Inquiry

Intellectual progress involves forming a more accurate picture of the world. But it also figuring out which concepts to use for theorizing about the world. Bayesian epistemology has had much to say about the former aspect of our cognitive lives, but little if at all about the latter. I outline a framework for formulating questions about conceptual change in a broadly Bayesian framework. By enriching the resources of Epistemic Utility Theory with a more expansive conception of epistemic value, I offer (...) a picture of our cognitive economy on which adopting new conceptual tools can sometimes be epistemically rational. (shrink)

In the recent philosophical literature on inquiry, epistemologists point out that their subject has often begun at the point at which you already have your evidence and then focussed on identifying the beliefs for which that evidence provides justification. But we are not mere passive recipients of evidence. While some comes to us unbidden, we often actively collect it. This has long been recognised, but typically epistemologists have taken the norms that govern inquiry to be practical, not epistemic. The recent (...) literature challenges this assumption and uncovers a rich range of questions about the epistemic normativity of inquiry. In this paper, I approach these questions from the formal side of epistemology. Developing out of the philosophy of science, as it did, this branch of epistemology has long discussed inquiry. And, building on the insights of David Blackwell (1951) and I. J. Good (1967), it has produced a reasonably well-developed framework in which to understand norms of inquiry, both epistemic and practical. In the first half of the paper, I will present the pragmatic versions of this framework due to Blackwell and Good, and the epistemic version due to Wayne Myrvold (2012); in the second half of the paper, I put this framework to work, turning to some of the questions from the recent debate about inquiry and asking how the Blackwell-Good-Myrvold approach can help us answer them. Questions will include: Are there purely epistemic norms that govern these actions (Flores and Woodard forthcoming)? When should we initiate an inquiry, when should we continue it, when should we conclude it, and when should we reopen it? How should we understand Julia Staffel's distinction between transitional attitudes and terminal attitudes (Staffel 2021a,b)? How do epistemic norms of inquiry relate to epistemic norms of belief or credence, and can they conflict (Friedman 2020)? And how should we understand the epistemic error that occurs when someone is resistant to evidence (Simion 2023)? (shrink)

This paper offers an alternate explanation of cases from the doxastic wronging literature. These cases violate what I call the degree of inquiry right—a novel account of zetetic obligations to inquire when interests are at stake. The degree of inquiry right is a moral right against other epistemic agents to inquire to a certain threshold when a belief undermines one’s interests. Thus, the agents are sometimes obligated to leave inquiry open. I argue that we have relevant interests in reputation, relationships, (...) and the well-being of our social groups. These interests generate obligations against others to “do their homework” before closing inquiry. This alternate account makes better sense of puzzles that accounts of doxastic wronging fall prey to. (shrink)

This chapter introduces some central issues in Epistemology, and, like others in the open textbook series Introduction to Philosophy, is set up for rewarding college classroom use, with discussion/reflection questions matched to clearly-stated learning objectives,, a brief glossary of the introduced/bolded terms/concepts, links to further open source readings as a next step, and a readily-accessible outline of the classic between William Clifford and William James over the "ethics of belief." The chapter introduces questions of epistemic value through Plato's famous example (...) of the 'road to Larissa,' and goes on to explain work on doxastic responsibility, on intellectual “virtue”/“vice,” and on epistemic value monism vs. pluralism. Section 1; Epistemic Value and the Value Problem; Section 2: The Ethics of Belief; Section 3: Virtue & Vice Epistemologies; Section 4: Epistemic Paternalism. (shrink)

This article evaluates an emerging element in popular debate and inquiry: DYOR. (Haven’t heard of the acronym? Then Do Your Own Research.) The slogan is flexible and versatile. It is used frequently on social media platforms about topics from medical science to financial investing to conspiracy theories. Using conceptual and empirical resources drawn from philosophy and psychology, we examine key questions about the slogan’s operation in human cognition and epistemic culture.

