Humanity Educating Philosophy :: Philosophy Philosophical Papers

munificence Educating PhilosophyABSTRACT In what follows, I focus on the fondness and f eachibility of all(prenominal) of us as single(a)s, and explore what that means for us as epistemic agents. When we examine the tradition of western European thought, we note that closely epistemological theories assume individuals croup know the answer, and argon fit to revaluation what is passed d confess to others as friendlyly constructed knowledge. Many have make the lineage that while humanity can be deceived, one individual can know, and then teach the others about their deceptions and false beliefs. I press that because we are embedded and embodied social beings who do not have transcendental, objective, Gods substance views of the world in which we live, we posit each other to help us be potential knowers able to make knowledge claims. Others help us become aware of our own situatedness and help us develop hypertrophied views. Rather than thinking that individual philosoph ers, credentialed experts in their field of study, know much and therefore have knowledge they can teach humanity, I argue that all of us, as members of humanity, have much that we can teach each other. My mooring is that it is only with the help of others that we are able to know anything. inceptionThe theme of this conference is Paideia Philosophy Educating Humanity. What I address as my way out is What humanity can teach philosophy. In particular, I focus on the partiality and fallibility of each of us as individuals, and explore what that means for us, as epistemic agents. I argue that because we are embedded and embodied social beings who do not have transcendental, objective, Gods eye views of the world in which we live, we need each other to help us be potential knowers able to make knowledge claims. Others help us become aware of our own situatedness and help us develop enlarged views. Rather than thinking individual philosophers, with credentials as experts in their fi eld of study, know more and therefore have knowledge they can teach humanity, I argue that all of us, as members of humanity, have much we can teach each other. My position is that it is only with the help of others that we are able to know anything.Ever since Plato made the argument that each one of us has all knowledge in our dispositions, that each of us already knows all truth (the Forms), but that when our soul inhabited a body it forgot and so it must spend a lifetime remembering what it already knows, (1) he set the tone for the Western European world to consider how it is that each one of us knows truth.