Towards a Theory of Knowledge Acquisition -- Re-Examining the Role of Language and the Origins and Evolution of Cognition

Autor/in	Meyer, Derek
Titel	Towards a Theory of Knowledge Acquisition -- Re-Examining the Role of Language and the Origins and Evolution of Cognition
Quelle	In: Educational Philosophy and Theory, 55 (2023) 1, S.57-67 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meyer, Derek)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2022.2061350
Schlagwörter	Language Role; Learning Processes; Empathy; Educational Philosophy; Epistemology; Perceptual Development; Schemata (Cognition) + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Empathie; Bildungsphilosophie; Erziehungsphilosophie; Erkenntnistheorie; Wahrnehmungsentwicklung; Cognition; Schema; Kognition
Abstract	The relativist position on knowledge is summarized by Protagoras' phrase "Man is the measure of all things". Protagoras' detractors countered that there was no reason for his pupils to employ him since, by his own admission, his lessons lacked privilege. This the educationist's relativist paradox. The Enlightenment tradition of Descartes, Locke and Kant solved this paradox by distinguishing given objective knowledge from constructed subjective knowledge, but this position has itself been discredited by the work of Sellars, Quine and many other thinkers. Because the Enlightenment solution to the educationist's relativist paradox is no longer satisfactory, an alternative solution to this paradox is proposed. This alternative re-examines both the basis of empiricism and the role and origins of language, and introduces the concepts of triggered hallucinations, cognitive evolutionary pressure, and cognitive empathetic resonance. Cognitive empathetic resonance provides a mechanism that can explain how our thoughts and actions are made possible by language; it is language that acts as a creative and generative force and helps us to live in the world we do. This approach inverts the empiricist claim that ideas start off grounded in an external reality and develop into more sophisticated concepts. The view of ideas presented here is that ideas are free-floating and, if they are grounded at all, are grounded as an active post-hoc process. The conclusion is that although facts do exist and are privileged, this is not because they are 'given' but because they are the ante required to join a space of discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01