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Many noted philosophers and [[theologians]] have espoused the idea that ''faith'' is the basis of all knowledge. One example is [[St. Augustine of Hippo]]. Known as one of his key contributions to philosophy, the idea of "faith seeking understanding" was set forth by St. Augustine in his statement "''Crede, ut intelligas''" ("Believe in order that you may understand"). This statement extends beyond the sphere of [[religion]] to encompass the totality of knowledge. In essence, ''faith'' must be present in order to know anything. In other words, one must assume, believe, or have ''faith'' in the credibility of a person, place, thing, or idea in order to have a basis for [[knowledge]].

Many noted philosophers and [[theologians]] have espoused the idea that ''faith'' is the basis of all knowledge. One example is [[St. Augustine of Hippo]]. Known as one of his key contributions to philosophy, the idea of "faith seeking understanding" was set forth by St. Augustine in his statement "''Crede, ut intelligas''" ("Believe in order that you may understand"). This statement extends beyond the sphere of [[religion]] to encompass the totality of knowledge. In essence, ''faith'' must be present in order to know anything. In other words, one must assume, believe, or have ''faith'' in the credibility of a person, place, thing, or idea in order to have a basis for [[knowledge]].

One illustration of this concept is in the development of knowledge in children. A child typically holds parental teaching as credible, in spite of the child's lack of sufficient research to establish such credibility empirically. That parental teaching, however fallible, becomes a foundation upon which future knowledge is built.{{Fact|date=February 2007}} The child’s faith in his/her parents teaching is based on a belief in their credibility. Unless/until the child’s belief in their parents’ credibility is superseded by a stronger belief, the parental teaching will serve as a filter through which other teaching must be processed and/or evaluated. Following this line of reasoning, and assuming that children have finite or limited empirical knowledge at birth, it follows that faith is the fundamental basis of all knowledge one has. Even adults attribute the basis for some of their knowledge to so called "[[authorities]]" in a given field of study. This is true because one simply does not have the time or resources to evaluate all of his/her knowledge [[empirically]] and exhaustively. "Faith" is used instead.

One illustration of this concept is in the development of knowledge in children. A child typically holds parental teaching as credible, in spite of the child's lack of sufficient research to establish such credibility empirically. That parental teaching, however fallible, becomes a foundation upon which future knowledge is built. The child’s faith in his/her parents teaching is based on a belief in their credibility. Unless/until the child’s belief in their parents’ credibility is superseded by a stronger belief, the parental teaching will serve as a filter through which other teaching must be processed and/or evaluated. Following this line of reasoning, and assuming that children have finite or limited empirical knowledge at birth, it follows that faith is the fundamental basis of all knowledge one has. Even adults attribute the basis for some of their knowledge to so called "[[authorities]]" in a given field of study. This is true because one simply does not have the time or resources to evaluate all of his/her knowledge [[empirically]] and exhaustively. "Faith" is used instead.

   

   

However, a child's parents are not infallible. Some of what the child learns from them will be wrong, and some will be rejected. It is rational (albeit at a perhaps instinctive level) for the child to trust the parents in the absence of other sources of information, but it is also irrational to cling rigidly to everything one was originally taught in the face of countervailing evidence. Parental instruction may be the ''historical'' foundation of future knowledge, but that does not necessarily make it a ''structural'' foundation.

However, a child's parents are not infallible. Some of what the child learns from them will be wrong, and some will be rejected. It is rational (albeit at a perhaps instinctive level) for the child to trust the parents in the absence of other sources of information, but it is also irrational to cling rigidly to everything one was originally taught in the face of countervailing evidence. Parental instruction may be the ''historical'' foundation of future knowledge, but that does not necessarily make it a ''structural'' foundation.