Tag: epistemology

  • On being disruptive

    Cox defines epistemic agents as “beings for whom knowledge is salient to their formation of beliefs, their dispositions, and their actions”, this agency entailing “a preference for knowledge and both the ability and the will to be guided by it” (2024, 16). By this very definition, neither managers nor inforgs are true epistemic agents. For…

  • To be god is to be dead

    An old professor in my university notably begins a discussion with this question: if you were to one day wake up with the utmost certainty that there is no god, would anything change? The answers, predictably, can range from “nothing” to “everything”. The extent of the possibilities is what I find intriguing. Of course, something…

  • For philosophy

    The temptation is to think about thinking (that is, to ‘philosophise’ about philosophising) instead of simply thinking. In a way, it feels like an attempt to ‘get ahead’ of philosophy, preemptively making the path rather than allowing it to show itself as one walks through it. One reads the works of the greats and works…

  • Why not?

    Why not?

    Why do anything? Answers to this question come in a range of qualifications that some may categorise similar to how ‘basic human needs’ have been categorised. Perhaps one does something to get sustenance, or to connect socially, to feel safe, to feel fulfilled, etc. Yet some circumstances may elicit a null answer: I do not…

  • Image and Imagination: International Conference on Paul Ricoeur and Philosophy for Our Time (Soochow University, Taiwan 2025)

    Image and Imagination: International Conference on Paul Ricoeur and Philosophy for Our Time (Soochow University, Taiwan 2025)

    Last May, I joined the Image and Imagination Conference in Soochow University in Taiwan. I presented my paper titled “Productive Imagination as an Educational Theory of Knowledge”. The abstract is as follows: What is the role of imagination in the learning process? To answer this question, one might primarily consider imagination as a marginal concept…

  • Learning changes

    Learning changes

    The way we learn changes. As I prepared for a presentation, I looked at my notes in which the first couple of pages differed drastically from the more recent ones. Those beginnings barely resembled an academic study. I remember that it was a few weeks into this particular graduate course that I realised how I…