In the Phaedrus, Socreates sympathetically describes the ability “to cut up each kind according to its species along its natural joints, and to try not to splinter any part, as a bad butcher might do.” (265e) In contemporary philosophy, Ted Sider (2009, 2011) defends the same idea. As I shall put it, Plato and Sider’s idea is that limning structure is an epistemic goal. My aim in this paper is to articulate and defend this idea. First, I’ll articulate the notion (...) of a structural proposition (§1), and the notion of an epistemic goal (§2), where I’ll assume that epistemic goals are species of accuracy. Then (§3), I’ll argue against some proposals for understanding the idea that limning structure is an epistemic goal: limning structure is neither an aim of belief (§3.1), nor of inquiry (§3.2), nor of concept possession (§3.3). Importantly, non-structural belief is not thereby inaccurate; belief does not “aim” at being structural. Next (§4), I’ll propose a framework for understanding the idea that limning structure is an epistemic goal, and defend that idea. What is required, to defend the view that limning structure is an epistemic goal, is the notion of (what I call) theorizing – a propositional attitude that, unlike belief, does “aim” at being structural (§4.1). I’ll argue that structural truths constitute a species of “important” truths (§4.2), and that apt theorizing is a species of understanding (§4.3). Finally (§5), I’ll discuss the possibility that there is no structure. (shrink)

We might suppose it is not only instrumentally valuable for beliefs to be true, but that it is intrinsically valuable – truth makes a non-derivative, positive contribution to a belief's overall value. Some intrinsic goods are better than others, though, and this article considers the question of how good truth is, compared to other intrinsic goods. I argue that truth is the worst of all intrinsic goods; every other intrinsic good is better than it. I also suggest the best explanation (...) for truth's inferiority is that it is not really an intrinsic good at all. It is intrinsically neutral. (shrink)

Big philosophical questions—about the mind, the idea of the good, justice, beauty, knowledge—have been the prime interest of philosophers ever since Plato first raised them in his dialogues. However, regardless of how hard philosophers have been trying to find answers to them, it seems that all they have ever managed to do was to find reasons for disagreements, and, on the whole, to have failed to reach a consensus on pretty much anything. Some philosophers now claim that there hasn’t been (...) much progress in philosophy, especially when compared to the sciences. I take up this verdict and try to refute it, first by offering an alternative view on what counts as progress, and then by analyzing big philosophical questions and their relevance for our intellectual and practical pursuits. I argue that, due to the distinctive nature of philosophical curiosity, coming up with answers to the big philosophical questions is an ideal that can hardly be met, but that philosophy nevertheless delivers various benefits, intellectual and practical, which the proponents of the No-Progress View tend to ignore. (shrink)

Sometimes a belief that p promotes having true beliefs, whether or not p is true. This gives reasons to believe that p, but most epistemologists would deny that it gives epistemic reasons, or that these reasons can epistemically justify the belief that p. Call these reasons to believe “truth promoting non-evidential reasons for belief.” This paper argues that three common views in epistemology, taken together, entail that reasons of this sort can epistemically justify beliefs. These three claims are: epistemic oughts (...) are normative, epistemic oughts have a source, and the source of epistemic oughts is an end that has true belief as a necessary component. These claims would be hard for many epistemologists to deny, but accepting them, and thus accepting that truth promoting non-evidential reasons can justify beliefs, has significant consequences for epistemology. The paper considers accounts of epistemic oughts that endorse these claims but might seem to avoid the consequence that truth promoting non-evidential reasons generate real epistemic oughts, and shows that none do. (shrink)

Imagine that one must either lose all of one’s certainty about some very important topic – about the meaning of life, for example – or a small amount of certainty about each of one’s more “mundane” beliefs – beliefs about the color of one’s socks, where one’s keys are, whether it will rain, etc. One ought to take the latter loss, no matter how many mundane beliefs are at stake. Conversely, if one had to give up a tiny bit of (...) certainty about the important topic, or all of one’s certainty about most mundane topics, one ought to take the former loss. These two judgments generate what I call the “epistemic headaches-for-lives challenge,” so called because it resembles a challenge in ethics about the relative values of headaches and lives. In this paper, I argue for two things. First, our epistemic theories should accord with these types of judgments, and so must deal with the headaches-for-lives challenge. Second, this is a serious challenge for formal epistemology. (shrink)

