本課程延續上學期，繼續引介知識論中的重要課題與理論，包括先天知識、他心、記憶、信念等議題。This course extends the last period and continues to introduce important subjects and theoretical issues in knowledge discussions, including innate knowledge, other minds, memory, beliefs and other issues.
知識論之目的，基本上是在於探討「真」、「知」、「認知的方法」、「反思認知與知識本質」等問題。哲學上對知識問題的研究，從古希臘就開始而至今不絕。雖然當代哲學中有所謂「反知識論中心說」，但這只是個別學派之偏好而已。科學哲學是當代知識論的一個環節，它除了反思科學的各方面問題之外，尚且有科學整合的意圖。由此可見，知識論乃哲學教育中的重要部份。它探討知識的來源、知識的結構、知識的本質、知識理念的演變、認知方法、科學哲學、數理哲學、知識的範圍與極限等問題。
在教學內容方面，本課程包括兩個層面。其一是有關知識論及知識理念的演變問題，這必須包括柏拉圖、亞里士多德、希羅時代、西方中世紀的知識觀、理性主義、經驗主義、康德的綜合與批判、邏輯實証論及當代科學哲學等。其二是針對知識論的專題，這包括知覺與記憶、真理論（包括知與信的差別）、方法論（哲學方法論與科學方法論，後者以Karl Popper為主）、概念論與意義論（包括語言與思維、休謨、維根斯坦、邏輯原子論、邏輯實証論、波普的否証原則等）、科學哲學及數理哲學等。
The purpose of knowledge theory is basically to explore problems such as "truth", "knowledge", "methods of knowledge", "reflection on knowledge and the essence of knowledge". The philosophical study of knowledge problems has been unsuccessful since ancient Greece. Although there is a "anti-knowledge theory center" in contemporary philosophy, this is just a preference of a different school. Scientific philosophy is a circle of contemporary intellectual theory. In addition to reflecting on all aspects of science, it also has scientific integration ideas. From this we can see that knowledge is an important part of philosophy education. It explores the source of knowledge, the structure of knowledge, the nature of knowledge, the evolution of knowledge concepts, cognitive methods, scientific philosophy, mathematical philosophy, scope and limits of knowledge.
In terms of teaching content, this course includes two levels. One is the evolution of intellectual theory and intellectual concepts, which must include knowledge, rationalism, experientialism, Kant's comprehensive and critical, logical discussion, and contemporary scientific philosophy in Plata, Aristotle, Hellenism, Western medievalism. The second is to highlight the topic of knowledge, which includes knowledge and memory, truth theory (including the difference between knowledge and faith), methodology theory (philosophical methodology theory and scientific methodology theory, the latter mainly Karl Popper), conceptual theory and meaning theory (including language and thinking, slander, Wigenstein, logical atomic theory, logical practice theory, Pope's denial principle, etc.), scientific philosophy and mathematical philosophy, etc.
Pojman, L. P. (2001). What Can We Know? An Introduction to the Theory of Knowledge. Belmont, California: Wadsworth
PO full, l. P. (2001). what can we know? an Introduction TOT and theory of knowledge. Belmont, California: Wadsworth
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席與參與出席與參與 Attend and participate |
20 | |
| 期中考試期中考試 Midterm exam |
40 | |
| 期末考試期末考試 Final exam |
40 |
