تحلیل هستی‌شناختی پیرامون تمایز فهم و معرفت

نویسنده
رمضان مهدوی آزادبنی
گروه فلسفه و کلام اسلامی، دانشگاه مازندران
10.61186/mi.5.2.421
چکیده
از زمان افلاطون و ارسطو، تلاش‌هایی دربارۀ امکان معرفت و بیان چیستی آن در مقابل منکران امکان کسب معرفت آغاز شده بود. مسألۀ محوری در این رابطه، یافتن عناصر سازنده معرفت بود و تصویر سنتی دربارۀ چیستی آن با توجه به ریشۀ افلاطونی آن بیان می‌‌کند که معرفت عبارت است از «باور صادق موجه». در حالی که از یونان باستان تا قرن بیستم تصویر یاد شده دربارۀ چیستی معرفت در معرفت‌شناسی فلسفۀ غرب رایج بود، اما برخی نیز در برابر واژه «معرفت» به واژه «فهم» توجه نموده و معرفت را برای پاسخ به ظرفیت و توان‌مندی‌های شناختی انسان ناکافی در نظر گرفتند و به جای آن بر فهم تأکید نمودند. هدف پژوهش حاضر پرداختن به تمایز فهم و معرفت به­عنوان دو ظرفیت متفاوت در پاسخ‌گویی به ظرفیت و کنجکاوی‌های شناختی انسان است. این پژوهش با روش توصیفی – تحلیلی و با رویکرد انتقادی انجام گردیده و نتیجه به دست آمده نشان می‌دهد که فهم نه مساوی با معرفت است و نه قسمی از آن. نویسنده تلاش می‌کند، تا با تکیه بر خصیصۀ هستی‌شناختی استدلال نماید که فهم در مغایرت با معرفت که انتقال‌پذیر است، ‌انتقال‌ناپذیر است.
کلیدواژه‌ها
معرفت
فهم
معرفت شناسی
هستی شناسی

عنوان مقاله English

Ontological Analysis of the Distinction between Understanding and Knowledge

نویسنده English

Ramezan Mahdavi Azadboni
University of Mazandaran
چکیده English

possibility of knowledge and its essential nature, often in response to skeptics who denied its attainability. The central issue in these discussions has been identifying the key components of knowledge. The traditional view, rooted in Plato's thought, defines knowledge as "justified true belief." While this perspective dominated Western epistemology from ancient Greece until the 20th century, some scholars have argued that knowledge alone is insufficient to capture the full range of human cognitive capabilities. Instead, they have emphasized the concept of "understanding."

This study aims to differentiate understanding from knowledge, presenting them as distinct cognitive capacities that address different aspects of human curiosity and intellectual engagement. Using a descriptive-analytical method with a critical approach, the research demonstrates that understanding is neither equivalent to knowledge nor a subset of it. The key argument is that, ontologically, understanding is non-transferable, whereas knowledge is transferable.




کلیدواژه‌ها English

Knowledge
Understanding
epistemology
ontology
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