents a challenge to the claim that human beings possess or can acquire knowledge. In giving even that minimal characterization, it is important to emphasize that skeptics and nonskeptics alike accept the same definition of knowledge, one that implies two things: (1) if A knows that pthen p is true, and (2) if A knows that pthen A cannot be mistaken (i.e., it is logically impossible that A is wrong. Thus, if people say that they know Smith will arrive at nine o’clock and Smith does not arrive at nine o’clock, then they must withdraw their claim to know. They might say instead that they thought they knew or that they felt sure, but they cannot rationally continue to insist that they knew if what they claimed to know turns out to be false. Given the foregoing definition of knowledge, in order for the essays and dissertations by chris mounsey coat 1000 challenge to succeed, it is not necessary to show that the person who claims to know that p is in fact mistaken; it is enough to show that a mistake is logically possible. That condition corresponds to the second of How to motivate yourself to do your homework school work two clauses mentioned above. If skeptics can establish that the clause is false in the case of a person’s claim to know that pthey will have proved that the person does not know that p. Thus arises skeptics’ practice of searching for possible counterexamples to ordinary knowledge claims.