This paper puts forward the model of ‘microcosm‐macrocosm’ isomorphism encapsulated in certain philosophical views on the form of university education. The human being as a ‘microcosm’ should reflect internally the external ‘macrocosm’. Higher Education is a socially instituted attempt to guide human beings into forming themselves as microcosms of the whole world in its diversity. By getting to know the surrounding world, they re‐enact it intellectually. Such a re‐enacting is a guiding theme in certain philosophies of education studied here. It (...) is with the Neo‐Humanist tradition culminating in Humboldt's reforms that an additional step was taken: the university should become itself the reflecting ‘microcosm’. This role is nowadays taken up by unconventional LLE, though with far‐reaching changes. The paper is divided into four interconnected Sections each one developing a specific manifestation of the micro‐macro relationship. The main thesis is that: (I) contemporary schemes of never‐ending higher education or of so‐called ‘transformative learning’ and of ‘universities‐multiversities’ have their intellectual underpinnings either in similarity or in direct contrast to specific predecessors. Inherent tensions found in these predecessors have left their mark on this micro‐macrocosmic model to the extent that it is present in them; (II) the proposed analysis in terms of this model enhances significantly our in‐depth understanding of some latent aspects in current trends in LLE and related innovative university schemes; at the same time this model helps us structure appropriately and without anachronisms our humanisticly‐inspired critical response to them for abandoning the ideal of the ‘wholeness’ of the human person. (shrink)

This paper explores the nature of curiosity from an epistemological point of view. First it motivates this exploration by explaining why epistemologists do and should care about what curiosity is. Then it surveys the relevant literature and develops a particular approach.

Despite reservations expressed in the literature, there is a strong case in the context of schooling for favouring the view that students should engage in an assessment of their teachers for intellectual trustworthiness if credulity on the part of students is to be avoided. J. S. Mill’s suggestion that the judgment of open-minded individuals can be trusted is explored and defended; and it is further argued that students are in a position to determine whether or not their teachers are open-minded (...) by asking certain questions about their approach and manner. (shrink)

Following Mr. Bixby and some other 19th century scientist-philosophers such as Claude Bernard, relevant scientific actions should, as a matter of primary importance, be explained with reference to the competence and not to the intentions of those involved. The background is a reliabilist virtue approach - a widespread tendency in 19th century epistemology and philosophy of science. Bixby's approach includes a critique of some constructivist arguments and establishes a mutually supportive connection to conceptions of scientific progress.

It is now recognized that relations of trust play an epistemic role in science. The contested issue is under what conditions trust in scientific testimony is warranted. I argue that John Hardwig's view of trustworthy scientific testimony is inadequate because it does not take into account the possibility that credibility does not reliably reflect trustworthiness, and because it does not appreciate the role communities have in guaranteeing the trustworthiness of scientific testimony.

Conformity is an often criticized feature of human belief formation. Although generally regarded as a negative influence on reliability, it has not been widely studied. This paper attempts to determine the epistemic effects of conformity by analyzing a mathematical model of this behavior. In addition to investigating the effect of conformity on the reliability of individuals and groups, this paper attempts to determine the optimal structure for conformity. That is, supposing that conformity is inevitable, what is the best way for (...) conformity effects to occur? The paper finds that in some contexts conformity effects are reliability inducing and, more surprisingly even when it is counterproductive, not all methods for reducing its effect are helpful. These conclusions contribute to a larger discussion in social epistemology regarding the effect of social behavior on individual reliability. (shrink)

Increasingly, epistemologists are becoming interested in social structures and their effect on epistemic enterprises, but little attention has been paid to the proper distribution of experimental results among scientists. This paper will analyze a model first suggested by two economists, which nicely captures one type of learning situation faced by scientists. The results of a computer simulation study of this model provide two interesting conclusions. First, in some contexts, a community of scientists is, as a whole, more reliable when its (...) members are less aware of their colleagues' experimental results. Second, there is a robust tradeoff between the reliability of a community and the speed with which it reaches a correct conclusion. ‡The author would like to thank Brian Skyrms, Kyle Stanford, Jeffrey Barrett, Bruce Glymour, and the participants in the Social Dynamics Seminar at University of California–Irvine for their helpful comments. Generous financial support was provided by the School of Social Science and Institute for Mathematical Behavioral Sciences at UCI. †To contact the author, please write to: Department of Philosophy, Baker Hall 135, Carnegie Mellon University, Pittsburgh, PA 15213-3890; e-mail: [email protected]. (shrink)

There is growing interest in understanding and eliciting division of labor within groups of scientists. This paper illustrates the need for this division of labor through a historical example, and a formal model is presented to better analyze situations of this type. Analysis of this model reveals that a division of labor can be maintained in two different ways: by limiting information or by endowing the scientists with extreme beliefs. If both features are present however, cognitive diversity is maintained indefinitely, (...) and as a result agents fail to converge to the truth. Beyond the mechanisms for creating diversity suggested here, this shows that the real epistemic goal is not diversity but transient diversity. (shrink)

