12月 20, 2016

加拿大女皇大学论文怎么写:真正的意见”和“知识”的区别

加拿大女皇大学论文怎么写:真正的意见”和“知识”的区别

因此当一个几乎谈论的情况还有没有多少区别的知识和正确的意见。一个肯定能找到区别在真正的理论观点和知识。理论知识是可以解释和推断。真正的意见另一方面不依赖于任何原因。它是免费的任何解释。理论上正确舆论的概念和知识和苏格拉底一样使用这个奴隶男孩的悖论。实际和日常知识的概念类似于真正的意见,因为它已经带来了明显的例子拉里萨。然而当一个人说话在理论方面知识是真正把以上意见通过推理知识进行了验证。

加拿大女皇大学论文怎么写:真正的意见”和“知识”的区别

知识是真正的意见已确定的回忆很多的思考和推理,以增加其有效性。因此更少的例子,一个奴隶男孩不知道对几何可以通过推理这一信念给正确答案答案可能是什么。因此没有多少区别的人已经知道答案,可以推理出正确答案的人。因此很明显,“真正的意见”和“知识”的区别在于理论方面,而不是在实践中。一步一步的方法对几何问题是一步一步推理证明的男孩,他给出的答案是正确的。它几乎使区别男孩已经知道答案或者他推理的方法应用于到达正确的答案。

加拿大女皇大学论文怎么写:真正的意见”和“知识”的区别

Hence when one talks practically about a situation then there is not much of a difference between knowledge and true opinion. One can definitely find difference in true opinion and knowledge theoretically. Theoretically knowledge is something which can be explained and reasoned.True opinion on the other hand does not depend on any reason.It is free of any kind of explanation. Theoretically the concept of true opinion and Knowledge is the same and Socrates used this to bring the slave boy in a state of paradox. The practical and daily knowledge is similar to the concept of true opinion as it has been brought clearly through the example of the way to Larissa. However when one talk in theoretical terms then knowledge is put above true opinion as knowledge is validated through reasoning.

加拿大女皇大学论文怎么写:真正的意见”和“知识”的区别
Knowledge is the recollection of true opinions which have been ascertained with lot of thinking and reasoning so as to increase its validity. Therefore with the example of Meno, a slave boy who did not know a thing about geometry could give the correct answer by reasoning this belief about what the answer could be. Thus there is not much of a difference between the person who already knows the answer and the person who can reason out the correct answer. Therefore it is quite evident that the difference between “true opinion” and “knowledge” lies in theoretical terms and not in practical terms. The step by step approach towards the geometrical problem was the step by step reasoning in the mind of the boy who proved that the answer which he gave was correct. It hardly makes a difference whether the boy already knew the answer or he applied the reasoning approach to arrive at the correct answer.

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