In his Knowledge and Practical Interests Jason Stanley argues that the view he defends, which he calls interest-relative invariantism, is better supported by certain cases than epistemic contextualism. In this article I argue that a version of epistemic contextualism that emphasizes the role played by the ascriber's practical interests in determining the truth-conditions of her ‘knowledge’ ascriptions – a view that I call interests contextualism – is better supported by Stanley's cases than interest-relative invariantism or other versions of epistemic contextualism. (...) My main aim is to show that interests contextualism is a viable, if often over-looked, alternative to the usual positions in the contemporary debate. (shrink)

Epistemic contextualists think that the extension of the expression ‘knows’ depends on and varies with the context of utterance. In the last 15 years or so this view has faced intense criticism. This paper focuses on two sorts of objections. The first are what I call the ‘linguistic objections’, which purport to show that the best available linguistic evidence suggests that ‘knows’ is not context-sensitive. The second is what I call the ‘disagreement problem’, which concerns the behaviour of ‘knows’ in (...) disagreement reports. These may not be the only objections to epistemic contextualism, but they are probably the most influential. I argue that the best current epistemic contextualist response to the linguistic objection is incomplete, and I show how it can be supplemented to deal with the full range of linguistic objections. I also develop a new solution to the disagreement problem. The upshot is that neither sort of objection gives us any reason to reject epistemic contextualism. This conclusion is, in a sense, negative—no new arguments for epistemic contextualism are advanced—but it’s a vital step towards rehabilitating the view. (shrink)

A common objection to both contextualism and relativism about knowledge ascriptions is that they threaten knowledge norms of assertion and action. Consequently, if there is good reason to accept knowledge norms of assertion or action, there is good reason to reject both contextualism and relativism. In this paper we argue that neither contextualism nor relativism threaten knowledge norms of assertion or action.

ABSTRACT: There is an intuitive distinction between knowing someone in a detached manner and knowing someone in a more intimate fashion — personally. The latter seems to involve the specially active participation of the person known in a way that the former does not. In this paper I present a novel, communication account of knowing someone personally that successfully explains this participation. The account also illuminates the propositional and testimonial character of the personal knowledge of persons, the conditions of limited (...) transferability to which such knowledge is subject, and its distinctly meaningful role in everyday life. I conclude by considering a worry about self-knowledge that arises on the communication account. (shrink)

This article initially provides a brief overview of virtue epistemology; it thereafter considers some possible ramifications of this branch of the theory of knowledge for the philosophy of education. The main features of three different manifestations of virtue epistemology are first explained. Importantly, it is then maintained that developments in virtue epistemology may offer the resources to critique aspects of the debate between Hirst and Carr about how the philosophy of education ought to be carried out and by whom. Wilfred (...) Carr's position—that educational practitioners have privileged access to philosophical knowledge about teaching practice—will in particular be questioned. It will be argued that Carr's view rests on a form of epistemology, internalism, which places unreasonably narrow restrictions upon the range of actors and ways, in which philosophical knowledge of and/or for education might be achieved. In declaring that practical wisdom regarding teaching is ‘entirely dependent’ on practitioner reflection, Carr not only radically deviates from Aristotle's notion of practical wisdom, he also, in effect, renders redundant all philosophical research about education that is not initiated by teachers in this manner. It is concluded that Aristotle's general approach to acquiring information and knowledge about the world might yet still offer a foundation for a more comprehensive philosophy of education; one that makes clear that the professional testimony and reflection of teachers, observation of teaching practice, and already existing educational philosophy, theory and policy can all be perceived as potentially valuable sources of philosophical knowledge of and for education. (shrink)

In this article, we present evidence that in four different cultural groups that speak quite different languages there are cases of justified true beliefs that are not judged to be cases of knowledge. We hypothesize that this intuitive judgment, which we call “the Gettier intuition,” may be a reflection of an underlying innate and universal core folk epistemology, and we highlight the philosophical significance of its universality.