Traditionally, epistemologists have distinguished between epistemic and pragmatic goals. In so doing, they presume that much of game theory is irrelevant to epistemic enterprises. I will show that this is a mistake. Even if we restrict attention to purely epistemic motivations, members of epistemic groups will face a multitude of strategic choices. I illustrate several contexts where individuals who are concerned solely with the discovery of truth will nonetheless face difficult game theoretic problems. Examples of purely epistemic coordination problems and (...) social dilemmas will be presented. These show that there is a far deeper connection between economics and epistemology than previous appreciated. (shrink)

This paper approaches the problem of testimony from a new direction. Rather than focusing on the epistemic grounds for testimony, it considers the problem from the perspective of an individual who must choose whom to trust from a population of many would-be testifiers. A computer simulation is presented which illustrates that in many plausible situations, those who trust without attempting to judge the reliability of testifiers outperform those who attempt to seek out the more reliable members of the community. In (...) so doing, it presents a novel defense for the credulist position that argues one should trust testimony without considering the underlying reliability of the testifier. (shrink)

Journals regulate a significant portion of the communication between scientists. This paper devises an agent-based model of scientific practice and uses it to compare various strategies for selecting publications by journals. Surprisingly, it appears that the best selection method for journals is to publish relatively few papers and to select those papers it publishes at random from the available “above threshold” papers it receives. This strategy is most effective at maintaining an appropriate type of diversity that is needed to solve (...) a particular type of scientific problem. This problem and the limitation of the model is discussed in detail. (shrink)

Rhetorical analyses typically characterize structural, topical, and stylistic features of written or spoken argumentative text, and may also consider the context of interaction as well as the epistemic and social standing of participants as these relate to the goals of gaining, sustaining, and strengthening an audience’s adherence to a thesis or a course of action. Such considerations, broadly conceived, are taken to constitute rhetorical insights, insofar as they bear on effecting audience persuasion or, for that matter, fail to do so. (...) In the following, I am concerned with the question what a normative approach to argumentation may stand to gain from rhetorical insights. First, I follow Thomas Conley .. (shrink)

Argumentation as the public exchange of reasons is widely thought to enhance deliberative interactions that generate and justify reasonable public policies. Adopting an argumentation-theoretic perspective, we survey the norms that should govern public argumentation and address some of the complexities that scholarly treatments have identified. Our focus is on norms associated with the ideals of correctness and participation as sources of a politically legitimate deliberative outcome. In principle, both ideals are mutually coherent. If the information needed for a correct deliberative (...) outcome is distributed among agents, then maximising participation increases information diversity. But both ideals can also be in tension. If participants lack competence or are prone to biases, a correct deliberative outcome requires limiting participation. The central question for public argumentation, therefore, is how to strike a balance between both ideals. Rather than advocating a preferred normative framework, our main purpose is to illustrate the complexity of this theme. (shrink)

I discuss under what conditions the objection that an expert’s argument is biased by her self-interest can be a meaningful and sound argumentative move. I suggest replacing the idea of bias qua self-interest by that of a conflict of interests, exploit the distinction between an expert context and a public context, and hold that the objection can be meaningful. Yet, the evaluation is overall negative, because the motivational role of self-interest for human behavior remains unclear. Moreover, if recent social-psychological results (...) from the “heuristics and biases” program are accepted, it is plausible to assume that humans also satisfice (rather than optimize/maximize) when identifying and then acting in their self-interest. My thesis is: insofar as the objection is sound with a particular audience, it is not needed; and insofar as the objection is needed, it is unsound. (shrink)

Methodological norms are seen as rules defining a competitive game, and it is argued that rational recognition-seeking scientists can reach a collective agreement about which specific norms serve better their individual interests, especially if the choice is made `under a veil of ignorance', i.e. , before knowing what theory will be proposed by each scientist. Norms for theory assessment are distinguished from norms for theory choice (or inference rules), and it is argued that pursuit of recognition only affects this second (...) type of rule. An inference rule similar to `eliminative induction' is defended on the basis of such a possible agreement. According to this contractarian approach, both the explanation and the justification of scientific norms only need to refer to the preferences of individual scientists, without assuming the existence of `collective' points of view. (shrink)

This paper objects to internalist theories of justification from testimony on the grounds that they can’t accommodate intuitions about a pair of cases. The pair of cases involved is a testimonial version of the cases involved in the New Evil Demon Argument. The role of New Evil Demon cases in motivating contemporary internalist theories of knowledge and justification notwithstanding, it is argued here that testimonial cases make an intuitive case against internalist theories of justification from testimony.

