Belief

Belief is the state of mind in which a person thinks something to be the case, with or without there being empirical evidence to prove that something is the case with factual certainty. In other words, belief is when someone thinks something is reality, true, when they have no absolute verified foundation for their certainty of the truth or realness of something. Another way of defining belief is, it is a mental representation of an attitude positively orientated towards the likelihood of something being true. In the context of Ancient Greek thought, two related concepts were identified with regards to the concept of belief: pistis and doxa. Simplified, we may say that pistis refers to trust and confidence, while doxa refers to opinion and acceptance. The English word doctrine is derived from doxa. Belief's purpose is to guide action and not to indicate truth.

In epistemology, philosophers use the term ‘belief’ to refer to personal attitudes associated with true or false ideas and concepts. However, ‘belief’ does not require active introspection and circumspection. For example, we never ponder whether or not the sun will rise. We simply assume the sun will rise. Since ‘belief’ is an important aspect of mundane life, according to the Stanford Encyclopedia of Philosophy, the question that must be answered is, “how a physical organism can have beliefs” (http://plato.stanford.edu/entries/belief/).

True

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Gettier problem

The Gettier problem is a philosophical question about whether a piece of information that happens to be true but that someone believes for invalid reasons, such as a faulty premise, counts as knowledge. It is named after American philosopher Edmund Gettier, who wrote about the problem in a three-page paper published in 1963, called "Is Justified True Belief Knowledge?". The paper refers to the concept of knowledge as justified true belief (JTB), credited to Plato, though Plato argued against this very account of knowledge in the Theaetetus (210a). In the paper, Gettier proposed two scenarios where the three criteria (justification, truth, and belief) seemed to be met, but where the majority of readers would not have felt that the result was knowledge due to the element of luck involved.

The term is sometimes used to cover any one of a category of thought experiments in contemporary epistemology that seem to repudiate a definition of knowledge as justified true belief.

The responses to Gettier's paper have been numerous. While some rejected Gettier's examples, many sought to adjust the JTB account of knowledge to lessen the impact of both Gettier's own problems and other problems (collectively titled "Gettier problems") created in their mould. Since 1963, experiments have also been conducted to determine whether the instinctive reactions of those presented with a Gettier problem are uniform or display language or genetic biases.

Edmund Gettier

Edmund L. Gettier III (born October 31, 1927 in Baltimore, Maryland) is an American philosopher and Professor Emeritus at the University of Massachusetts Amherst. He is best known for his short 1963 paper, "Is Justified True Belief Knowledge?," which generated an enormous philosophical literature trying to respond to what became known as the Gettier problem.

Biography

Gettier was educated at Cornell University, where his mentors included Max Black and Norman Malcolm. Gettier, himself, was originally attracted to the views of the later Ludwig Wittgenstein. His first teaching job was at Wayne State University in Detroit, Michigan, where his colleagues included Keith Lehrer, R. C. Sleigh, and Alvin Plantinga. Because he was short on publications, his colleagues urged him to write up any ideas he had just to satisfy the administration. The result was a three-page paper that remains one of the most famous in recent philosophical history. According to anecdotal comments that Plantinga has given in lectures, Gettier was originally so unenthusiastic about the paper that he wrote it, had someone translate it into Spanish, and published in a South American journal. The paper was later published in the United States. Gettier has since published nothing, but he has invented and taught to his graduate students new methods for finding and illustrating countermodels in modal logic, as well as simplified semantics for various modal logics.

Crash Course

Crash Course (also known as Driving Academy) is a 1988 made for television teen film directed by Oz Scott.

Plot

Crash Course centers on a group of high schoolers in a driver’s education class; many for the second or third time. The recently divorced teacher, super-passive Larry Pearl, is on thin ice with the football fanatic principal, Principal Paulson, who is being pressured by the district superintendent to raise driver’s education completion rates or lose his coveted football program. With this in mind, Principal Paulson and his assistant, with a secret desire for his job, Abner Frasier, hire an outside driver’s education instructor with a very tough reputation, Edna Savage, aka E.W. Savage, who quickly takes control of the class.

The plot focuses mostly on the students and their interactions with their teachers and each other. In the beginning, Rico is the loner with just a few friends, Chadley is the bookish nerd with few friends who longs to be cool and also longs to be a part of Vanessa’s life who is the young, friendly and attractive girl who had to fake her mother’s signature on her driver’s education permission slip. Kichi is the hip-hop Asian kid who often raps what he has to say and constantly flirts with Maria, the rich foreign girl who thinks that the right-of-way on the roadways always goes to (insert awesomely fake foreign Latino accent) “my father’s limo”. Finally you have stereotypical football meathead J.J., who needs to pass his English exam to keep his eligibility and constantly asks out and gets rejected by Alice, the tomboy whose father owns “Santini & Son” Concrete Company. Alice is portrayed as being the “son” her father wanted.