Chapter 5 :Epistemology

RATIONALISM

There are several theories of how we come to know something.  These lectures will cover several of them.

 (NOTE:  You must read only those linked materials that are preceded by the capitalized word READ.)

Theories of Knowledge

1.RATIONALISM

2.EMPIRICISM

3.SKEPTICISM

4.TRANSCENDENTAL IDEALISM

5.SCIENCE  

Rationalism (Approach, Principle, and Tradition in epistemology and philosophy) — The first philosophers who are usually called rationalists were Descartes (1596-1650), Leibniz (1646-1716), and Spinoza (1632-1677). While they claimed to be defending science against scholasticism, their arguments often showed little improvement over those of their opposition. For example, Descartes' defense of science consisted of a dualism from which philosophy is still recovering, and his arguments for dualism were models of rationalism: technical, deductive, and extremely abstract. Spinoza's Ethics (which often seems to have little to do with ethics) is the high-point of rationalism in philosophy: it is totally deductive and modeled on the geometric system of Euclid's Elements. Rationalism, in its deductive and abstract way of reasoning, tends to prefer the "harder" branches of philosophy (such as epistemology) almost totally ignores ethical and political concerns. The word rationalism is often used to refer to such an overly deductive way of thinking and to the molding of reality to fit one's theoretical understanding, but this is more of a psychological characterization than a philosophical definition. Sometimes, especially outside of philosophy proper, rationalism is still used in its basic sense of respect for reason or to refer to the idea that reason should play a large role in human life (in contrast, say, to mysticism).  Rationalism is a reliance on reason {Lat. ratio} as the only reliable source of human knowledge. In the most general application, rationalism offers a naturalistic alternative to appeals to religious accounts of human nature and conduct.

More specifically, rationalism is the epistemological theory that significant knowledge of the world can best be achieved by a priori means; it therefore stands in contrast to empiricism. Prominent rationalists of the modern period include Descartes, Spinoza, and Leibniz.

READ: http://www.victorianweb.org/philosophy/phil3.html

READ:  http://www.newadvent.org/cathen/12652a.htm

So with RATIONALISM it is possible to have knowledge without having sensory experiences.  There is knowledge of logic and its laws or rules that are based upon reasoning and not sensory experience. There is a knowledge that is innate or born inside of us, that is to say that there are forms of knowledge that exists within our minds from the time we are born.

Links to Rationalism sites: http://www.mayfieldpub.com/lawhead/chapter2/rationalism.htm 

Descartes’ Epistemology  READ:   the first five sections

http://plato.stanford.edu/entries/descartes-epistemology/

For Descartes knowledge involves CERTAINTY and certainty exists in the form of clear and distinct ideas, which are ideas that are indubitable (not capable of being doubted).  These would be innate ideas that all rational beings are born with such as  knowledge of self, God, and the world.  But all knowledge is the result of acts of reasoning.

Links related to Descartes:

http://www.mayfieldpub.com/lawhead/chapter2/descartes.htm

Leibniz

Distinguished the truths of reasoning which were necessary truths as in the rule of contradictions, and excluded middle (statements are either true or false) from the truths of fact which are not necessary but are contingent upon experience and sufficient reason needed to accept what the senses report.

Links to Leibniz sites:

http://www.mayfieldpub.com/lawhead/chapter2/leibniz.htm

Problems:   While the rationalist can explain knowledge of Mathematics and Logic , how are the rationalists to explain knowledge of the external world?

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© Copyright Philip A. Pecorino 2000. All Rights reserved.  Web Surfer's Caveat: These are class notes, intended to comment on readings and amplify class discussion. They should be read as such. They are not intended for publication or general distribution.