Self-control is integral to successful human agency. Without it we cannot extend our agency across time and secure central social, moral, and personal goods. But self-control is not a unitary capacity. In the first part of this paper we provide a taxonomy of self-control and trace its connections to agency and the self. In part two, we turn our attention to the external conditions that support successful agency and the exercise of self-control. We argue that what we call moral security (...) is a critical foundation for agency. Parts three and four explore what happens to agency when moral security is lacking, as in the case of those subject to racism, and those living in poverty. The disadvantages suffered by those who are poor, in a racial minority or other oppressed group, or suffering mental illness or addiction, are often attributed to a lack of individual self-control or personal responsibility. In particular, members of these groups are often seen as irresponsibly focused on short-term pleasures over long-term good, a view underwritten by particular psychological theories of self-control. We explore how narratives about racism and poverty undermine moral security, and limit and distort the possibility of synchronic and diachronic self-control. Where moral security is undermined, the connection between self-control and diachronic goods often fails to obtain and agency contracts accordingly. We close with some preliminary reflections on the implications for responsibility. (shrink)

Mary Astell is a fascinating seventeenth‐century figure whose work admits of many interpretations. One feature of her work that has received little attention is her focus on bad custom. This is surprising; Astell clearly regards bad custom as exerting a kind of epistemic power over agents, particularly women, in a way that limits their intellectual capacities. This article aims to link two contemporary sociopolitical/social‐epistemological projects by showing how a seventeenth‐century thinker anticipated these projects. Astell's account of bad custom shows that (...) she was attuned to the kinds of institutional or structural explanations theorized by Sally Haslanger, and that she acknowledges that bad custom—as an institutional or structural explanation—is intimately linked with epistemic injustice, albeit a kind not yet captured by contemporary social epistemologists. I call this form of epistemic injustice found in Astell epistemic internalization injustice. I argue that the epistemic significance of Astell's notion of bad custom is that it enables us to understand how bad custom conditions human relations in such a way as to result in epistemic injustice. Through coming to understand her notion of bad custom, we can expand our understanding of social epistemic phenomena like epistemic injustice. (shrink)

My aim in this article is to propose that an insightful way of articulating the feminist concept of epistemic injustice can be provided by paying significant attention to recognition theory. The article intends to provide an account for diagnosing epistemic injustice as a social pathology and also attempts to paint a picture of some social cure of structural forms of epistemic injustice. While there are many virtues to the literature on epistemic injustice, epistemic exclusion and silencing, current discourse on diagnosing (...) as well as explicating and overcoming these social pathologies can be improved and enriched by bringing recognition theory into the conversation: under recognition theory, social normative standards are constructed out of the moral grammar of recognition attributions. I shall argue that the failure to properly recognize and afford somebody or a social group the epistemic respect they merit is an act of injustice in the sense of depriving individuals of a progressive social environment i... (shrink)

How should we explore the relationship between race and educational opportunity? One approach to the Black-White achievement gap explores how race and class cause disparities in access and opportunity. In this paper, I consider how education contributes to the creation of race. Considering examples of classroom micropolitics, I argue that breakdowns of trust and trustworthiness between teachers and students can cause substantial disadvantages and, in the contemporary United States, this happens along racial lines. Some of the disadvantages are academic: high (...) achievement is more difficult when one faces mistrust, ego depletion, effort pessimism, and insult. And within a knowledge economy, exclusion from knowledge work makes one vulnerable to injustice. But the problem goes deeper than achievement, for schools are contexts in which we develop self-understandings and identities that situate us as members of society. If students of color are systematically denied full participation in trusting conversations that create shared knowledge—especially, knowledge that holds power within the dominant culture—they are unjustly deprived resources to form flourishing selves that are suited to the positions of power and authority. The argument suggests that knowledge is not best understood simply as a commodity to be distributed, and opportunity is not just a matter of access. Moreover, even if access is granted, those who are motivated and talented can fail: they drain their willpower by coping with insults, or reasonably lose optimism about their efficacy. Over time, motivation may shift away from achievement, and under the circumstances this can be a rational response. The barriers to achievement are many, but true opportunity is impossible without trust and trustworthiness. (shrink)

Research on the status and experience of women in academia in the last 30 years has challenged conventional explanations of persistent gender inequality, bringing into sharp focus the cumulative impact of small scale, often unintentional differences in recognition and response: the patterns of 'post-civil rights era' dis­crimination made famous by the 1999 report on the status of women in the MIT School of Science. I argue that feminist standpoint theory is a useful resource for understanding how this sea change in (...) understanding gender inequity was realized. At the same time, close attention to activist research on workplace environment issues suggests ways in which our understanding of standpoint theory can fruitfully be refined. I focus on the implications of two sets of distinctions: between types of epistemic injustice (and correlative advantage) that may affect marginalized knowers; and between the resources of situated knowledge and those of a critical standpoint on knowledge production. (shrink)

