The Nature of Knowledge: Vagueness, Subjectivity, and Approximation

Is knowledge truly knowing the truth? Many would argue this question has been puzzling philosophers and scholars for centuries. In reality, most of what we believe to be knowledge is often an approximation or a falsehood. Simple truths, such as having two apples on a desk, might be true at a certain moment, but the details, context, and timing make it less definitive. A single apple might be taken away, or people could leave the room, thus rendering the initial statement as vague and temporary. This raises a fundamental question: Is it possible to truly know something, or is knowledge doomed to be subjective and possibly flawed?

Subjectivity and Impracticality of Absolute Knowledge

Almost all knowledge can be seen as subjective, based on what a person believes to be true. This belief can be faulty and incomplete, as it often depends on personal experiences, understandings, and contexts. For instance, if I say there are two apples on my desk, at a specific moment, it becomes true, but as soon as I take one away, it turns false. Even if we have knowledge, it is often vague, fleeting, and may never be entirely correct. This leads to the question: how do we determine what is true and what is not?

The Approximation of Knowledge

Given the nature of knowledge, it is impossible to claim absolute understanding of even the tiniest detail. We can, however, know a lot, albeit with imperfections and approximations. Knowledge is rarely, if ever, complete and certain. Instead, we need enough understanding to survive and thrive. The 'truth' of our knowledge is measured not by scientific or logical standards, but by its effectiveness in our lives. This means that our knowledge is pragmatically useful, rather than necessarily accurate.

The Role of Self-Expression and Documentation in Knowledge

Self-expression and documentation play crucial roles in how we communicate and document knowledge. Whether it's through self-expression via speaking, dancing, live acting, or writing, painting, sculpting, and other forms of creative expression, these activities help us convey and preserve what we know. Documenting our self-expression, whether through writing, painting, or constructing something, is a way of maintaining and communicating our knowledge. It also allows us to teach, mentor, and care for others, fostering a shared understanding and growth.

The Tripartite Model of Knowledge and Its Limitations

The concept of knowledge is often broken down into a tripartite model: Justification, Belief, and Truth. This model, however, has been criticized by philosophers, most notably Edmund Gettier. The model is seen as circular and flawed because questioning why something is true often leads to fallacies such as the appeal to authority or begging the question. For instance, if we ask why something is true, a common response might be:

"It's true because I said so." (Appeal to Authority)
"It's true because that's the way it is." (Begging the Question)

These fallacies indicate that the traditional model of knowledge may not be sufficient to define or establish true knowledge. The very basis of the model becomes circular and unhelpful in achieving a clear understanding of knowledge and truth.

Conclusion

In conclusion, knowledge is a complex and often nebulous concept. It is inherently subjective and frequently an approximation of truth. While we can strive for comprehensive and accurate knowledge, it is ultimately impractical to claim absolute understanding. Instead, we should focus on practical applications and the pragmatism of our knowledge, recognizing it as a tool for survival, thriving, and continued progress. Understanding these nuances can help us appreciate the true nature of knowledge in a more profound and realistic light.