Reasoning in the context of Definitions of knowledge

In their most common sense, thought and thinking refer to cognitive processes that occur independently of direct sensory stimulation. Core forms include judging, reasoning, concept formation, problem solving, and deliberation. Other processes, such as entertaining an idea, memory, or imagination, are also frequently considered types of thought. Unlike perception, these activities can occur without immediate input from the sensory organs. In a broader sense, any mental event—including perception and unconscious processes—may be described as a form of thought. The term can also denote not the process itself, but the resulting mental states or systems of ideas.

A variety of theories attempt to explain the nature of thinking. Platonism holds that thought involves discerning eternal forms and their interrelations, distinguishing these pure entities from their imperfect sensory imitations. Aristotelianism interprets thinking as instantiating the universal essence of an object within the mind, derived from sense experience rather than a changeless realm. Conceptualism, closely related to Aristotelianism, identifies thinking with the mental evocation of concepts. Inner speech theories suggest that thought takes the form of silent verbal expression, sometimes in a natural language and sometimes in a specialized "mental language," or Mentalese, as proposed by the language of thought hypothesis. Associationism views thought as the succession of ideas governed by laws of association, while behaviorism reduces thinking to behavioral dispositions that generate intelligent actions in response to stimuli. More recently, computationalism compares thought to information processing, storage, and transmission in computers.

Intellect is a faculty of the human mind that enables reasoning, abstraction, conceptualization, and judgment. It enables the discernment of truth and falsehood, as well as higher-order thinking beyond immediate perception. Intellect is distinct from intelligence, which refers to the general ability to learn, adapt, and solve problems, whereas intellect concerns the application of reason to abstract or philosophical thought.

In philosophy, intellect (Ancient Greek: dianoia) has often been contrasted with nous, a term referring to the faculty of direct intuitive knowledge. While intellect engages in discursive reasoning, breaking down concepts into logical sequences, nous is considered a higher cognitive faculty that allows for direct perception of truth, especially in Platonism and Neoplatonism. Aristotle distinguished between the active intellect (intellectus agens), which abstracts universal concepts, and the passive intellect, which receives sensory input.

Intrapersonal communication (also known as autocommunication or inner speech) is communication with oneself or self-to-self communication. Examples are thinking to oneself "I will do better next time" after having made a mistake or imagining a conversation with one's boss in preparation for leaving work early. It is often understood as an exchange of messages in which sender and receiver are the same person. Some theorists use a wider definition that goes beyond message-based accounts and focuses on the role of meaning and making sense of things. Intrapersonal communication can happen alone or in social situations. It may be prompted internally or occur as a response to changes in the environment.

Intrapersonal communication encompasses a great variety of phenomena. A central type happens purely internally as an exchange within one's mind. Some researchers see this as the only form. In a wider sense, however, there are also types of self-to-self communication that are mediated through external means, like when writing a diary or a shopping list for oneself. For verbal intrapersonal communication, messages are formulated using a language, in contrast to non-verbal forms sometimes used in imagination and memory. One contrast among inner verbal forms is between self-talk and inner dialogue. Self-talk involves only one voice talking to itself. For inner dialogue, several voices linked to different positions take turns in a form of imaginary interaction. Other phenomena related to intrapersonal communication include planning, problem-solving, perception, reasoning, self-persuasion, introspection, and dreaming.

Cognitive science is the interdisciplinary, scientific study of the mind and its processes. It examines the nature, the tasks, and the functions of cognition (in a broad sense). Mental faculties of concern to cognitive scientists include perception, memory, attention, reasoning, language, and emotion. To understand these faculties, cognitive scientists borrow from fields such as psychology, philosophy, artificial intelligence, neuroscience, linguistics, and anthropology. The typical analysis of cognitive science spans many levels of organization, from learning and decision-making to logic and planning; from neural circuitry to modular brain organization. One of the fundamental concepts of cognitive science is that "thinking can best be understood in terms of representational structures in the mind and computational procedures that operate on those structures."

