Art and Epistemology The relationship between art and epistemology has been forever tenuous and fraught with much debate. It seems fairly obvious that we gain something meaningful from experiences and interactions with works of art. It does not seem so obvious whether or not the experiences we have with art can produce propositional knowledge that is constituted by true justified belief. In what follows I

Ikhwan al-Safa’ Ikhwan al-Safa’ (i Fratelli della Purezza) sono gli autori del Rasā’il al-Ikhwān al-safā’ (Trattati dei Fratelli della Purezza), un'enciclopedia islamica composta da cinquantadue trattati e un ulteriore trattato completo (Risalat al-jami'a) sulle varie scienze filosofiche interpretate dagli studiosi Ismā‘īlī Shī‘ī. Copre la matematica, naturale, psicologico/razionale, e scienze teologiche e fu scritto nel X o XI secolo E.V. IL

Heraclitus (fl. c. 500 B.C.E.) A Greek philosopher of the late 6th century BCE, Heraclitus criticizes his predecessors and contemporaries for their failure to see the unity in experience. He claims to announce an everlasting Word (Logos) according to which all things are one, in un certo senso. Opposites are necessary for life, but they are unified in a system of balanced exchanges. The world itself

Giovanni Anderson (1893-1962) Il filosofo scozzese-australiano John Anderson era un appassionato difensore di una filosofia tipicamente descritta come Realismo. Anderson esercitò un'influenza significativa e duratura su diverse generazioni di studenti, compresi filosofi successivi come John Passmore, J.L.. Mackie, e D.M. Armstrong. Questi studenti hanno criticato e sviluppato diverse caratteristiche chiave della filosofia di Anderson, come la difesa di una teoria del bene oggettivo, IL

Platone: Theaetetus The Theaetetus is one of the middle to later dialogues of the ancient Greek philosopher Plato. Plato was Socrates’ student and Aristotle’s teacher. As in most of Plato’s dialogues, the main character is Socrates. In the Theaetetus, Socrates converses with Theaetetus, a boy, and Theodorus, his mathematics teacher. Although this dialogue features Plato’s most sustained discussion on the concept of knowledge, it fails to