Opinion, Belief, Knowledge?

There is an empiricist commonplace that identifies “knowledge” with “justified true belief”. This makes knowledge an especially good kind of belief. I regard that as a flat-out category mistake.

I want to suggest that knowledge is not a kind of belief or opinion at all. As usual, I don’t claim to “know” what I “suggest” with some force as interesting or worthy of consideration, so in particular I do not claim to know that knowledge is not belief or opinion. (I am also not trying to say exactly what knowledge is, only to delimit it somewhat.)

What I am doing is recommending a different use of the word “knowledge”, that at minimum distinguishes it from belief or opinion. This is based on the belief or opinion that the belief or opinion that “knowledge is not belief or opinion” is a well-founded belief or opinion.

I read Plato as very sharply distinguishing “knowledge” properly so-called (epistémé) from any kind of doxa (opinion or belief). This would rule out the identification of knowledge with justified true belief.

It is not uncommon, however, to see claims that Plato himself identified knowledge with justified true belief. I will offer a different interpretation of the main relevant passage here. I apologize for using the old Jowett translation, which is easily accessible online.

“Then when the jurors are rightly persuaded of something one could not actually know except by being present — when they judge it, that is, on hearsay, and yet with a true opinion, they judge it without knowledge; even though, if their decision is sound, their persuasion is correct” (Plato, Theaetetus 201).

Ignoring the particular criterion of knowledge mentioned in the example, the essential is that on reflection, we should all be able to agree that there are cases in which we would say that someone has a true opinion without knowledge. So far, this is agnostic to whether or not knowledge is justified true opinion. It just establishes that true opinion in itself is not knowledge.

“When therefore anyone conceives a true opinion of anything without a reasoned statement, his mind is free from error about it, but does not know it; for the man who cannot give and accept a reasoned statement about anything, has not knowledge of it: but when he adds to his true opinion a reasoned statement, he has in addition all that is required to constitute knowledge” (202).

Here it is very important to distinguish between statements about knowledge and statements about someone who has it. What is argued in the above quotation is that the person who has a true opinion and a reasoned statement has what she needs for knowledge.

I would agree that a person who has knowledge can reasonably be said also to believe what she knows. But it does not follow from this that knowledge itself is any kind of belief, or in particular that knowledge is just true belief accompanied by a reasoned statement. Nothing in the argument excludes the possibility that knowledge itself — as distinct from the person who has both knowledge and belief — is tied only to the reasoned statement, and is in itself independent of the person’s belief.

I think this is already sufficient to disprove the claim that this section of the Theaetetus expresses the view that knowledge is reducible to justified true belief.

If knowledge were tied only to the reasoned statement, it would still be true that the person who also had a true belief would have what she needed for knowledge. Again, I don’t mean to say that “reasoned statement” is sufficient by itself to define knowledge, even though I think it gives an important hint. It is worth noting, however, that Plato’s mention of a reasoned statement is more specific than the simple mention of justification.

Also, “truth” is said in more than one way. The kind of truth that could reasonably be said of a belief or opinion is only a correspondence to facts. The kind of truth of principal interest to Plato was very different from this.

I also think there is a broad category of acquaintance that is extremely important to humans, but is different from knowledge. The kind of experience I find interesting is mainly not ephemeral immediate experience, but the more substantial thing that we mean when we say someone is “experienced”. (See also Imagination, Emotion, Opinion; Consciousness, Personhood; A Criterion for Knowledge?; Everyday Belief; Belief is Different from Faith.)

History of Ethics: Plato

Traditional communities, even the most “primitive” known to modern anthropology, have well-defined, generally accepted ways of distinguishing good and bad actions. Hegel called this “ethical substance”.

What I call “ethics” involves a second level, in which the criteria for good and bad are subject to discussion. Here we are not simply laying down the law, but inquiring into the principles that ought to govern distinctions between good and bad. The oldest documented example of this kind of inquiry in our planetary family of cultures is the writings of Plato. How much of the literary character of Socrates in Plato is attributable to the historic Socrates is debated by scholars, but need not concern us here. It is in Plato that we find an actual record of Socratic inquiry. Other so-called “minor Socratic” schools also claimed to be inspired by Socrates, but left no record of critical give and take comparable to what we find in the dialogues of Plato.