Why engage in inquiry? According to many philosophers, the goal of inquiring into some question is to come to know its answer. While this view holds considerable appeal, this paper argues that it stands in tension with another highly attractive thesis: knowledge does not require absolute certainty. Forced to choose between these two theses, I argue that we should reject the idea that inquiry aims at knowledge. I go on to develop an alternative view, according to which inquiry aims at (...) maximizing the epistemic value of our credences. This alternative view makes room for knowledge that falls shy of certainty, and it coheres nicely with a rich body of work in epistemic decision theory. I proceed to highlight the implications of this replacement for some important topics in epistemology, including the dogmatism paradox, the nature of interrogative attitudes, and the norm of practical reasoning. (shrink)

What is curiosity? An attractive option is that it is a desire to know. This analysis has been recently challenged by what I call interrogativism, the view that inquiring attitudes such as curiosity have questions rather than propositions as contents. In this paper, I defend the desire-to-know view, and make three contributions to the debate. First, I refine the view in a way that avoids the problems of its simplest version. Second, I present a new argument for the desire-to-know view (...) that focuses on ascriptions of the form ‘S is curious to φ’, which, despite their prevalence, have been ignored in the literature. Third, I examine the central motivation for interrogativism—the argument from metacognition, according to which animals can be curious yet do not have the metacognitive capacities required by desires to know—and argue that it rests on questionable assumptions about desires and attitude ascriptions. (shrink)

Philipp Koralus' "Reason and Inquiry" presents a questioning or erotetic theory of reasoning. This review connects ideas from the book to the broader philosophical literature on inquiry and questions, as well as providing a simplified overview of the theory.

Is more information always better? Or are there some situations in which more information can make us worse off? Good (1967) argues that expected utility maximizers should always accept more information if the information is cost-free and relevant. But Good's argument presupposes that you are certain you will update by conditionalization. If we relax this assumption and allow agents to be uncertain about updating, these agents can be rationally required to reject free and relevant information. Since there are good reasons (...) to be uncertain about updating, rationality can require you to prefer ignorance. (shrink)

The paper proposes an account of the rational response to higher-order evidence whose key claim is that whenever we acquire such evidence we ought to engage in the inquiring activity of double-checking. Combined with a principle that establishes a connection between rational inquiry and rational belief retention, the account offers a novel explanation of the alleged impermissibility of retaining one’s belief in the face of higher-order evidence. It is argued that this explanation is superior to the main competitor view which (...) appeals to the notion of defeat. (shrink)

Kierkegaard’s pseudonym Johannes Climacus famously defines faith as a risky “venture” that requires “holding fast” to “objective uncertainty.” Yet puzzlingly, he emphasizes that faith requires resolute conviction and certainty. Moreover, Climacus claims that all beliefs about contingent propositions about the external world “exclude doubt” and “nullify uncertainty,” but also that uncertainty is “continually present” in these very same beliefs. This paper argues that these apparent contradictions can be resolved by interpreting Climacus as a belief-credence dualist. That is, Climacus holds that (...) beliefs and credences (i.e., degrees of belief) are two irreducibly distinct types of mental states. Beliefs are resolutions that close inquiry, thereby excluding doubt and reflecting subjective certainty by disregarding the possibility of error. Credences, by contrast, reflect assessments of evidential probabilities, thereby encoding a recognition of “objective uncertainty” by acknowledging the possibility of error. In addition to solving a vexing interpretive puzzle and showing how Kierkegaard anticipates contemporary views about the nature of belief and credence, this paper demonstrates that Kierkegaard developed a sophisticated account of the nature of belief, doubt, and certainty that merits serious philosophical consideration. (shrink)

We are frequently confronted with moral situations that are unsettling, confusing, disorienting. We try to come to grips with them. When we do so, we engage in a distinctive type of moral inquiry: hermeneutical inquiry. Its aim is to make sense of our situation. What is it to make sense of one's situation? Hermeneutical inquiry is part of our everyday moral experience. Understanding its nature and its place in moral epistemology is important. Yet, I argue, that existing accounts of moral (...) inquiry do not give us the resources to do so. This paper develops a positive account of hermeneutical inquiry. I argue that when we engage in hermeneutical inquiry, we search for an apt perspective on our situation. (shrink)

