Understanding

What is human understanding and why should we care about it? I propose a method of philosophical investigation called ‘function-first epistemology’ and use this method to investigate the nature and value of understanding-why. I argue that the concept of understanding-why serves the practical function of identifying good explainers, which is an important role in the general economy of our concepts. This hypothesis sheds light on a variety of issues in the epistemology of understanding including the role of explanation, the relationship (...) between understanding-why and knowledge, and the value of understanding-why. I conclude that understanding-why is valuable and yet knowledge plays more important roles in our epistemic life. (shrink)

The philosophical interest in the nature, value, and varieties of human understanding has swelled in recent years. This article will provide an overview of new research in the epistemology of understanding, with a particular focus on the following questions: What is understanding and why should we care about it? Is understanding reducible to knowledge? Does it require truth, belief, or justification? Can there be lucky understanding? Does it require ‘grasping’ or some kind of ‘know-how’? This cluster of questions has largely (...) set the research agenda for the study of understanding in epistemology. This article will conclude by discussing some varieties of understanding and highlight directions for future research. (shrink)

What is philosophy? How is it possible? This essay constitutes an attempt to contribute to a better understanding of what might be a good answer to either of these questions by reflecting on one particular characteristic of philosophy, specifically as it presents itself in the philosophical practice of Socrates, Plato and Wittgenstein. Throughout this essay, I conduct the systematic discussion of my topic in parallel lines with the historico-methodological comparison of my three main authors. First, I describe a certain neglected (...) aspect of the Socratic method. Then, exploring the flipside of this aspect, I show that despite the fact that both Socrates and Wittgenstein understand their philosophical approaches as being essentially directed at the particular problems and modes of understanding that are unique to single individuals, they nevertheless aspire to philosophical understanding of the more ‘mundane’ kind that is directed at the world. Finally, interpreting parts of Plato’s dialogues Phaedrus and Laches, I further develop my case for seeing the role of mutual understanding in philosophy as fundamentally twofold, being directed both at the individual and what they say (the word), and at things that are ‘external’ to this human relation at any particular moment of philosophical understanding (the world). (shrink)

While possessing moral understanding is agreed to be a core epistemic and moral value, it remains a matter of dispute whether it can be acquired via testimony and whether it involves an ability to engage in moral reasoning. This paper addresses both issues with the aim of contributing to the current debates on moral understanding in moral epistemology and virtue ethics. It is argued that moral epistemologists should stop appealing to the argument from the transmissibility of moral understanding to make (...) a case for their favorite view of moral understanding. It is also argued that proponents of exemplarist moral theories cannot remain neutral on whether the ability to engage in moral reasoning is a necessary component of moral understanding. (shrink)

While social epistemologists have recently begun addressing questions about whether groups can possess beliefs or knowledge, little has yet been said about whether groups can properly be said to possess understanding. Here I want to make some progress on this question by considering two possible accounts of group understanding, modeled on accounts of group belief and knowledge: a deflationary account, according to which a group understands just in case most or all of its members understand, and an inflationary account, according (...) to which a group’s understanding does not depend solely on whether its members understand. I argue that both accounts face problems. The deflationary account has two such problems: aggregation problems that are familiar from discussions of group belief, and the problem of different bases, wherein members possess understanding for different but consistent reasons. The inflationary account faces what I call the problem of distributed grasping: while it is widely accepted that understanding requires a kind of “grasping”, it is hard to make sense of how this requirement could be met at the group level while not necessarily being met by any individual member. Despite its problems, I make a case for the inflationary account. This will require addressing the problem of distributed grasping: to do this, I propose a different way of thinking about the grasping relation at the group level, such that it is constituted by a dependency relationship between members. (shrink)

I present a puzzle – the “puzzle of aesthetic testimony” – along with a solution to it that appeals to the impossibility of testimonial understanding. I'll criticize this solution by defending the possibility of testimonial understanding, including testimonial aesthetic understanding.

