faculty of theology
Abstract: (107 Views)
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Since the time of Plato and Aristotle, the efforts about the possibility of knowledge and the expression of its essence continued against those who denied the possibility of achieving knowledge. The central issue in this regard was to find the constituent elements of knowledge, and the traditional feature regarding its nature, rooted in Plato's thought, stated that knowledge is "justified true belief". While from ancient Greece to the 20th century, the mentioned image about what knowledge is, was common in the epistemology of western philosophy, but some people paid attention to the word "understanding" in comparison with the word "knowledge" and they believed that knowledge is insufficient to respond to human cognitive capacity and capabilities and instead they emphasized on understanding. The aim of the current research is to distinguish between understanding and knowledge as two different capacities in responding to human cognitive capacities and curiosities. This research was done with a descriptive-analytical method and with a critical approach, and the results display that understanding is neither equal to knowledge nor a part of it. The author tries to argue based on the ontological feature that understanding is non-transferable in contrast to knowledge which is transferable.
Since the time of Plato and Aristotle, the efforts about the possibility of knowledge and the expression of its essence continued against those who denied the possibility of achieving knowledge. The central issue in this regard was to find the constituent elements of knowledge, and the traditional feature regarding its nature, rooted in Plato's thought, stated that knowledge is "justified true belief". While from ancient Greece to the 20th century, the mentioned image about what knowledge is, was common in the epistemology of western philosophy, but some people paid attention to the word "understanding" in comparison with the word "knowledge" and they believed that knowledge is insufficient to respond to human cognitive capacity and capabilities and instead they emphasized on understanding. The aim of the current research is to distinguish between understanding and knowledge as two different capacities in responding to human cognitive capacities and curiosities. This research was done with a descriptive-analytical method and with a critical approach, and the results display that understanding is neither equal to knowledge nor a part of it. The author tries to argue based on the ontological feature that understanding is non-transferable in contrast to knowledge which is transferable.
Type of Study: Original Article |
Subject:
Philosophy
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