While research on Attention Deficit Hyperactivity Disorder (ADHD) has traditionally focused on cognitive and behavioral deficits, there is increasing interest in exploring possible resources associated with the disorder. In this paper, we argue that the attention-patterns associated with ADHD can be understood as expressing an alternative style of inquiry, or “zetetic” style, characterized mainly by a lower barrier for becoming curious and engaging in inquiry, and a weaker disposition to regulate curiosity in response to the cognitive and practical costs associated (...) with inquiry. Exploring this zetetic style from an epistemological perspective, we show that it is often epistemically rational and can be advantageous in important respects. We close by suggesting that the very aspects of the zetetic style that might at times render it disadvantageous from the point of view of individual subjects with ADHD, will often confer epistemic benefits to the social group that the subjects are part of. (shrink)

This paper explores the relationship between the questioning attitude of wondering and a class of attitudes I call 'epistemic desires'. Broadly, these are desires to improve one's epistemic position on some question. A common example is the attitude of wanting to know the answer to some question. I argue that one can have any kind of epistemic desire towards any question, Q, without necessarily wondering Q, but not conversely. That is, one cannot wonder Q without having at least some epistemic (...) desire directed towards Q. I defend this latter claim from apparent counterexamples due to Friedman (2013) and Drucker (2022), and finish with a proposal on which epistemic desires, particularly the desire for understanding, play an explanatory role in distinguishing wondering from other forms of question-directed thought. (shrink)

This paper presents a puzzle in the form of a tension between two things: (1) data points about what intuitively count as good guesses to a question given an agent's subjective probabilities, and (2) plausible strategic norms of inquiry that tell us how to go about answering a question. Recent theories of guessing and good guessing have acknowledged this puzzle in one form or another, and they aim to get around it by appealing to some sort of contextualism. But I (...) argue that the puzzle is more pressing than has been appreciated, that it makes it hard to understand how individually good guesses can form part of an overall rational inquiry, and that the appeal to contextualism in response to it relies on a very implausible kind of semantic blindness. In other words, I argue that the puzzle stands as a serious challenge to our understanding of how good guessing relates to rational inquiry. (shrink)

Bounded rationality gets a bad rap in epistemology. It is argued that theories of bounded rationality are overly context-sensitive; conventionalist; or dependent on ordinary language. In this paper, I have three aims. The first is to set out and motivate an approach to bounded rationality in epistemology inspired by traditional theories of bounded rationality in cognitive science. My second aim is to show how this approach can answer recent challenges raised for theories of bounded rationality. My third aim is to (...) clarify the role of rational ideals in bounded rationality. (shrink)

Recent work in judgment and decisionmaking has stressed that institutions, like individuals, often rely on decisionmaking heuristics. But most of the institutional decisionmaking heuristics studied to date are highly firm- and industry-specific. This contrasts to the individual case, in which many heuristics are general-purpose rules suitable for a wide range of decision problems. Are there also general-purpose heuristics for institutional decisionmaking? In this paper, I argue that a number of methods recently developed for decisionmaking under deep uncertainty have a good (...) claim to be understood as general-purpose decisionmaking heuristics suitable for a broad range of institutional decision problems. (shrink)

I argue that bounded agents face a systematic accuracy-coherence tradeoff in cognition. Agents must choose whether to structure their cognition in ways likely to promote coherence or accuracy. I illustrate the accuracy-coherence tradeoff by showing how it arises out of at least two component tradeoffs: a coherence-complexity tradeoff between coherence and cognitive complexity, and a coherence-variety tradeoff between coherence and strategic variety. These tradeoffs give rise to an accuracy-coherence tradeoff because privileging coherence over complexity or strategic variety often leads to (...) a corresponding reduction in accuracy. I conclude with a discussion of two normative consequences for the study of bounded rationality: the importance of procedural rationality and the role of coherence in theories of bounded rationality. (shrink)

A speaker’s use of a sentence does more than contribute a content to a conversation. It also expresses the speaker’s attitude. This essay is about which attitude or attitudes are expressed by using an interrogative sentence to ask a question. With reference to eight lines of data about how questions are circulated in conversation, it is argued that a desire to know the question’s answer(s) is expressed.