Plato clearly recognized the weakness of argument from authority, and put the reasoned examination of principles before the mere fact of anyone’s say-so. He further pointed out that assertions about God’s will and its applicability to real-world cases need to be evaluated as human assertions, on the same footing as others. In discussions about truth, there are no specially privileged assertions or asserters. He set a strong ideal of sincerely seeking knowledge rather than assuming we have it, and by example promoted the modest attitude that humans should avoid making strong claims that human knowledge cannot validate. Many of his most important ideas are only presented as what I call “suggestions”.

Provocatively, Plato suggested that all beings desire the good, and that the Good is the most ultimate formative principle of all things. This reduces evil to ignorance of the true Good. The tendentious claim here is that evil is a kind of lack or defect, and that no one who aims at what is really evil properly understands what they are doing. This gives fundamental ethical significance to knowledge and the quest for better understanding. Treating evil as due to some lack of understanding also suggests a way of forgiving the evil-doer.

For Plato, wisdom and goodness are correlative. Wisdom especially includes the recognition of what we do not know. It is superior to any law. The most wise are the best qualified to govern, but do not want the job and must be coaxed into doing it.

Plato was unconcerned with questions like who decides who is wise, preferring to focus instead on how such judgments should be made. For the latter, he suggested the same kind of free and open dialogue and examination of reasons as for any other questions about truth.

Hume on Causes

The great British empiricist philosopher David Hume (1711-1776) wrote that “There are no ideas which occur in metaphysics more obscure and uncertain than those of ‘power’, ‘force’, ‘energy’, or ‘necessary connection'” (An Inquiry Concerning Human Understanding, Library of Liberal Arts ed., p. 73).

Hume is most famous for his critique of naive or dogmatic assumptions about causality. “[T]here is not, in any particular instance of cause and effect, anything which can suggest the idea of power and necessary connection” (p. 75). To me, it seems to be the idea of an underlying power or force responsible for causality that he is mainly questioning. He has no doubt that we continually experience instances of cause and effect.

“[There is] no such thing as chance in the world” (p. 69). “[T]he conjunction between motives and voluntary actions is as regular and uniform as that between the cause and effect in any part of nature” (p. 98). Clearly, then, he did believe in the reality of cause and effect, but only wanted to reject naive claims about our knowledge of the world that purport to link experienced instances of cause and effect to explanations in terms of the operation of underlying powers. What we actually experience in these cases is just lawful regularity.

“It is certain that the easy and obvious philosophy will always, with the generality of mankind, have the preference above the accurate and abstruse…. The fame of Cicero flourishes at present, but that of Aristotle is utterly decayed” (pp. 16-17). But on the other hand, “All polite letters are nothing but pictures of human life in various attitudes and situations…. An artist must be better qualified to succeed in this undertaking who, besides a delicate taste and a quick apprehension, possesses an accurate knowledge of the internal fabric, the operations of the understanding, the workings of the passions…. However painful soever this inward search or inquiry may appear, it becomes in some manner requisite to those who would describe with success the obvious and outward appearances of life and manners…. Accuracy is, in every case, advantageous to beauty, and just reasoning to delicate sentiment. In vain would we exalt the one by depreciating the other” (p. 19). Clearly, then, Hume’s polemic against scholastic modes of reasoning does not at all mean he simply rejects the values of “accurate and abstruse” philosophy.

Neoplatonizing tendencies in the Aristotelian commentary tradition led to the common Latin scholastic view of causes as metaphysical powers operating behind the scenes that Hume is mainly concerned to criticize. Aristotle himself identified causes more broadly and much less speculatively with every kind of “reasons why” things are as they are and behave as they do. He did so without making extravagant claims to certain knowledge. Whereas scholastic philosophers characteristically debated the pros and cons of accepting various abstract propositions, Aristotle himself was fundamentally concerned with the use of reason to help interpret concrete human experience (see Aristotelian Causes).

