MORYA SAMRAJYA
Knowledge is a familiarity, awareness or understanding of
someone or something, such as facts, information, descriptions, or
skills, which is acquired through experience or education by perceiving,
discovering, or learning.
Knowledge can refer to a theoretical or practical
understanding of a subject. It can be implicit (as with practical skill
or expertise) or explicit (as with the theoretical understanding of a
subject); it can be more or less formal or systematic.[1] In philosophy,
the study of knowledge is called epistemology; the philosopher Plato
famously defined knowledge as "justified true belief", though this
definition is now agreed by most analytic philosophers to be problematic
because of the Gettier problems. However, several definitions of
knowledge and theories to explain it exist.
Knowledge acquisition involves complex cognitive processes: perception, communication, and reasoning;
while knowledge is also said to be related to the capacity
of acknowledgment in human beings.The definition of knowledge is a
matter of ongoing debate among philosophers in the field of
epistemology. The classical definition, described but not ultimately
endorsed by Plato,
specifies that a statement must meet three criteria in
order to be considered knowledge: it must be justified, true, and
believed. Some claim that these conditions are not sufficient, as
Gettier case examples allegedly demonstrate. There are a number of
alternatives proposed, including Robert Nozick's arguments for a
requirement that knowledge 'tracks the truth' and Simon Blackburn's
additional requirement that we do not want to say that those who meet
any of these conditions 'through a defect, flaw, or failure' have
knowledge. Richard Kirkham suggests that our definition of knowledge
requires that the evidence for the belief necessitates its truth.In
contrast to this approach, Ludwig Wittgenstein observed, following
Moore's paradox, that one can say "He believes it, but it isn't so," but
not "He knows it, but it isn't so."
He goes on to argue that these do not correspond to
distinct mental states, but rather to distinct ways of talking about
conviction. What is different here is not the mental state of the
speaker, but the activity in which they are engaged. For example, on
this account, to know that the kettle is boiling is not to be in a
particular state of mind, but to perform a particular task with the
statement that the kettle is boiling. Wittgenstein sought to bypass the
difficulty of definition by looking to the way "knowledge" is used in
natural languages. He saw knowledge as a case of a family resemblance.
Following this idea, "knowledge" has been reconstructed as a cluster
concept that points out relevant features but that is not adequately
captured by any definition.This is most useful knowledge sparks in all
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