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Switch to: References
Citations of:
Science and the Forms of Ignorance
In Maurice Mandelbaum (ed.), Observation and Theory in Science. The Johns Hopkins Press. pp. 45--67 (1971)
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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. (...) |
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The tendency to attribute foundationalist ambitions to the Vienna Circle has long obscured our view of its attempted revolution in philosophy. The present paper makes the case for a consistently epistemologically anti-foundationalist interpretation of all three of the Circle's main protagonists: Schlick, Carnap, and Neurath. Corresponding to the intellectual fault lines within the Circle, two ways of going about the radical reorientation of the pursuit of philosophy will then be distinguished and the contemporary potential of Carnap's and Neurath's project explored. |
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Explanatory inquiry characteristically begins with a certain puzzlement about the world. But why do certain situations elicit our puzzlement while others leave us, in some epistemically relevant sense, cold? Moreover, what exactly is involved in the move from a state of puzzlement to a state where one's puzzlement is satisfied? In this paper I try to answer both of these questions. I also suggest ways in which our account of scientific rationality might benefit from having a better sense of the (...) |
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On a view implicitly endorsed by many, a concept is epistemically better than another if and because it does a better job at ‘carving at the joints', or if the property corresponding to it is ‘more natural' than the one corresponding to another. This chapter offers an argument against this seemingly plausible thought, starting from three key observations about the way we use and evaluate concepts from en epistemic perspective: that we look for concepts that play a role in explanations (...) |
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