The motivating virtue account claims that inquisitiveness or curiosity is the motivating epistemic virtue. In the case of self-knowledge, self-inquisitiveness, intrinsic and instrumental, is the motivating epistemic virtue that mobilizes other virtues, skills, and epistemic character virtues, needed to achieve such knowledge. Its proper object is substantial self-knowledge, knowledge of one’s dispositions and causal powers that has historically played a central role in philosophy, and is now, under various names, investigated by psychologists. It has been, until recently, comparatively neglected within (...) analytical epistemology of self-knowledge. Self-inquisitiveness thus instantiates the general paradigm of curiosity-inquisitiveness that organizes and motivates other epistemic virtues. And it is perhaps responsible for intrinsic value of self-knowledge. (shrink)

In this paper I consider what it is that makes certain topics or questions epistemically interesting. Getting clear about this issue, I argue, is not only interesting in its own right, but also helps to shed light on increasingly important and perplexing questions in the epistemological literature: e.g., questions concerning how to think about ‘the epistemic point of view,’ as well as questions concerning what is most worthy of our intellectual attention and why.

Through a qualitative approach, this study identified a specific subgroup of intellectual virtues necessary for developing interdisciplinary research. Cognitive science was initially conceived as a new discipline emerging from various fields, including philosophy, psychology, artificial intelligence, linguistics, and anthropology. Thus, a frequent debate among cognitive scientists is whether the initial multidisciplinary program successfully developed into a mature interdisciplinary field or evolved into a set of independent sciences of cognition. For several years, interdisciplinarity has been an aspiration for the academy, although (...) the difficulties limiting the success of interdisciplinary collaborations have begun to erode that initial optimism. Our analysis suggests that the problems hindering the success of interdisciplinarity can be overcome by fostering certain intellectual character strengths in scholars. The Consensual Qualitative Research method was used to analyze nine semi-structured interviews involving researchers with a long personal trajectory of interdisciplinary research between the sciences and the humanities. Three virtue domains emerged from the interviews’ analysis: (i) intellectual virtues, (ii) social virtues, and (iii) interpersonal intellectual virtues. The virtues of the third domain intersect with intellectual and social ones. They are intellectual because they pursue epistemic goods. But, unlike other intellectual virtues, they only develop in interpersonal settings, so they can also be considered to have a social component. Interpersonal intellectual virtues can be thus defined as intellectual character traits that facilitate the acquisition of knowledge (intellectual motivation) with and through other people in a reciprocal way (social environment). These virtues are essential for developing any successful collective epistemic enterprise, interdisciplinary research being a privileged context where these qualities manifest themselves in a relevant way. (shrink)

If beliefs are a map by which we steer, then, ceteris paribus, we should want a more accurate map. However, the world could be structured so as to punish learning with respect to certain topics—by learning new information, one’s situation could be worse than it otherwise would have been. We investigate whether the world is structured so as to punish learning specifically about moral nihilism. We ask, if an ordinary person had the option to learn the truth about moral nihilism, (...) ought she to take it? We argue, given plausible assumptions about ordinary human preferences, she should not. (shrink)

Given that curiosity, the desire for knowledge, is thought by many virtue theorists to play a controlling role over the other intellectual virtues, Christian concerns about proper and improper formations of curiosity should interest virtue theorists. Combine the fact that curiosity gets a different treatment in Christian thought with the claim that curiosity has a controlling function over the other intellectual virtues, and it follows there is a meaningful distinction between Christian and non-Christian virtue epistemologies. Differences include distinct understandings of (...) individual intellectual virtues as well as a strong objection to the view that one could be intellectually virtuous without being morally virtuous. In this essay I first isolate the peculiarly Christian distinction between proper and improper curiosity, showing how humility is at the heart of the distinction. I then show how this distinction points to a virtue epistemology that differs in significant ways from prevalent contemporary virtue epistemologies. (shrink)

