The Epistemology Shift

The Epistemological Shift
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Epistemological Shift
Epistemological studies are concerned with the nature, acquisition, extent, and legitimacy of knowledge. As a branch of philosophy, epistemologists are interested in the nature, origin, and scope of knowledge, reasonableness of belief, epistemic justification, and an array of related concerns. From the start of the mid-twentieth century, philosophers have expressed significant concern in understanding the nature of knowledge, although the question of what knowledge is predominated in antiquity. From Plato’s time until the modern days, thinkers have tackled the extent of knowledge, and discussions on the topic have advanced but with few interruptions. The legitimacy of knowledge introduces skepticism, and debates on the question of authenticity have generated heated discussions and interest since antiquity. The last concern that epistemology addresses are knowledge acquisition, which remained a central focus through the medieval until the early modern times. In recent times, there has been a surge in interest in epistemic shift or change among philosophers as epistemic beliefs continue to impact knowledge acquisition and evaluation in today’s knowledge-based society (Kerwer & Rosman, 2018). Changes in knowledge acquisition have become commonplace in academic institutions. For instance, many university libraries have shifted to providing readers with e-books instead of physical texts that remained the standard media a few years in the past. This change raises concerns among philosophers, and it is critical to consider both the pros and cons of the epistemological shift.
Epistemic shifts attempt to demonstrate that philological views have become obsolete and will need a replacement with modern arguments in line with the advancements in technology. Philosophers are concerned with the concept of epistemological change as correlational and quasi-experimental studies have demonstrated the benefits of modern and advanced epistemic beliefs as opposed to naïve forms of beliefs that serve to impair knowledge acquisition and evaluation (Kerwer & Rosman, 2018). According to Ker...