Seminário de Especialidade em Filosofia do Conhecimento e Epistemologia (not translated) - 2nd semester
Objectives
a) Gain a deep knowledge in the domain of Philosophy of Knowledge and Epistemology.
b) Gain the capacity to relate and confront in a systematic way different stances in the history of philosophy and of current philosophical research.
c) Gain a deep knowledge of borderline and/or interdisciplinary problems.
d) Gain competences in advanced research in the field.
e) Gain competences to identify, formalize, analyze and interpret problems, hypotheses, models, solutions, from personal research initiatives.
f) Gain the capacity to subject personal perspectives to a systematic confrontation with alternative possibilities.
g) Gain the capacity to produce texts according to the academic standards, which can contribute to the development of the area of specialization.
General characterization
Code
73203105
Credits
10
Responsible teacher
Nuno Carlos Venturinha
Hours
Weekly - 2
Total - Available soon
Teaching language
Portuguese
Prerequisites
None.
Bibliography
BRADY, M. & PRITCHARD, D. (2005). Epistemological Contextualism: Problems and Prospects. The Philosophical Quarterly 55(219): 161-171.
COHEN, S. (1987). Knowledge, Context, and Social Standards. Synthese 73(1): 3-26.
DeROSE, K. (2009). The Case for Contextualism: Knowledge, Skepticism, and Context, Vol. 1. Oxford: OUP.
ICHIKAWA, J. J. (Ed.) (2017). The Routledge Handbook of Epistemic Contextualism. Abingdon: Routledge.
LEWIS, D. (1996). Elusive Knowledge. Australasian Journal of Philosophy 74(4): 549-567.
SOSA, E. (2004). Relevant Alternatives, Contextualism Included. Philosophical Studies 119(1-2): 35-65.
VENTURINHA, N. (2018). Description of Situations: An Essay in Contextualist Epistemology. Cham: Springer.
WILLIAMS, M. (2001). Contextualism, Externalism and Epistemic Standards. Philosophical Studies 103: 1-23.
WRIGHT, C. (2005). Contextualism and Scepticism: Even-handedness, Factivity and Surreptitiously Raising Standards. The Philosophical Quarterly 55: 236-262.
Teaching method
The method adopted for the class combines readings and commentaries of texts in seminar along with discussion of student papers. In class teaching.
Evaluation method
Each student is required to write a paper (60%) to be presented and discussed in class (40%).
Subject matter
Epistemic Contextualism
Since the time of Aristotle man has been characterized as a situated being. Every single moment in our lives is already given within the framework of a specific context in the midst of which we understand ourselves and what surrounds us. Epistemic contextualism has received much attention in contemporary epistemology, promising to resolve a number of issues that classic epistemological approaches have been unable to deal with. In particular, a contextualist view opens the way to an understanding of those cognitive processes that require situational information to be fully grasped. However, contextualism poses serious difficulties in regard to epistemic invariance, requiring a sophisticated account of what may and may not vary, both from a personal and from an interpersonal point of view. The seminar shall explore various themes, discussed by different contemporary authors.