In this paper, I distinguish between two senses of “understanding”: understanding as an epistemic good and understanding as a character trait or a distinctive power of the mind. I argue that understanding as a character trait or a distinctive power of the mind is an intellectual virtue while understanding as an epistemic good is not. Finally, I show how the distinction can help us better appreciate Aristotle’s account of intellectual virtue.

Le déficit d’explicabilité des techniques d’apprentissage machine (AM) pose des problèmes opérationnels, juridiques et éthiques. Un des principaux objectifs de notre projet est de fournir des explications éthiques des sorties générées par une application fondée sur de l’AM, considérée comme une boîte noire. La première étape de ce projet, présentée dans cet article, consiste à montrer que la validation de ces boîtes noires diffère épistémologiquement de celle mise en place dans le cadre d’une modélisation mathématique et causale d’un phénomène physique. (...) La différence majeure est qu’une méthode d’AM ne prétend pas représenter une causalité entre les paramètres d’entrées, qui peuvent être de plus de haute dimensionnalité, et ceux de sortie. Nous montrons dans cet article l’intérêt de mettre en œuvre les distinctions épistémologiques entre les différentes fonctions épistémiques d’un modèle, d’une part, et entre la fonction épistémique et l’usage d’un modèle, d’autre part. Enfin, la dernière partie de cet article présente nos travaux en cours sur l’évaluation d’une explication, qui peut être plus persuasive qu’informative, ce qui peut ainsi causer des problèmes d’ordre éthique. (shrink)

Elgin offers an influential and far-reaching challenge to veritism. She takes scientific understanding to be non-factive and maintains that there are epistemically useful falsehoods that figure ineliminably in scientific understanding and whose falsehood is no epistemic defect. Veritism, she argues, cannot account for these facts. This paper argues that while Elgin rightly draws attention to several features of epistemic practices frequently neglected by veritists, veritists have numerous plausible ways of responding to her arguments. In particular, it is not clear that (...) false propositional commitments figure ineliminably in understanding in the manner supposed by Elgin. Moreover, even if scientific understanding were non-factive and false propositional commitments did figure ineliminably in understanding, the veritist can account for this in several ways without thereby abandoning veritism. (shrink)

This paper aims to provide a unifying approach to the analysis of understanding coherencies (interrogative understanding, e.g. understanding why something is the case) and understanding subject matters (objectual understanding) by highlighting the contextualist nature of understanding. Inspired by the relevant alternatives contextualism about knowledge, I will argue that understanding (in the above mentioned sense) inherently has context-sensitive features and that a theory of understanding that highlights those features can incorporate our intuitions towards understanding as well as consolidate the different accounts (...) of how to analyse understanding. In developing a contextualist account of understanding, I will argue that an account of the features commonly taken to be central to understanding greatly benefits from a contextualist framework. Central to my analysis will be the claim that a person has to fulfil the function of a competent problem solver in order to qualify for the ascription of understanding. In addition to the theoretical elucidation of my contextualist approach to understanding, a demanding hypothetical scenario will be developed to function as a test case. (shrink)

I develop a theory of action inspired by a Heideggerian conception of concern, in particular for phenomenologically-inspired Embodied Cognition (Noë 2004; Wheeler 2008; Rietveld 2008; Chemero 2009; Rietveld and Kiverstein 2014). I proceed in three steps. First, I provide an analysis that identifies four central aspects of action and show that phenomenologically-inspired Embodied Cognition does not adequately account for them. Second, I provide a descriptive phenomenological analysis of everyday action and show that concern is the best candidate for an explanation (...) of action. Third, I show that concern, understood as the integration of affect and embodied understanding, allows us to explain the different aspects of action sufficiently. (shrink)

