Some tendencies in modern education—the stress on ‘performativity’, for instance, and ‘celebration of difference’—threaten the value traditionally placed on truthful teaching. In this paper, truthfulness is mainly understood, following Bernard Williams, as a disposition to ‘Accuracy’ and ‘Sincerity’—hence as a virtue. It is to be distinguished from truth, and current debates about the nature of truth are not relevant to the issue of the value of truthfulness. This issue devolves into the question of whether truthfulness is a distinctive virtue of (...) teachers, which they have a special obligation to exercise in the face of competing aims. This paper defends the idea of distinctive professional duties and considers two conceptions of teaching which ascribe a central place to truthfulness. The first conceives of teaching as a personal relationship within which trust, and hence, it is claimed, truthfulness, are paramount. This claim is challenged, and the paper concludes by sympathetically considering a second conception of teaching, articulated by Oakeshott and Heidegger. In this conception, teaching is a ‘releasement’ from ‘the daily flux’ of pupils’ lives through a truthful initiation into the alternatives to this ‘daily flux’ found within ‘the civilized inheritance of mankind’. (shrink)

The aim of this paper is to use Sir William Crookes‘ researches into psychical phenomena as a sustained case study of the role of epistemic virtues within scientific enquiry. Despite growing interest in virtues in science, there are few integrated historical and philosophical studies, and even fewer studies focusing on controversial or ‗fringe‘ sciences where, one might suppose, certain epistemic virtues (like open-mindedness and tolerance) may be subjected to sterner tests. Using the virtue of epistemic courage as my focus, it (...) emerges that Crookes‘ psychical researches were indeed epistemically courageous, but that this judgment must be grounded in sensitivity to the motivational complexity and context-sensitivity of the exercise of epistemic virtues. The paper then considers Crookes‘ remarks on the relationship between epistemic virtuousness and the intellectual integrity and public duties of scientists, thereby placing epistemic virtues in the context of wider debates about the authority of science in late modern societies. I conclude that Crookes‘ researches into psychical phenomena offer instructive lessons for historians of science and virtue epistemologists concerning the complexity and contextuality of epistemic virtues, and the profitable forms that future studies of virtues in science could take. (shrink)

Starting from Miranda Fricker’s recent work on the concept of testimonial injustice, this paper considers what duties testimonial justice creates for speakers. I discuss this question in relation to disclosures of so-called personal conflicts of interest, which authors are sometimes required or encouraged to declare when submitting their work to journals. Personal characteristics that have been disclosed by authors include smoking status, class background and ethnicity. The purpose of this paper is two-fold. First, I argue that disclosures of personal characteristics (...) raise problems of testimonial injustice in two ways: they can unfairly undermine researchers’ credibility and prejudice readers against the results or arguments proposed; and such disclosures can contribute to epistemic injustice more broadly by strengthening the view that individuals who share the features disclosed should, at least in some contexts, be given less credibility than others. The second goal of the paper is to argue that, while Fricker’s account focuses on the epistemic virtues of hearers in responding in the right way to testimonial injustice, there are also important duties of testimonial injustice incumbent on speakers. I propose three such duties. (shrink)