This highly multidisciplinary collection discusses an increasingly important topic among scholars in science and technology studies: objectivity in science. It features eleven essays on scientific objectivity from a variety of perspectives, including philosophy of science, history of science, and feminist philosophy. Topics addressed in the book include the nature and value of scientific objectivity, the history of objectivity, and objectivity in scientific journals and communities. Taken individually, the essays supply new methodological tools for theorizing what is valuable in the pursuit (...) of objective knowledge and for investigating its history. The essays offer many starting points, while suggesting new avenues of research. Taken collectively, the essays exemplify the very virtues of objectivity that they theorize—in reading them together, the reader can sense various anxieties about the dangerously subjective in our age and locate commonalities of concern as well as differences of approach. As a result, the volume offers an expansive vision of a research community seeking a communal understanding of its own methods and its own epistemic anxieties, struggling to enunciate the key problems of knowledge of our time and offer insight into how to overcome them. -/- (Contributors: Alex Csiszar, Scott Edgar, Peter Galison, Ian Hacking, Sandra Harding, Moira Howes, Paolo Savoia, Judy Segal, Joan Steigerwald, and Alison Wylie). (shrink)

The aim of this article is to present trust as a meta-emotion, such that it is an emotion that precedes first-order emotions. It examines how trust can be considered a meta-emotion by establishing criteria for identifying trust as a meta-emotion. How trust plays out differently in aesthetic and ordinary contexts can provide another mode for investigating meta-emotions. The article illustrates how it is possible to recognize these meta-emotions in narratives. Finally, it presents one of the aims of trust, sharing knowledge (...) between agents, when someone who provides testimony shares knowledge in an epistemic trust process with others. It shows a relationship construction between subjects and objects thanks to the trust, a meta-emotion that represents emotional ties between subjects to achieve another emotion. (shrink)

Nuestro objetivo es examinar por qué la confianza puede ser considerada como una emoción secundaria y cómo ésta se aborda de diferente manera en un contexto estético u ordinario, lo cual proporciona otro modo de investigar las emociones secundarias_. _Nuestra tesis se desarrolla en tres secciones y una conclusión. En la primera sección, hemos desarrollado ejemplos y hecho observaciones a modo de análisis para probar por qué las narrativas son importantes para nuestras emociones secundarias. En la segunda sección, hemos examinado (...) por qué la confianza puede ser considerara como una emoción secundaria así como establecer un criterio para identificarla como tal_. _En la tercera sección, presentamos una de las funciones de la confianza, el intercambio de conocimiento entre agentes, cuando se comparte conocimiento en un proceso epistémico con otros. Hemos comprobado que la construcción de la relación entre sujetos y objetos se produce mayoritariamente gracias a la confianza. Una emoción secundaria que representa lazos afectivos entre sujetos para acceder a una emoción primaria. (shrink)

Our aim is to examine why trust can be considered a second-order emotion and how the way in which trust plays out differently in aesthetic and ordinary contexts can provide another mode of investigating second-order emotions. Our thesis is developed in three sections and a conclusion.In the first section, we perform an example analysis to show why narratives are important for our emotions. In the second section, we examine how trust can be considered a second-order emotion and establish criteria for (...) identifying it as a second-order emotion. In the third section, we present one of the aims of trust, i.e. sharing knowledge between agents, when a testimony-giver shares knowledge in an epistemic trust process with others. We show how the relationship construction between persons thanks to trust, a second-order emotion that represents emotional ties between agents to achieve a first-order emotion. (shrink)

Miranda Fricker identifies a specific kind of epistemic harm that comes from assigning diminished credibility to others; when this is the result of identity prejudice it results in testimonial injustice. Fricker argues that this kind of injustice follows only from assigning diminished credibility to a person; assigning inflated credibility is never a testimonial injustice. In this paper I examine and expand arguments to the effect that assigning inflated credibility to one person can epistemically harm another. I extend this argument to (...) self-evaluation. Psychological research on the overconfidence bias reveals ways in which we may systematically assign too much epistemic credibility to ourselves. However, our biases are not simple; they have a complex pattern revealed by the Dunning–Kruger effect. I will argue that we need to develop virtues of self-evaluation help counteract our self-bias. These virtues will be an important tool in helping us to avoid committing epistemic injustice to ourselves and to others. (shrink)

This paper argues that one of the most valuable insights that Muslim-Americans ought to bring into the political arena is our affective response to the government of the United States' internal and foreign policies regarding Muslims. I posit the concept of empathy as one such response that ought to inform our foreign policy in a manner inclusive of Muslim-Americans. The scope of our epistemic privilege encompasses the affective response that crosses borders of the nation-state in virtue of our propinquity to (...) the narratives of Muslims globally. Such an affective response is crucial to our selves remaining multiplicitous and whole. Furthermore, I argue that we ought to access and assess those aspects of our identity that make us subject to suspicions of disloyalty, because it is precisely those aspects that can inform our social and political discourse in a more morally adequate and responsive way. (shrink)

The Linda paradox is a key topic in current debates on the rationality of human reasoning and its limitations. We present a novel analysis of this paradox, based on the notion of verisimilitude as studied in the philosophy of science. The comparison with an alternative analysis based on probabilistic confirmation suggests how to overcome some problems of our account by introducing an adequately defined notion of verisimilitudinarian confirmation.

