Scientific inquiry worksheet pdf

Knowledge is a familiarity, awareness, or understanding of someone or something, scientific inquiry worksheet pdf as facts, information, descriptions, or skills, which is acquired through experience or education by perceiving, discovering, or learning. Knowledge can refer to a theoretical or practical understanding of a subject. Plato famously defined knowledge as “justified true belief”, though this definition is now thought by some analytic philosophers to be problematic because of the Gettier problems while others defend the platonic definition.


However, several definitions of knowledge and theories to explain it exist. Thomas Jefferson Building, Washington, D. The eventual demarcation of philosophy from science was made possible by the notion that philosophy’s core was “theory of knowledge,” a theory distinct from the sciences because it was their foundation Without this idea of a “theory of knowledge,” it is hard to imagine what “philosophy” could have been in the age of modern science.

The definition of knowledge is a matter of ongoing debate among philosophers in the field of epistemology. The classical definition, described but not ultimately endorsed by Plato, specifies that a statement must meet three criteria in order to be considered knowledge: it must be justified, true, and believed.

Some claim that these conditions are not sufficient, as Gettier case examples allegedly demonstrate. There are a number of alternatives proposed, including Robert Nozick’s arguments for a requirement that knowledge ‘tracks the truth’ and Simon Blackburn’s additional requirement that we do not want to say that those who meet any of these conditions ‘through a defect, flaw, or failure’ have knowledge. Richard Kirkham suggests that our definition of knowledge requires that the evidence for the belief necessitates its truth.

In contrast to this approach, Ludwig Wittgenstein observed, following Moore’s paradox, that one can say “He believes it, but it isn’t so,” but not “He knows it, but it isn’t so. He goes on to argue that these do not correspond to distinct mental states, but rather to distinct ways of talking about conviction. What is different here is not the mental state of the speaker, but the activity in which they are engaged. For example, on this account, to know that the kettle is boiling is not to be in a particular state of mind, but to perform a particular task with the statement that the kettle is boiling.