Imagine you had the functions of your smartphone miniaturized to a cellular level and accessible by your neural network. Reflection on this possibility suggests that we should not just concern ourselves with whether our knowledge is extending “out” to our devices; our devices are extending in, and with them, possibly the information that they bring. If so, then the question of whether knowledge is “extended” becomes wrapped up with the question of whether knowing is something we do, or something we (...) can share with, or outsource to, instruments. And that in turn raises the two questions of this paper: First, to what extent does such technology put pressure on the idea that we might have more than one conception of knowledge? And second, what is the value of states that fit these conceptions of knowledge? (shrink)

Any good theory of knowledge ascriptions should explain and predict our judgments about their felicity. I argue that any such explanation must take into account a distinction between three ways of using knowledge ascriptions: to suggest acceptance of the embedded proposition, to explain or predict a subject's behavior or attitudes, or to understand the relation of knowledge as such. The contextual effects on our judgments about felicity systematically differ between these three types of uses. Using such a distinction is, in (...) principle, open to both contextualist and pragmatic invariantist accounts of knowledge ascriptions. However, there are some implications pertaining to the use of the “method of cases” in the debate about knowledge ascriptions. (shrink)

Philosophers have cataloged a range of genealogical methods by which different sorts of normative conclusions can be established. Although such methods provide diverging ways of pursuing genealogical inquiry, they typically converge in eschewing historiographic methodology, in favor of a uniquely philosophical approach. In contrast, one genealogist who drew on historiographic methodology is Michel Foucault. This article presents the motivations and advantages of Foucault's genealogical use of such a methodology. It advances two mains claims. First, that Foucault's early 1970s work employs (...) a distinct genealogical method, which borrows from contemporary historiographic models of explanation to expand the range of objects that are proper to genealogical accounts of historical change. I demonstrate how Foucault modifies two central commitments of Nietzsche by broadening the dimensions of genealogical inquiry and explanation. Second, that historical method has normative relevance for genealogy, insofar as different historiographic choices can lead to different normative conclusions. I motivate this second claim by explaining how Foucault's multidimensional genealogical method expands both (a) the range of objects that are subject to evaluative assessment, and (b) the set of possible prescriptive recommendations that follow from such assessment. (shrink)

In the past two decades, epistemologists have significantly expanded the focus of their field. To the traditional question that has dominated the debate — under what conditions does belief amount to knowledge? — they have added questions about testimony, epistemic virtues and vices, epistemic trust, and more. This broadening of the range of epistemic concern has coincided with an expansion in conceptions of epistemic agency beyond the individualism characteristic of most earlier epistemology. We believe that these developments have not gone (...) far enough. While the weak anti-individualism we see in contemporary epistemology may be adequate for the kinds of cases it tends to focus on, a great deal of human knowledge production and transmission does not conform to these models. Furthermore, the dispositions and norms that are knowledge-conducive in the familiar cases may not be knowledge-conducive generally. In fact, dispositions that, at an individual level, count as epistemic vices may be epistemic virtues in common social contexts. We argue that this overlooked feature of human social life means that epistemology must become more deeply and pervasively social. (shrink)

To what end should or do we pursue philosophy and how? Meta-philosophical questions along these lines have gained more and more interest recently. The collected volume "Erkenntnistheorie — Wie und wozu?" (Engl.: "Epistemology — How and to what end?") aspires to raise and tackle issues addressing the meta-epistemological questions "How is epistemology practiced and to what end?". Although this aim sounds like a descriptive meta-epistemological endeavor, it is not surprising that many authors rather argue for normative claims surrounding the questions (...) "How and to what end should epistemology be pursued?". This review provides an overview on the collected volume and offers a critical evaluation of its overall achievement. (shrink)

Naturalistic epistemology is accused of ruling out the normative element of epistemology. Different naturalistic responses are considered. It is argued that the content of attributions of knowledge is best understood in purely descriptive terms. So their normative force is merely hypothetical. Attributions of justified belief, on the other hand, do have intrinsic normativity. This derives from their role in our first-person deliberation of what to believe. It is suggested that the content of them is best captured in naturalistic terms by (...) accepting a dispositional analysis of justification that is a species of the generic dispositional conception of value. (shrink)

