In my view (animal) knowledge is apt belief, where not only the belief (its existence and content) but also its correctness is creditable to the subject's competence.

When I accept someone's testimony, I am thus only a small part of the full seat of epistemic competence, which might include many others in a long chain. My own contribution might then be slight, just through the perceptual and linguistic competence involved in knowing what someone is saying or writing, etc.

Through our perceptual systems, we represent our surroundings, aiming to do so accurately, where the aiming is functional or teleological, rather than intentional. And the same goes for our functional beliefs. Through our judgments, however, we do intentionally, even consciously, attempt to get it right.

In arriving at the relevant theory about the specifics of our faculty of vision we will presumably use our eyes to gather relevant data. Based on such data we come to know about the optic nerve, the structure of our eyes, the rods and cones, etc., so as to explain how it is that vision gives us reliable access to the shapes and colors of objects around us. In reliably arriving at that theory we thus exercise the very faculty whose reliability is explained by the theory. There is no vice in this sort of circularity.

The concept of intuition is more often used in philosophical theorizing than is the concept of observation in scientific theorizing (proportionately). One reason is that there is (proportionately) more ostensible conflict of philosophical intuitions than there is ostensible conflict of scientific observations. So much for the use of a concept of intuition in philosophical theorizing.

Knowledge in my view is a form of action. It involves endeavors to get it right, and more broadly it concerns aimings, which can be functional rather than intentional.

When there are conflicts of observation, when experiments cannot be replicated, scientists may then retreat to a study of the various specific observations so as to explain the conflict, in the course of which they would make use of the concept of observation, or of some specification of that concept.