Simple idealized models seem to provide more understanding than opaque, complex, and hyper-realistic models. However, an increasing number of scientists are going in the opposite direction by utilizing opaque machine learning models to make predictions and draw inferences, suggesting that scientists are opting for models that have less potential for understanding. Are scientists trading understanding for some other epistemic or pragmatic good when they choose a machine learning model? Or are the assumptions behind why minimal models provide understanding misguided? In (...) this paper, using the case of deep neural networks, I argue that it is not the complexity or black box nature of a model that limits how much understanding the model provides. Instead, it is a lack of scientific and empirical evidence supporting the link that connects a model to the target phenomenon that primarily prohibits understanding. (shrink)

Can mathematics contribute to our understanding of physical phenomena? One way to try to answer this question is by getting involved in the recent philosophical dispute about the existence of mathematical explanations of physical phenomena. If there is such a thing, given the relation between explanation and understanding, we can say that there is an affirmative answer to our question. But what if we do not agree that mathematics can play an explanatory role in science? Can we still consider that (...) the above question can have an affirmative answer? My main aim here is to give an account that takes mathematics, in some of the cases discussed in the literature, as contributing to our understanding of physical phenomena despite not being explanatory. (shrink)

Introduction. Applied epistemology allows information studies to benefit from developments in philosophy. In information studies, epistemic concepts are rarely considered in detail. This paper offers a review of several epistemic concepts, focusing on understanding, as a call for further work in applied epistemology in information studies. Method. A hermeneutic literature review was conducted on epistemic concepts in information studies and philosophy. Relevant research was retrieved and reviewed iteratively as the research area was refined. Analysis. A conceptual analysis was conducted to (...) determine the nature and relationships of the concepts surveyed, with an eye toward synthesizing conceptualizations of understanding and opening future research directions. Results. The epistemic aim of understanding is emerging as a key research frontier for information studies. Two modes of understanding (hermeneutic and epistemological) were brought into a common framework. Conclusions. Research on understanding in information studies will further naturalistic information research and provide coherence to several strands of philosophic thought. (shrink)

The lack of knowledge—as Timothy Williamson (2000) famously maintains—is ignorance. Radical sceptical arguments, at least in the tradition of Descartes, threaten universal ignorance. They do so by attempting to establish that we lack any knowledge, even if we can retain other kinds of epistemic standings, like epistemically justified belief. If understanding is a species of knowledge, then radical sceptical arguments threaten to rob us categorically of knowledge and understanding in one fell swoop by implying universal ignorance. If, however, understanding is (...) not a species of knowledge, then three questions arise: (i) is ignorance the lack of understanding, even if understanding is not a species of knowledge? (ii) If not, what kind of state of intellectual impoverishment best describes a lack of understanding? (iii) What would a radical sceptical argument look like that threatened that kind of intellectual impoverishment, even if not threatening ignorance? This paper answers each of these questions in turn. I conclude by showing how the answers developed to (i-iii) interface in an interesting way with Virtue Perspectivism as an anti-sceptical strategy. (shrink)

The primary aim of this paper is to argue that the value of understanding derives in part from a kind of subjective stability of belief that we call epistemic resilience. We think that this feature of understanding has been overlooked by recent work, and we think it’s especially important to the value of understanding for social cognitive agents such as us. We approach the concept of epistemic resilience via the idea of the experience of epistemic ownership and argue that the (...) former concept has Platonic pedigree. Contrary to longstanding exegetical tradition, we think that Plato solves the “Meno problem” with an appeal to the epistemic resilience characteristic of understanding, not the well-groundedness characteristic of canonical cases of propositional knowledge. Finally, we apply our discussion to the case of science outreach and the challenge of global warming skepticism and conclude with directions for future research. (shrink)

