This handbook article gives a critical overview of recent discussions of epistemic authority. It favors an account that brings into balance the dictates of rational deference with the ideals of intellectual self-governance. A plausible starting point is the conjecture that neither should rational deference to authorities collapse into total epistemic submission, nor the ideal of mature intellectual self-governance be conflated with (illusions of) epistemic autarky.

An epistemic agent A is a false epistemic authority for others iff they falsely believe A to be in a position to help them accomplish their epistemic ends. A major divide exists between what I call "epistemic quacks", who falsely believe themselves to be relevantly competent, and "epistemic charlatans", i.e., false authorities who believe or even know that they are incompetent. Both types of false authority do not cover what Lackey (2021) calls "predatory experts": experts who systematically misuse their social-epistemic (...) status as a cover for predatory behavior. Qua experts, predatory experts are competent and thus could (and maybe sometimes do) help their clients. But should we count them as genuine epistemic authorities? No, I argue, they are false epistemic authorities because, in addition to their practical and moral misconduct, such experts systematically deceive their clients, thereby thwarting the clients’ epistemic ends. (shrink)

ABSTRACT The testimonies of celebrities affect the lives of their many followers who pay attention to what they say. This gives celebrities a high degree of epistemic power, which has come under scrutiny during the COVID-19 pandemic. This paper investigates the duties that arise from this power. We argue that celebrities have a negative duty of testimonial justice not to undermine trust in authoritative sources by spreading misinformation or directing attention to untrustworthy sources. Moreover, celebrities have a general imperfect duty (...) to try to correct for an unjust distribution of attention by redirecting it to those who deserve it. During a pandemic this may become a perfect one, due to the harm that could be prevented if people follow the advice of experts. Relatedly, we argue that celebrities have an imperfect duty to promote behavior that will reduce the spread of a pandemic. We outline three ways they might do so: they might take on the position of a role model, they may act as a salience magnet or they can direct people’s attention towards others who have taken on these roles. (shrink)

We discuss the social-epistemic aspects of Catherine Elgin’s theory of reflective equilibrium and understanding and argue that it yields an argument for the view that a crucial social-epistemic function of epistemic authorities is to foster understanding in their communities. We explore the competences that enable epistemic authorities to fulfil this role and argue that among them is an epistemic virtue we call “epistemic empathy”.

How should we adjust our beliefs in light of the testimony of those who are in a better epistemic position than ourselves, such as experts and other epistemic superiors? In this paper, I develop and defend a deference model of epistemic authority. The paper attempts to resolve the debate between the preemption view and the total evidence view of epistemic authority by taking an accuracy-first approach to the issue of how we should respond to authoritative and expert testimony. I argue (...) that when we look at the debate through the lens of accuracy, it becomes clear that matters are more complicated than either the preemption view or the total evidence view are able to account for. Consequently, a deference model, outlined within a credence-based framework, does a better job of capturing the relevant phenomena, and explaining how we should update our beliefs in response to epistemically authoritative testimony. (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)

Epistemic paternalism is the thesis that in some circumstances we are justified in interfering with the inquiry of others for their own epistemic good without consulting them on the issue. This paper addresses the issue of who is rationally entitled to undertake paternalistic interferences, and in virtue of which features one has this entitlement. First, it undermines the view according to which experts are the most apt people to act as paternalist interferers. Then it argues that epistemic authorities are in (...) a better position to satisfy the requirements of justified epistemic paternalism, when conceived according to the service model of epistemic authority. Finally, it offers a virtue‐based account of paternalist interferers and shows how it can apply to cases in which the interferer is a group or an institution. (shrink)

