Rationality and relativity: the quest for objective knowledge
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Aldershot u.a.
Avebury
1989
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| Schriftenreihe: | Avebury series in philosophy
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XII, 148 S. |
| ISBN: | 0566070359 |
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Datensatz im Suchindex
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|---|---|
| adam_text | Titel: Rationality and relativity
Autor: O Gorman, Francis P.
Jahr: 1989
Contents
Preface xi
1. The Naturalization of Epistemology 1
(i) The need for a new look at the
traditional role of epistemology. 1
(ii) The naturalization of epistemology as a
response to this need. 3
(iii) The prima facie confusion of the
descriptive and evaluative tasks of
epistemology naturalized. 5
(iv) The descriptive task of epistemology is
discussed. 5
(v) The theoretician s method constitutes
the method of epistemology. 6
(vi) The epistemologist is not redundant:
there is a conventional division of
labour between science and
epistemology. 8
(vii) The theoretician s method in historical
perspective: Comte s three stages seen
in a new setting. 10
v
(viii) Evaluative dimension of epistemology
naturalized: there is no wholesale
evaluation of knowledge. 11
(ix) Internal evaluation, using the open-
ended, theoretician s method, is
specified. 12
(x) This type of evaluation does not confuse
the descriptive and evaluative
dimensions of epistemology; 13
(xi) Neither is it viciously circular. 14
(xii) The possibility of a pluralism of
rational positions. 15
2. The Learning Feedback Model and The
Mainstream of Philosophy 18
(i) The learning feedback model s account
of descriptive terms. The functioning of
the latter depends on (a) the initial
situation in which the term is
introduced and (b) the associated
stereotypes. 19
(ii) The feedback mechanism can force us to
alter either (a) or (b). 20
(iii) The human quest for truth is pursued at
the level of output. 21
(iv) Unlike Plato, the world of knowledge is
rooted in the world of change. 22
(v) Aristotle s five ways in which the soul
arrives at truth1 are examined. This
leads us to consider the role of
foundational studies in the learning
feedback model. 23
(vi) The learning feedback model and
traditional empiricism. 26
(vii) The learning feedback model s attitude
towards the ideal language of logical
positivism. 28
(viii) The notion of the a priori is not a
product of pure reason. Evaluation of
Quine s thesis that knowledge is a man-
made fabric which impinges on
experience only along the edges . 31
(ix) Ostensive procedures and the thesis that
the identification of things is theory-
dependent. 35
vi
(x) The limitations of linguistic analysis as
the method of philosophy. 38
(xi) The Wittgensteinian approach to
certainty is not tenable in this model. 39
3. The Learning Feedback Model, Relativism and
Epistemological Anarchism 41
(i) The argument that the two preceding
chapters imply relativism. 42
(ii) Kantian agnosticism, hermeneutical
relativism and the learning feedback
model. 43
(iii) The content of our knowledge is
historically conditioned. 45
(iv) The parallel between the logician s
distinction between form and content
and the epistemologist s distinction
between method and content. 46
(v) Brief outline of the inductive and
deductive characterizations of the
method of science. 48
(vi) Kuhnian criticism of scientific method
and of the Popperian criterion of
progress. 50
(vii) Feyerabend s distinction between
philosophical relativism, scepticism,
naive anarchism and epistemological
anarchism. 52
(viii) Feyerabend s basis for Protagorean
relativism is critically evaluated. 53
(ix) The triviality of Feyerabend s thesis
that all rules have their limits . 55
(x) The learning feedback model and
inconsistency. 56
(xi) The role of simplicity in this model. 57
(xii) Feyerabend s and the learning feedback
model s conceptions of pluralism. 58
(xiii) The epistemological anarchist s defence
of absurd ideas. 60
(xiv) The distinction between the context of
discovery and the context of
confirmation. 62
(xv) The learning feedback model and
induction. 65
vii
4. The Observable and Unobservable 68
(i) The delineation of the observable as a
scientific task necessarily follows from
the naturalization of epistemology. An
independent justification of this
consequence. 68
(ii) The question of the existence of
unobservable entities in light of the
setting of (i). 71
(iii) The aim of science is the extension of
the boundaries of what is observable in
order to discover the entities and
processes which are actual in nature. 72
(iv) Putnam s realism is rejected: a theory of
reference presupposes a theory of
truth. 73
(v) The case study of the electron.
