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All the ideas for 'fragments/reports', 'Humean metaphysics vs metaphysics of Powers' and 'Fallibilism'

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6 ideas

11. Knowledge Aims / B. Certain Knowledge / 3. Fallibilism
We can't normally say that we know something 'but it might be false' [Dougherty]
     Full Idea: It will ordinarily be conversationally inappropriate to say 'I know that p, but p might be false' even if it is true, since this would mislead an interlocutor to infer that that possibility was an epistemically significant one.
     From: Trent Dougherty (Fallibilism [2011], 'Epistemic')
     A reaction: This seems to imply hypocrisy when a fallibilist philosopher claims (in non-philosophical company) to know something. Fair enough. Philosophers are in a permanent state of hypocrisy about what they are really thinking. That's the fun of it.
Fallibilism is consistent with dogmatism or scepticism, and is not alternative to them [Dougherty]
     Full Idea: There has been a tendency to treat fallibilism as an alternative to either dogmatism or scepticism. ...But it is much better to think of fallibilism as consistent with either dogmatism or skepticism.
     From: Trent Dougherty (Fallibilism [2011], 'Closure')
     A reaction: It seems perfectly reasonably to describe oneself as a 'fallibilist dogmatist' (perhaps from the Pope?), or a 'fallibilist sceptic' (perhaps from Peter Unger?), so this idea sounds correct.
It is best to see the fallibility in the reasons, rather than in the agents or the knowledge [Dougherty]
     Full Idea: It seems best to take fallible reasons as the basic notion of fallibilism. So fallible knowers are agents who know what they know on the basis of fallible reasons. Fallible knowledge will be knowledge on basis of fallible reasons.
     From: Trent Dougherty (Fallibilism [2011], 'Cognates')
     A reaction: This is because an ideal knower would be compelled by the evidence, so if fallibilism is universal it must reside in the evidence and not in the knower (bottom p.131).
25. Social Practice / E. Policies / 5. Education / b. Education principles
Learned men gain more in one day than others do in a lifetime [Posidonius]
     Full Idea: In a single day there lies open to men of learning more than there ever does to the unenlightened in the longest of lifetimes.
     From: Posidonius (fragments/reports [c.95 BCE]), quoted by Seneca the Younger - Letters from a Stoic 078
     A reaction: These remarks endorsing the infinite superiority of the educated to the uneducated seem to have been popular in late antiquity. It tends to be the religions which discourage great learning, especially in their emphasis on a single book.
27. Natural Reality / D. Time / 1. Nature of Time / d. Time as measure
Time is an interval of motion, or the measure of speed [Posidonius, by Stobaeus]
     Full Idea: Posidonius defined time thus: it is an interval of motion, or the measure of speed and slowness.
     From: report of Posidonius (fragments/reports [c.95 BCE]) by John Stobaeus - Anthology 1.08.42
     A reaction: Hm. Can we define motion or speed without alluding to time? Looks like we have to define them as a conjoined pair, which means we cannot fully understand either of them.
27. Natural Reality / D. Time / 2. Passage of Time / g. Time's arrow
Causation is the power of one property to produce another, and this gives time its direction [Esfeld]
     Full Idea: The metaphysics of causation in terms of powers is linked with an intrinsic direction of time. There is a causal connection if an F-property produces a G. One can argue that causation thus is the basis for the direction of time.
     From: Michael Esfeld (Humean metaphysics vs metaphysics of Powers [2010], 7.2)
     A reaction: I think this is my preferred metaphysic - that both time and causation are primitive, but the direction of time is the result of the causal process. Viewing some new world, we would just say that time went in whichever direction the causation went.