This paper defends the Intention Account of Inquiry. On this account, inquiry is best understood by appeal to a ‘question-directed intention’ (QDI), an intention to answer a question broadly construed. This account’s core commitments help meet recent challenges plaguing extant approaches to characterizing inquiry. First, QDIs are the type of mental state central to inquiry, not attitudes like curiosity or wonder. Second, holding a QDI towards a question and acting in service of it constitutes the start of inquiry. Third, controversial (...) norms which mandate a rational inquirer's ignorance towards the answer to her question can be reformulated and defended by appeal to rational constraints on intention. Fourth, instrumental pressures inquirers face are the standard pressures of plan-rationality. In defending these theses, I show that the Intention Account provides compelling explanations to standing challenges, in ways competitors cannot. It does so by advancing understanding of how our epistemic and practical agency are intertwined. (shrink)

Why engage in inquiry? According to many philosophers, the goal of inquiring into some question is to come to know its answer. While this view holds considerable appeal, this paper argues that it stands in tension with another highly attractive thesis: knowledge does not require absolute certainty. Forced to choose between these two theses, I argue that we should reject the idea that inquiry aims at knowledge. I go on to develop an alternative view, according to which inquiry aims at (...) maximizing the epistemic value of our credences. This alternative view makes room for knowledge that falls shy of certainty, and it coheres nicely with a rich body of work in epistemic decision theory. I proceed to highlight the implications of this replacement for some important topics in epistemology, including the dogmatism paradox, the nature of interrogative attitudes, and the norm of practical reasoning. (shrink)

This paper looks at three ways of addressing probabilism’s implausible requirement of logical omniscience. The first and most common strategy says it’s okay to require an ideally rational person to be logically omniscient. I argue that this view is indefensible on any interpretation of ‘ideally rational’. The second strategy says probabilism should be formulated not in terms of logically possible worlds but in terms of doxastically possible worlds, ways you think the world might be. I argue that, on the interpretation (...) of this approach that lifts the requirement of certainty in all logical truths, the view becomes vacuous, issuing no requirements on rational believers at all. Finally, I develop and endorse a new solution to the problem. This view proposes dynamic norms for reasoning with credences. The solution is based on an old proposal of Ian Hacking’s that says you’re required to be sensitive to logical facts only when you know they are logical facts. (shrink)

This article aims to contribute to the elucidation of the nature of inquiry. I start with some common desiderata for any theory of inquiry. I then categorize inquiry as a structured process. By focusing on its essential components, I advance a new characterization of inquiry as a combination of questioning attitudes guiding actions. Finally, I turn to the recent objection that questioning attitudes are not necessary for inquiry. I argue that inquiry is a structured process essentially constituted by questioning attitudes (...) having two precise functional roles, initiating and guiding the deployment of cognitive capacities towards an epistemic goal. (shrink)

Following a common assumption, when one inquires into a question, one has an inquisitive attitude towards it. More precisely, I shall assume that there is an inquisitive attitude towards Q that all of those who inquire into Q have in common and in virtue of which they can be said to be in an inquisitive state of mind towards Q. This paper is about the nature of this attitude. I elucidate it by examining whether it boils down to doubt, curiosity, (...) epistemic desire, or wondering. I shall do this by examining whether having these attitudes is necessary and sufficient for being in an inquisitive state of mind. The test will prove negative for the first three, but the case of wondering is more complex. (shrink)

Are norms of inquiry in tension with epistemic norms? I provide a (largely) negative answer, turning to a picture of epistemic practices as rule-governed games. The idea is that, while epistemic norms are correctness standards for the attitudes involved in epistemic games, norms of inquiry derive from the aims of those games. Attitudes that, despite being epistemically correct, are inadvisable regarding the goals of some inquiry are just like bad (but legal) moves in basketball or chess. I further consider cases (...) in which the aims of inquiry recommend breaking epistemic norms. I compare them to strategic infractions, which are common in many coherent games. Finally, I explore the connections between rules and aims in games and in inquiry. I show that in both cases respecting the rules is constitutively required for satisfying the aims of the practice. (shrink)

Various philosophers have recently defended norms of inquiry which forbid inquiry into questions which lack true answers. I argue that these norms are overly restrictive, and that they fail to capture an important relationship between inquiry and our position as non-ideal epistemic agents. I defend a more flexible and forgiving norm: Epistemic Improvement. According to this norm, inquiry into a question is permissible only if it’s not rational for one to be sure that by inquiring one won’t improve epistemically upon (...) the question. This norm illuminates the significant role that inquiry plays in our lives, given our epistemic nonideality, and it also motivates a robust understanding of the value of inquiry, as encompassing epistemic improvements which go beyond figuring out the answers to questions. (shrink)

According to Sosa (2015, 2021), the domain of epistemic normativity divides into gnoseology and intellectual ethics, a boundary that results from the key notion that gnoseological assessments are telic. We share this view here and highlight the implications that the telic claim has for different debates in contemporary epistemology. However, we also raise the complaint that Sosa’s analogy of the archer has suggested that this boundary aligns with those of the instant of cognitive performance and its attributability to an individual, (...) as featured in the Cartesian fundamental epistemic question: _What should I believe now?_ Against this Cartesian imprint, we claim that temporality and sociality may be constitutive features of gnoseology. In order to show this, we introduce alternative analogies of belief formation processes that illustrate how cognitive achievements may be collectively attained across time, features that may manifest as an epistemology of conversation. (shrink)