This paper discusses the virtue epistemology literature on epistemic emotions and challenges the individualist, unworldly account of epistemic emotions. It argues that epistemic emotions can be truth-motivating if embedded in co-inquiry epistemic cultures, namely virtuous epistemic cultures that valorise participatory processes of inquiry as truth-conducive. Co-inquiry epistemic cultures are seen as playing a constitutive role in shaping, developing, and regulating epistemic emotions. Using key references to classical Pragmatism, the paper describes the bridge between epistemic emotions and co-inquiry culture in terms (...) of habits of co-inquiry that act as the scaffolding of epistemic emotions. The result is a context-sensitive and practice-oriented approach to epistemic emotions that conceives of those emotions as being shaped by co-inquiry epistemic cultures. (shrink)

In this paper I discuss the reasons for which we may consider wonder an epistemic emotion. I defend the thesis for which a specific type of wonder is aporia-based and that since it is aporia-based, this wonder is epistemic. The epistemic wonder is thus an interrogating wonder which plays the epistemic function of motivation to questioning in processes of inquiry. I first introduce the contemporary debate on epistemic emotions, and then I analyze the characteristics that make of wonder an epistemic (...) emotion, from a data-based, phenomenological, and conceptual perspective. (shrink)

This article argues that the Seven Solutions in the US, and the Research Excellence Framework in the UK, manifest the vice of epistemic insensibility. Section I provides an overview of Aristotle's analysis of moral vice in people. Section II applies Aristotle's analysis to epistemic vice, developing an account of epistemic insensibility. In so doing, it contributes a new epistemic vice to the field of virtue epistemology. Section III argues that the (US) Seven Breakthrough Solutions and, to a lesser extent, the (...) (UK) Research Excellence Framework manifest two key features of the vice of epistemic insensibility. First, they promote a failure to desire, consume, and enjoy some knowledge that it is appropriate to desire, consume, and enjoy. Second, they do so because they wrongly assume that such knowledge is not epistemically good. The Solutions wrongly assume that any research that lacks ‘impact’, in the form of funding, thereby lacks epistemic value. The REF wrongly assumes of otherwise comparable bodies of research, that the research that lacks ‘impact’ has less epistemic value. (shrink)

Some beliefs seem more significant than others. This paper suggests an approach to explaining this apparent fact. As there are multiple senses in which one belief may be more significant than another, multiple possible sources of such significance, and, moreover, no prima facie reason to expect a single, unified account under which all these senses and sources can be subsumed, I propose the modest approach of articulating just one feature in virtue of which a belief may fairly be called significant: (...) that of bearing a certain relation to human flourishing, a relation that more trivial truths do not bear. From such modest projects can a complete solution to the problem (or, more accurately, problems) of significance emerge. (shrink)

In this book, Ilhan Inan questions the classical definition of curiosity as _a desire to know._ Working in an area where epistemology and philosophy of language overlap, Inan forges a link between our ability to become aware of our ignorance and our linguistic aptitude to construct terms referring to things unknown. The book introduces the notion of inostensible reference. Ilhan connects this notion to related concepts in philosophy of language: knowledge by acquaintance and knowledge by description; the referential and the (...) attributive uses of definite descriptions; the _de re/de dicto_ distinction; and Kripke’s distinction between rigid and accidental designators. Continuing with a discussion of the conditions for curiosity and its satisfaction, Inan argues that the learning process—starting in curiosity and ending in knowledge—is always an effort to transform our inostensible terms into ostensible ones. A contextual account is adopted for the satisfaction of curiosity. It then discusses the conditions of successful reference to the object of curiosity and its presuppositions. The book concludes with a discussion on the limits of curiosity and its satisfaction. (shrink)

Epistemology is normative. This normativity has been widely recognized for a long time, but it has recently come into direct focus as a central topic of discussion. The result is a recent and large turn towards focusing on epistemic value. I’ll start by describing some of the history and motivations of this recent value turn. Then I’ll categorize the work within the value turn into three strands, and I’ll discuss the main writings in those strands. Finally, I’ll explore some themes (...) that are ripe for further development. (shrink)

This paper challenges the appeal to theory virtues in theory choice as well as the appeal to the intellectual and moral virtues of an agent as determining unique choices between empirically equivalent theories. After arguing that theoretical virtues do not determine the choice of one theory at the expense of another theory, I argue that nor does the appeal to intellectual and moral virtues single out one agent, who defends a particular theory, and exclude another agent defending an alternative theory. (...) I analyse Duhem’s concept of good sense and its recent interpretation in terms of virtue epistemology. I argue that the virtue epistemological interpretation does not show how good sense leads to conclusive choices and scientific progress. (shrink)