To understand something involves some sort of commitment to a set of propositions comprising an account of the understood phenomenon. Some take this commitment to be a species of belief; others, such as Elgin and I, take it to be a kind of cognitive policy. This paper takes a step back from debates about the nature of understanding and asks when this commitment involved in understanding is epistemically appropriate, or `acceptable' in Elgin's terminology. In particular, appealing to lessons from the (...) lottery and preface paradoxes, it is argued that this type of commitment is sometimes acceptable even when it would be rational to assign arbitrarily low probabilities to the relevant propositions. This strongly suggests that the relevant type of commitment is sometimes acceptable in the absence of epistemic justification for belief, which in turn implies that understanding does not require justification in the traditional sense. The paper goes on to develop a new probabilistic model of acceptability, based on the idea that the maximally informative accounts of the understood phenomenon should be optimally probable. Interestingly, this probabilistic model ends up being similar in important ways to Elgin’s proposal to analyze the acceptability of such commitments in terms of ‘reflective equilibrium’. (shrink)

Jennifer Uleman on the phenomenology and reality of reason.

Despite playing an important role in epistemology, philosophy of science, and more recently in moral philosophy and aesthetics, the nature of understanding is still much contested. One attractive framework attempts to reduce understanding to other familiar epistemic states. This paper explores and develops a methodology for testing such reductionist theories before offering a counterexample to a recently defended variant on which understanding reduces to what an agent knows.

In epistemology and philosophy of science, there has been substantial debate about truth’s relation to understanding. “Non-factivists” hold that radical departures from the truth are not always barriers to understanding; “quasi-factivists” demur. The most discussed example concerns scientists’ use of idealizations in certain derivations of the ideal gas law from statistical mechanics. Yet, these discussions have suffered from confusions about the relevant science, as well as conceptual confusions. Addressing this example, we shall argue that the ideal gas law is best (...) interpreted as favoring non-factivism about understanding, but only after delving a bit deeper into the statistical mechanics that has informed these arguments and stating more precisely what non-factivism entails. Along the way, we indicate where earlier discussions have gone astray, and highlight how a naturalistic approach furnishes more nuanced normative theses about the interaction of rationality, understanding, and epistemic value. (shrink)

The paper argues that an account of understanding should take the form of a Carnapian explication and acknowledge that understanding comes in degrees. An explication of objectual understanding is defended, which helps to make sense of the cognitive achievements and goals of science. The explication combines a necessary condition with three evaluative dimensions: An epistemic agent understands a subject matter by means of a theory only if the agent commits herself sufficiently to the theory of the subject matter, and to (...) the degree that the agent grasps the theory, the theory answers to the facts and the agent’s commitment to the theory is justified. The threshold for outright attributions of understanding is determined contextually. The explication has descriptive as well as normative facets and allows for the possibility of understanding by means of non-explanatory theories. (shrink)

There are three main accounts of scientific progress: 1) the epistemic account, according to which an episode in science constitutes progress when there is an increase in knowledge; 2) the semantic account, according to which progress is made when the number of truths increases; 3) the problem-solving account, according to which progress is made when the number of problems that we are able to solve increases. Each of these accounts has received several criticisms in the last decades. Nevertheless, some authors (...) think that the epistemic account is to be preferred if one takes a realist stance. Recently, Dellsén proposed the noetic account, according to which an episode in science constitutes progress when scientists achieve increased understanding of a phenomenon. Dellsén claims that the noetic account is a more adequate realist account of scientific progress than the epistemic account. This paper aims precisely at assessing whether the noetic account is a more adequate realist account of progress than the epistemic account. (shrink)

ABSTRACTA thriving project in contemporary epistemology concerns identifying and explicating the epistemic virtues. Although there is little sustained argument for this claim, a number of prominent sources suggest that curiosity is an epistemic virtue. In this paper, I provide an account of the virtue of curiosity. After arguing that virtuous curiosity must be appropriately discerning, timely and exacting, I then situate my account in relation to two broader questions for virtue responsibilists: What sort of motivations are required for epistemic virtue? (...) And do epistemic virtues need to be reliable? I will sketch an account on which curiosity is only virtuous when rooted in a non-instrumental appreciation of epistemic goods, before arguing that curiosity can exhibit intellectual virtue irrespective of whether one is reliable in satisfying it. (shrink)

This paper develops a problem-solving account of scientific progress that takes understanding as the principal epistemic aim of science. It examines a recent paper of Bird's on scientific progress, argues for the primacy of understanding over knowledge in this context, illustrates the account using a Kuhnian picture of science, and defends it against knowledge reductionism.

