Epistemology is the branch of philosophy that examines the nature, origin, and limits of knowledge. Also called theory of knowledge, it explores different types of knowledge, such as propositional knowledge about facts, practical knowledge in the form of skills, and knowledge by acquaintance as a familiarity through experience. Epistemologists study the concepts of belief, truth, and justification to understand the nature of knowledge. To discover how knowledge arises, they investigate sources of justification, such as perception, introspection, memory, reason, and testimony.
Philosophy of religion is "the philosophical examination of the central themes and concepts involved in religious traditions". Philosophical discussions on such topics date from ancient times, and appear in the earliest known texts concerning philosophy. The field involves many other branches of philosophy, including metaphysics, epistemology, logic, ethics, aesthetics, philosophy of language, and philosophy of science.
In philosophical epistemology, there are two types of coherentism: the coherence theory of truth, and the coherence theory of justification.
Applied philosophy is a branch of philosophy that studies philosophical problems of practical concern. The topic covers a broad spectrum of issues in environment, medicine, science, engineering, policy, law, politics, economics and education. The term was popularised in 1982 by the founding of the Society for Applied Philosophy by Brenda Almond, and its subsequent journal publication Journal of Applied Philosophy edited by Elizabeth Brake. Methods of applied philosophy are similar to other philosophical methods including questioning, dialectic, critical discussion, rational argument, systematic presentation, thought experiments and logical argumentation.
Evidentialism is a thesis in epistemology which states that one is justified to believe something if and only if that person has evidence which supports said belief. Evidentialism is, therefore, a thesis about which beliefs are justified and which are not.
In the philosophy of religion, Reformed epistemology is a school of philosophical thought concerning the nature of knowledge (epistemology) as it applies to religious beliefs. The central proposition of Reformed epistemology is that beliefs can be justified by more than evidence alone, contrary to the positions of evidentialism, which argues that while non-evidential belief may be beneficial, it violates some epistemic duty. Central to Reformed epistemology is the proposition that belief in God may be "properly basic" and not need to be inferred from other truths to be rationally warranted. William Lane Craig describes Reformed epistemology as "One of the most significant developments in contemporary religious epistemology ... which directly assaults the evidentialist construal of rationality."
Naturalized epistemology is a collection of philosophic views about the theory of knowledge that emphasize the role of natural scientific methods. This shared emphasis on scientific methods of studying knowledge shifts the focus of epistemology away from many traditional philosophical questions, and towards the empirical processes of knowledge acquisition. There are noteworthy distinctions within naturalized epistemology. Replacement naturalism maintains that we should abandon traditional epistemology and replace it with the methodologies of the natural sciences. The general thesis of cooperative naturalism is that traditional epistemology can benefit in its inquiry by using the knowledge we have gained from cognitive sciences. Substantive naturalism focuses on an asserted equality of facts of knowledge and natural facts.
Experimental philosophy is an emerging field of philosophical inquiry that makes use of empirical data—often gathered through surveys which probe the intuitions of ordinary people—in order to inform research on philosophical questions. This use of empirical data is widely seen as opposed to a philosophical methodology that relies mainly on a priori justification, sometimes called "armchair" philosophy, by experimental philosophers. Experimental philosophy initially began by focusing on philosophical questions related to intentional action, the putative conflict between free will and determinism, and causal vs. descriptive theories of linguistic reference. However, experimental philosophy has continued to expand to new areas of research.
Metaepistemology is the branch of epistemology and metaphilosophy that studies the underlying assumptions made in debates in epistemology, including those concerning the existence and authority of epistemic facts and reasons, the nature and aim of epistemology, and the methodology of epistemology.
Intellectual responsibility is the quality of being adequately reflective about the truth of one's beliefs. People are intellectually responsible if they have tried hard enough to be reflective about the truth of their beliefs, aiming not to miss any information that would cause them to abandon those beliefs as false.
Feminist epistemology is an examination of epistemology from a feminist standpoint.
Epistemic conservatism is a view in epistemology about the structure of reasons or justification for belief. While there are various forms, epistemic conservatism is generally the view that a person's believing some claim is a reason in support of the claim, at least on the face of it. Others formulate epistemic conservatism as the view that one is, to some degree, justified in believing something simply because one believes it.
The ethics of belief refers to a cluster of related issues that focus on standards of rational belief, intellectual excellence, and conscientious belief-formation. Among the questions addressed in the field are:
Formative epistemology is a collection of philosophic views concerned with the theory of knowledge that emphasize the role of natural scientific methods. According to formative epistemology, knowledge is gained through the imputation of thoughts from one human being to another in the societal setting. Humans are born without intrinsic knowledge and through their evolutionary and developmental processes gain knowledge from other human beings. Thus, according to formative epistemology, all knowledge is completely subjective and truth does not exist.
Michael Abram Bergmann is an American analytic philosopher teaching in the department of philosophy at Purdue University. His primary interests are epistemology and philosophy of religion. In epistemology, he writes mostly on externalism and, in philosophy of religion, he mostly writes on the epistemology of religious belief and the problem of evil.
Jennifer Lackey is an American academic; she is the Wayne and Elizabeth Jones Professor of Philosophy at Northwestern University. Lackey is known for her research in epistemology, especially on testimony, disagreement, memory, the norms of assertion, and virtue epistemology. She is the author of Learning from Words: Testimony as a Source of Knowledge and of numerous articles and book chapters. She is also co-editor of The Epistemology of Testimony and The Epistemology of Disagreement: New Essays.
Scott F. Aikin is an American philosopher and associate professor of philosophy at Vanderbilt University in Nashville, Tennessee, where he also holds a joint appointment in Classics. He earned an M.A. in philosophy from the University of Montana in 1999 and a Ph.D. in philosophy from Vanderbilt University in 2006. His principal areas of research are epistemology, argumentation theory, ancient philosophy, and pragmatism.
The uniqueness thesis is “the idea that a body of evidence justifies at most one proposition out of a competing set of propositions and that it justifies at most one attitude toward any particular proposition.” The types of attitudes towards a proposition, are: believing, disbelieving, and suspending judgment. The uniqueness thesis claims that, given a body of evidence, one of these attitudes is the rationally justified one. The justification referred to in this thesis is epistemic justification.
The issue of peer disagreement in epistemology discusses the question of how a person should respond when he learns that somebody else with the same body of knowledge disagrees with them.
David Christensen is an American philosopher and professor of philosophy at Brown University. His main interest is epistemology, in which he is a leading proponent of conciliationism. Christensen's professional accolades include the 2017-2018 Sanders Lecture, awareded by the American Philosophical Association for his distinguished contributions to epistemology.