The very rules of our language games contain mechanisms of disregard. Philosophy of language tends to treat speakers as peers with equal discursive authority, but this is rare in real, lived speech situations. This paper explores the mechanisms of discursive inclusion and exclusion governing our speech practices, with a special focus on the role of gender attribution in undermining women’s authority as speakers. Taking seriously the metaphor of language games, we must ask who gets in the game and whose moves (...) can score. To do this, I develop an eclectic analysis of language games using basic inferential role theory and the concept of a semantic index, and develop the distinction between positional authority and expertise authority, which often conflict for members of oppressed groups. Introducing the concepts of master switches and sub-switches that attach to the index and change scorekeeping practices, I argue that women’s gender status conflicts with our status as authoritative speakers because sex marking in semantics functions as a master switch—“the F-switch”—on the semantic index, which, once thrown, changes the very game. An advantage of using inferentialism for understanding disregard of women’s discursive authority is that it locates the problem in the sanctioned moves, in the deontic structure of norms and practices of scorekeeping, and not primarily in the individual intentions of particular people. (shrink)

In this paper we address the question of how it can be possible for a non-expert to acquire justified true belief from expert testimony. We discuss reductionism and epistemic trust as theoretical approaches to answer this question and present a novel solution that avoids major problems of both theoretical options: Performative Expert Testimony (PET). PET draws on a functional account of expertise insofar as it takes the expert’s visibility as a good informant capable to satisfy informational needs as equally important (...) as her specific skills and knowledge. We explain how PET generates justification for testimonial belief, which is at once assessable for non-experts and maintains the division of epistemic labor between them and the experts. Thereafter we defend PET against two objections. First, we point out that the non-expert’s interest in acquiring widely assertable true beliefs and the expert’s interest in maintaining her status as a good informant counterbalances the relativist account of justification at work in PET. Second, we show that with regard to the interests at work in testimonial exchanges between experts and non-experts, PET yields a better explanation of knowledge-acquisition from expert testimony than externalist accounts of justification such as reliabilism. As our arguments ground in a conception of knowledge, which conceives of belief-justification as a declarative speech act, throughout the rearmost sections of this paper we also indicate to how such a conception is operationalized in PET. (shrink)

In this paper we address the question of how it can be possible for a non-expert to acquire justified true belief from expert testimony. We discuss reductionism and epistemic trust as theoretical approaches to answer this question and present a novel solution that avoids major problems of both theoretical options: Performative Expert Testimony. PET draws on a functional account of expertise insofar as it takes the expert’s visibility as a good informant capable to satisfy informational needs as equally important as (...) her specific skills and knowledge. We explain how PET generates justification for testimonial belief, which is at once assessable for non-experts and maintains the division of epistemic labor between them and the experts. Thereafter we defend PET against two objections. First, we point out that the non-expert’s interest in acquiring widely assertable true beliefs and the expert’s interest in maintaining her status as a good informant counterbalances the relativist account of justification at work in PET. Second, we show that with regard to the interests at work in testimonial exchanges between experts and non-experts, PET yields a better explanation of knowledge-acquisition from expert testimony than externalist accounts of justification such as reliabilism. As our arguments ground in a conception of knowledge, which conceives of belief-justification as a declarative speech act, throughout the rearmost sections of this paper we also indicate to how such a conception is operationalized in PET. (shrink)

Journal of Social Philosophy, EarlyView.

I consider some uses of citations in academic writing and analyze them as instances of the “appeal to expert opinion” argumentative scheme to show that the critical questions commonly linked to this scheme are difficult to apply. I argue that, by considering citations as special communicative and argumentative situated acts, their use in real practice can be explained more adequately. Adaptation to the audience and to the social constraints is common and necessary in order to collaborate with others and to (...) advance in a discipline, but also to attain rhetorical goals that differ from strictly cognitive ones. (shrink)

The aim of this paper is to adapt Miranda Fricker’s concept of testimonial injustice to cases of what I call “argumentative injustice”: those cases where an arguer’s social identity brings listeners to place too much or little credibility in an argument. My recommendation is to adopt a stance of “metadistrust”—we ought to distrust our inclinations to trust or distrust members of stereotyped groups.

In academic contexts the appeal to authority is a quite common but seldom tested argument, either because we accept the authority without questioning it, or because we look for alternative experts or reasons to support a different point of view. But, by putting ourselves side by side an already accepted authority, we often rhetorically manoeuvre to displace the burden of the proof to avoid the fear to present our opinions and to allow face saving.