PPT-Reliabilism and virtue epistemology

Michael Lacewing enquiriesalevelphilosophycouk Reliabilism You know that p if p is true Y ou believe that p and Your belief is caused by a reliable cognitive process A reliable cognitive process is just one that produces a high percentage of true . INDUSTRIOUSNESS OCT. VIRTUE October Virtue: Industriousness Assiduousness, diligence, application, zealousness, laboriousness, indefatigability (try dividing that into syllables!), man of action, bus Aristotle and Our Contemporaries. Introduction. Concern for character has flourished in the West since the time of Plato, whose early dialogues explored such virtues as courage and piety. Two Moral Questions . What is communication?. What is communication?. What do we mean by a “ritual” view?. Basic Questions. What is communication?. What do we mean by a “ritual” view?. What does it mean to say communication rituals involve “theory-driven practices”?. T emptationand Easy Virtue Thinking About Character. Lawrence Solum. September 2010. Outline. Two Antinomies. Virtue Ethics. Virtue Jurisprudence. Aretaic Theory of Judging. Rules & Equity. Dissolving the Antinomies. Implications for Judging. Christian Epistemology. How does a Christian come to know truth?. Question. What questions are postmoderns asking?. Christian Epistemology. Modernist Objections to Christianity. . What about all the contradictions? . What is Reliabilism?. Does Reliabilism describe knowledge well? What are the strengths and weaknesses of Reliabilism?. How well does Reliabilism cope with Gettier and Fake Barn Cases?. What is Reliabilism? (2 marks). Virtue vs. Impurity. “The moral excellence evident in my life as I consistently do what is right.”. Showing integrity by making good choices in every situation. . Virtues" are attitudes, dispositions, or character traits that enable us to be and to act in ways that develop this potential. They enable us to pursue the ideals we have adopted. Honesty, courage, compassion, generosity, fidelity, integrity, fairness, self-control, and prudence are all examples of virtues.. What is Reliabilism?. Does Reliabilism describe knowledge well? What are the strengths and weaknesses of Reliabilism?. How well does Reliabilism cope with Gettier and Fake Barn Cases?. What is Reliabilism? (2 marks). 2 Peter 1:5-7. Virtue - . arete. “any . excellence. of a person (in body or mind) or of a thing, an eminent endowment, property or quality (Thayer’s).. “properly denotes whatever procures . preeminent. When we ‘naturalize’ something we bring it into the realm of space and time.. Approaches to human knowledge that emphasize abstract, necessary principles (Descartes, Locke, Berkeley, Hume, for example) lead to skepticism that undercuts empirical science (science about things and events in space and time … notably, things like scientific studies of our cognitive abilities).. Good life Final end Rational. . Function Flourishing . . Eudaimonia. Virtues Doctrine of the mean Vices . 1. What are the vices for each of the following virtues? . Recap – The Virtues. of Management . and. . Organization. Emanuel Rutten. e.rutten. @. vu.nl. Literature. . and. Schedule. Literature. . Louis P. . Pojman. , . What. . can. we . know. ? An . introduction. to the . Dr. William Eggington. Brigham Young University. This presentation begins by assuming that linguistic ways of knowing, analyzing and sharing lead to similar, but unique, positive outcomes. Students trained in linguistic epistemologies, or ways of knowing and thinking, develop valuable abilities that greatly enhance essential life-skills and opportunities for career, personal and interpersonal success. I will review the research related to the development of science and mathematics epistemologies for pedagogical purposes in an effort to develop a model that could be applied to linguistic epistemologies. This will be followed by a critique of the previous, decidedly sparse, work conducted in developing an epistemology of linguistics for pedagogical purposes. I will compare and contrast this work with the proposed model and conclude by suggesting a developmental agenda for linguistic pedagogical practice based upon, not only what we want our students to know about language, but also how we would like them to think about how language functions..