This paper presents and argues for an account of objectual understanding that aims to do justice to the full range of cases of scientific understanding, including cases in which one does not have an explanation of the understood phenomenon. According to the proposed account, one understands a phenomenon just in case one grasps a sufficiently accurate and comprehensive model of the ways in which it or its features are situated within a network of dependence relations; one’s degree of understanding is (...) proportional to the comprehensiveness and accuracy of such a model. I compare this account with accounts of scientific understanding that explicate understanding in terms of having an explanation of the understood phenomenon. I discuss three distinct types of cases in which scientific understanding does not amount to possessing an explanation of any kind, and argue that the proposed model-based account can accommodate these cases while still retaining a strong link between understanding and explanation. (shrink)

I argue that embodied understanding and conceptual-representational understanding interact through schematic structure. I demonstrate that common conceptions of these two kinds of understanding, such as developed by Wheeler (2005, 2008) and Dreyfus (2007a, b, 2013), entail a separation between them that gives rise to significant problems. Notably, it becomes unclear how they could interact; a problem that has been pointed out by Dreyfus (2007a, b, 2013) and McDowell (2007) in particular. I propose a Kantian strategy to close the gap between (...) them. I argue that embodied and conceptual-representational understanding are governed by schemata. Since they are governed by schemata, they can interact through a structure that they have in common. Finally, I spell out two different ways to conceive of the schematic interaction between them—a close, grounding relationship and a looser relationship that allows for a minimal interaction, but preserves the autonomy of both forms of understanding. (shrink)

Dellsén has recently argued for an understanding-based account of scientific progress, the noetic account, according to which science makes cognitive progress precisely when it increases our understanding of some aspect of the world. I contrast this account with Bird’s ; epistemic account, according to which such progress is made precisely when our knowledge of the world is increased or accumulated. In a recent paper, Park criticizes various aspects of my account and his arguments in favor of the noetic account as (...) against Bird’s epistemic account. This paper responds to Park’s objections. An important upshot of the paper is that we should distinguish between episodes that constitute and promote scientific progress, and evaluate account of scientific progress in terms of how they classify different episodes with respect to these categories. (shrink)

In this paper I defend a unified approach to knowledge and understanding. Both are achievements due to cognitive abilities or skills. The difference between them is a difference of aspects. Knowledge emphasizes the successful aspect of an achievement and the exclusion of epistemic luck, whereas understanding emphasizes the agent's contribution in bringing about an achievement through the exercise of one's cognitive skills. Knowledge and understanding cannot be separated. I argue against the claim that understanding is distinct from knowledge because the (...) former is compatible with environmental luck. Achievements rule out environmental luck because abilities can be exercised only in their proper environment. I also reject the intellectualist claim that understanding requires the ability to explain what one intends to understand. The understanding of an item is reflected in our ability to solve cognitive tasks using that item. The more tasks one can deal with by using an item, the deeper is one’s understanding of that item. Being able to explain why a claim holds is not necessary for possessing understanding, even though it may be necessary for accomplishing some very specific tasks. Neither understanding nor knowledge require any kind of second-order cognition by default. (shrink)

ABSTRACTConventional wisdom holds that there is no lucky knowledge: if it is a matter of luck, in some relevant sense, that one's belief that p is true, then one does not know that p. Here I will argue that there is similarly no lucky understanding, at least in the case of one type of luck, namely environmental luck. This argument has three parts. First, we need to determine how we evaluate whether one has understanding, which requires determining what I will (...) call understanding's evaluative object. I argue that as the evaluative object of knowledge is a belief in a proposition, the evaluative object of understanding is a mental representation of a relational structure. Next, I show that arguments that environmental luck is incompatible with understanding miss the mark by considering cases in which one has a belief in a proposition is lucky to be true, instead of ones in which one's mental representation of a relational structure is lucky to obtain. I agree, then, with those who argue that one can have understanding when one's beliefs are environmentally lucky to be true, but that this compatibility is not relevant when considering the question of whether one can have environmentally lucky understanding. I then present what I take to be a properly constructed case which shows the incompatibility of environmental luck with understanding. (shrink)

