Epistemology: Key Concepts in Philosophy

Description

Key Concepts in Philosophy is a series of concise, accessible and engaging introductions to the core ideas and topics encountered in the study of philosophy. Specially written to meet the needs of students and those with little prior knowledge of the subject, these books open up a whole range of important, yet often difficult ideas. The series builds to give a solid grounding in philosophy and each book is also ideal as a companion to further study. Epistemology - inquiry into the nature, possibility and scope of human knowledge - has been at the heart of the philosophy from ancient Greek times to the present. Christopher Norris provides a lucid survey and analysis of the issues that have shaped that enterprise and continue to dominate present-day discussion. He also brings out with exceptional clarity the ways in which certain 'technical' issues in epistemology can have a decisive bearing on matters of practical concern. The text highlights continuities and contrasts between early and contemporary approaches, and between the sorts of thinking that have typified the mainstream analytic and the modern 'continental' lines of descent. Norris introduces the main topics of debate, among them arguments for and against adopting a realist position with regard to various fields of knowledge, from mathematics to the physical sciences and history. This is an invaluable aid to study, one that goes beyond simple definitions and summaries to open up a new and stimulating range of ideas.

Christopher Norris is Distinguished Research Professor in Philosophy at the University of Cardiff, Wales, and has taught at many universities in India, Australia, Greece, Spain, Germany, Canada, China, the US, and elsewhere. He is the author of numerous books on aspects of philosophy, critical theory, and modern intellectual history.

'[a] clearly written in-depth study of some epistemological issues...a beautiful and well-argumented attempt to counter the dominance of forms of relativistic thinking in our (academic) culture. ~ E. Van Laerhoven, Acta Comparanda XVII