Stich (1990), p. 3:
On the few occasions when I have taught the “analysis of knowledge” literature to undergraduates, it has been painfully clear that most of my students had a hard time taking the project seriously. The better students were clever enough to play fill-in-the-blank with ‘S knows that p if and only _____’ … But they could not, for the life of them, see why anybody would want to do this. It was a source of ill-concealed amazement to these students that grown men and women would indulge in this exercise and think it important — and of still greater amazement that others would pay them to do it! This sort of discontent was all the more disquieting because deep down I agreed with my students. Surely something had gone very wrong somewhere when clever philosophers, the heirs to the tradition of Hume and Kant, devoted their time to constructing baroque counterexamples about the weird ways in which a man might fail to own a Ford… for about as long as I can remember I have had deep…misgivings about the project of analyzing epistemic notions.
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