In cognitive science and neuropsychology, executive functions (collectively referred to as executive function and cognitive control) are a set of cognitive processes that support goal-directed behavior, by regulating thoughts and actions through cognitive control, selecting and successfully monitoring actions that facilitate the attainment of chosen objectives. Executive functions include basic cognitive processes such as attentional control, cognitive inhibition, inhibitory control, working memory, and cognitive flexibility. Higher-order executive functions require the simultaneous use of multiple basic executive functions and include planning and fluid intelligence (e.g., reasoning and problem-solving).

Executive functions gradually develop and change across the lifespan of an individual and can be improved at any time over the course of a person's life. Similarly, these cognitive processes can be adversely affected by a variety of events which affect an individual. Both neuropsychological tests (e.g., the Stroop test) and rating scales (e.g., the Behavior Rating Inventory of Executive Function) are used to measure executive functions. They are usually performed as part of a more comprehensive assessment to diagnose neurological and psychiatric disorders.

Lateral thinking is a manner of solving problems using an indirect and creative approach via reasoning that is not immediately obvious. Synonymous to thinking outside the box, it involves ideas that may not be obtainable using only traditional step-by-step logic. The cutting of the Gordian Knot is a classical example.

The term was first used in 1967 by Maltese psychologist Edward de Bono who used the Judgement of Solomon, the Nine Dots Puzzle, and the sewing machine (automating the work rather than adding more workers) as examples, among many others, of lateral thinking.

Sentience is the ability to experience feelings and sensations. It may not necessarily imply higher cognitive functions such as awareness, reasoning, or complex thought processes. Some theorists define sentience exclusively as the capacity for valenced (positive or negative) mental experiences, such as pain and pleasure.

Sentience is an important concept in ethics, as the ability to experience happiness or suffering often forms a basis for determining which entities deserve moral consideration, particularly in utilitarianism.

The paradoxes of material implication are a group of classically true formulae involving material conditionals whose translations into natural language are intuitively false when the conditional is translated with English words such as "implies" or "if ... then ...". They are sometimes phrased as arguments, since they are easily turned into arguments with modus ponens: if it is true that "if ${\displaystyle P}$ then ${\displaystyle Q}$" (${\displaystyle P\rightarrow Q}$), then from that together with ${\displaystyle P}$, one may argue for ${\displaystyle Q}$. Among them are the following:

A material conditional formula ${\displaystyle P\rightarrow Q}$ is true unless ${\displaystyle P}$ is true and ${\displaystyle Q}$ is false; it is synonymous with "either P is false, or Q is true, or both". This gives rise to vacuous truths such as, "if 2+2=5, then this Wikipedia article is accurate", which is true regardless of the contents of this article, because the antecedent is false. Given that such problematic consequences follow from an extremely popular and widely accepted model of reasoning, namely the material implication in classical logic, they are called paradoxes. They demonstrate a mismatch between classical logic and robust intuitions about meaning and reasoning.

The philosophy of education is the branch of applied philosophy that investigates the nature of education as well as its aims and problems. It also examines the concepts and presuppositions of education theories. It is an interdisciplinary field that draws inspiration from various disciplines both within and outside philosophy, like ethics, political philosophy, psychology, and sociology. Many of its theories focus specifically on education in schools but it also encompasses other forms of education. Its theories are often divided into descriptive theories, which provide a value-neutral description of what education is, and normative theories, which investigate how education should be practiced.

A great variety of topics is discussed in the philosophy of education. Some studies provide a conceptual analysis of the fundamental concepts of education. Others center around the aims or purpose of education, like passing on knowledge and the development of the abilities of good reasoning, judging, and acting. An influential discussion concerning the epistemic aims of education is whether education should focus mainly on the transmission of true beliefs or rather on the abilities to reason and arrive at new knowledge. In this context, many theorists emphasize the importance of critical thinking in contrast to indoctrination. Another debate about the aims of education is whether the primary beneficiary is the student or the society to which the student belongs.