Hume is a great philosopher, and so far I have focused on a positive appropriation of his work, having some points in common with themes I have been pursuing about causality and the notion of power. Robert Brandom’s innovative reading of Kant’s response to Hume points out that there are distinct limits to Hume’s approach.

“Kant read Hume’s practical and theoretical philosophies as raising variants of a single question. On the side of practical reasoning, Hume asks what our warrant is for moving from descriptions of how things are to prescriptions of how they ought to be. How can we rationally justify the move from ‘is’ to ‘ought’? On the side of theoretical reasoning, Hume asks what our warrant is for moving from descriptions of what in fact happens to characterizations of what must happen and what could not happen…. Hume’s predicament is that he finds that even his best understanding of facts doesn’t yield an understanding of either of the two sorts of rules governing and relating those facts, underwriting assessments of which of the things that actually happen (all he thought we can directly experience) ought to happen (are normatively necessary) or must happen (are naturally necessary).”

“Kant’s response to the proposed predicament is that we cannot be in the situation that Hume envisages: understanding matter-of-factual empirical claims perfectly well, but having no idea what is meant by modal or normative ones” (Brandom, Reason in Philosophy, p. 54).

Brandom continues, “To judge, claim, or believe that the cat is on the mat, one must have at least a minimal practical ability to sort material inferences in which that content is involved (as premise or conclusion) into good ones and bad ones, and to discriminate what is from what is not materially incompatible with it. Part of doing that is associating with those inferences ranges of counterfactual robustness…. So, for example, one must have such dispositions as to treat the cat’s being on the mat as compatible with a nearby tree being somewhat nearer, or the temperature a few degrees higher, but not with the sun being as close as the tree or the temperature being thousands of degrees higher. One must know such things as that the cat might chase a mouse or flee from a dog, but that the mat can do neither, and that the mat would remain essentially as it is if one jumped up and down on it or beat it with a stick, while the cat would not. It is not that there is any one of the counterfactual inferences I have mentioned that is necessary for understanding what it is for the cat to be on the mat. But if one makes no distinctions of this sort — treats the possibility of the cat’s jumping off the mat or yawning as on a par with is sprouting wings and starting to fly, or suddenly becoming microscopically small; does not at all distinguish between what can and cannot happen to the cat and what can and cannot happen to the mat — then one does not count as understanding the claim well enough to endorse it” (pp. 54-55).

Brandom concludes, “If that is right, then in being able to employ concepts such as cat and mat in ordinary empirical descriptive claims one already knows how to do everything one needs to know how to do in order to deploy concepts such as possible and necessary — albeit fallibly and imperfectly” (p. 55).

I am actually a little more sympathetic to Hume, in that I don’t read him as categorically rejecting the validity of concepts of necessity, only any possibility of certain knowledge of how they apply to the real world. I personally like the position of Leibnitz that necessity is real but always hypothetical, never categorical. But Brandom is right that Hume does not go on to emphasize how essential our fallible understanding of necessity is to our understanding of ordinary experience.

Wisdom and Responsibility

Among other works, the great early 20th century philosopher Edmund Husserl wrote his own Cartesian Meditations, an expanded version of lectures delivered in Paris in 1929. Husserl developed his own version of phenomenology, very different from Hegel’s, and his own version of transcendental subjectivity, very different from Kant’s. Throughout his career, he was concerned to criticize naive notions of objectivity. While disagreeing with a few of his fundamental principles, I enormously admire his nuanced development and intellectual honesty.

Husserl writes that “The aim of [Descartes’] Meditations is a complete reforming of philosophy into a science grounded on an absolute foundation” (Cartesian Meditations, p. 1). I think of philosophy as concerned with generalized, coherent interpretation of life and the world as an ongoing, never-finished project, rather than a completed rational “science”. But Husserl, with all his scruples about premature claims of objectivity, is famously provisional in most of his actual developments. As long as the ultimate “science” remains an aim and is not claimed as a present possession, we have not fallen into dogmatism. I think Husserl overall actually does better than Kant at avoiding overstated claims of “scientific” accomplishment.