This study examines the conflation of terms such as “knowledge” and “understanding” in peer-reviewed literature, and tests the hypothesis that little current research clearly distinguishes between importantly distinct epistemic states. Two sets of data are presented from papers published in the journal Public Understanding of Science. In the first set, the digital text analysis tool, Voyant, is used to analyze all papers published in 2014 for the use of epistemic success terms. In the second set of data, all papers published (...) in Public Understanding of Science from 2010–2015 are systematically analyzed to identify instances in which epistemic states are empirically measured. The results indicate that epistemic success terms are inconsistently defined, and that measurement of understanding, in particular, is rarely achieved in public understanding of science studies. We suggest that more diligent attention to measuring understanding, as opposed to mere knowledge, will increase efficacy of scientific outreach and communication efforts. (shrink)

In this paper I elucidate various ways in which understanding can be seen as an excellence of the mind or intellectual virtue. Along the way, I take up the neglected issue of what it might mean to be an “understanding person”—by which I mean not a person who understands a number of things about the natural world, but a person who steers clear of things like judgmentalism in her evaluation of other people, and thus is better able to take up (...) different perspectives and view them with a sympathetic eye. Being an understanding person in this sense seems to be a character-level virtue that interestingly combines moral and epistemic elements; it also seems to be a virtue particularly needed in our age of deep political division, where it is commonly said that failures of mutual understanding are partly to blame for this problem. (shrink)

Several authors suggest that understanding and epistemic coherence are tightly connected. Using an account of understanding that makes no appeal to coherence, I explain away the intuitions that motivate this position. I then show that the leading coherentist epistemologies only place plausible constraints on understanding insofar as they replicate my own account’s requirements. I conclude that understanding is only superficially coherent.

Deductive Cogency holds that the set of propositions towards which one has, or is prepared to have, a given type of propositional attitude should be consistent and closed under logical consequence. While there are many propositional attitudes that are not subject to this requirement, e.g. hoping and imagining, it is at least prima facie plausible that Deductive Cogency applies to the doxastic attitude involved in propositional knowledge, viz. belief. However, this thought is undermined by the well-known preface paradox, leading a (...) number of philosophers to conclude that Deductive Cogency has at best a very limited role to play in our epistemic lives. I argue here that Deductive Cogency is still an important epistemic requirement, albeit not as a requirement on belief. Instead, building on a distinction between belief and acceptance introduced by Jonathan Cohen and recent developments in the epistemology of understanding, I propose that Deductive Cogency applies to the attitude of treating propositions as given in the context of attempting to understand a given phenomenon. I then argue that this simultaneously accounts for the plausibility of the considerations in favor of Deductive Cogency and avoids the problematic consequences of the preface paradox. (shrink)

The best definition of philosophy, in my opinion, was given by Wilfrid Sellars fifty years ago: ‘The aim of philosophy, abstractly formulated, is to understand how things in the broadest possible sense of the term hang together in the broadest possible sense of the term’. This definition does not get us very far; and nor should we expect it to (after all, as Nietzsche said, only that which has no history can be defined). But it does give us something to (...) get started on. One important element in the definition, for example, is the emphasis on the ‘breadth’ of philosophy. Another is the idea of ‘hanging together’. Yet another, which I want to focus on here, is that philosophy is a form of understanding. Philosophy is a cognitive, rather than an aesthetic or a practical endeavour, aiming at an improvement in our cognitive position rather than at edification or political activism. Certainly philosophy has resulted in edification and political activism, and no doubt it will do in the future too. But this is not its aim. (shrink)