This paper argues that questions can be bullshit. First it explores some shallowly interrogative ways in which that can happen. Then it shows how questions can also be bullshit in a way that’s more deeply interrogative.

A fascinating recent turn in epistemology focuses on inquiring attitudes like wondering and being curious. Many have argued that these attitudes are governed by norms similar to those that govern our doxastic attitudes. Yet, to date, this work has only considered norms that might *prohibit* having certain inquiring attitudes (``norms of restriction''), while ignoring those that might *require* having them (``norms of expansion''). We aim to address that omission by offering a framework that generates norms of expansion for inquiring attitudes. (...) The framework draws on inferential erotetic logic, which we explain and augment with some theorems. We explore several of the norms that it yields - some sympathetically, others unsympathetically. (shrink)

Can you rationally double-check what you already know? In this paper, I argue that you can. Agents can know that something is true and rationally double-check it at the very same time. I defend my position by considering a wide variety of cases where agents double-check their beliefs to gain epistemic improvements beyond knowledge. These include certainty, epistemic resilience, and sensitivity to error. Although this phenomenon is widespread, my proposal faces two types of challenges. First, some have defended ignorance norms, (...) on which agents are only allowed to inquire about things they don’t already know. Second—motivated by strong conceptions of belief or pragmatic encroachment—some have argued that doublechecking destroys knowledge. I argue that these competing views fail to capture both the epistemic value of double-checking and the many reasons why agents might double-check. Moreover, they rely on overly strong assumptions about what inquiry, knowledge, or belief requires. Finally, I marshal linguistic data in favor of the compatibility of knowledge and doublechecking. (shrink)

In this article, I cast doubt on an apparent truism, namely, that if evidence is available for gathering and use at a negligible cost, then it’s always instrumentally rational for us to gather that evidence and use it for making decisions. Call this ‘value of information’ (VOI). I show that VOI conflicts with two other plausible theses. The first is the view that an agent’s evidence can entail non-trivial propositions about the external world. The second is the view that epistemic (...) rationality requires us to update our credences by conditionalization. These two theses, given some plausible assumptions, make room for rationally biased inquiries where VOI fails. I go on to argue that this is bad news for defenders of VOI. (shrink)

Zetetic norms govern our acts of inquiry. Epistemic norms govern our beliefs and acts of belief formation. Recently, Jane Friedman (2020) has defended that we should think of these norms as conforming a single normative domain: epistemology should take a zetetic turn. Though this unification project implies a substantive re-elaboration of our traditional epistemic norms, Friedman argues that the reasons supporting the turn are robust enough to warrant its revisionary implications. In this paper, I suggest we should read Friedman’s proposal (...) as a dilemma. Either we believe the zetetic turn is well-motivated and undertake the task of looking for the proper revision of our traditional epistemic norms, or we take the revisionary implications of the turn to be unacceptable, in which case our challenge is to show why a zetetic epistemology is not a well-motivated project after all. After presenting this dilemma, I make a case for endorsing its second horn by presenting a two-pronged argument against Friedman’s project. First, I show that the revisionary implications of the zetetic turn are more far-reaching than expected. Second, I defend that the most persuasive reasons for endorsing the turn are not strong enough to support it. Taken together, these considerations speak against accepting the zetetic turn and the revisionary implications that come with it. (shrink)

What is the relationship between inquiry and epistemology? Are epistemic norms the norms that guide us as inquirers—as agents in the pursuit of knowledge and understanding? Recently, there has been growing support for what I, following Friedman (Philosophical Review 129(4):501–536, 2020), will call the zetetic turn in epistemology, the view that all epistemic norms are norms of inquiry. This paper investigates the prospects of an inquiry-centered approach to epistemology and develops several motivations for resisting it. First, I argue that the (...) norms of inquiry are most plausibly seen as practical, not as distinctively epistemic. Second, I argue that a zetetically-grounded epistemology is unable to properly account for the rationality of belief. It fails to account for cases where intuitively irrational beliefs promote inquiry, or where intuitively rational beliefs are zetetically useless or counterproductive to inquiry. The main upshot is this: there must be a source of epistemic normativity that isn’t ultimately zetetic. (shrink)