Prehistoric technology is technology that predates recorded history. History is the study of the past using written records. Anything prior to the first written accounts of history is prehistoric, including earlier technologies. About 2.5 million years before writing was developed, technology began with the earliest hominids who used stone tools, which they first used to hunt food, and later to cook.

There are several factors that made the evolution of prehistoric technology possible or necessary. One of the key factors is behavioral modernity of the highly developed brain of Homo sapiens capable of abstract reasoning, language, introspection, and problem-solving. The advent of agriculture resulted in lifestyle changes from nomadic lifestyles to ones lived in homes, with domesticated animals, and land farmed using more varied and sophisticated tools. Art, architecture, music and religion evolved over the course of the prehistoric periods.

Secular ethics is a branch of moral philosophy in which ethics is based solely on human faculties such as logic, empathy, reason or moral intuition, and not derived from belief in supernatural revelation or guidance—a source of ethics in many religions. Secular ethics refers to any ethical system that does not draw on the supernatural, and includes humanism, secularism and freethinking. A classical example of literature on secular ethics is the Kural text, authored by the ancient Indian philosopher Valluvar.

Secular ethical systems comprise a wide variety of ideas to include the normativity of social contracts, some form of attribution of intrinsic moral value, intuition-based deontology, cultural moral relativism, and the idea that scientific reasoning can reveal objective moral truth (known as science of morality).

Definitions of knowledge aim to identify the essential features of knowledge. Closely related terms are conception of knowledge, theory of knowledge, and analysis of knowledge. Some general features of knowledge are widely accepted among philosophers, for example, that it involves cognitive success and epistemic contact with reality. Despite extensive study, disagreements about the nature of knowledge persist, in part because researchers use diverging methodologies, seek definitions for distinct purposes, and have differing intuitions about the standards of knowledge.

An often-discussed definition asserts that knowledge is justified true belief. Justification means that the belief fulfills certain norms like being based on good reasons or being the product of a reliable cognitive process. This approach seeks to distinguish knowledge from mere true beliefs that arise from superstition, lucky guesses, or flawed reasoning. Critics of the justified-true-belief view, like Edmund Gettier, have proposed counterexamples to show that some justified true beliefs do not amount to knowledge if the justification is not genuinely connected to the truth, a condition termed epistemic luck.

A mental model is an internal representation of external reality: that is, a way of representing reality within the mind. Such models are hypothesized to play a major role in cognition, reasoning and decision-making. The term for this concept was coined in 1943 by Kenneth Craik, who suggested that the mind constructs "small-scale models" of reality that it uses to anticipate events. Mental models can help shape behaviour, including approaches to solving problems and performing tasks.

In psychology, the term mental models is sometimes used to refer to mental representations or mental simulation generally. The concepts of schema and conceptual models are cognitively adjacent. Elsewhere, it is used to refer to the "mental model" theory of reasoning developed by Philip Johnson-Laird and Ruth M. J. Byrne.

Hans Reichenbach (/ˈraɪxənbɑːx/; German: [ˈʁaɪçənbax]; September 26, 1891 – April 9, 1953) was a leading philosopher of science, educator, and proponent of logical empiricism. He founded the Gesellschaft für empirische Philosophie (Society for Empirical Philosophy) in Berlin in 1928, also known as the "Berlin Circle". Carl Gustav Hempel, Richard von Mises, David Hilbert and Kurt Grelling all became members of the Berlin Circle.

In 1930, Reichenbach and Rudolf Carnap became editors of the journal Erkenntnis. He also made lasting contributions to the study of empiricism based on a theory of probability; the logic and the philosophy of mathematics; space, time, and relativity theory; analysis of probabilistic reasoning; and quantum mechanics. In 1951, he authored The Rise of Scientific Philosophy, his most popular book.