Reading, writing, vision: a philosophy of knowledge

The article is devoted to the problem of knowledge beyond human existence. The question in this formulation is removed from the agenda without being solved. Traditionally, knowledge is interpreted as a property of consciousness corresponding to reality; with the emergence of cybernetics, knowledge began to be reduced to information. Both approaches should be recognized as erroneous. Knowledge is not a fact of consciousness and is not reducible to information. The relevance of the topic of the article is predetermined by overcoming traditional misconceptions. The scientific novelty of the article consists, firstly, in the fact that “being” in the traditional metaphor of a warehouse (workshop) is replaced by “being-under-view” in the metaphor of an exhibition. The world is not a warehouse, but an exhibition. There is no “being”, there is “being-under-view”. Second, the original form of knowledge has nothing to do with consciousness, but is an epiphenomenon of “demonstrative behavior” on the part of any “thing”. Being-under-view is demonstrative; in the very fact of demonstration lies the effect of 'knowledge'. Demonstration a priori requires an “observer”, whose figure does not appear in physics by chance. Thirdly, the concept of information does not replace the concept of knowledge. Information is recorded knowledge; it is for this reason that information is incalculable, while knowledge is incalculable. The methodology of the author's research is based on the experience of historical-philosophical and aesthetic studies, cultural analysis of trance cognitive practices and the culture of physical and mathematical thinking due to the basic education received. The aim of the article is to develop a new approach to understanding knowledge beyond human existence. To achieve this goal, a number of tasks are addressed, including a search for appropriate terminology and a critique of familiar theses. The terms in the conceptual meaning of the author's approach to the theory of objective knowledge include “being-under-view”, “exhibition”, “exhibit”, “demonstration”, “reading”, “sign”, “vision”. Practical application of the results of the article is possible in the field of physics (concerning the problem of existence), in the field of theory of cognition (the problem of objectivity of knowledge), in the field of education. Semi-education has long been the “norm”, especially when reducing knowledge to information. Science suffers from semi-education no less than education, closing in the accepted “paradigms”. The most damaging paradigm for modern science is reduced to the metaphor of a “warehouse” in understanding the world. The concept of “knowledge” does not fit into the paradigm of the warehouse worldview – for this reason, interest in the topic of “knowledge” in science and philosophy has practically dried up.