Intellectual courage requires acting to promote epistemic goods despite significant risk of harm. Courage is distinguished from recklessness and cowardice because the expected epistemic benefit of a courageous action outweighs (in some sense) the threatened harm. Sometimes, however, inquirers pursue theories that are not best supported by their current evidence. For these inquirers, the expected epistemic benefit of their actions cannot be explained by appeal to their evidence alone. The probability of pursuing the true theory cannot contribute enough to the (...) expected epistemic benefit for the action to count as courageous rather than reckless. Thus, there must be some other epistemic consideration which favors their action, besides evidence for their theory. I argue that the proper account of intellectual courage requires recognition of inquisitive reasons: a distinct category of epistemic reasons which concern successful inquiry. This category includes reasons to think a theory itself is promising, e.g., that the theory suggests potentially fruitful new research. It also includes social epistemic reasons, e.g., that pursuing a theory will improve the distribution of cognitive labor. Inquisitive reasons help explain why researchers who pursue improbable theories count as intellectually courageous, rather than reckless. The expected epistemic benefit of an action is partially determined by the inquisitive reasons in its favor. On my account, intellectually courageous inquiry requires acting in a way that is sensitive to inquisitive reasons. (shrink)

Discussion of epistemic responsibility typically focuses on belief formation and actions leading to it. Similarly, accounts of collective epistemic responsibility have addressed the issue of collective belief formation and associated actions. However, there has been little discussion of collective responsibility for preventing epistemic harms, particularly those preventable only by the collective action of an unorganized group. We propose an account of collective epistemic responsibility which fills this gap. Building on Hindriks' (2019) account of collective moral responsibility, we introduce the Epistemic (...) Duty to Join Forces. Our theory provides an account of the responsibilities of scientists to prevent epistemic harms during inquiry. (shrink)

Commentary on Pablo Hubacher Haerle’s paper “Is OCD Epistemically Irrational?”. I argue for expanding our assessment of rationality in OCD by considering a wider range of epistemic parameters and how they fit together.

It is a plausible and compelling theoretical assumption that epistemic rationality is just a matter of having doxastic attitudes that are the correct responses to one’s epistemic reasons, or that all requirements of epistemic rationality reduce to requirements on doxastic attitudes. According to this idea, all instances of epistemic rationality are instances of rational belief. Call this assumption, and any theory working under it, _belief-centered_. In what follows, I argue that we should not accept belief-centered theories of epistemic rationality. This (...) is an argument in three acts. In the first, I present counterexamples that problematize the belief-centered assumption: cases whose protagonists (i) fail to meet any plausible requirements on belief but (ii) nevertheless appear epistemically rational. In the second act, I consider alternative explanations of the counterexamples, friendly to the belief-centered theorist, and find them wanting. In the third and final act, I show that there are significant theoretical benefits to acknowledging a distinct agent-centered dimension of epistemic rationality and sketch a candidate agent-centered approach: a view that grounds an agent’s epistemic rationality in the possession of _good epistemic policies_. In the end, we see that a complete theory of epistemic rationality is as much of a theory of rational _agents_ as it is of rational _belief_. (shrink)

This article provides an overview of recent work on norms of inquiry. After some preliminaries about inquiry in §1, I discuss in §2 the ignorance norm for inquiry, presenting arguments for and against, as well as some alternatives. In §3, I consider its relation to the aim of inquiry. In §4, I discuss positive norms on inquiry: norms that require having rather than lacking certain states. Finally, in §5, I look at questions about the place of norms of inquiry within (...) normative epistemology. (shrink)

There are norms for asking questions. Inquirers should not ask questions to which they know the answer. The literature on the norms of asking has focused on such speaker-centered norms. But, as I argue, there are addressee-centered norms as well: inquirers should not ask addressees who fall short of a certain epistemic status. That epistemic status, I argue here, is knowledge.