Cartwright s thesis that it is not an
entity of any particular theory is
rejected. The constructive empiricist
thesis that it is not observable is also
rejected. Rather the electron, though
not visible, is observable. 74
(vi) the learning feedback model s paradox
of observation. 80
(vii) Churchland s response to this paradox,
i.e. reject the model, is shown to be
untenable. 81
(viii) As a first step towards resolving the
paradox, the learning feedback model s
dictinction between the low-level and
high-level statements of a theory is
introduced. 84
(ix) Theory-laden, experimental results
constitute the facts as the highest court
of appeal. 86
(x) The rejection of Kuhn s thesis that the
measurement results of scientific texts
do not function as tests of a theory. 87
(xi) The reasons why the scientist cannot
leave scientific theory outside the
laboratory door when he is conducting
his experiments. 88
viii
(xii) The linguistic and other roles of theory
in experimentation and the translational
continuity of experimental results. 89
(xiii) The roles of theory in experiment do not
undermine the thesis that extensive
measurements define the facts as the
highest court of appeal. 90
5. Towards a Philosophico-Empirical Theory of
Truth 92
(i) The distinction between nature and
criteria of truth. 93
(ii) Distinction between a realist approach
to and a correspondence theory of
truth. 94
(iii) Criticism of the convenitonal presup¬
positions of (Austin s) correspondence
theory. 95
(iv) Rejection of the causal theory of
reference. 99
(v) Davidson s critique of Quine s dualism of
scheme and content. 104
(vi) Contrary to Davidson, there are radically
different, though translatable,
conceptual schemes. 106
(vii) Also contrary to Davidson, trans-
latability does not imply a common
ontology. 108
(viii) Critique of Davidson s conception of
error. 109
(ix) Contrast between non-epistemic and
epistemic (i.e. warranted assertability)
notions of truth. 112
(x) The non-epistemic notion is required to
express Quine s under-determination
and inscrutability theses. 114
(xi) The need for a recursive approach to
truth - Davidson and Tarski. 116
(xii) The hard core of the research
programme of the philosophico-
empirical theory of truth in the learning
feedback model. 118
6. The Learning Feedback Model and the
Epistemic Objectivity of Morality 124
ix
(i) Natural law and Positivist conceptions of
morality. 124
(ii) The ethics, meta-ethics distinction is
critically evaluated. 127
(iii) Moral diversity and the relativity of
morality. 128
(iv) The thesis of the epistemic objectivity of
morality is introduced. 129
(v) Criticism of consequentialist
utilitarianism. 131
(vi) Rejection of Singer s account of the
rational basis of ethics. 132
(vii) Contrary to the Mackie-Singer thesis,
moral values are not queer entities -
they are embedded in the social
structures of moral societies. 133
(viii) The fact-value dichotomy is re-
examined. Evaluative dimension can be
derived from our descriptions of social
interactions. 135
(ix) Fundamental moral principles are
explicated as high-level gener¬
alizations. 139
(x) The epistemic objectivity of morality
can be established independently of the
correct specification of, so-called,
fundamental moral principles. 140
(xi) A society of amoral, sane human beings
is possible. 141
Bibliography 144
Index 147
x
|
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| spelling | O'Gorman, Francis P. Verfasser aut Rationality and relativity the quest for objective knowledge F. P. O'Gorman Aldershot u.a. Avebury 1989 XII, 148 S. txt rdacontent n rdamedia nc rdacarrier Avebury series in philosophy Connaissance, Théorie de la Morale Relativité Ethics Knowledge, Theory of Relativity Erkenntnistheorie (DE-588)4070914-0 gnd rswk-swf Erkenntnistheorie (DE-588)4070914-0 s DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=003869009&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | O'Gorman, Francis P. Rationality and relativity the quest for objective knowledge Connaissance, Théorie de la Morale Relativité Ethics Knowledge, Theory of Relativity Erkenntnistheorie (DE-588)4070914-0 gnd |
| subject_GND | (DE-588)4070914-0 |
| title | Rationality and relativity the quest for objective knowledge |
| title_auth | Rationality and relativity the quest for objective knowledge |
| title_exact_search | Rationality and relativity the quest for objective knowledge |
| title_full | Rationality and relativity the quest for objective knowledge F. P. O'Gorman |
| title_fullStr | Rationality and relativity the quest for objective knowledge F. P. O'Gorman |
| title_full_unstemmed | Rationality and relativity the quest for objective knowledge F. P. O'Gorman |
| title_short | Rationality and relativity |
| title_sort | rationality and relativity the quest for objective knowledge |
| title_sub | the quest for objective knowledge |
| topic | Connaissance, Théorie de la Morale Relativité Ethics Knowledge, Theory of Relativity Erkenntnistheorie (DE-588)4070914-0 gnd |
| topic_facet | Connaissance, Théorie de la Morale Relativité Ethics Knowledge, Theory of Relativity Erkenntnistheorie |
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