Many philosophers take understanding to be a distinctive kind of knowledge that involves grasping dependency relations; moreover, they hold it to be particularly valuable. This paper aims to investigate and address two well-known puzzles that arise from this conception: (1) the nature of understanding itself—in particular, the nature of “grasping”; (2) the source of understanding’s distinctive value. In what follows, I’ll argue that we can shed light on both puzzles by recognizing first, the importance of the distinction between the act (...) of coming to understand and the state of understanding; and second, that coming to understand is a creative act. (shrink)

Recent work in epistemology and philosophy of science has argued that understanding is an important cognitive state that philosophers should seek to analyse. This paper offers a new perspective on understanding by looking to work in philosophy of mind and cognitive science. Understanding is normally taken to be inside the head. I argue that this view is mistaken. Often, understanding is a state that criss-crosses brain, body and world. To support this claim, I draw on extended cognition, a burgeoning framework (...) in cognitive science that stresses the crucial role played by tools, material representations and the wider environment in our cognitive processes. I defend an extended view of understanding against likely objections and argue that it has important consequences for questions concerning the nature of understanding and its relationship to explanation. (shrink)

In the General Psychopathology Jaspers famously draws a distinction between the understandable and explainable. Meaningful connections between psychic events, he argues, can only be understood empathetically and cannot be explained causally. The idea behind this distinction, according to some interpreters at least, seems to be that psychic events do not fall under any general causal rules whereas ordinary events do fall under such rules. Also Jaspers distinguishes empathetic understanding of the connection between two psychic events from a mere interpretation of (...) it, which may turn out to be false. Hence, understanding seems to be able to give us the truth about the connection and is factive as well as self-evident in nature. Contemporary epistemologists, such as Linda Zagzebsky, Duncan Pritchard, and Jonathan Kvanvig, for example, distinguish three varieties: propositional, objectual or holistic, and atomistic understanding. They do not agree on factivity and transparency of understanding. What then is the difference between their views and that of Jaspers? This essay compares recent epistemological views of understanding with those of Jaspers and critiques his claims about empathetic understanding as being both factive and self-evident or transparent; to show that empathetic understanding of connections between psychic events needs a public criterion for its individuation. (shrink)

This paper examines Augustine’s views on language, learning, and testimony in De Magistro. It is often held that, in De Magistro, Augustine is especially concerned with explanatory understanding (a complex cognitive state characterized by its synoptic nature and awareness of explanatory relations) and that he thinks testimony is deficient in imparting explanatory understanding. I argue against this view and give a clear analysis of the different kinds of cognitive state Augustine is concerned with and a careful examination of his arguments (...) concerning the deficiencies of testimony in producing these cognitive states. (shrink)

Strawson (1994) and Peacocke (1992) introduced thought experiments that show that it seems intuitive that there is, in some way, an experiential character to mental events of understanding. Some (e.g., Siewert 1998, 2011; Pitt 2004) try to explain these intuitions by saying that just as we have, say, headache experiences and visual experiences of blueness, so too we have experiences of understanding. Others (e.g., Prinz 2006, 2011; Tye 1996) propose that these intuitions can be explained without positing experiences of understanding. (...) Call this the debate between Realism and Anti-Realism about experiences of understanding. This paper aims to advance that debate in two ways. In the first half, I develop more precise characterizations of what Realists and Anti-Realists propose. In the second half, I distinguish the four most plausible versions of Anti-Realism and argue that Realism better explains the target intuition than any of them does. (shrink)

According to the most popular non-skeptical views about intuition, intuitions justify beliefs because they are based on understanding. More precisely: if intuiting that p justifies you in believing that p it does so because your intuition is based on your understanding of the proposition that p. The aim of this paper is to raise some challenges for accounts of intuitive justification along these lines. I pursue this project from a non-skeptical perspective. I argue that there are cases in which intuiting (...) that p justifies you in believing that p, but such that there is no compelling reason to think this is because your intuition is based on your understanding of the proposition that p. (shrink)