The high predictive accuracy of contemporary machine learning-based AI systems has led some scholars to argue that, in certain cases, we should grant them epistemic expertise and authority over humans. This approach suggests that humans would have the epistemic obligation of relying on the predictions of a highly accurate AI system. Contrary to this view, in this work we claim that it is not possible to endow AI systems with a genuine account of epistemic expertise. In fact, relying on accounts (...) of expertise and authority from virtue epistemology, we show that epistemic expertise requires a relation with understanding that AI systems do not satisfy and intellectual abilities that these systems do not manifest. Further, following the Distribution Cognition theory and adapting an account by Croce on the virtues of collective epistemic agents to the case of human-AI interactions we show that, if an AI system is successfully appropriated by a human agent, a _hybrid_ epistemic agent emerges, which can become both an epistemic expert and an authority. Consequently, we claim that the aforementioned hybrid agent is the appropriate object of a discourse around trust in AI and the epistemic obligations that stem from its epistemic superiority. (shrink)

Large language models (LLMs) have now entered the realm of medical ethics. In a recent study, Balaset alexamined the performance of GPT-4, a commercially available LLM, assessing its performance in generating responses to diverse medical ethics cases. Their findings reveal that GPT-4 demonstrates an ability to identify and articulate complex medical ethical issues, although its proficiency in encoding the depth of real-world ethical dilemmas remains an avenue for improvement. Investigating the integration of LLMs into medical ethics decision-making appears to be (...) an interesting avenue of research. However, despite the promising trajectory of LLM technology in medicine, it is crucial to exercise caution and refrain from attributing their expertise to medical ethics. Our thesis follows an examination of the nature of expertise and the epistemic limitations that affect LLM technology. As a result, we propose two more fitting applications of LLMs in medical ethics: first, as tools for mining electronic health records or scientific literature, thereby supplementing evidence for resolving medical ethics cases, and second, as educational platforms to foster ethical reflection and critical thinking skills among students and residents. The integration of LLMs in medical ethics, while promising, requires careful consideration of their epistemic limitations. Consequently, a well-considered definition of their role in ethically sensitive decision-making is crucial. (shrink)

Is ChatGPT a good teacher? Or could it be? As understanding is widely acknowledged as one of the fundamental aims of education, the answer to these questions depends on whether ChatGPT fosters or could foster the acquisition of understanding in its users. In this paper, I tackle this issue in two steps. In the first part of the paper, I explore and analyze the set of skills and social-epistemic virtues that a teacher must exemplify to perform her job well – (...) in those contexts in which epistemic aims are at play and in which understanding plays a pivotal role. In the second part of the paper, I put my conception of good teacher to test and deal with the question whether, and to which extent, the software ChatGPT is (or could serve as, if suitably modified or fine-tuned) a good teacher for its users. I close with some final reflections that point to further directions of research. -/- . (shrink)

ABSTRACTExperts use their superior skills and understanding to mediate between evidence in some domain and non-experts. But how should we understand the proper relationship between experts and non-experts? In this paper, I present two ways of conceiving experts’ mediating role from the perspective of non-experts: the Authority View and the Advisor View. Jennifer Lackey has criticized the Authority View and defended the Advisor View. I defend an account of epistemic authority that avoids her criticisms while arguing the Advisor View lacks (...) the advantages she claims. Ultimately, I present a hybrid approach according to which whether we should treat experts as authorities or advisors varies depending upon the presence of certain epistemic and moral concerns. (shrink)

This paper attempts to provide a remedy to a surprising lacuna in the current discussion in the epistemology of expertise, namely the lack of a theory accounting for the epistemic authority of collective agents. After introducing a service conception of epistemic authority based on Alvin Goldman’s account of a cognitive expert, I argue that this service conception is well suited to account for the epistemic authority of collective bodies on a non-summativist perspective, and I show in detail how the defining (...) requirements of an expert can apply to epistemic groups. (shrink)

