The phrase "a knowledge claim on" is correct and usable in written English.
It can be used when discussing assertions or statements that are presented as knowledge regarding a specific topic or subject matter.
Example: "The researcher made a knowledge claim on the effectiveness of the new treatment in her study."
Alternatives: "an assertion of knowledge about" or "a statement of knowledge regarding".
First, given his acceptance of the standard Academic arguments against self-warranting cognitive impressions, it offered a fallibilist theory, which allows for unqualified assent to knowledge claims on the basis of impressions that might nonetheless be false.
Political and ethical philosophy in English-speaking countries in the first half of the 20th century was inhibited to some extent by the advent in the early 1930s of logical positivism, which conceived of knowledge claims on the model of the hypotheses of natural science.
The thought is that the epistemic value of deliberative democratic decision-making can be understood as depending on its procedural features on how inclusive it is, for example, or how thoroughly the knowledge claims on which particular proposals rest have been subjected to criticism.
And many of them, claiming a kind of insider knowledge, claim that Mar had misrepresented, exploited and misled her subjects.
Dretske himself means to break with tradition, writing under the banner of 'externalism.' He explicitly says that most, if not all, of our mundane knowledge claims depend on facts we have not established.
The model is open to knowledge claims founded on empirical investigation.
The point is that within the research of the laboratories, they are both, and it is not possible to fathom how they produce knowledge claims by focusing exclusively on one or the other aspect.
If the spiritual disciplines of philosophy are to thrive, philosophers have to take off the bandages of epistemology and metaphysics altogether, accept the finite and fallible status of their knowledge claims, and get on with confessing their belief in the things that make life worth living (Levinson, 204).
Critics of a religion — and of religion in general — usually focus on knowledge claims.
The work of Scharmann et al. (2005) and Smith and Scharmann (2008) demonstrate that asking teachers to place evolution and other ways of knowing on a 'scientific to less scientific' continuum after targeted instructional units on knowledge claims can help teachers view evolution as scientifically valid.
