Alongside existing research into the social, political and economic impacts of the Web, there is a need to study the Web from a cognitive and epistemic perspective. This is particularly so as new and emerging technologies alter the nature of our interactive engagements with the Web, transforming the extent to which our thoughts and actions are shaped by the online environment. Situated and ecological approaches to cognition are relevant to understanding the cognitive significance of the Web because of the emphasis (...) they place on forces and factors that reside at the level of agent–world interactions. In particular, by adopting a situated or ecological approach to cognition, we are able to assess the significance of the Web from the perspective of research into embodied, extended, embedded, social and collective cognition. The results of this analysis help to reshape the interdisciplinary configuration of Web Science, expanding its theoretical and empirical remit to include the disciplines of both cognitive science and the philosophy of mind. (shrink)

Group agents can act, and they can have knowledge. How should we understand the species of collective action which aims at knowledge? In this paper, I present an account of group inquiry. This account faces two challenges: to make sense of how large-scale distributed activities might be a kind of group action, and to make sense of the kind of division of labour involved in collective inquiry. In the first part of the paper, I argue that existing accounts of group (...) action face problems dealing with large-scale group actions, and propose a minimal alternative account. In the second part of the paper, I draw on an analogy between inquiry and conversation, arguing that work by Robert Stalnaker and Craige Roberts helps us to think about the division of labour. In the final part of the paper I put the accounts of group action and inquiry together, and consider how to think about group knowledge, deep ignorance, and the different kinds of division of labour. (shrink)

A plausible condition on having the standing to blame someone is that the target of blame's wrongdoing must in some sense be your “business”—the wrong must in some sense harm or affect you, or others close to you. This is known as the business condition on standing to blame. Many cases of epistemic blame discussed in the literature do not obviously involve examples of someone harming or affecting another. As such, not enough has been said about how an individual's epistemic (...) failing can really count as another person's business. In this paper, I deploy a relationship-based account of epistemic blame to clarify the conditions under which the business condition can be met in the epistemic domain. The basic idea is that one person's epistemic failing can be another's business in virtue of the way it impairs their epistemic relationship. (shrink)

ABSTRACTThis article defends the importance of epistemic safety for legal evidence. Drawing on discussions of sensitivity and safety in epistemology, the article explores how similar considerations apply to legal proof. In the legal context, sensitivity concerns whether a factual finding would be made if it were false, and safety concerns how easily a factual finding could be false. The article critiques recent claims about the importance of sensitivity for the law of evidence. In particular, this critique argues that sensitivity does (...) not have much of an effect on the value of legal evidence and that it fails to explain legal doctrine. By contrast, safety affects the quality of legal evidence, and safety better explains central features of the law of evidence, including probative value, admissibility rules, and standards of proof. (shrink)

When should a scientific community be cognitively diverse? This article presents a model for studying how the heterogeneity of learning heuristics used by scientist agents affects the epistemic efficiency of a scientific community. By extending the epistemic landscapes modeling approach introduced by Weisberg and Muldoon, the article casts light on the micro-mechanisms mediating cognitive diversity, coordination, and problem-solving efficiency. The results suggest that social learning and cognitive diversity produce epistemic benefits only when the epistemic community is faced with problems of (...) sufficient difficulty. (shrink)

Since anonymous agents can spread misinformation with impunity, many people advocate for greater accountability for internet speech. This paper provides a veritistic argument that accountability mechanisms can cause significant epistemic problems for internet encyclopedias and social media communities. I show that accountability mechanisms can undermine both the dissemination of true beliefs and the detection of error. Drawing on social psychology and behavioral economics, I suggest alternative mechanisms for increasing the trustworthiness of internet communication.

This paper presents an account of how to evaluate formal models of science: models and simulations in social epistemology designed to draw normative conclusions about the social structure of scientific research. I argue that such models should be evaluated according to their representational and predictive accuracy. Using these criteria and comparisons with familiar models from science, I argue that most formal models of science are incapable of supporting normative conclusions.