Article Summary. The epistemology of disagreement studies the epistemically relevant aspects of the interaction between parties who hold diverging opinions about a given subject matter. The central question that the epistemology of disagreement purports to answer is how the involved parties should resolve an instance of disagreement. Answers to this central question largely depend on the epistemic position of each party before disagreement occurs. Two parties are equally positioned from an epistemic standpoint—namely, they are epistemic peers—to the extent that they (...) have roughly equal access to the evidence and comparable intellectual resources. When one party is epistemically better positioned than the other—that is, when one is an epistemic superior—it is widely agreed that this party should retain their belief while the other party—the epistemic inferior—should revise their opinion in the direction of what the epistemic superior believes. Addressing the central question is a complex task when the disagreeing parties are epistemic peers. Three main answers can be distinguished. Conciliatory answers mandate that both parties revise—i.e. lower their confidence in—their beliefs upon the occurrence of peer disagreement. Steadfast answers allow both parties to retain their respective beliefs, thereby committing them to demote the epistemic position of the interlocutor. The third group of answers suggests that the solution to peer disagreement depends on whether either party is highly justified in holding their belief. If either party is highly justified, then it is rational that this party retains its view. If neither party is highly justified, both should revise. The epistemology of disagreement addresses further important questions such as: whether the occurrence of disagreement opens the doors to skepticism and/or relativism; what the consequences of epistemic disagreement on intellectual character are; what laypeople should do when experts disagree with each other; and whether disagreement among groups can be treated in the same way as disagreement among individuals. (shrink)

According to preemptionism, a layperson should treat the fact that an epistemic authority believes p as a reason to believe p that replaces her other reasons relevant to believing p and is not simply added to them. Many authors have found the unqualified version of preemptionism, as defended by Linda Zagzebski, too strong. At the same time, a number of them have recently advocated weakened or qualified preemptionist accounts. In this paper, I criticise these accounts. I argue that some of (...) them cannot explain the possibility of rational persistent disagreements between laypeople and epistemic authorities, while those that can explain it fail to account either for the extent to which justification is a holistic phenomenon or for the role of what I call ‘control reasons’ in the laypeople's epistemic conduct. (shrink)

It is widely acknowledged in the literature in social epistemology that knowledge has a social dimension: we are epistemically dependent upon one another for most of what we know. Our knowledge can be, and very often is, grounded on the epistemic achievement of somebody else. But what about epistemic aims other than knowledge? What about understanding? Prominent authors argue that understanding is not social in the same way in which knowledge is. Others can put us in the position to understand, (...) but when we understand something, this accomplishment is to be credited mainly if not entirely to us, as it is due to the successful exercise of our own cognitive abilities. In this paper, I show that the social dimension of understanding closely resembles the social dimension of knowledge. I distinguish between three different ways in which a subject can depend upon another subject for (either the acquisition or the possession of) a certain epistemic good. I then argue that all these kinds of epistemic dependence apply to knowledge and understanding alike. If I am right, understanding is not (always) an achievement to be (mainly) credited to the single epistemic agent who understands. (shrink)

While AI systems are increasingly assuming roles traditionally occupied by human epistemic authorities (EAs), their epistemological status remains unclear. This paper aims to address this lacuna by assessing the potential for AI systems to be recognized as artificial epistemic authorities. In a first step, I examine the arguments against considering AI systems as EAs, in particular the established model of EAs as engaging in intentional belief transfer via testimony to laypeople – a process seemingly inapplicable to intentionless and beliefless AI. (...) Despite this, AI systems exhibit striking epistemic parallels with human EAs, including epistemic asymmetry and opacity that give rise to comparable challenges for both laypeople and AI users. These challenges include the identification problem – how to recognize reliable EAs/AI systems – and the deference problem – determining the appropriate epistemic stance towards EAs/AI systems. Faced with this dilemma, I discuss three possible solutions: 1. reject the concept of artificial EAs, 2. accept that AI can possess beliefs and intentions and thus align with the standard model, or 3. develop an alternative model that encompasses artificial EAs. I argue that while each option has its benefits and costs, a particularly strong case can be made for option 3. (shrink)

The role of testimony in the transmission and generation of knowledge has been debated vigorously in contemporary epistemology. More recently, types other than propositional knowledge are also being discussed, among them know-how. No special attention, however, has been paid so far to tacit forms of know-how. In this article, I am arguing for the thesis that testimony, if understood in an inclusive way, can play a central role in the transmission and generation of tacit know-how. This thesis is embedded in (...) a virtue-theoretic framework: next to testimony, successful acquisition of tacit know-how crucially depends on the relationship between teacher and student and the virtues they both display. (shrink)