The article discusses the varying conceptions of the faculty of ‘the understanding’ in 18th-century British philosophy and logic. Topics include the distinction between the understanding and the will, the traditional division of three acts of understanding and its critics, the naturalizing of human understanding, conceiving of the limits of human understanding, British innatism and the critique of empiricist conceptions of the understanding, and reconceiving the understanding and the elimination of scepticism. Authors discussed include Richard Price, James Harris, Zachary Mayne, Edward (...) Bentham, Isaac Watts, Dugald Stewart, John Norris—as well as Locke, Berkeley, Hume and Reid. (shrink)

In recent years there has been a resurgence of interest among epistemologists in the nature of understanding, with some authors arguing that understanding should replace knowledge as the primary focus of epistemology. But what is understanding? According to what is often called the standard view, understanding is a species of knowledge. Although this view has recently been challenged in various ways, even the critics of the standard view have assumed that understanding requires justification and belief. I argue that it requires (...) neither. If sound, these arguments have important upshots not only for the nature of understanding, but also for its distinctive epistemic value and its role in contemporary epistemology. (shrink)

What is scientific progress? On Alexander Bird’s epistemic account of scientific progress, an episode in science is progressive precisely when there is more scientific knowledge at the end of the episode than at the beginning. Using Bird’s epistemic account as a foil, this paper develops an alternative understanding-based account on which an episode in science is progressive precisely when scientists grasp how to correctly explain or predict more aspects of the world at the end of the episode than at the (...) beginning. This account is shown to be superior to the epistemic account by examining cases in which knowledge and understanding come apart. In these cases, it is argued that scientific progress matches increases in scientific understanding rather than accumulations of knowledge. In addition, considerations having to do with minimalist idealizations, pragmatic virtues, and epistemic value all favor this understanding-based account over its epistemic counterpart. (shrink)

Moral understanding is a species of knowledge. Understanding why an action is wrong, for example, amounts to knowing why the action is wrong. The claim that moral understanding is immune to luck while moral knowledge is not does not withstand scrutiny; nor does the idea that there is something deep about understanding for there are different degrees of understanding. It is also mistaken to suppose that grasping is a distinct psychological state that accompanies understanding. To understand why something is the (...) case is to grasp or see why something is the case and grasping and seeing are ways of knowing. (shrink)

While it is widely acknowledged that knowledge can be acquired via testimony, it has been argued that understanding cannot. While there is no consensus about what the epistemic relationship of understanding consists in, I argue here that regardless of how understanding is conceived there are kinds of understanding that can be acquired through testimony: easy understanding and easy-s understanding. I address a number of aspects of understanding that might stand in the way of being able to acquire understanding through testimony, (...) focusing on understanding ’s paradigmatic form and what it means to say that in order to understand something you need to “grasp” some information or the relationship between bits of information. I argue that in cases of both easy and easy-s understanding, no aspect of understanding stands in the way of it being able to acquire it through testimony. As a result, while not all understanding be acquired through testimony in all instances and for all subjects, this failure of acquisition is only a product of the complexity of the relevant information or one’s unfamiliarity with it, and not a product of the epistemic relationship of understanding. (shrink)

One sometimes believes a proposition without grasping it. For example, a complete achromat might believe that ripe tomatoes are red without grasping this proposition. My aim in this paper is to shed light on the difference between merely believing a proposition and grasping it. I focus on two possible theories of grasping: the inferential theory, which explains grasping in terms of inferential role, and the phenomenal theory, which explains grasping in terms of phenomenal consciousness. I argue that the phenomenal theory (...) is more plausible than the inferential theory. (shrink)

I explore the extent to which the epistemic state of understanding is transparent to the one who understands. Against several contemporary epistemologists, I argue that it is not transparent in the way that many have claimed, drawing on results from developmental psychology, animal cognition, and other fields.