
Definitions and Virtue Epistemology
Authored by Susannah Close
Philosophy
12th Grade
Used 1+ times

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12 questions
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1.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
What is the main issue Zagzebski identifies with the tripartite definition of knowledge?
It is too complex
Justification and truth are treated as separate
It is too vague
It excludes beliefs
2.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
What does Zagzebski argue about the real essence of knowledge?
It definitely has a real essence
It cannot be defined at all
It may not have a real essence but should be treated as if it does
It is purely a social construct
3.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
Which of the following is NOT one of the pitfalls Zagzebski suggests avoiding when defining knowledge?
Circularity
Subjectivity
Obscurity
Ad hoc definitions
4.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
Why does Zagzebski suggest avoiding ad hoc definitions of knowledge?
They are too simple
They are too complex
They are created specifically to address particular problems
They are based on circular reasoning
5.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
How does Zagzebski define knowledge in terms of intellectual virtues?
S believes P, and P is true
S believes P, and S’s belief arises from luck
S believes P, and S’s belief arises from an act of intellectual virtue
S believes P, and S’s belief arises from a reliable process
6.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
In Zagzebski’s view, what is the relationship between intellectual virtues and truth?
Intellectual virtues aim at moral goods
Intellectual virtues aim at intellectual goods such as truth
Intellectual virtues are unrelated to truth
Intellectual virtues are purely subjective
7.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
What does the Gettier problem demonstrate about the tripartite definition of knowledge?
It is always correct
It fails when truth and justification are separated
It applies only to moral virtues
It cannot account for true beliefs
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