While many philosophers have agreed that evidence of disagreement is a kind of higher-order evidence, this has not yet resulted in formally precise higher-order approaches to the problem of disagreement. In this paper, we outline a simple formal framework for determining the epistemic significance of a body of higher-order evidence, and use this framework to motivate a novel interpretation of the popular “equal weight view” of peer disagreement—we call it the Variably Equal Weight View (VEW). We show that VEW differs (...) from the standard Split the Difference (SD) interpretation of the equal weight view in almost all cases of peer disagreement, and use our formal framework to explain why SD has seemed attractive but is in fact misguided. A desirable feature of VEW, we argue, is that it gives rise to plausible instances of synergy—an effect whereby the parties to a disagreement should become more (or less) confident in the disputed proposition than any of them were prior to disagreement. Lastly, we show how VEW may be generalized to cases of non-peer disagreement. (shrink)

Mandevillian intelligence is a specific form of collective intelligence in which individual cognitive shortcomings, limitations and biases play a positive functional role in yielding various forms of collective cognitive success. When this idea is transposed to the epistemological domain, mandevillian intelligence emerges as the idea that individual forms of intellectual vice may, on occasion, support the epistemic performance of some form of multi-agent ensemble, such as a socio-epistemic system, a collective doxastic agent, or an epistemic group agent. As a specific (...) form of collective intelligence, mandevillian intelligence is relevant to a number of debates in social epistemology, especially those that seek to understand how group (or collective) knowledge arises from the interactions between a collection of individual epistemic agents. Beyond this, however, mandevillian intelligence raises issues that are relevant to the research agendas of both virtue epistemology and applied epistemology. From a virtue epistemological perspective, mandevillian intelligence encourages us to adopt a relativistic conception of intellectual vice/virtue, enabling us to see how individual forms of intellectual vice may (sometimes) be relevant to collective forms of intellectual virtue. In addition, mandevillian intelligence is relevant to the nascent sub-discipline of applied epistemology. In particular, mandevillian intelligence forces us see the potential epistemic value of (e.g., technological) interventions that create, maintain or promote individual forms of intellectual vice. (shrink)

This article brings together two sets of insights about deliberative democracy and uses them to develop a novel epistemic justification for the importance of testimony. Some democratic theorists have argued persuasively that a deliberative process limited to formal argumentation is exclusionary and thus undermines democratic legitimacy; they have made a compelling case for testimony on grounds of democratic inclusion. Others have made the case that deliberation has important epistemic benefits. Those theorists emphasize the give and take of reasons as a (...) means to arrive at well-informed collective decisions. The author’s central claim is that there is an important epistemic value to the inclusion of testimony. It can introduce new information into the deliberative process. It can enable deliberators to grasp connections between the particular and the general. And it can invite them to imaginatively engage with the experiences of others. These epistemic benefits provide a new set of reasons for including testimony in democratic deliberation. (shrink)

Many democratic countries have failed to stand up to the challenge presented by the COVID-19 pandemic. I argue that the collective response to the pandemic has been incapacitated by an ‘epistemic crisis’, (i.e., a breakdown in the social division of epistemic labor) that led to a failure of citizens’ beliefs to converge towards a shared perception of the situation. Neither a paucity of relevant expert knowledge nor democratic citizens’ irrationality is required for the crisis to emerge. In particular, I highlight (...) three obstacles capable of preventing relevant expert testimony from gaining democratic legitimacy necessary for an effective policy response: 1) the proper domain of expertise is uncertain; 2) regular citizens’ meta-expertise – (i.e., ability to discriminate among the putative experts based on their relative epistemic merit) – is not efficacious enough to trigger truth-convergence of the public opinion; 3) the prominent sources of third-party meta-expertise lack credibility due to their conflicts of interest. Since the first two problems appear irresolvable, I propose that the search for a path towards preclusion of future epistemic crises concentrates on upgrading the institutional fundament for meta-expertise provision. Social epistemology plays a vital role in this search, but its close cooperation with other disciplines is a must. (shrink)

Abstract: There are epistemic manipulators in the world. These people are actively attempting to sacrifice epistemic goods for personal gain. In doing so, manipulators have led many competent epistemic agents into believing contrarian theories that go against well-established knowledge. In this paper, I explore one mechanism by which manipulators get epistemic agents to believe contrarian theories. I do so by looking at a prominent empirical model of trustworthiness. This model identifies three major factors that epistemic agents look for when trying (...) to determine who is trustworthy. These are (i) ability, (ii) benevolence, and (iii) moral integrity. I then show how manipulators can manufacture the illusion that they possess these factors. This leads epistemic agents to view manipulators as trustworthy sources of information. Additionally, I argue that fact-checking will be an ineffective – or even harmful – practice when correcting the beliefs of epistemic agents who have been tricked by this illusion of epistemic trustworthiness. I suggest that in such cases we should use an alternative correction, which I call trust undercutting. (shrink)

