Philosophy of Knowledge and Reality
The Meaning of Reality
What do descriptive claims, that attempt to say what is real, even mean?
Bonus question:
What do mathematical claims, about numbers and geometric shapes and such, mean, and how do they relate to descriptive claims about reality?
The Objects of Reality
What are the criteria by which to judge descriptive claims, or what is it that makes something real?
The Methods of Knowledge
How are we to apply those criteria and decide on what to believe, what descriptive claims to agree with?
The Subjects of Reality
What is the nature of the mind, inasmuch as that means the capacity for believing and making such judgements about what to believe?
The Institutes of Knowledge
What is the proper educational system, or who should be making those descriptive judgements and how should they relate to each other and others, socially speaking?
Bonus question: How do we get people to care about education and knowledge and reality to begin with?
The Importance of Knowledge
Why does is matter what is real or not, true or false, in the first place? — Pfhorrest
Meaning? I don’t understand the question. Sounds quite silly tbh.
Bonus: Mathematics? What does Mathematics mean? I can tell you roughly what it is and no more. It is a field of play from which we can create rules and problems that can be proven logically - I guess maths is ‘abstractly applied reason’, meaning numbers are real and so theories involving explicit numbers can be shown to be correct or incorrect (unlike in day to day language where the articles in play are not explicit - ‘real’ - enough to remain universal).
Note: Just trying to offer something from a question I find kind of meaningless.
Object of Reality? Okay, maybe a little easier. We simply must distinguish between items of cognition to cognitise. The set up is a false dichotomy yet a necessarily useful one by which we can establish ground for ‘difference’. Essentially the distinction between ‘real’ and ‘existent’ is usually held in terms of empirical value - how can I measure and how consistent can my measurements be?
There is too much to go into here to sum this up in several pages let alone a few paragraphs (to say some simple takes a damn long time I’ve found!)
I believe I’ve touched on both Subjects of Reality and Methods of Knowledge above.
To give some more about ‘knowledge’ my preferred line of attack is relatively simple. I view ‘knowledge’ in a negative sense - meaning I ‘know’ because there is room for questioning and explanation. Without ‘room to maneuver’ there is no ‘knowledge’ to be had about anything. Obviously I understand that people don’t usually use the term ‘knowledge’ in an absolute sense, yet I do see some people that get hoodwinked by this because they forget to examine what ‘knowledge’ means within specific areas and that it doesn’t have a universal application - although some items are more far reaching than others.
Educational Systems - something I feel strongly about. The ‘best’ way is the most impractical way. Education shouldn’t be about creating a system that has a ‘one size fits all’ mentality, nor should education encourage a ‘factory-like’ attitude - the industrial revolution has passed! Basically education works best when ‘students’ are left to explore their interests and it is down to ‘teachers’ to facilitate their exposure to different items so they have a better chance of finding something that gives them a sense of meaning.
Again, this is a very complex matter and not something I can sum up any better than that - too many ‘ifs’ and ‘buts’ that spring to mind against my own words here!
Bonus: People already do. It is more about nurturing our natural curiosity. It doesn’t need much encouragement just less of an authoritarian attitude made solely for the purpose of some imaginary scheme called ‘society’.
Importance of Knowledge? For starters we can’t talk about ‘importance’ without ideas of ‘true’ or ‘false’. Another rather silly question which is interesting because it is the inaccuracy of lingual exchanges that leads to a great many problems and mistakes (some good and some bad).