A large portion of our knowledge seems to rest on our memories, while memory scepticism poses challenges to our memory knowledge. This paper will delve into different forms of memory scepticism. The goal of this paper is twofold: First, drawing on Moon (2017) and Frise (2022), I compare and criticize various forms of sceptical arguments provided by them. Meanwhile, the two most threatening arguments are picked out: the Russellian argument and the argument from doubtful reliability. Second, I demonstrate that the (...) two arguments are essentially based on the closure principle and the underdetermination principle, respectively, and hence, Pritchard’s biscopic anti-sceptical proposal is applicable. A Pritchardean solution to the problem of memory scepticism will then be sketched out. (shrink)

In this paper, I provide the framework for an account of group assertion. On my view, there are two kinds of group assertion, coordinated and authority-based, with authority-based group assertion being the core notion. I argue against a deflationary view, according to which a group’s asserting is understood in terms of individual assertions, by showing that a group can assert a proposition even when no individual does. Instead, I argue on behalf of an inflationary view, according to which it is (...) the group itself that asserts, a conclusion supported by the fact that paradigmatic features of assertion apply only at the level of the group. A central virtue of my account is that it appreciates the important relationship that exists between most groups and their spokespersons, as well as the consequences that follow from this relationship. My view, thus, provides the framework for distinguishing when responsibility for an assertion lies at the collective level, and when it should be shouldered by an individual simply speaking for herself. (shrink)

This article deals with the problematic concepts of the rational and the social, which have been typically seen as dichotomous in the history and philosophy of science literature. I argue that this view is mistaken and that the social can be seen as something that enables rationality in science, and further, that a scientific community as well as an individual can be taken as an epistemic subject. Furthermore, I consider how scientific communities could be seen as freely acting and choosing (...) agents. Fundamentally, this boils down to the question whether we accept the voluntarist conception of human beings, one consequence of which is that scientists possess, in principle, the capacity for deliberative reflection and choice. If this is accepted, we can talk about the degrees of autonomy that communities possess. I also examine what kinds of decisions an autonomous community should make in order to produce objective knowledge. My suggestion is that objectivity be understood as intersubjectivity: a view is objective when it has been exposed to critical reflection from various points of view, and due to this, transcends subjective idiosyncrasies. (shrink)

In 1990 Edward Craig published a book called Knowledge and the State of Nature in which he introduced and defended a genealogical approach to epistemology. In recent years Craig’s book has attracted a lot of attention, and his distinctive approach has been put to a wide range of uses including anti-realist metaepistemology, contextualism, relativism, anti-luck virtue epistemology, epistemic injustice, value of knowledge, pragmatism and virtue epistemology. While the number of objections to Craig’s approach has accumulated, there has been no sustained (...) attempt to develop answers to these objections. In this paper we provide answers to seven important objections in the literature. (shrink)

This paper seeks to defend, develop, and revise Edward Craig's “genealogy of knowledge”. The paper first develops the suggestion that Craig's project is naturally thought of as an important instance of “social cognitive ecology”. It then introduces the genealogy of knowledge and some of its main problems and weaknesses, suggesting that these are best taken as challenges for further work rather than as refutations. The central sections of the paper conduct a critical dialogue between Craig's theory and Wittgenstein's claim–familiar from (...) On Certainty–that common-sense certainties cannot be known. It turns out that Craig's distinction between different stages in the development of our concept of knowledge can illuminate and make plausible Wittgenstein's claim. But it can do so only if Craig's traditional commitment to a central “core” in our concept of knowledge is replaced with the idea of knowledge as a family-resemblance concept. (shrink)

Since the heyday of analytic philosophy of education, a chill has come over the relationship between the philosophy of education and analytic epistemology. Wher.

Can we learn something interesting about knowledge by examining our concept of knowledge? Quite a bit, many argue. My own view, however, is that the concept of knowledge is of little epistemological interest. In this paper, I critically examine one particularly interesting defense of the view that the concept of knowledge is of great epistemological interest: Edward Craig's Knowledge and the State of Nature. A minimalist view about the value of examining our concept of knowledge is defended.

