The Uncoordinated Teachers Puzzle
| Autor: | Michael Cohen |
|---|---|
| Přispěvatelé: | Tilburg Center for Logic, Ethics and Philosophy of Science |
| Jazyk: | angličtina |
| Rok vydání: | 2023 |
| Předmět: | |
| Zdroj: | Episteme, 1-8 STARTPAGE=1;ENDPAGE=8;ISSN=0165-0904;TITLE=Episteme |
| ISSN: | 0165-0904 |
| DOI: | 10.1017/epi.2023.6 |
| Popis: | Williamson (2000) argues that the KK principle is inconsistent with knowledge of margin for error in cases of inexact perceptual observations. This paper argues, primarily by analogy to a different scenario, that Williamson's argument is fallacious. Margin for error principles describe the agent's knowledge as a result of an inexact perceptual event, not the agent's knowledge state in general. Therefore, epistemic agents can use their knowledge of margin for error at most once after a perceptual event, but not more. This insight blocks a crucial step in Williamson's original argument. Along the way, the value of standard epistemic logic for analyzing margin for error reasoning is challenged. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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