The paper presents a new argument for epistemic permissivism. The version of permissivism that we defend is a moderate version that applies only to explicit doxastic attitudes. Drawing on Yalcin’s framework for modeling such attitudes, we argue that two fully rational subjects who share all their evidence, prior beliefs, and epistemic standards may still differ in the explicit doxastic attitudes that they adopt. This can happen because two such subjects may be sensitive to different questions. Thus, differing intellectual interests can (...) yield failures of uniqueness. This is not a merely pragmatic phenomenon. (shrink)

This paper replies to the comments made in Acta Analytica by Peter Baumann, Kelly Becker, Marian David, Nenad Miščević, Wes Siscoe, and Danilo Šuster on my Knowing and Checking: An Epistemological Investigation (Routledge 2019), hereinafter abbreviated as KC. These papers resulted from a workshop organized by the department of philosophy of the University of Maribor. I am very thankful to the organizers of the workshop and to the authors for their comments.

Conceptual limitations restrict our epistemic options. One cannot believe, disbelieve, or doubt what one cannot grasp. I show how, even granting an epistemic ought-implies-can principle, such restrictions might lead to epistemic dilemmas: situations where each of one’s options violates some epistemic requirement. An alternative reaction would be to take epistemic norms to be sensitive to one’s options in ways that ensure dilemmas never arise. I propose, on behalf of the dilemmist, that we treat puzzlement as a kind of epistemic residue, (...) roughly analogous with guilt, appropriate only when one has violated an epistemic requirement. Sometimes, in bumping up against the limits of one’s concepts, it is appropriate to be puzzled no matter what one believes. Puzzlement can thus play the same role in an epistemic dilemmist’s theory that guilt plays in the theories of many moral dilemmists. (shrink)

According to the thesis of doxastic wronging, our beliefs can non-derivatively wrong others. A recent criticism of this view claims that proponents of the doxastic wronging thesis have no principled grounds for denying that credences can likewise non-derivatively wrong, so they must countenance pervasive conflicts between morality and epistemic rationality. This paper defends the thesis of doxastic wronging from this objection by arguing that belief bears distinctive relationships to inquiry and blame that can explain why beliefs, but not credences, can (...) non-derivatively wrong. First, forming a belief (but not updating one’s credence) closes inquiry, and suspending judgment (but not updating one’s credence) opens inquiry. Consequently, beliefs can distinctively wrong others by prematurely closing inquiry or inappropriately opening inquiry. Second, beliefs (but not credences) can constitute blame. Unfittingly blaming someone can wrong them, and hence beliefs which constitute unfitting blame can distinctively wrong. In addition to defending the claim that only beliefs can non-derivatively wrong, this paper gestures towards an ethics of belief which attends to the relationship between belief and attitudes such as inquiry, faith, trust, and blame. (shrink)

It has recently been argued that when one conducts an inquiry into some question one ought to suspend belief with respect to that question. But what about hunches? In this short note, a hunch about the cause of a phenomenon is described. The hunch plays a role in the inquiry into the cause of the phenomenon. It appears that the hunch constitutes a belief that need not be suspended during the inquiry even though belief about the precise cause of the (...) phenomenon is suspended. (shrink)

A growing number of epistemologists have endorsed the Ignorance Norm for Inquiry. Roughly, this norm says that one should not inquire into a question unless one is ignorant of its answer. I argue that, in addition to ignorance, proper inquiry requires a certain kind of knowledge. Roughly, one should not inquire into a question unless one knows it has a true answer. I call this the Knowledge Norm for Inquiry. Proper inquiry walks a fine line, holding knowledge that there is (...) an answer in the left hand and ignorance of the answer in the right. (shrink)