In the history of western philosophy, people were often encouraged to seek knowledge by starting from their own minds and proceeding in a highly individualistic spirit. In recent contemporary philosophy, by contrast, there is a movement toward Social Epistemology, which urges people to seek knowledge from what others know. However, in selected fields some people are experts while others are laypersons. It is natural for self-acknowledged laypersons to seek help from the experts. But who, exactly, are the experts? Many people (...) claiming to be experts are not the real thing. How can laypersons identify genuine experts? This essay explores the problems that arise, pointing out some of the mistakes that can be made and how to avoid them. (shrink)

The dominant conception of delusion in psychiatry (in textbooks, research papers, diagnostic manuals, etc.) is predominantly epistemic. Delusions are almost always characterized in terms of their epistemic defects, i.e., defects with respect to evidence, reasoning, judgment, etc. However, there is an individualistic bias in the epistemic conception; the alleged epistemic defects and abnormalities in delusions relate to individualistic epistemic processes rather than social epistemic processes. We endorse the social epistemological turn in recent philosophical epistemology, and claim that a corresponding turn (...) is needed in the study of delusions. It is a turn from the (purely) individualistic conception, which characterizes delusions only by individualistic epistemic defects and abnormalities, to the (partially) social epistemic conception, which characterizes delusions by individualistic as well as social epistemic defects and abnormalities. This paper is intended as an initial step toward such a social epistemological turn. In particular, we will develop a new model of the development of delusions according to which testimonial abnormalities, including testimonial isolation and testimonial discount, are a causal factor in the development of delusions. (shrink)

Journalism and media studies lack robust theoretical concepts for studying journalistic knowledge ‎generation. More specifically, conceptual challenges attend the emergence of big data and ‎algorithmic sources of journalistic knowledge. A family of frameworks apt to this challenge is ‎provided by “social epistemology”: a young philosophical field which regards society’s participation ‎in knowledge generation as inevitable. Social epistemology offers the best of both worlds for ‎journalists and media scholars: a thorough familiarity with biases and failures of obtaining ‎knowledge, and a strong (...) orientation toward best practices in the realm of knowledge-acquisition ‎and truth-seeking. This paper articulates the lessons of social epistemology for two central nodes of ‎knowledge-acquisition in contemporary journalism: human-mediated knowledge and technology-‎mediated knowledge. ‎. (shrink)

I argue that recent evidence about our self-serving biases has radical implications for the epistemology of peer disagreement. I conclude that much of the time when you are disagreeing with someone you regard as your epistemic peer, you should not merely move halfway to her judgment, as The Equal Weight View has it. That is not conciliatory enough. Surprisingly often, you should be at least weakly confident that you are wrong, and that your disputant is right.

Since the publication of Kitcher’s influential paper The Division of Cognitive Labor, some philosophers wondered about these two related issues: (1) which is the optimal distribution of cognitive efforts among rival methods within a scientific community?, and (2) whether and how can a community achieve such an optimal distribution? Though not committing to any specific answer to question (1), I claim that issue (2) does not depend exclusively on an invisible hand like mechanism, since both intra-scientific and extra-scientific institutions may (...) play a major role. Finally, I examine some practical difficulties of reallocating scientists from a method to another, which leads to stress the importance of well-planned training and recruitment. (shrink)

Co-authorship of papers is very common in most areas of science, and it has increased as the complexity of research has strengthened the need for scientific collaboration. But the fact that papers have more than an author tends to complicate the attribution of merit to individual scientists. I argue that collaboration does not necessarily entail co-authorship, but that in many cases the latter is an option that individual authors might not choose, at least in principle: each author might publish in (...) a separate way her own contribution to the collaborative project in which she has taken part, or papers could explicitly state what the contribution of each individual author has been. I ask, hence, why it is that scientists prefer to ‘pool’ their contributions instead of keeping them separate, if what they pursue in their professional careers is individual recognition. My answer is based on the view of the scientific paper as a piece of argumentation, following an inferentialist approach to scientific knowledge. A few empirical predictions from the model presented here are suggested in the conclusions. (shrink)

