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You may find useful verses 9-11 of the Isa (Isavasya) upanishad : Into blind darkness enter those who follow the way of ignorance. Into ever greater darkness those who devote themselves to knowledge alone He who knows That as both in one, the Knowledge and the Ignorance, by the Ignorance crosses beyond death and by the Knowledge enjoys Immortality....


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I think runaway technology - from ongoing militarization to genetically modified food - will very likely obliterate our species. Just look at what we've done to our planet already. So I'd like to answer your question NO. The problem is one of parameters. Should WHO pursue knowledge? And WHAT KIND of knowledge are we talking about? And can anyone possibly ...


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SHORT ANSWER According to the SEP article on epistemology, the relationship between knowledge and memory is that memory is one of five main sources of knowledge, the other four being perception, reason, introspection, and testimony. But, to fully understand the relationship between knowledge and memory, one has to have a definition of knowledge, and this is ...


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What you seem not to understand is the use one can make of the concept of deductively valid argument. (1) First case. You have premises and do not really care whether they are true or not. What you want to know is which conclusion can be derived from these premises, using logic ( that is, which conclusion would follow in case the premises were true). The ...


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I think what's confusing you is the distinction between syntax and semantics. Logic is entirely concerned with syntax: with the rules governing the structure and transformation of symbols. Semantics - the meaning of symbols, and the relationship of symbols to the external world — is a separate matter, one that lies outside of logic properly put. 'Truth' is a ...


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I take it your "not quite understand" refers to the method of proving something false by starting with a statement of that something along with some known truths and deducing a false conclusion. A classic example of this method is the mathematical proof that the square root of two is an irrational number: Premises: A: Definition: Any rational number can ...


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Generally the answer has to be NO, which is the main reason why radical skepticism is bound to fail since it questions the very structures which the meaningfulness of the position and of expressivity itself rely on. For a Putnamian (analytical) argument for this see Tim Buttons, Limits of Reality. But, with Russell, we have to keep knowledge how (knowledge ...


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First, allow me to point out that critical thinking is not so much learned as it is developed. There's an analogy here to the physical body. Newborn infants have (more-or-less) the same muscular and skeletal components as full-grown adults, but the muscles and skeletons of adults have changed over time in response to all sorts of factors — diet, hormones, ...


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To answer this question " What is Critical Thinking, and How does one go about learning it?." We should ask some questions and take into account some notes. We may ask: Is the Critical Thinking Philosophical Thinking?, i.e: Critical Thinker=Philosopher. Could we learn Philosophy and become Philosophers, namely: real philosophers?. Could we consider the ...


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Can knowledge exist without structure? The answer to this question is no, and it relates to the definitions of knowledge and structure. Knowledge is often taken by epistemologists to be some sort of verified belief, and the process of verification whether it be establishment of adequate justification and truth or otherwise (thanks to the Gettier problem) ...


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Welcome, Iva. Thinking critically is no easy task, and there are plenty of resources out there to help you along. What anyone needs to do is develop some strategies for inculcating a set of skills, because critical thinking is a skill, and it is somewhat independent of IQ. There are also impediments to critical thought such as bias, deception, fallacy, ...


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Welcome, Iva I think the best help will come from texts on critical thinking. I suggest any of the following: Colin Swatridge, Oxford Guide to Effective Argument and Critical Thinking (Oxford Guides). ISBN 10: 0199671729 / ISBN 13: 9780199671724. Kemp, Gary, Bowell, Tracey, Critical Thinking: A Concise Guide. Published by Routledge, 2005. ISBN 10: ...


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Words change over time. If looking for any ‘true definition’ if it exists, it is buried in prehistory (before the age of writing) and so etymologies going back to prehistory can only be speculative. The word at the origin of the meaning ‘tree’ (the plant), may have come from the same prehistoric ancestor of the Latin word ‘terra’ and French ‘terre’ (which ...


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[I]t is difficult to narrow down an exact definition of a tree because every tree is different. So to define a tree, we are actually defining everything else as not a tree, until we decide it fits into the tree category. Welcome to SE Philosophy! This is a very philosophical question, and one that hinges on the nature of definition. In your title you use ...


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The definition you're suggesting would be circular. So to define a tree, we are actually defining everything else as not a tree Of course, to define everything else as 'not a tree' you would first need to a have conception of 'tree'. Also, notice how you say "everything else", which presumably means "everything that's not a tree". So we define everything ...


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True knowledge is identical with its object and all other knowledge is questionable. I believe this was known to Aristotle but have never found a definitive quote. It is a matter of logic. If there is a distance or distinction between knower and known then doubt is always possible as to what is known.


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The basic problem with the OP is that the first numberic value of 98 percent or whatever already takes into account all possible assumptions. I am not saying the number is correct or whether arriving at any such value is even possible. But if it is at all possible. It has to be done in the first step itself. There is no need or possibility for further ...


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