A long line of epistemologists including Sosa (2021), Feldman (2002), and Chisholm (1977) have argued that, at least for a certain class of questions that we take up, we should (or should aim to) close inquiry iff by closing inquiry we would meet a unique epistemic standard. I argue that no epistemic norm of this general form is true: there is not a single epistemic standard that demarcates the boundary between inquiries we are forbidden and obligated to close. In short, (...) such norms are false because they are insensitive to the potentially ambitious epistemic goals that agents may permissibly bring to bear on an inquiry. Focusing particularly on knowledge-oriented versions of the norm, I argue that ignorance has a positive role to play in epistemic life by licensing prolonged inquiry into questions that we especially care about. (shrink)

Gilbert Harman’s famous principle of Clutter Avoidance commands that “one should not clutter one’s mind with trivialities". Many epistemologists have been inclined to accept Harman’s principle, or something like it. This is significant because the principle appears to have robust implications for our overall picture of epistemic normativity. Jane Friedman (2018) has recently argued that one potential implication is that there are no genuine purely evidential norms on belief revision. In this paper, we present some new objections to a suitably (...) formulated version of the clutter principle qua norm on belief revision. Moreover, we argue that the clutter principle is best understood as a norm on non-doxastic stages of inquiry. In our view, it is a norm of asking and considering questions rather than a norm of settling on an answer to a question by forming a belief. (shrink)

We provide a framework for understanding agnosticism. The framework accounts for the varieties of agnosticism while vindicating the unity of the phenomenon. This combination of unity and plurality is achieved by taking the varieties of agnosticism to be represented by several agnostic stances, all of which share a common core provided by what we call the minimal agnostic attitude. We illustrate the fruitfulness of the framework by showing how it can be applied to several philosophical debates. In particular, several philosophical (...) positions can be aptly conceived of as instances of agnosticism whilst retaining their differences and distinguishing features. (shrink)

How is what we believe related to how we act? That depends on what we mean by ‘believe’. On the one hand, there is what we're sure of: what our names are, where we were born, whether we are sitting in front of a screen. Surety, in this sense, is not uncommon — it does not imply Cartesian absolute certainty, from which no possible course of experience could dislodge us. But there are many things that we think that we are (...) not sure of. For example, you might think that it will rain sometime this month, but not be sure that it will. Both what we're sure of and what we think have important normative connections to action. But the connections are quite different. This paper explores these issues with respect to assertion, inquiry, and decision making. We conclude by arguing that there is no theoretically significant notion of ‘full belief’ intermediate in strength between thinking and being sure. (shrink)

Group agents can act, and they can have knowledge. How should we understand the species of collective action which aims at knowledge? In this paper, I present an account of group inquiry. This account faces two challenges: to make sense of how large-scale distributed activities might be a kind of group action, and to make sense of the kind of division of labour involved in collective inquiry. In the first part of the paper, I argue that existing accounts of group (...) action face problems dealing with large-scale group actions, and propose a minimal alternative account. In the second part of the paper, I draw on an analogy between inquiry and conversation, arguing that work by Robert Stalnaker and Craige Roberts helps us to think about the division of labour. In the final part of the paper I put the accounts of group action and inquiry together, and consider how to think about group knowledge, deep ignorance, and the different kinds of division of labour. (shrink)

How should we measure knowledge? According to the Counting Approach, we can measure knowledge by counting pieces of knowledge. Versions of the Counting Approach that try to measure knowledge by counting true beliefs with suitable support or by counting propositions known run into problems, stemming from infinite numbers of propositions and beliefs, difficulties in individuating propositions and beliefs, and cases in which knowing the same number of propositions contributes differently to knowledge. In this paper I develop a novel question-relative and (...) contextualist version of the counting approach, which measures an agent's knowledge by counting the number of complete answers of a contextually salient issue they can rule out. The question-relative and contextualist version of the Counting Approach avoids the issues for the proposition and belief-based systems, and offers a general, systematic, and explanatory system for measuring knowledge. (shrink)