That knowledge ascriptions exhibit some form of sensitivity to context is uncontroversial. How best to account for the context-sensitivity at issue, however, is the topic of heated debates. A certain version of nonindexical contextualism seems to be a promising option. Even so, it is incumbent upon any contextualist account to explain in what way and to what extent the epistemic standard operative in a particular context of epistemic evaluation is affected by non-epistemic factors. In this paper, I investigate how non-epistemic (...) factors come into play when knowledge is ascribed. I argue that knowledge ascriptions often serve the purpose of providing actionable information. This, in turn, requires that epistemic interests be balanced against non-epistemic interests. Moreover, it raises the question of whose interests matter, those of the ascriber, the addressee, or the subject of ascription. Eventually, an answer to the question is suggested. (shrink)

In spite of the booming interest in social epistemology, explicit analyses of group knowledge remain rare. Most existing accounts are based on theories of joint intentionality. I argue that this approach, though not without merit or useful applications, is inadequate both when it comes to accounting for actual group knowledge attributions and for purposes of meliorative social epistemology. As an alternative, I outline a liberal, de-intellectualized account, which allows for the complex distribution of epistemic states typical of most real-world collectives, (...) and makes minimal requirements as to the psychological underpinnings of collective states of knowing and the formal features of groups. The account is inspired by theories of distributed and extended cognition. It is guided by the principle that we should use the same standard when dealing with social and individual epistemology. Careful attention to what is normally required—and, in particular, not required—for attributing knowledge to individuals lends support the more liberal view. (shrink)

In this essay, I provide normative guidelines for developing a philosophically interesting and plausible version of social constructivism as a philosophy of science, wherein science aims for social-epistemic values rather than for truth or empirical adequacy. This view is more plausible than the more radical constructivist claim that scientific facts are constructed. It is also more interesting than the modest constructivist claim that representations of such facts emerge in social contexts, as it provides a genuine rival to the scientific axiologies (...) of scientific realists and constructive empiricists. I further contrast my view with positions holding that the aims of science are context dependent, that the unit of normative analysis is the scientific community, and that the aims of science are non-epistemic social values. (shrink)

In recent years, the idea has been gaining ground that our traditional conceptions of knowledge and cognition are unduly limiting, in that they privilege what goes on inside the ‘skin and skull’ of an individual reasoner. Instead, it has been argued, knowledge and cognition need to be understood as embodied, situated, and extended. Whether these various interrelations and dependencies are ‘merely’ causal, or are in a more fundamental sense constitutive of knowledge and cognition, is as much a matter of controversy (...) as the degree to which they pose a challenge to ‘traditional’ conceptions of cognition, knowledge and the mind. In this paper we argue that when the idea of ‘extendedness’ is applied to a core concept in epistemology and the philosophy of science—namely, scientific evidence—things appear to be on a much surer footing. The evidential status of data gathered through extended processes—including its utility as justification or warrant—do not seem to be weakened by virtue of being extended, but instead are often strengthened because of it. Indeed, it is often precisely by virtue of this extendedness that scientific evidence grounds knowledge claims, which individuals may subsequently ascribe to themselves. The functional equivalence between machine-based gathering, filtering, and processing of data and human interpretation and assessment is the crucial factor in deciding whether evidence has been gathered, rather than the distinction between intra- and extracranial processes or individual and social processes. To prioritize biological processes here, and to assert the superiority of human cognitive capacities seems both arbitrary and unwarranted with respect to gathering evidence, and ultimately would lead to an unattractive skepticism about many of the methods used in science to gather evidence. In other words, conceiving of scientific evidence as ‘impersonal’ not only better captures the character of evidence-gathering in practice, but also makes sense of a large amount of evidence-gathering that ‘personal’ accounts fail to either acknowledge or accurately describe. Whilst we suggest it is likely that all internally-distributed evidence-gathering processes are merely contingently internal processes, a significant number of externally-distributed evidence-gathering processes are necessarily externally-distributed. Some evidence can only be gathered by extended epistemic agents. (shrink)

In a number of recent papers Duncan Pritchard argues that virtue epistemology's central ability condition—one knows that p if and only if one has attained cognitive success (true belief) because of the exercise of intellectual ability—is neither necessary nor sufficient for knowledge. This paper discusses and dismisses a number of responses to Pritchard's objections and develops a new way of defending virtue epistemology against them.

Duncan Pritchard has recently defended an account of knowledge that combines a safety condition with an ability condition on knowledge. In order to explain this bipartite structure of knowledge he appeals to Edward Craig's work on the concept of knowledge. This paper argues that Pritchard's envisaged explanation fails and offers a better alternative.

