期刊名称：Review of Science, Mathematics and ICT Education
印刷版ISSN：1792-3999
出版年度：2014
语种：English
出版社：University of Patras
摘要：In this paper, I examine first the way knowledge-statements and belief-statements are questioned in ordinary language. The former are questioned by “how do you know?” questions, while the latter are questioned by “why do you believe?” questions. The answers to these questions are different. In the former case, one replies by providing the reasons that justify their being in position to know, whereas in the latter case, one replies by adducing the evidence for their statement. Then, I explore the epistemological repercussions of the difference in ordinary usage between the verbs ‘to know’ and ‘to believe’ and, drawing on these, I discuss the implication for science teaching.
关键词：Why-questions, knowledge-statements, belief-statements, epistemic status of scientific theories
Loading...