This article proposes an alternative approach to social epistemology – a comprehensive approach. It argues that the dominant approaches to social epistemology, which it identifies as communitarian and veritistic, are inadequate. It observes that the nature of the emphasis that the communitarian approach places on the epistemic community foster mindless tolerance in epistemology, which makes the pursuit of the cognitive goal of truth difficult to attain. It also observes that the veritistic approach that seeks to refocus social epistemology on the (...) pursuit of the cognitive goal of obtaining truth does this at the expense of the affective goals of social epistemology. To overcome the inadequacies of the communitarian and the veritistic approaches and to ensure that social epistemology effectively pursues its cognitive and affective goals, this article offers the comprehensive approach. This approach absorbs the virtues of the communitarian and the veritistic approaches while avoiding their errors. Hence, it thrives on a view of truth that posits an objective and a subjective dimension of truth. The objective dimension ensures that the community only fosters and never impedes social epistemological projects such that social epistemology continues to pursue the cognitive goal of truth. The subjective dimension guarantees that the concern for truth does not lead to the neglect or abandonment of the pursuit of the affective goals of social epistemology. The rationale behind this approach is that for social epistemological projects and practices to remain truly epistemological and social, they must always take into consideration the cognitive and affective features of knowledge and knowers. (shrink)

The paper has two interconnected objectives. It argues that the intrinsic epistemic value of testimonies can be reduced to their moral and social values, that is, to their competent, conscientious, and honest performance. Consequently, competence, conscientiousness, and honesty are intrinsic epistemic values in science. The second objective is to offer an answer to the questions why and under what conditions a hearer can rationally accept a testimony in science. The values and subsequent norms of testimony are espoused and strictly enforced (...) by the scientific community. The norms of testimony ensure that rule-following scientists testify competently, conscientiously, and honestly. Due to value reduction, such testimonies also manifest their intrinsic epistemic value, that is, they serve as evidence for their content. So, if the norms of testimony are followed, then it is epistemically rational to adopt also the norm of the acceptance of testimonies. When the hearer accepts a testimony, he simply—and usually blindly—complies with this norm. Yet, he is epistemically rational because the norm he follows is epistemically rational, as well. (shrink)

The epistemic barriers to interdisciplinarity are understudied. To fill this gap, we ask whether a university initiative designed to reduce structural barriers to interdisciplinarity also facilitates the dissolution of epistemic ones. Through analytical autoethnography of graduate training in two disciplines, sociology and ecology, we develop the concept of asymmetric epistemology to better understand the unique epistemological position that emerges for interdisciplinarians. Building from feminist science and technology studies (STS) and scholarship on epistemic identities, our work illuminates how epistemologies are embodied (...) by individuals, leading to tensions around identity, materiality, and spatiality during the practice of interdisciplinarity. While some epistemic barriers recede and others remain, we reveal that the navigation of these boundaries deeply impacts individuals’ epistemic identities. (shrink)

Collective procedural memory is a group’s memory of how to do things, as opposed to a group’s memory of facts. It enables groups to mount effective responses to periodic events (e.g., natural hazards) and to sustain collective projects (e.g., combatting climate change). This article presents an account of collective procedural memory called the Ability Conception. The Ability Conception has various advantages over other accounts of collective procedural memory, such as those appealing to collective know-how and collective identity. It also demonstrates (...) new applications for collective procedural memory. I develop three in this article: to social epistemology, to the ethics of memorialization, and to a pattern of group vulnerability to recurring hazardous events that I call the saeculum effect. (shrink)

While some form of evaluation has always been employed in science (e.g. peer review, hiring), formal systems of evaluation of research and researchers have recently come to play a more prominent role in many countries because of the adoption of new models of governance. According to such models, the quality of the output of both researchers and their institutions is measured, and issues such as eligibility for tenure or the allocation of public funding to research institutions crucially depends on the (...) outcomes of such measures. However, concerns have been raised over the risk that such evaluation may be threatening epistemic pluralism by penalizing the existent heterodox schools of thought and discouraging the pursuit of new ones. It has been proposed that this may happen because of epistemic bias favouring mainstream research programmes. In this paper, I claim that (1) epistemic pluralism is desirable and should be preserved; (2) formal evaluation exercises may threaten epistemic pluralism because they may be affected by some form of epistemic bias; therefore, (3) to preserve epistemic pluralism, we need some strategy to actively dampen epistemic bias. (shrink)