A popular form of virtue epistemology—defended by such figures as Ernest Sosa, Linda Zagzebski and John Greco—holds that knowledge can be exclusively understood in virtue-theoretic terms. In particular, it holds that there isn't any need for an additional epistemic condition to deal with the problem posed by knowledge-undermining epistemic luck. It is argued that the sustainability of such a proposal is called into question by the possibility of epistemic twin earth cases. In particular, it is argued that such cases demonstrate (...) the need for virtue-theoretic accounts of knowledge to appeal to an independent epistemic condition which excludes knowledge-undermining epistemic luck. (shrink)

Many theorists of conceptual engineering appeal to the functions, roles, purposes or aims of concepts to articulate how conceptual engineering ought to be done. The functional approach to conceptual engineering is well-motivated: It promises a good account of the limits of revision, and of what makes some concept good. In this paper, I raise a problem for the functional approach which concerns the existence of harmful and methodologically insignificant concept functions. I examine whether we can deal with these problematic functions (...) by adopting a technical notion of function. I thus review the prospects for using the notions of a contextually stable function, of a designed function, of a proper function, and of a system function as our operative notion of function. None of them help us resolve the problem. On this basis, I argue that advocates of the functional approach should be committed to a comparatively weak claim, according to which functions must be assessed case-by-case, and that we are best served by employing an unsophisticated notion of function, according to which the function of a concept just is something the concept is used for. (shrink)

The dialogue between internalists who maintain a belief is a case of knowledge when that which justifies the belief is within the agent's first-person perspective and externalists who maintain epistemic justification can be in part, or entirely, outside the agent's first-person perspective has been part of the epistemological literature for some time with one side usually attempting to show how the other side is mistaken. Edward Craig argues the internalist/externalist debate is flawed from the outset. Specifically, both internalism and externalism (...) should be incorporated into the correct analysis of knowledge once we revamp that project. The epistemological project, according to Craig, is a practical explication of what both our epistemological practices and the concept of knowledge do for us. My purpose here is to evaluate this proposal, as well as Ram Neta's attempt to generalize this proposal to cover all epistemic appraisals, in light of the internalism/externalism debate. I argue the Craig/Neta proposal does not actually 'solve' the internalism/externalism debate, but rather pushes it back a level or assumes that one side is correct; hence, the Craig/Neta proposal is not an adequate 'solution' to the internalism/externalism debate. (shrink)

Avner Baz argues that the philosophical method of cases presupposes a problematic view of language and linguistic competence, namely what he calls "the atomistic-compositional view". Combining key elements of social pragmatism and contextualism, Baz presents a view of language and linguistic competence, which he takes to be more sensitive to the open-endedness of human language. On this view, there are conditions for the "normal" and "felicitous" use of human words, conditions that Baz thinks are lacking in the context of the (...) philosophical method of cases, and which make the question that philosophers are prone to ask in that context and the answers they give to that question to be pointless. However, in this paper, I argue as follows. First, Baz's conditions for the "normal" and "felicitous" use of human words are in tension with the open-endedness of human language and the use of human words. Second, it is not even clear that those conditions are really missing in the context of the philosophical method of cases. And third, even if we grant that those conditions are missing in that context, this does not licence his damning conclusion on the philosophical method of cases since we are not forced to embrace the view of language and linguistic competence on which that damning conclusion is plausible. This last move is secured by advancing and defending a skill or virtue-based view of language and linguistic competence inspired by the later work of Donald Davidson. (shrink)

Most philosophers who discuss the value of forgiveness concentrate on its moral value. This paper focuses on the prudential value of forgiveness, which has been surprisingly neglected by moral philosophers. I suggest that this may be because part of the concept of forgiveness involves the forgiver being motivated by moral rather than prudential considerations. But this does not justify neglecting the prudential value of forgiveness, which is important even though forgivers should not be prudentially motivated. Forgiveness helps satisfy interests arising (...) from the need for co-operation in such areas as epistemic life, where humans are interdependent. Forgiveness can restore epistemic relationships, and this has the prudential value of helping agents navigate their way through their environment. While the prudential value of forgiveness may be supplementary to its moral value, it would be a mistake to ignore this area of the debate. Exploring the prudential value of forgiveness enriches our understanding of the role that this practice plays in human life, and may contribute to explaining the origin of forgiveness. (shrink)

