HUMR71-110 EPISTEMOLOGY AND THEORY OF KNOWLEDGE Reading: Richard FELDMAN, Epistemology, Upper Saddle River NJ: Prentice-Hall/Pearson, 2017. Supplementary Resources: Craig, E. ed. Routledge Encyclopaedia of Philosophy (London/NY Routledge) Edwards, E. and Pap, A., Encyclopaedia of Philosophy (London Macmillan) Honderich, T. ed. The Oxford Companion to Philosophy (Oxford OUP). Also, any Dictionary of Philosophy may be useful. If you are inexperienced in writing papers with a philosophical emphasis, the following may be helpful: Seech, Z., Writing Philosophical Papers 4th ed. (Belmont Wadsworth/Thomson)
All students involved in advanced coursework and research, in whatever field, are concerned with what has been called, albeit somewhat grandly, “the advancement of knowledge.” This is just as true in the Humanities and Social Sciences as it is in other broad branches of advanced study and research. In every field we are attempting to expose claims to knowledge which are not as soundly based as they appear, to further knowledge in areas where questions are still open, and to formulate claims about what is known which are clear and legitimately convincing. In the tutorials, and in the prescribed written work, you will be invited to relate the issues discussed in lectures and in your reading to the issues that arise in your particular discipline or primary field of advanced study or research, e.g. Criminology, International Relations, Psychology, Education, Philosophy, Journalism, and Communication etc. Thus the aim is not merely to introduce you to the great questions of Epistemology but also for you to deepen your own understanding of your own primary field of academic endeavour by reference to these questions. This is consistent with Bond’s aim to produce postgraduates in the Humanities and the Social Sciences who are “a cut above the rest” because of the depth of understanding they bring to the theoretical and practical skills which you will have mastered. 2. Knowledge is Everywhere and Everywhere Disputed. In trying to gain a deeper understanding of a concept, it is often useful to consider what it is contrasted with. In the case of knowledge, there are a number of contrasts: • Knowledge is contrasted with ignorance TASK 1: Can you think of any other contrasts to knowledge? (Give further examples of the contrasts listed above, as well as of any new contrasts you ar，英语论文，英语毕业论文 |
