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What Is Knowledge?

What Is Knowledge?

Code	15558
Year	1
Semester	S2
ECTS Credits	6
Workload	OT(15H)/TP(45H)
Scientific area	Philosophy
Entry requirements	-
Learning outcomes	The question "What is knowledge?" does not have to claim an immediate answer; quite the contrary, it invites one to assume from the outset the inquiring bid in which the question is played. In this sense, this course aims to stimulate the practice of philosophical questioning, through a fundamental theme of philosophy. At the end of the UC, the student should be able to: (i) identify gnoseological and epistemological issues; (ii) make explicit the fundamental elements of the perspectives studied; (iii) discuss answers to the question "What is knowledge?"; (iv) problematize the nature of knowledge.
Syllabus	- The double source of knowledge in Kant: understanding and sensitivity - Sense knowledge and thinking - Belief, habit and knowledge - Knowledge as a regulatory fiction. Criticism of veracity and perspectivism in Friedrich Nietzsche - Perplexity, Inquiry and Knowledge - The "invention" of Knowledge - How is knowledge possible? - Knowledge and wisdom - Truth in the polis: objectivity and subjectivity - Knowledge from Plato's point of view - “What can I legitimately know?” The opening of the path of transcendental philosophy.
Main Bibliography	Arendt, H., Verdade e Política, Lisboa, Relógio d’Água, 1995. Heidegger, M., “Ciência e pensamento do sentido” (1953), in Ensaios e conferências, Petrópolis, Vozes, Bragança Paulista: Editora Universitária São Francisco, (pp. 39-60). Kant, Crítica da Razão Pura, Lisboa, FCG, 1994. Kuhn, T. S., 1969 (2ª edição), Estrutura das Revoluções Científicas, "Posfácio", Lisboa, Guerra & Paz, 2009. Maia, I., O Problema do Conhecimento em Francisco Sanches, Lisboa, Imprensa Nacional- Casa da Moeda, 2013. Nietzsche F., «Sobre a Verdade e a Mentira em sentido extra-moral», in Obras Escolhidas, Vol. I, Círculo de Leitores, Lisboa, 1996, pp. 213-232. Nozick, R., “Socratic Puzzles”. In Socratic Puzzles (145-155), London, Harvard University Press, 2000. Platão, República, Lisboa, FCG, 2016. Platão, Teeteto, Lisboa, FCG, 2005.
Teaching Methodologies and Assessment Criteria	Methodologically, the course is taught under a plural approach to the basic philosophical question - What is knowledge? -To this end, each participating teacher introduces a previously informed perspective, with an indication of the relevant bibliography. Each module presupposes the prior reading of the respective bibliographical reference, based on which a dynamic debate of the philosophical question will take place. The assessment consists of a written work with an open response to the question of the Curricular Unit and involving the integration of content from another UC of the course/semester (8-10 pages) (weighting 70% in the final classification), followed by an oral defense in class, in the presence of a plural jury made up of the teaching team (30% of the classification). Both elements are mandatory, and failure to perform one implies the annulment of the other.
Language	Portuguese. Tutorial support is available in English.