I shall be mainly concerned with the question ‘What is personal propositional knowledge?’. This question is obviously quite narrowly focused, in three respects. In the first place, there is impersonal as well as personal knowledge. Second, a distinction is often drawn between propositional knowledge and practical knowledge. And third, as well as asking what knowledge is, it is also possible to ask whether and how knowledge of various kinds can be acquired: causal knowledge, a priori knowledge, moral knowledge, and so (...) on. I shall dwell briefly on each of these three points. First, there is the distinction between personal and impersonal knowledge – in other words, between the psychological concept of knowledge and the social one.1 We use the concept of knowledge to describe the cognitive condition of individuals; but we also use it to describe the progress of scientific and historical research. So for example we can speak or enquire about the state of knowledge in a particular field of biology or history. And if we do so, we are evidently not concerned with what anyone in particular knows about, say, the genetics of fruit flies or the career of Charlemagne, but rather with what the scientific or academic community knows. Needless to say, there is a close connection between personal and impersonal knowledge. But ‘It is known that p’ does not simply mean ‘Someone or other. (shrink)

Resumen: Actualmente el término genealogía se encuentra bastante extendido en las ciencias sociales como una metodología empleada para explicar problemas contemporáneos. Con todo, la genealogía, en tanto forma de conocimiento, se emplea de maneras disímiles. Filósofos contemporáneos como Bernard Williams y Edward Craig han abordado distintas perspectivas genealógicas, caracterizando las cualidades y posibilidades que ofrece cada una e identificando así dos tipos: lo que denominan genealogías reales y genealogías imaginarias o ficcionales. En este artículo argumento que dicha clasificación es problemática (...) pues, el término genealogía sustancialmente hace referencia a algo que no puede ser imaginario o ficcional. La forma de conocer del genealogista se basa en la recolección de trozos de historia real que permitirán mirar el objeto estudiado desde una nueva perspectiva, por lo tanto, hablar de genealogías imaginarias o ficcionales resulta contradictorio.: Currently the term genealogy is widespread in the social sciences as a methodology used to explain contemporary problems. However, genealogy, as a form of knowledge, is used in different ways. Contemporary philosophers such as Bernard Williams and Edward Craig have addressed different genealogical perspectives, characterizing the qualities and possibilities offered by each and identifying two types: what they call real genealogies and imaginary or fictional genealogies. In this article I argue that such a classification is problematic, because the term genealogy substantially refers to something that cannot be imaginary or fictional. The genealogist’s way of knowing is based on recollecting pieces of real history that will allow him or her to look at the subject matter from a new perspective; therefore, to speak of imaginary or fictional genealogies is contradictory. (shrink)

Stephen John has recently suggested that the ethics of communication yields important insights as to how values should be incorporated into science. In particular, he examines cases of “wishful speaking” in which a scientific actor endorses unreliable conclusions in order to obtain the consequences of the listener treating the results as credible. He concludes that what is wrong in these cases is that the speaker surreptitiously relies on values not accepted by the hearer, violating what he terms “the value-apt ideal”. (...) I expand on this view by integrating into it Miranda Fricker’s account of testimonial injustice. I find testimonial injustice can arise in a manner unanticipated by Fricker, specifically that a credibility excess given to a speaker typically reduces the ability of others in the epistemic community to transmit knowledge, a phenomenon I term “collateral epistemic injustice”. I argue that this possibility entails that receivers have an ethical obligation to assign credibility judiciously. A further consequence of this view is that the value-apt ideal is insufficient. Because audience members have an obligation to assign credibility judiciously, a speaker cannot merely rely on shared values, they must also be open about the extent to which their conclusions depend on those values. Thus, both wishful speaking and obscuring the value-dependent nature of a conclusion makes one an unreliable source of information. Accordingly, other community members have an ethical obligation to ignore a speaker that frequently engages in either. (shrink)

I articulate the question of the value of common knowledge, or the question of why common knowledge is preferred to mere widespread knowledge. I argue that common knowledge often enjoys instrumental value lacked by widespread knowledge, and present a case that suggests that common knowledge sometimes enjoys non-instrumental value lacked by widespread knowledge. But I articulate some doubts about whether we should draw that conclusion from the case.