In recent work, Jane Friedman has argued that commonly accepted epistemic norms conflict with a basic instrumental principle of inquiry, according to which one ought to take the necessary means to resolving one’s inquiry. According to Friedman, we ought to reject the epistemic norms in question and accept instead that the only genuine epistemic norms are zetetic norms—norms that govern inquiry. I argue that there is a more attractive way out of the conflict, one which reconciles the epistemic and the (...) zetetic. (shrink)

Choices confront us with questions. How we act depends on our answers to those questions. So the way our beliefs guide our choices is not just a function of their informational content, but also depends systematically on the questions those beliefs address. This paper gives a precise account of the interplay between choices, questions and beliefs, and harnesses this account to obtain a principled approach to the problem of deduction. The result is a novel theory of belief-guided action that explains (...) and predicts the decisions of agents who, like ourselves, fail to be logically omniscient: that is, of agents whose beliefs may not be deductively closed, or even consistent. (Winner of the 2021 Isaac Levi Prize.). (shrink)

I argue that traditional views on which beliefs are subject only to purely epistemic assessment can reject demographic profiling, even when based on seemingly robust evidence. This is because the moral failures involved in demographic profiling can be located in the decision not to suspend judgment, rather than supposing that beliefs themselves are a locus of moral evaluation. A key moral reason to suspend judgment when faced with adverse demographic evidence is to promote social equality—this explains why positive profiling is (...) dubious, along with more familiar cases of negative profiling, and why profiling is suspect even when no particular action is at stake. My suspension-based view, while compatible with revisionary normative positions, does not presuppose them. Philosophers of all stripes can reject demographic profiling both in thought and deed. (shrink)

In his recent book, Knowing and Checking, Guido Melchior argues that, when we attempt to check whether p, we tend to think that we do not know p. Melchior then uses this assumption to explain a number of puzzles about knowledge. One outstanding question for Melchior's account, however, is why this tendency exists. After all, Melchior himself argues that checking is not necessary for knowing, so why would we think that we fail to know that p when we are in (...) the midst of checking that p? I will explore one such suggestion for why this occurs, arguing that the connection between checking and inquiry can shed light on the impact that checking has on knowing. (shrink)

The problem of closure for the traditional unstructured possible worlds model of attitudinal content is that it treats belief and other cognitive states as closed under entailment, despite apparent counterexamples showing that this is not a necessary property of such states. One solution to this problem, which has been proposed recently by several authors (Schaffer 2005; Yalcin 2018; Hoek forthcoming), is to restrict closure in an unstructured setting by treating propositional attitudes as question-sensitive. Here I argue that this line of (...) response is unsatisfying as it stands because the problem of closure is more general than is typically discussed. A version of the problem recurs for attitudes like wondering, entertaining, considering, and so on, which are directed at questions rather than propositions. For such questioning attitudes, the appeal to question-sensitivity is much less convincing as a solution to the problem of closure. (shrink)

My aim in this paper is to develop a unified solution to two paradoxes of bounded rationality. The first is the regress problem that incorporating cognitive bounds into models of rational decisionmaking generates a regress of higher-order decision problems. The second is the problem of rational irrationality: it sometimes seems rational for bounded agents to act irrationally on the basis of rational deliberation. I review two strategies which have been brought to bear on these problems: the way of weakening which (...) responds by weakening rational norms, and the way of indirection which responds by letting the rationality of behavior be determined by the rationality of the deliberative processes which produced it. Then I propose and defend a third way to confront the paradoxes: the way of level separation. (shrink)

Epistemic nihilism for inquiry is the claim that there are no epistemic norms of inquiry. Epistemic nihilism was once the received stance towards inquiry, and I argue that it should be taken seriously again. My argument is that the same considerations which led us away from epistemic nihilism in the case of belief not only cannot refute epistemic nihilism for inquiry, but in fact may well support it. These include the argument from non-existence that there are no non-epistemic reasons for (...) belief; the linguistic argument that epistemic norms of belief are needed to capture the semantics of ordinary epistemic talk; and the argument from theoretical roles that epistemic norms are needed to play key theoretical roles for rational belief. I conclude by sketching an alternative Gibbardian picture on which norms of inquiry are all-things-considered norms governing action. (shrink)