Many philosophers have recently challenged the monistic idea that knowledge is the sole aim of our inquiries into questions. Specifically, by giving examples, they argue that we can factually and legitimately inquire into questions to achieve states different from the mere knowledge of the correct and complete answer. Given this, they end up with a pluralistic stance about the aim of our inquiries into questions. In this paper, I will show that the pluralists’ cases do not seriously threaten knowledge monism. (...) First, I will describe how a knowledge monist can slightly revise her position and motivate the following claim: The aim of our inquiries into questions is not the mere knowledge but the occurrent knowledge of the correct and complete answer – a type of knowledge that is operative in our actions and cognition. Second, I will show how the monist can defend this position from the cases the pluralists offer by highlighting how our inquiries come in a variety and are bound to contextual aspects. Finally, by analysing the monist’s strategy further, I will end up with a new theory of inquiry: A theory that is contextualist, pluralist about the variety of inquiries, but monistic about their specific aims. (shrink)

Several authors have recently argued that knowledge is not the aim of inquiry since it can make sense to inquire into a question even though one knows the answer. I argue that this a faulty diagnostic for determining whether one has met the constitutive standard of success of an activity type. The constitutive standards of success tell us when an activity is successful, but such standards can be exceeded and exceeding them can be reasonable. To back this up I develop (...) an account of zetetic supererogation and argue that subjects who continue to inquire into a question while knowing the answer do what is zetetically supererogatory. (shrink)

Sextus Empiricus tells us that the sceptics conduct investigations. Genuine investigations are commonly taken to have some connection with the aim of discovering truth. Sextus also tells us that the sceptics aim at tranquillity in their investigations. But they do this only by suspending judgement. In what sense, then, are their investigations connected with the aim of discovering truth? This article argues that there is a sense in which Sextus can reasonably take sceptical investigations to be connected with the aim (...) of discovering truth, even though the sceptics only aim at preserving their tranquillity by suspending judgement. (shrink)

Are norms of inquiry in tension with epistemic norms? I provide a (largely) negative answer, turning to a picture of epistemic practices as rule-governed games. The idea is that, while epistemic norms are correctness standards for the attitudes involved in epistemic games, norms of inquiry derive from the aims of those games. Attitudes that, despite being epistemically correct, are inadvisable regarding the goals of some inquiry are just like bad (but legal) moves in basketball or chess. I further consider cases (...) in which the aims of inquiry recommend breaking epistemic norms. I compare them to strategic infractions, which are common in many coherent games. Finally, I explore the connections between rules and aims in games and in inquiry. I show that in both cases respecting the rules is constitutively required for satisfying the aims of the practice. (shrink)

What is epistemically required of the rationally hopeful? In this paper, I propose that, as a subject becomes hopeful that p, she also adopts an inquiring attitude toward the question of whether p. Moreover, remaining rationally hopeful requires maintaining an inquiring attitude toward those possibilities we are hopeful about. On top of being led by a particular practical goal (that of attaining p), I suggest that the hopeful agent is also led by the epistemic goal of knowing whether p. Adding (...) the “inquiry” criteria to rational hopefulness helps explain our intuition that there is something wrong with being hopeful that p and not disposed to inquire into whether p. It also helps us further distinguish hopefulness from other positive attitudes we adopt in the face of uncertainty, such as optimism, and faith. (shrink)

The epistemic regress problem targets our ability to provide reasons for our beliefs. If we need reasons for our beliefs, then we may also need to provide reasons for those reasons, and so on into regress. Because the epistemic regress problem is often cast as an attack on our ability to achieve justification, it is often thought that epistemic positions which do not rely on notions like justification escape without difficulty. The first goal of this dissertation is to establish the (...) generality of the epistemic regress problem, beyond all technicalities regarding the nature of justification. To do this, I propose a new minimal epistemic standard, that we should hold no bald assertions to be epistemically acceptable. I then use this epistemic standard to construct two new forms of the epistemic regress problem. The first version of the problem is reminiscent of the classical problem in that it attacks our ability to locate any such reason. The second version of the problem attacks our ability to unite any such reason to a particular claim that it is supposed to support. The second goal of this dissertation is to argue that pragmatism fails as a solution to the epistemic regress problem. The pragmatist seeks to avoid the regress by provisionally accepting their beliefs to be evaluated later. In so doing, the pragmatist seeks to have reasonable beliefs, but only after having accepted them provisionally. After eliminating other theoretical alternatives that the pragmatist may use to bolster their position, I argue that the pragmatic solution is not successful because (1) it is committed to some foundational beliefs that are necessary to facilitate the evaluation of their provisional beliefs which fall prey to the regress, and (2) the employment of these criteria of evaluation encounters the regress in its second form. I conclude by advocating for an understanding of Pyrrhonian skepticism under which we are not required to eschew our everyday beliefs that is nevertheless commensurate with the epistemic regress. (shrink)