According to Husserl, Descartes “gives rise to a philosophy turned toward the subject himself” (p. 2). I tend to worry more about illegitimate claims on behalf of a sovereign Subject than about premature claims to know about real objects, but both concerns are valid. “Philosophy — wisdom (sagesse) — is the philosopher’s quite personal affair. It must arise as his wisdom, as his self-acquired knowledge tending toward universality, a knowledge for which he can answer from the beginning, and at each step” (ibid).

The literal meaning of the Greek philosophia is “love of wisdom”. Some kind of wisdom, rather theoretical knowledge, was the main goal of ancient philosophy, from Plato and Aristotle through the Stoics, Epicureans, and Skeptics, all the way to the neoplatonists. An emphasis on wisdom as distinct from knowledge puts a “practical”, ultimately ethical dimension above all particular inquiries, whereas Latin scholastics focused on more technical debates about the truth of propositions, and early modern philosophy was permeated with ideals of pure science. I think it was really more the Kantian primacy of practical reason than the Cartesian cogito that initiated a partial turn back to the ethical concerns of the ancients. Some writers have suggested that claims for the revolutionary character of the cogito are more shaped by Kant’s interpretation and by the perception of Descartes as a precursor to Kant than by Descartes’ original.

Commentators have noted that ethical concerns are basically absent from Descartes’ Meditations. Kant and Husserl each in their own way reinfused broadly ethical concerns into Descartes’ preoccupations with the foundations of knowledge.

Husserl appeals to “the spirit that characterizes radicalness of philosophical self-responsibility” (p. 6). “Must not the demand for a philosophy aiming at the ultimate conceivable freedom from prejudice, shaping itself with actual autonomy according to ultimate evidences it has itself produced, and therefore absolutely self-responsible — must not this demand, instead of being excessive, be part of the fundamental sense of genuine philosophy?” (ibid).

This Husserlian appeal to autonomy, like Kant’s, ultimately still has to answer to the critiques of Hegel and Brandom (see In Itself, For Itself; Autonomy, Normativity; Self-Legislation?). Nonetheless, it is a high point in the development of the human spirit.

Multiple Explanations

One of the great strengths of Aristotle’s approach to things is the way it makes use of multiple, complementary kinds of explanation. The paired modalities of actuality and potentiality and the four “causes” (ends and means, form and materiality) all interweave together to create rich tapestries of understanding. Aristotle famously said that to know is to be able to explain, and his notion of explanation is clearly hermeneutic and expansive, rather than reductive. (See also Interpretation; What and Why.; Difference; Classification; Definition.)

Demonstrative “Science”?

The “historiographical” notes on the history of philosophy I offer here from time to time are a sort of compromise. For much of my life, I’ve been very concerned with the fine grain of such history, and with casting a broad net encompassing many historical figures. Here, I made a strategic decision to focus instead on a mere handful of philosophers I consider most important.

Discussion of actualization in Hegel led to actualization in Aristotle, which led me to indulge my fascination with the Aristotelian commentary tradition. To the extent that it is possible to generalize about the historic readings discussed in the Greek, Arabic, Hebrew, and Latin commentaries, my own view of Aristotle is quite different on a number of key points, having more in common with some modern readings. Nonetheless, I am enormously impressed by the levels of sophistication shown by very many writers in this tradition.

I just mentioned al-Farabi again. As previously noted, al-Farabi (10th century CE) played a great historic role in the formulation of Arabic (and consequently, Hebrew and Latin) views of Aristotle. The Syrian Christians who did the majority of the translating of Aristotle to Arabic from Syriac had access to most of Aristotle’s works, but publicly only taught from the logical treatises. It was al-Farabi who initiated public teaching of the full range of Aristotelian philosophy in the Islamic world. He flourished during the so-called Islamic golden age, a time of tremendous interest in ancient learning not only by aristocrats but by many literate skilled crafts people. The political climate of the Islamic world at the time was much more embracing of secular learning than it came to be between the 13th and 19th centuries CE.