The epistemic subject of collective scientific knowledge has been a matter of dispute in recent philosophy of science and epistemology. Following the distributed cognition framework, both collective-subject accounts (most notably by Knorr-Cetina, in _Epistemic Cultures_, Harvard University Press, 1999) as well as no-subject accounts of collective scientific knowledge (most notably by Giere, Social Epistemology 21:313–320, 2007; in Carruthers, Stich, Siegal (eds), _The Cognitive Basis of Science_, Cambridge University Press, 2002a) have been offered. Both strategies of accounting for collective knowledge are (...) problematic from the perspective of mainstream epistemology. Postulating genuinely collective epistemic subjects is a high-commitment strategy with little clear benefit. On the other hand, eliminating the epistemic subject radically severs the link between knowledge and knowers. Most importantly, both strategies lead to the undesirable outcome that in some cases of scientific knowledge there might be no individual knower that we can identify. I argue that distributed cognition offers us a fertile framework for analyzing complex socio-technical processes of contemporary scientific knowledge production, but scientific knowledge should nonetheless be located in individual knowers. I distinguish between the production and possession of knowledge, and argue that collective knowledge is collectively produced knowledge, not collectively possessed knowledge. I then propose an account of non-testimonial, expert scientific knowledge which allows for collectively produced knowledge to be known by individuals. (shrink)

This paper presents a program of action for the philosophy of regulatory science, based on a general theory of social epistemology. Two candidates are considered. The first one, offered by Alvin Goldman, is not fit for our purposes because it is focused on a veritism incompatible with non‐epistemic aims of regulatory science. The second, championed by Steve Fuller, sociologically investigates the existing means of producing knowledge, to modify them with the goal of obtaining democratic aims through action on a legislative (...) meta‐level. The program has been built upon this procedure, instantiated by the identification, characterization, and modification of epistemic policies. (shrink)

Changes of theories are major events in science. Two main types of questions may be asked about them: i) how do scientists choose new theories?, and ii) how is consensus formed? Generally, philosophers do not distinguish these two questions. Kuhn, on the contrary, offers very different answers to each of these questions. Theory-choice, on the one hand, is explained through the application of epistemic criteria, such as accuracy and consistency; nonetheless, because these values do not prescribe a single choice, consensus (...) formation, on the other hand, is explained through a series of socio-epistemic mechanisms, namely: scientific pedagogy, diffusion and production of knowledge within the community (the “wave motion”), and restructuring of the scientific field. These mechanisms are the basis of Kuhn’s social epistemology, in that they are not restricted to sociology nor epistemology, encompassing both social interactions and epistemic evaluations of theories. Keywords: Thomas Kuhn, consensus formation, social epistemology. (shrink)

The aim of this paper is to discuss a parallel in the thinking of STS scholar Sheila Jasanoff and philosopher Adam Elga. Although both subscribe to the norms of their respective discipline—Elga using a priori conceptual analysis and Jasanoff conducting empirical case studies—they both reason in similar ways regarding epistemic hierarchy in political controversy. They argue that controversial questions are enmeshed in such a way with political framework that there can be no purely epistemic evaluation of expertise. This conclusion is (...) unexpected for a parallel between STS and philosophy of science since it is not based on a normative theory of expertise. While there has been collaboration between the two fields in the wake of the so-called “third wave” movement in science studies, the parallel discussed in this paper opens up the potential for collaborative research based on a skeptical view of expertise and epistemic authority. (shrink)

ABSTRACTConcerned with how individuals assess scientific experts on the Internet, our research investigates the virtual r/science subreddit and their popular Ask-Me-Anything series, where sci...

En este trabajo se analiza, en el marco de la epistemología social aplicada (es decir, desde una perspectiva analítica y normativa) el debate en torno a la confiabilidad de Wikipedia como fuente de conocimiento, proponiendo que es fiable y que, por tanto, debiéramos confiar en ella para adquirir creencias verdaderas. En primer lugar, se analizan las limitaciones y aciertos de las posturas tradicionales acerca de la fiabilidad de Wikipedia, para luego cuestionar el rol epistemológico que ha adquirido la noción de (...) confianza en dicho debate. En segundo lugar, se introduce la noción de “confianza afectiva” propia de la epistemología del testimonio para contrastarla con la “confianza esperanza”, esto con el fin de caracterizar la normatividad social tanto interna como externa que rige y hace fiable a Wikipedia. Finalmente, se resumen los resultados en una serie de razones de orden epistémico para confiar en Wikipedia como fuente de conocimiento como lo son el poseer virtudes en relación con la difusión de información, mecanismos internos y externos que la sustentan, y su supervivencia al colapso del contexto en internet. De este modo, se sugiere que es adecuado, desde el punto de vista epistemológico, emplear con confianza Wikipedia en nuestra vida cotidiana. (shrink)