Knowledge requires both freedom and friction. Freedom to set up our epistemic goals, choose the subject matter of our investigations, espouse cognitive norms, design research programs, etc., and friction (constraint) coming from two directions: the object or target of our investigation, i.e., the world in a broad sense, and our mind as the sum total of constraints involving the knower. My goal ...

The paper contrasts two domains of school education, natural science and citizenship education (as a paradigm of “hard” and “soft” subjects), with respect to their epistemological and ethical foundations. A sharp contrast between their associated world-views within the school community is accentuated at the outset. The epistemological shortcomings inherent in both are subsequently explored, and...

We all know that ships are safest in the harbor; but alas, that is not what ships are built for. They are destined to leave the harbor and to confront the challenges that are waiting beyond the harbor mole. A similar challenge confronts the practice of research. Research at work cannot play it safe and stay in whatever theoretical and methodological harbors in which it may have found shelter in...

Kant's theory of judgment involves his answer to the question "How is knowledge pattern underlying intentional strategies objective - true and justified representation empirical events possible?" When we problematize this question, problem scope our notion consistency in reasoning emerges. We will argue article that includes a thesis about circular nature patterns consistency, based on ability ...

Abstract Many have taken Sellars’s critique of empiricism in “Empiricism and the Philosophy Mind” ( EPM ) to be aimed at his teacher C. I. Lewis. But if so, why do famous arguments its opening sections carry so little force against Lewis’s views? Understandably, some respond by denying that epistemology is among positions targeted Sellars. this incorrect. Indeed, Sellars had earlier offered mor...

in this article the rationality of faith in plantinga's three major works is studied – the three works in which the author, while responding to the critiques, presents his viewpoints. in this contribution, plantinga's line of argumentation in these books is sought and then, having explained his views, they are being analyzed. hence, first his analogical argument is criticized and then...

This is a critical review of Michael Peters' book, Wittgenstein, Education and the Problem Rationality, in which I focus on following assumptions order to problematize them: Wittgenstein's supposed relativism anti-foundationalism; his status as leading representative analytic philosophy; absence mention Peter’s book publication Wittgenstein’s spelling dictionary 1926, after period he became pri...