One unfortunate aspect of al-Farabi’s reading was a very strong privileging of a notion of demonstrative “science” over Aristotle’s own predominant use of dialectic in philosophical development. This was based on a reading of Aristotle’s Posterior Analytics as propounding a model of “science” as a deductive enterprise expected to result in certain knowledge, which is still dominant today, but which I (following a number of modern interpreters) think involves a misreading of the basic aims of Aristotelian demonstration.

The idea that Aristotle was fundamentally concerned to develop “sciences” yielding certain knowledge gave a more dogmatic cast to his whole work, which has been a contributing factor in common negative stereotypes of Aristotle. Many modern commentators who still accept this reading of Posterior Analytics have been puzzled by the huge gap between this and Aristotle’s actual practice throughout his works, which in fact is mainly dialectical. I think a careful reading of the Topics (on dialectic) and Posterior Analytics (on demonstration) with consultation of the Greek text on the originals of some key phrases yields a view that is far more consistent with Aristotle’s actual practice.

Demonstration is a pedagogical way of showing very clear reasons for certain kinds of conclusions. It works by assuming some premises are true, whereas dialectic makes no such assumption. Thus the only necessity that results from demonstration is the “hypothetical” one that if the premises are true, then the conclusion is also true. But the more important point in regard to the classic syllogistic form is that the common “middle term” that allows the major and minor premises to be both formally and materially composed together illuminates why we ought to consider it appropriate to assume the conclusion is true if we believe the premises are true.

Dialectic, as I have said, is cumulative, exploratory discursive reasoning about meanings in the absence of initial certainty. This is how Aristotle mainly approaches things. Dialectic implicitly relies on the same logical form of syllogistic argument explicitly used in demonstration, but Aristotle distinguishes dialectic and demonstration by whether premises are treated as hypotheses to be evaluated, or as hypothetically assumed “truths” to be interpreted.

It is also important to note that in the Latin scholastic tradition, the dogmatic trend resulting from wide acceptance of claims about demonstrative science was significantly mitigated by a strong counter-trend of evenhandedly analyzing arguments pro and con, which effectively revived a form of dialectic. (See also Foundations?; Fortunes of Aristotle; Scholastic Dialectic.)

Foucault

Michel Foucault (1926-84) played a very great role in developing approaches to subjectivity as something that is constituted, rather than pre-existing or only one-sidedly constitutive. Despite some nontrivial issues with things he said at different times, this seems like a major contribution. In his later work, he also emphasized that people actively participate in the constitution of their own subjectivity. Foucault was not only a brilliant theorist, but often expressed his ideas in beautiful, sparkling prose.

I see his focus on the constitution of subjectivity itself as an invaluable and necessary complement to the notion of a constituting subjectivity, as exemplified by, e.g., Kantian synthesis.

Much of Foucault’s work tended to fit the common trope of a “hermeneutics of suspicion” — pointing out how liberal reforms actually implemented more efficient strategies of social control, and so on. Unlike most of the people who use this phrase, I think this sort of “suspicion” of usual assumptions can play an invaluable critical role. However, I agree it can also be taken too far.

For example, received truths may turn out to be mere prejudice, and the notion of truth itself may turn out to have been naively hypostasized in many instances. But it is going too far to say — as Foucault did on several occasions — that truth and knowledge as such are inevitably caught up in strategies of domination, or — as Nietzsche and Foucault both did — that there really is no Platonic truth. In matters like this, we need an Aristotelian mean that avoids both naivete and cynicism.

I always preferred to pay more attention to Foucault’s practical multiplication of articulable differences, distinctions, and discontinuities in his historiography than to his negative rhetoric about truth and knowledge in general. During his earlier “archaeological” period, which greatly impressed me in my youth, this multiplication of articulable differences was the positive side of his questioning of too-easy unities, identities, and continuities in history.

In his later work, he developed a distinctive theory of power in society, treating it as distributed everywhere at a micro level, rather than emanating from a central authority. On a practical level, this seems to me to contain valuable lessons, although it also seems to play on an ambiguity between power as capability and power as domination. (It is easy to see that power as capability is ubiquitous, and illuminating to think of how what are really modes of control may be actualized at a micro level. But capabilities and modes of control, while they are both distributed, are two different things that cannot be just identified or assumed to have the same distribution.)

