JTB+U and the Grammar of Knowing: Justification, Understanding, and Hinges (Paper Based Thread) Coninuing with paper...
Post #5
3. The JTB+U Refinement
Truth remains the condition that marks the success of a belief within a practice. To say that a belief is true is simply to say that the world is as the proposition represents it. I do not offer this as a theory of truth but as part of the grammar of our concept of knowledge. Nothing in the refinement developed here alters this point. What changes is not the truth condition but our understanding of how justification functions within a practice and what it presupposes.
As my teacher Dr. Byron Bitar often emphasized, “know” is a success word: it applies only when a belief has succeeded in being true. The point is grammatical rather than theoretical. To call something knowledge is to mark that the proposition stands as things are and that the belief stands properly within a practice of justification.
The classical formulation of knowledge as justified true belief identifies the core elements that shape our epistemic practices. What it leaves implicit is the internal structure of justification, the conceptual competence required for it, and the background of certainties that allow it to function. The refinement I call JTB+U does not add a new condition to the classical model. It brings into clearer view the role of understanding within justification and the constraints that govern how justification proceeds within a practice. Truth and belief remain as they are. What changes is our grasp of the conditions under which justification has its place.
Understanding is not an optional supplement to justification; it is internal to it. To justify a belief is to use the relevant concepts correctly, to navigate their connections, and to appreciate how they function within the language-game in which the claim is made. A belief can have the appearance of support while lacking this internal structure. In such cases, failure is not an external defect but a grammatical one. The belief does not stand within the practice in the way it appears to. JTB+U makes explicit that justification requires this kind of conceptual competence, and without it the belief is not justified, even if it appears well grounded on the surface.
Nothing in this account requires absolute certainty or infallibility. The certainty involved in knowledge is not the logical or metaphysical certainty sometimes assumed in discussions of justification, but the epistemic certainty appropriate to a practice, that is, a defeater-resistant standing within established norms of assessment. A belief may fail to constitute knowledge without any demand for infallibility having been violated. What is missing in such cases is not certainty in the absolute sense, but the kind of justificatory standing that allows a belief to function as settled within an epistemic practice. Gettier cases trade on a tacit slide from epistemic certainty to absolute certainty, treating the failure of the latter as evidence that justification was never genuinely in place. JTB+U blocks this slide by preserving fallibility while insisting that genuine justification must still confer the sort of certainty that marks a belief as properly held within its epistemic context.
A useful comparison can be drawn here with the familiar distinction between syntax and semantics, often emphasized in discussions of artificial intelligence. As John Searle has argued, a system may manipulate symbols in a formally correct way without thereby grasping their meaning. The parallel in epistemology is not exact, but it is instructive. A person may produce correct statements, cite appropriate considerations, or even follow valid patterns of inference, while lacking an adequate grasp of the concepts involved or of the justificatory relations that give those considerations their standing. Understanding, as it figures in JTB+U, marks this difference. It is not an inner state added to justification, but the competence displayed in using concepts correctly within a linguistic practice, in recognizing what supports what, and in seeing what would count as a mistake. Unlike Searle’s contrast, however, this distinction is not all-or-nothing. Understanding admits of degrees, and epistemic failure often consists not in its absence but in its fragmentation or misapplication. This is why justification can appear to be present while still failing to confer knowledge: the syntax of justification is in place, but its grammar has not been fully grasped.
The role of understanding within justification should not be mistaken for a call for greater formalization, or for something that could be captured by adding further logical or mathematical conditions. Formal models can be useful for clarifying constraints and dependencies, but they abstract away from the language-games and forms of life in which epistemic concepts have their use. When this abstraction is mistaken for an account of justification itself, justification is reduced to a relation among propositions rather than a standing within a practice. The same mistake underlies the temptation to treat definitions of truth as explanatory foundations rather than as grammatical reminders. In JTB+U, logic retains its proper place as a tool for clarification and boundary-setting, but justification and understanding remain internal to the practices in which believing, correcting, and withdrawing claims have their life. To detach them from those practices is not to strengthen the classical model, but to empty it of the very grammar that gives it sense.
Wittgenstein’s point can be put another way. If we try to treat understanding as an inner item, something to which one privately points as the basis of one’s epistemic standing, we lose the grammar of justification. The beetle in the box is the warning. If what is supposed to ground a claim is sealed off from the public criteria of the practice, then whatever it is, it cannot do the justificatory work we require of it. Justification depends on what can be shown in the language-game, on what counts as correct use, correction, and withdrawal. When we detach support from those criteria and relocate it in the private interior, we have not strengthened knowledge. We have removed it from the practice in which “know” has its use.
This point is reinforced by the various ways in which we justify beliefs in everyday life. These routes are not ranked, nor do they form a hierarchy. They reflect the ordinary movement of our practices. We justify beliefs through testimony, through patterns of reasoning, through sensory experience, through the linguistic training that shapes our use of concepts, and through pure logic in its boundary-setting role. These routes differ in form but not in status. They do not compete for epistemic priority. They mark out the ways in which justificatory support can be given within different contexts of assessment.
Each route is governed by constraints that help maintain the stability of our epistemic practices. A belief cannot be justified if it rests on false grounds. It must be safe within the practice, meaning that its support remains intact under ordinary scrutiny. And it must stand free of undefeated challenges. These constraints do not form an external checklist. They articulate the discipline internal to justification. They describe what it is for a belief to stand within a practice in a way that warrants the attribution of knowledge.
Taken together, these features clarify the refinement offered by JTB+U. The classical model remains intact, but we gain a sharper view of the background grammar that governs justification and the conceptual competence that allows it to function. What appears to be a new condition is better understood as a description of what justification already requires. The refinement is not an alteration of the model but an articulation of its underlying structure. Knowledge remains true belief that stands within a practice of justification. JTB+U helps us see more clearly what it is for a belief to stand there.