Knowledge Versus True Belief Argument, Essay Example

I have selected the knowledge versus true belief argument as my topic of discussion. I will critically inquire on the fundamental features of knowledge and true belief, explaining their values. I will describe the strong and weak conceptions of my topic of discussion. My stand is based on the strength depicted by knowledge, and use empirical themes to justify my theses, such as the value dilemma, reliabilism, strong and weak conceptions of knowledge, together with the fundamental nature of true belief. I choose knowledge as more significant than true belief.

First, I am borrowing the idea from value problems to define the worth of knowledge. Socrates criticizes Plato’s Meno by inquiring how knowledge is more worthy than true belief as presented by initializing it as the Meno problem. Knowledge has practical functions compared to true belief as distinguished by the value difference of the two premises. According to Plato, knowledge is formed uniquely unlike true belief. Socrates asserts that knowledge is well equipped to guide an action. The methodology used between showing someone away to a particular place according to Socrates supersedes the idea of making someone believe that a specific road leads to a particular location.

The concept detailing the value dilemma presents the significance of knowledge through an epistemological methodology where knowledge is justified as true belief, and true belief gets justified to be better than the true belief. The problem arises from the fact that standard theories do not justify knowledge as true belief. Klein believes that knowledge incorporates an undefeated true belief that provides a sound understanding of a concept that then translates to merely believing in a given subject (38). The idea of the value problem inquires on the value quality between knowledge and true belief. Most theorists develop sound arguments on this ideology because theorists such as Longworth justifies true belief being valuable (320).

In contrast, others stand with the opinion of justifying knowledge being a true belief. Therefore, if knowledge is true belief, as presented distinguished in the value problem, then knowledge cannot be worthy than the true belief, since knowledge or true belief cannot be essential than itself. Hence, the value problem.

I viewed knowledge and true belief based on the performance relativity framework. I evaluated knowledge and true belief based on whether it is successful, skillful, or whether success is achieved by using either of the two discussion points. I use the achievement thesis to evaluate whether success is achieved by using the skill learned through knowledge or failed due to the mere belief that success can be attained without necessarily understanding the skill. I employed the concept from the value thesis to evaluate the achievement earned, whether it is valuable or not as far as knowledge and true belief are concerned.

Knowledge is a cognitive performance that justifies achievement by learning the skills and responding to the virtue epistemologist. However, if knowledge success is not achieved, then the concept of the value problem will be justified that knowledge is a mere true belief. The value thesis objects that some achievements are not because of individual abilities such as achievements but because of intending to achieve the value of success, which is achieved by believing that an individual has to seek knowledge to be successful. Therefore, I view this argument as presenting the concept of success as a mere belief dominating against the idea that success, which is an achievement, is achieved by being knowledgeable. Besides, if the dimensions and achievement of evaluation theses are correct or whether the value thesis is correct, robust virtue epistemologists are not contented on the attributed knowledge mentioned in the value problem except when knowledge is a form of achievement. Viewing knowledge as an essential factor for cognitive development presents two sound arguments: success depends on knowledge that to cognitive achievement, and secondly, that success depends on cognitive achievement rather than knowledge.

In my opinion, success and achievement are accelerated by knowledge than cognitive achievement because with knowledge, and the thinking capacity is much improved.

Instead, the real stand of the study of knowledge should not major on understanding (Kvanvig 1390). This statement renders the value problem true, but I object to it by conducting a collateral understanding of the epistemic worth of knowledge. I evaluated the epistemic value by inquiring about the objectual understanding and the propositional understanding of knowledge. Kyanvig asserts that to understand, an individual must grasp how their beliefs conquer with the propositions they believe (192). Therefore, to develop a clear understanding of one’s beliefs, sound knowledge is required so that an individual can create a firm stand on what to believe.

Brogaard criticizes Kvanvig’s understanding of knowledge as she argues that objectual and propositional knowledge can be distinguished from propositional and objectual understanding (60). Brogaard says that understanding does not require one’s beliefs but most significantly requires knowledge to enable an individual to have a better understanding.

Knowledge is valuable due to its role when subjected to practical reasoning (Anderson and John, 234). Knowledge is valuable due to the primary role in enabling someone to grasp the contents to believe in. Solving lottery cases proves that justified true belief, regardless of how strong the justification is, cannot be acceptable for practical reasoning but requires knowledge to develop a proper way to solve the cases. Mingers et al. define the significance of knowledge by understanding the purpose of knowledge in gratifying practical needs (100).

Knowledge is dependent on conclusive reasons, as expressed in the firm conception of knowledge. Therefore, whenever the aim goal of the belief is true, it necessitates and satisfies that knowledge will require a conclusive reason to guarantee that the belief’s aim is achieved. The robust conception of knowledge suggests that we human beings know nearly nothing relating to the material world formed outside our minds on matters to do with the historical past (Khadka 4282). Therefore, knowledge depends on reasons to make a belief seem true because knowledge forms the belief of practical reasoning. This brings about the strength of knowledge at the expense of the mere true belief.

In conclusion, a knowledge that incorporates intellectual understanding provides more insights into the true belief’s fundamental nature. The quality attributed by knowledge is significant in solving problems, which tends to present knowledge in form of a belief. The process of attaining success through achievement has been dependent on knowledge as it empowers individuals to have the required skills for being top achievers. Most significantly, knowledge proves to be stronger than the mere true belief by practically providing the basic understanding for understanding the ideologies forming concepts to be believed.

Works Cited

Anderson, Charity, and John Hawthorne. “10. Knowledge, Practical Adequacy.” Oxford Studies in Epistemology Volume 6 6 (2019): 234.

Brogaard, Berit. “Ignorance and incompetence: Linguistic considerations.” The epistemic dimensions of ignorance (2016): 57-80.

Klein, Peter D. “The nature of knowledge.” Explaining knowledge: New essays on the Gettier problem (2017): 35-56.

Kvanvig, Jonathan L. “Fallibilism: Evidence and Knowledge, by Jessica Brown.” (2019): 1395-1402.

Longworth, Guy. “Austin’s Way with Skepticism: An Essay on Philosophical Method, by Mark Kaplan.” (2020): 323-331.

Mingers, John, and Craig Standing. “What is information? Toward a theory of information as objective and veridical.” Journal of Information Technology 33.2 (2018): 85-104.