He also pointed out how control can be effectuated through the very formation and self-formation of people and things, without the overt involvement of any sort of repression or repressive apparatus. This seems like another important insight.

Foucault was much influenced by the philosopher of science Georges Canguilhem’s investigations of the concept of normality in biology and medicine, which highlighted the importance of pathology for an understanding of normality. (It also appears that within the French context, the term “normativity” has strong connotations of mere empirical “normality” and conformity, in sharp contrast to its value-oriented significance in analytic philosophy and my own usage.) Foucault himself had a sort of fascination with what sociologists call deviance, and a bit of a morbid streak that I never liked.

The discursive regularities he analyzed in his earlier work represent a kind of empirical “normality” rather than an ethical normativity. Again, these are two entirely different concepts.

In Aristotelian terms, discursive regularities fall under the domain of “art” or technique, rather than that of ethos. Technique is the canonical example of an Aristotelian means or efficient cause (not to be confused with later notions of impulse, or a scholastic act of creation). As efficient causes, Foucaultian discursive regularities operate under the mode of actuality. (Ethical normativity, by contrast, involves derived ends considered under the mode of potentiality.)

Foucault’s “archaeological” method can be seen as a specialized historiographical application of what I have been calling Aristotelian semantics, concerned with fine distinctions in the ways things actually said might be meant, as well as of Aristotelian dialectic, concerned with making the practical consequences of those distinctions explicit. (See also Empirical-Transcendental Doublet; Archaeology of Knowledge; Ricoeur on Foucault; Genealogy; Immediacy, Presence.)

Meno

Plato’s short dialogue Meno — concerned with virtue and knowledge — is among the most famous of what are referred to as his “Socratic” dialogues, which dwell on Socratic method, and on the character of Socrates as a kind of role model. Meno wants Socrates to provide an easy answer to how virtue is to be acquired. Socrates, ever distrustful of easy answers, shifts the discussion toward the more basic question of what virtue is. Meno first responds with examples, but Socrates points out that examples do not answer the “what is” question.

Meno eventually suggests that virtue is the desire of honorable things, combined with the power of attaining them. Socrates then points out that some people desire evil, and that a person may have power, yet still fail to properly recognize good as good and evil as evil. Meno complains that Socrates is always doubting himself and making others doubt, and says he feels bewitched.

Socrates introduces a poetic myth that learning is a kind of recollection of knowledge that we already had. He then walks a young boy through a simple geometrical construction. At the beginning, the boy seems to have no idea how to solve the problem. Then he thinks he does, but he is wrong. At a later point, he recognizes the mistake. Socrates points out that it is always better to know that we do not know, than to think that we know when we do not. But still later, after following the steps of the construction, it seems like the boy does understand how to find the solution, though he is never told. As Brandom might remind us, this shows the value of making what was implicit into something explicit.

Eventually, Socrates leads Meno to the conclusion that virtue is “either wholly or partly wisdom”. But then he introduces a further doubt, whether virtue can be reduced to knowledge. True opinion is said to be as good a guide to action as knowledge, and this is said to be how most good people function.

But then finally, true opinion is said not to be of very great value after all, because it is not “fastened by the tie of the cause”, and therefore tends to “run away” from us. That is to say, when we do not really know — i.e., cannot articulate — the why of a conclusion that is right in one context, it is easy to misapply it in a different context. (See also Dialogue; Platonic Truth; What and Why; Reasons.)

Theory and Practice

Unlike Plato, Aristotle did not make theoretical knowledge an ethical criterion, although he played a great role in the development of many fields of inquiry. Nonetheless, he placed intellectual “virtue” alongside friendship or love as an essential component of the highest ethical development.

I previously suggested there is an indirect way in which any inquiry can help make us better deliberators. Knowledge can of course help, but only if it is relevant to the question at hand. But the ethical value of inquiry lies more in a kind of theoretical practice than in the particular knowledge that may result. Intellectual virtue, I want to say, has to do especially with practices of free and well-rounded interpretation.