Many epistemologists think we can derive important theoretical insights by investigating the English word ‘know’ or the concept it expresses. However, fewer than six percent of the world’s population are native English speakers, and some empirical evidence suggests that the concept of knowledge is culturally relative. So why should we think that facts about the word ‘know’ or the concept it expresses have important ramifications for epistemology? This paper argues that the concept of knowledge is universal: it is expressed by (...) some word in every natural language. I also explore the implications of this thesis for philosophical methodology. (shrink)

This paper explores how the purpose of the concept of knowledge affects knowledge ascriptions in natural language. I appeal to the idea that the role of the concept of knowledge is to flag reliable informants, and I use this idea to illuminate and support contextualism about ‘knows’. I argue that practical pressures that arise in an epistemic state of nature provide an explanatory basis for a brand of contextualism that I call ‘practical interests contextualism’. I also answer some questions that (...) contextualism leaves open, particularly why the concept of knowledge is valuable, why the word ‘knows’ exhibits context-variability, and why this term enjoys such widespread use. Finally, I show how my contextualist framework accommodates plausible ideas from two rival views: subject-sensitive invariantism and insensitive invariantism. This provides new support for contextualism and develops this view in a way that improves our understanding of the concept of knowledge. (shrink)

If epistemic contextualism is correct, then knowledge attributions do not have stable truth-conditions across different contexts. John Hawthorne, Timothy Williamson, and Patrick Rysiew argue that this unstable picture of knowledge attributions undermines the role that knowledge reports play in storing, retrieving, and transmitting useful information. Contrary to this view, I argue that the truth-conditions of knowledge attributions are more stable than critics have claimed, and that contextualism is compatible with the role knowledge attributions play in storing, retrieving, and transmitting information (...) across contexts. In particular, I discuss a social dimension of ‘knowledge’ that limits contextual variability. This indicates a new way of characterizing contextualism. (shrink)

Peter van Inwagen proposes a criterion of philosophical success. He takes it to support an extremely pessimistic view about philosophy. He thinks that all philosophical arguments for substantive conclusions fail, including the argument from evil. I’m more optimistic on both counts. I’ll identify problems with van Inwagen’s criterion and propose an alternative. I’ll then explore the differing implications of our criteria. On my view, philosophical arguments can succeed and the argument from evil isn’t obviously a failure.

The debate about the nature of knowledge-how is standardly thought to be divided between intellectualist views, which take knowledge-how to be a kind of propositional knowledge, and anti-intellectualist views, which take knowledge-how to be a kind of ability. In this paper, I explore a compromise position—the interrogative capacity view—which claims that knowing how to do something is a certain kind of ability to generate answers to the question of how to do it. This view combines the intellectualist thesis that knowledge-how (...) is a relation to a set of propositions with the anti-intellectualist thesis that knowledge-how is a kind of ability. I argue that this view combines the positive features of both intellectualism and anti-intellectualism. (shrink)

In this paper I consider the prospects for an epistemic norm which relates knowledge-how to showing in a way that parallels the knowledge norm of assertion. In the first part of the paper I show that this epistemic norm can be motivated by conversational evidence, and that it fits in with a plausible picture of the function of knowledge. In the second part of the paper I present a dilemma for this norm. If we understand showing in a broad sense (...) as a general kind of skill teaching, then the norm faces counterexamples of teachers who know how to teach, but not to do. On the other hand, it we understand showing more narrowly as involving only teaching by doing the relevant activity, then the data which initially supported the norm can be explained away by more general connections between knowledge-how and intentional action. (shrink)

