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 . The history of epistemology however can in large part be read as a histor y of trying to establish that there is a necessary connection between the answers to these two questions A traditional view is that justified beliefs are ones arrived at usi n . Aspects. of Management . and. . Organization. Emanuel Rutten. e.rutten. @. vu.nl. Literature. . and. Schedule. Literature. . Louis P. . Pojman. , . What. . can. we . know. ? An . introduction. ETHICS BOWL. STARTER QUESTION. Think of someone who you think of as . a good person. .. It could be a family member, friend, someone famous – anyone!. Q: What . makes. this person good?. List the . 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). 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).. Gettier’s. two examples and explain what they show.. Can you think of any responses to . Gettier. ?. Responding to . Gettier. Objectives:. Understand two responses to . Gettier. and how they work.. Reliabilism and virtue epistemology Michael Lacewing enquiries@alevelphilosophy.co.uk Reliabilism You know that p if p is true; Y ou believe that p ; and Your belief is caused by a reliable cognitive process. Morality, Sin, and Virtue OUR FEARLESS SEARCH FOR A MORAL INVENTORY Step 4: Made a searching and fearless moral inventory of ourselves. At its core, working Step 4 reflects our willingness to trust the HP of our understanding uncovered with Steps 1, 2, and 3. better and more active men if we believe it right to look for what we don 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..