The thesis of this paper is that – in order to avoid trivializations – a Philosophy of Birth needs to elaborate a precise concept of transformation and distinguish it carefully from that of adaptation. While transformation goes beyond the limited self-referential perspective of an individual and, on the social level, of the gregarious identity, adaptation aims at strengthening or preserving the old self-referential equilibrium. Transformation is driven by what Zambrano has called, with an exceptionally happy expression, the “hunger to be (...) born completely”. Such a hunger pushes one to continue one’s own birth through the encounter with the Other. Transformation has a creative feature that is made possible by two factors: the surplus of the effect over the cause, and the priority of the real over the possible. These premises lead to a radical questioning of the primacy of the possible on the real, at least as it has been conceived so far in mainstream Western philosophy, with few exceptions, such as Schelling, Bergson and Scheler. In the first part of this text, I shall consider a new Philosophy of Birth in the light of the concept of transformation and in this regard deal with several core themes such as the hunger to be born completely, the new beginning, creative time, the priority of the real over the possible, the limits of finalism, the surplus of effect over cause, and the creative force that expresses itself in the act of ideation. In the second part, I shall analyze the relation between birth and death and focus especially on their intimate and reciprocal connection by referring to the image of the seed that, after falling on the ground, germinates and breaks its own integument. (shrink)

This thesis engages with three topics and the relationships between them: (i) the phenomenon of disagreement (paradigmatically, where one person makes a claim and another denies it); (ii) the normative character of disagreements (the issue of whether, and in what sense, one of the parties is “at fault” for believing something that’s untrue); (iii) the issue of which theory of what truth is can best accommodate the norms relating belief and truth. People disagree about all sorts of things: about whether (...) climate is changing, death penalty is wrong, sushi is delicious, or Louis C.K. is funny. However, even focusing on disagreements in the evaluative domain (e.g., taste, moral and comedic), where people have the intuition that there is ‘no fact of the matter’ about who is right, there are significant differences that require explanation. For instance, disagreement about taste is generally perceived as shallow. People accept to disagree and live comfortably with that fact. By contrast, moral disagreement is perceived as deep and sometimes hard to tolerate. Comedic disagreement is similar to taste. However, it may involve an element of ‘intellectual snobbery’ that is absent in taste disagreement. The immediate questions are whether these contrasts allow of precise characterization and what is responsible for them. I argue that, once a case is made for the truth-aptness of judgments in these areas, the contrast can be explained in terms of variable normative function of truth – as exerting a lightweight normative constraint in the domain of taste and a stricter constraint in the moral domain. In particular I claim that while truth in the moral domain exerts a sui generis deontic control, this normative feature of truth is silent in both the taste and the comedic domains. This leads me to investigate how to conceive of truth in the light of normative variability. I argue that an amended version of deflationism – minimally inflated deflationism – can account for the normative variability of truth. (shrink)

The aim of the paper is to discuss and evaluate the role of positive emotions for cooperation in dialogical inquiry. I analyse dialogical interactions as vehicles for inquiry, and the role of positive emotions in knowledge gain is illustrated in terms of a case study taken from Socratic Dialogue, a contemporary method used in education for fostering group knowledge. I proceed as follows. After having illustrated the case study, I analyse it through the conceptual tools of distributed cognition and character-based (...) virtue epistemology, focusing on the two functions that emotions seem to play in the process of knowledge-building. These functions are motives for joint inquiry, and building blocks of the affective environment where the inquiry takes place. Positive emotions such as love and gratitude foster knowledge generation by providing an environment for posing questions and exploring aspects of a specific topic that a subject would not investigate outside of a group. This analysis helps me defend the thesis for which positive emotions are beneficial for cooperation. Because cooperation is the process that leads a group to cognitive transformation, emotions that support cooperation are beneficial for group knowledge creation as well. I assume that the beneficial function that positive emotions play within dialogical inquiry is the one of enhancement of cooperation. A beneficial factor not only comprises positive emotions that facilitate and strengthen cooperation among the agents in their epistemic practices, but also consists of such emotions that nurture the epistemic agents, enhancing their responsibility to generate epistemic goods, as propositional knowledge or explanatory understanding, for example. Thus, the responsibility toward the epistemic practice disclose the ethical dimension of group inquiry. (shrink)