Course Objectives

This course aims to provide a broad overview of the central problems of

epistemology

Specific Objectives

1- To understand and use properly use basic concepts that articulate

epistemological discussions.

2- To acquire a satisfactory knowledge of the topics, authors and most

important issues in contemporary epistemology.

3- To encourage a critical and reasoned reflection of the problems addressed.

Syllabus

We will begin (Item 1) introducing the basic concepts and traditional problems

of epistemology. The emphasis will be made on its relations with other

disciplines, both philosophical and non-philosophical. From this basis, we will

address in more detail three major areas: skepticism and relativism (Item 2),

the naturalization of epistemology (Item 3), and the connection between belief,

content, and normativity (Item 4). Finally, we will get into some of the most

passionate discussions of current epistemology.

1. Introduction

- Epistemology as a philosophical discipline and its relationship with other

disciplines

- Epistemological notions

- Epistemological problems

- Theories of knowledge and justification

2. Skepticism and relativism

- Varieties of skepticism

- Epistemological relativism

- Relativism and pluralism

3. The naturalization of epistemology

- Quine and his critics

- Proposals of naturalization

- Epistemology and cognitive sciences

4. Belief, content and normativity

- The concept of belief

- The space of reasons

- Rules and normativity

Bibliografía básica y complementaria

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BERNECKER, S. y F. DRETSKE (eds.), 2000, Knowledge. Readings in

contemporary epistemology, Oxford, Oxford Univ. Press.

BOGHOSSIAN, P., 2008, Content & Justification, Oxford, Oxford Univ. Press.

BRANDOM, R., 1994, Making It Explicit, Cambridge, Harvard Univ. Press

[Hacerlo explícito, México, Herder, 2009].

BRONCANO, F., 2001, Saber en condiciones. Epistemología para escépticos y

materialistas, Madrid, Machado.

CALLEBAUT, W., 1995, Taking the Naturalistic Turn, Chicago: The University of

Chicago Press.

CHISHOLM, R., 1977, Theory of Knowledge, New Jersey, Prentice-Hall [Teoría

del conocimiento, Madrid, Tecnos, 1977]

CHURCHLAND, Patricia, 1986, Neurophilosophy. toward a Unified Undestending

of the Mind-Brain, Cambridge, MIT Press.

CHURCHLAND, Paul, 1989, A Neurocomputational Perspective. The Nature of

Mind and the Structure of Science, Cambridge, Mass.: The MIT Press.

---------- 2007, Neurophilosophy at Work, Cambridge, Cambridge Univ. Press.

DAVIDSON, D., 2001, Subjective, Intersubjective, Objective, Oxford, Oxford

Univ. Press [Subjetivo, intersubjetivo, objetivo, Madrid, Cátedra, 2003].

DANCY, J., 1993, Introducción a la epistemología contemporánea, Madrid,

Tecnos.

DANCY, J. y E. SOSA, 1992, A Companion to Epistemology, Oxford, Blackwell.

DENNETT, D., 1987, The Intentional Stance, Cambridge, MIT Press [La actitud

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---------- 1996, Darwin’s Dangerous Idea. Evolution and the Meanings of Life,

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DIÉGUEZ, A., 2002, “Realismo y epistemología evolucionista de los

mecanismos cognitivos”, Crítica (México), vol. 34, nº 102, pp. 3-28.

---------- 2003, “Qué es la epistemología evolucionista?”, Teleskop, vol. 1, nº

3, pp. 18-25,.

DRETSKE, F., 1981, Knowledge and the Flow of Information, Cambridge, MIT

Press [Conocimiento e información, Barcelona, Salvat, 1987].

FELDMAN, R., 2001, “Naturalized Epistemology”, en Stanford Encyclopaedia of

Philosophy, E. N. Zalta (ed.).

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---------- 1990, A Theory of Content and Other Essays, Cambridge, MIT Press.

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Computational Psychology, [La mente no funciona así, Madrid, Siglo XXI, 2003]

FRÁPOLLI, M. J., y J. NICOLÁS (eds.), 1997, Teorías de la verdad en el siglo

XX, Madrid, Tecnos.

GARVER, N. y R. HARE (eds.), 1986, Naturalism and Rationality, Nueva York,

Prometeus Books.

GIERE, R., 1988, Explaining Science, Chicago: The University of Chicago Press.

GOLDMAN, A., 1986, Epistemology and Cognition, Cambridge, Mass.: Harvard

University Press.

KORNBLITH, H., 1994, Naturalizing Epistemology, 2ª ed. Cambridge, Mass.:

MIT Press.

KRIPKE, S., 1988, Wittgenstein on Rules and Private Language, Cambridge,

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Autónoma de México].

LIZ, M., 2003, Justificar y explicar, La Laguna, Servicio de Publicaciones de la

Univ. de La Laguna.

---------- (ed.) 2009, Realidad sin velos, Barcelona, Laertes.

---------- (ed.) 2013, Puntos de vista. Una investigación filosófica, Barcelona,

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y mundo, Salamanca, Sígueme, 2003]

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escepticismo, Valencia, Pre-Textos.

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filosofía del conocimiento”, en P. Martínez Freire (ed.), Filosofía y ciencias

cognitivas, suplemento nº 3 de Philosophica Malacitana, Málaga: Universidad

de Málaga, pp. 51-66.

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deVRIES, W. y T. TRIPLETT, 2000, Knowledge, Mind, and the Given. Reading

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Skills

Basic skills

BS6. To have a strong knowledge base that allows them to innovate in the

development and/or implementation of ideas, especially for research purposes.

BS7. The ability to apply the knowledge they have acquired and their ability to

solve problems in new or little known areas within wider (or multidisciplinary)

contexts related to their field of study.

BS8. The ability to integrate knowledge and deal with the complexities of

forming opinions based on incomplete or limited information, including

reflections on social responsibilities and ethics.

BS9. The ability to clearly and unambiguously communicate conclusions and

the knowledge and reasons behind them to specialized and non-specialized

audiences.

BS10. Learning skills to carry out further studies and research in a self-directed

and autonomous way.

General skills

GS1. Students should be able to produce readable, detailed and technically

correct documents and research work that meets the current international

standards for the disciplines.

Specific skills

SS1. The ability to identify traditional and current knowledge specific to the

field of logic and philosophy of science, as well as the different trends of

thought and tradition involved.

SS2. Mastery of the analytical tools provided by philosophy to facilitate the

clear identification of the semantic, logical, epistemological, ontological,

axiological and ethical factors that are present in science and technology.

SS3. The ability to assess disputes, considering and overviewing alternatives to

decide upon the better justified and reasoned parts.

SS4. To be able to identify arguments as they appear in texts, dialogues and

discussions, assessing their accuracy, acceptability and persuasiveness.

Teaching Methodology

Theoretical contents

They will occupy 10 hours.

The contents of the syllabus will be explained.

Linked to activities with papers and books

Tutorials

Attendance during the days of the lectures.

Virtual tutorials on specific timetable: 15 hours.

Virtual assistance to full availability via e-mail.

Guided work

A little paper must be written on some of the issues and problems addressed.

This work will be guided personalized and will usually be necessary to

elaborate the contents several times.

AssessmentSystem

Test or paper: 50%

Attendance and participation in classroom activities and follow-up course work:

50%

Study time and individual work

Total hours: 125hours

Total on-site lessons: 10hours

Total on-site theoretical lessons: 10hours

Total hours individual work: 115 hourshours

Tutorials: 10hours

Tasks to be done along the semester: 73hours

Final exam or final essay supervised by the teacher: 32hours