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It seems to me it is quite possible that a thesis may be advanced which while san- atically muddled in its presentation is far from meaningless. Mr. Dalton's interview appears to me to be a case in point.

Can I say that 'I both know and believe that X!‘ or that I both 'believe and know about X' with— out contradiction? I would propose that it is not . possible to answer this question either positively or negatively without pre- senting an account of what constitutes 'knowledge' and 'belief'. Mr. Dalton has not provided such an acc- ount and so there can be no ground either for agree- ment or disagreement. I would propose futher that if Mr. Dalton does produce such an account he will have to show that a) the terms of 7knowledge' and 'belief' are exclusive and b) that his account is more than merely stipulat- ive.

I think, on the other hand. at least one partial theory of knowledge may be pro— ‘ vided where :knowledge' and 'belief' do not appear as opposed and where the asser- ted relationship between the terms conforms to some degree-with the way they are used by speakers of English. This can be done without pretending to have solved the problem posed in Theaetetus. Initially it seems quite mistaken to assert that 'to know is equivalent to having sensual access.‘

I know 2+2-4 and I know

is logically true.I know this even in the _ event that’their symbolic expression is not present to me. I can also say without misusing lang— uage-'I know the sun will rise tomorrow' while I have no sensual access to tomorrows sun. What do I mean here by 'know'?

It is clear that speakers of the English language distinguish between know— ledge and belief e.g.

'Fred does not know the world is flat, he only believes it!‘ However,

the question remains as to whether or not the terms 'knowledge' and 'belief' are to be considered mut- ually exclusive. One

plausible account says that they are not accord- ing to this account three conditions must be met before Fred can be said to know (that) or (about) X. Fred knows at time point p that X is the case, pro— vided(l) Fred believes X at P (2) relevant rat- ionale X is the case(true) (3) X can be given at P by Fred. _

On this account the mistake of a Christian, if there is a mistake, is in believ1ng

t a 18 rue w en ' is not true or that he is in a position to provide evident or a rationale for X when no such rationale can be given. On this account as well the distinction bet- ween knowledge and true belief, there the distinc— tion between_a belief or belief set which has cer- tain properties ( 2 & 3) and another‘which does not. In any area of knowing outside the immediately given, if there is such, to say that I know X is to assert there is more than a Special relationship ex-~ isting between, for examp- le, a mental state (conce- pt) and the world, it is

'also to say that I know

something about that rel- atiOnship which assures

me of it actuality. I bo- th believe and know that 'X' because I know Y abo- ut X. It is both the re- .lationship and my knowle- dge (evidence and rationa-' le) about thewrelationship which allows me to say I know that X. But to say I know Y is to say I know Z about my belief that Y sup- ports X and so on. Unfort- unately, this account is

, «2,... .

. x: . “Fl ‘- ' Ell] i ‘

ries With it lts own cert— e-g- gry, but do_ I kno that hunger occur 'mind'? or to par, Russell, sun but do I know I see is the sun I

,to illustrate the difficu-

Vwith having knowledge. I

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titude.independant of any rationale. However, the paradigm may be sufficient

lties with the editdr's 5 account. I

'ow that

I know 1

While the‘third condition Apart from idealis

may not have to be met in

utions which them.

order to talk about X knowsneed justification

that P, the second condi- tion, seems necessary. However, to have a true belief is not synonomous

might believe the moon is. N miles from the sun and the moon may be N miles from the sun. If that be- lief is based on the tes- timony of someone else and I have no way or hace not acertained, that whi— ch I believe the case, to/

a little philiSOp reflection about

hold certainly co the world I am li conclude that I . (or almost never) position to assert reserVation that

the case and what to be the case is cal only if it can onstrated that the set of propositio the world which n.

be the case, then I cannot are true but I can

rightly said to have know- ledge but rather Plato's 'right opinion'. What is lacking is either a) an explanatory relevant ra- tionale or B) a 'quality of existential immediacy'. (e.g. hunger).

Even in the‘case of the hypothetical 'immediately given.' I cannot assert

anything about that given,

not adequate. Many object- ions can be brought again- st it. If for example, I say"I am hungry" and some: one asks "are you really hungry or do you just sup~ pose you are?" The quest- ion in most circumstances seems nonsense. As the qu- ality of the experience, being hungry, usually car-

APOLOBY

Again, due to shortage of space, we have had to pos- tpone two important artics les: M.Mo Rahman's article on education and the FacuP lty of Arts Symposium, ou- tlining three important‘ proposals for future degrs ee structure. Now there's next week...... -

Editor

President's Report

After being sworn into off- ice, the executive began to plan and carry out goals and aspirations for the 1973-74 term.

After winding up the semes- ter with setting up committ- ees and becoming familiar rwith duties of office, we . decided that I would be hir- ed for the summer, full-time and Mike Duffy part-time.

In the summer we carried off some major projects and attempted to serve the stud- ent population.

We sponsored Pig 'N' Whist- les, and we rented the rink where possible. In the summ- er we were approached to fi- nalize our insurance policy. After lengthy discussion, we decided to propose to counc- il the Zurich Insurance Pol- icy. We investigated and co- ncluded the impoSSibility of building a Student Union Ce- nter at this point, we prep— ared and with the co-operat— ion of Student Services pub- lished an experimental info- rmation booklet for freshman Student Services used our material to publish a bookl- et for the general student body.

In the summer we negotiated a contract with Ted Gamauff

to cater to the Barn food servicec We also set up and began plans to run the Day Care Center for the Fall se- mester. ’

r We decided that for the re-d

mainder of the money, $521., from the Centennial Committ- ee we would erect a mural for the Barn with a Centenn- ial theme.

During the last of August, orientation plans were being shaped up and set to roll in September. '

with the return of the stu- dents in the fall, things have taken a more normal st- and. We have begun a fine year with clubs and activit- ies. .7 ‘On a final note, at times”

this summer, we felt obliga4’:

ted to accomddate summer st- udents. We feel that we coué 1d provide more worthwhile

service, if there is a summ-

er school fee and we feel»:;“

that it would enhance the‘

university and Our own repu-'

tation. The necessary steps have been taken. \ Thank you for your support. I invite your questions as it is very difficult to gi- ve a report of this type. Answering questions~can be more informative. 3

’fashion guarantee I am in the pesiti dically oppose the 'knowledge and bel Even if it were t that some proposit be adduced it see ely that these wou stitute such a ma} assertions about that the term 'to

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