Epistemologists and philosophers of mind both ask questions about belief. Epistemologists ask normative questions about belief—which beliefs ought we to have? Philosophers of mind ask metaphysical questions about belief—what are beliefs, and what does it take to have them? While these issues might seem independent of one another, there is potential for an interesting sort of conflict: the epistemologist might think we ought to have beliefs that, according to the philosopher of mind, it is impossible to have. This essay argues (...) that this conflict does arise and that it creates problems for traditional skeptical views in epistemology. In particular, it argues that on certain popular views about the nature of belief, it is impossible to adopt the near-global agnosticism recommended by the skeptical epistemologist. On other plausible views, it is possible only in special circumstances, and this limitation undermines skeptical epistemological claims. The only views about the nature of belief on which there are no metaphysical hurdles to adopting the agnosticism recommended by the skeptic are views that face powerful objections—objections that are completely independent of antiskeptical epistemological considerations. (shrink)

While epistemologists have long debated what it takes for beliefs to be justified, they've devoted much less collective attention to the question of what it takes for beliefs to be excused, and how excuses differ from justifications. This stands in contrast to the state of affairs in legal scholarship, where the contrast between justifications and excuses is a standard topic in introductory criminal law textbooks. My goal in this paper is to extract some lessons from legal theory for epistemologists seeking (...) to distinguish epistemic justifications from epistemic excuses. First, I'll provide a brief overview of appeals to the justification/excuse distinction in epistemology, focusing on the internalism/externalism debate. Then, I'll identify some choice points in legal theory for how to think about the function of the justification/excuse distinction, and will in turn correspond to analogous choice points in epistemology. Ultimately, I'll argue that depending on which way we go at some crucial junctures, we can motivate either a traditional, non‐factive, internalist conception of justification, or a purely factive one where truth is all that's required for a belief to be justified. But there's no clear path, via legal theory, to view that only beliefs that amount to knowledge are justified. (shrink)

Sanford Goldberg has called our attention to an interesting problem: How is it that young children can learn from the testimony of their caregivers (their parents, teachers, and nannies, for example) even when the children themselves are undiscriminating consumers of testimony? Part One describes the importance and scope of the problem, showing that it generalizes beyond tots and their caregivers. Part Two considers and rejects several strategies for solving the problem, including Goldberg's own. Part Three defends a solution, positing a (...) previously unnoticed social dimension to knowledge. (shrink)

It is argued that understanding is the norm of political discourse, and it is shown why political assertions can be epistemically problematic within a liberal democracy even when asserted knowledgeably.

Mainstream epistemology is a highly theoretical and abstract enterprise. Traditional epistemologists rarely present their deliberations as critical to the practical problems of life, unless one supposes—as Hume, for example, did not—that skeptical worries should trouble us in our everyday affairs. But some issues in epistemology are both theoretically interesting and practically quite pressing. That holds of the problem to be discussed here: how laypersons should evaluate the testimony of experts and decide which of two or more rival experts is most (...) credible. It is of practical importance because in a complex, highly specialized world people are constantly confronted with situations in which, as comparative novices, they must turn to putative experts for intellectual guidance or assistance. It is of theoretical interest because the appropriate epistemic considerations are far from transparent; and it is not clear how far the problems lead to insurmountable skeptical quandaries. This paper does not argue for flat-out skepticism in this domain; nor, on the other hand, does it purport to resolve all pressures in the direction of skepticism. It is an exploratory paper, which tries to identify problems and examine some possible solutions, not to establish those solutions definitively. (shrink)

The process of education, and in particular that involving very young children, often involves students' taking their teachers' word on a good many things. At the same time, good education at every level ought to inculcate, develop, and support students' ability to think for themselves. While these two features of education need not be regarded as contradictory, it is not clear how they relate to one another, nor is it clear how (when taken together) these features ought to bear on (...) educational practice itself. This article, which is largely programmatic, aims to provide tentative answers to these questions. (shrink)

The current literature on the value of knowledge is marred by two unwarranted presumptions, which together distort the debate and conceal what is perhaps the most basic value of knowledge, as distinct from mere true belief. These presumptions are the Synchronic Presumption, which confines philosophical attention to the present snapshot in time; and the Analytical Presumption, which has people look for the value of knowledge in some kind of warrant. Together these presumptions conceal that the value of knowledge might inhere (...) not in a necessary condition, but simply in a property that most knowledge possesses; and, in particular, that it might inhere, as I argue it does, in a certain property of 'resilience': the tendency to survive misleading counter-evidence over time owing to the subject's being in a position to weight it against evidence already possessed. (shrink)