n this paper, I examine the charge that Gopnik and Meltzoff’s ‘Child as Scientist’ program, outlined and defended in their 1997 book Words, Thoughts and Theories is vitiated by a form of ‘cognitive individualism’ about science. Although this charge has often been leveled at Gopnik and Meltzoff’s work, it has rarely been developed in any detail. -/- I suggest that we should distinguish between two forms of cognitive individualism which I refer to as ‘ontic’ and ‘epistemic’ cognitive individualism (OCI and (...) ECI respectively). I then argue - contra Ronald Giere – that Gopnik and Meltzoff’s commitment to OCI is relatively unproblematic, since it is an easily detachable part of their view. By contrast, and despite their explicit discussion of the issue, their commitment to ECI is much more problematic. (shrink)

Philip Kitcher rejects the global pessimists' view that the conclusions reached in inquiry are determined by the interests of some segment of the population, arguing that only some inquiries, for example, inquiries into race and gender, are adversely affected by interests. I argue that the biases Kitcher believes affect such inquiries are operative in all domains, but the prevalence of such biases does not support global pessimism. I argue further that in order to address the global pessimists' concerns, the scientific (...) community needs criticism from people with diverse interests and background assumptions. (shrink)

The idea that we can properly be held responsible for what we believe underlies large stretches of our social and institutional life; without that idea in place, social and institutional life would be unthinkable, and more importantly, it would stumble and fall. At the same time, philosophers have argued that this idea is strange, puzzling, beyond belief, false, meaningless or at any rate defective. The first section develops the alleged problem. The burden of this paper, however, is not to discuss (...) the merits of this idea but rather to measure the damage in case the idea turns out to be defective indeed. This is done by substantiating the claim that this idea indeed underlies large and important stretches of our social and institutional life. Section 2 substantiates that claim by presenting the results of a web search on the use of what I call "deontological epistemic expressions", i.e. expressions in which deontological and epistemological notions (both broadly construed) are combined; examples are "obligation to believe", "not permitted to forget", "right to know". The ubiquitous use of these expressions, I argue, is linguistic evidence for the claim that the contested idea indeed pervades our social life. Linguistic evidence, however, can be frail and misleading. From the fact that we say that the shade is moving we cannot conclude that shades really exist; likewise it may not be permitted to conclude from the ubiquitous use of deontological epistemic expressions that there really are doxastic obligations (and hence doxastic responsibilities). The third section, therefore, moves beyond the linguistic evidence and discusses two social institutions, viz. education and law as we find them in modern Western societies, and argues that they cannot be made sense of unless the contested idea is in place. Educational and legal systems of course vary greatly throughout the Western world. Such differences as exist, however, are irrelevant for the claim I will be making in this paper. The final section states the conclusion. (shrink)

The current literature on norms of inquiry features two families of norms: norms that focus on an inquirer’s ignorance and norms that focus on the question’s soundness. I argue that, given a factive conception of ignorance, it’s possible to derive a soundness-style norm from a version of the ignorance norm. A crucial lemma in the argument is that just as one can only be ignorant of a proposition if the proposition is true, so one can only be ignorant with respect (...) to a question if the question is sound. (shrink)

1 Analyse sociale de la connaissance et études de cas L’épistémologie sociale est un domaine de recherche en construction. L’usage généralisé de cette expression trouve son origine dans la philosophie analytique contemporaine, bien que des auteurs en sociologie des sciences puissent également l’utiliser. L’épistémologie sociale répond à une exigence d’utilité publique, à un souci d’application de la philosophie de la connaissance à des problèmes de société. Mais son développement répond égale...

1 Analyse sociale de la connaissance et études de cas L’épistémologie sociale est un domaine de recherche en construction. L’usage généralisé de cette expression trouve son origine dans la philosophie analytique contemporaine, bien que des auteurs en sociologie des sciences puissent également l’utiliser. L’épistémologie sociale répond à une exigence d’utilité publique, à un souci d’application de la philosophie de la connaissance à des problèmes de société. Mais son développement répond égale...

Epistemic trust is crucial for science. This article aims to identify the kinds of assumptions that are involved in epistemic trust as it is required for the successful operation of science as a collective epistemic enterprise. The relevant kind of reliance should involve working from the assumption that the epistemic endeavors of others are appropriately geared towards the truth, but the exact content of this assumption is more difficult to analyze than it might appear. The root of the problem is (...) that methodological decisions in science typically involve a complex trade-off between the reliability of positive results, the reliability of negative results, and the investigation's power. Which balance between these is the ‘correct’ one can only be determined in light of an evaluation of the consequences of all the different possible outcomes of the inquiry. What it means for the investigation to be ‘appropriately geared towards the truth’ thus depends on certain value judgments. I conclude that in the optimal case, trusting someone in her capacity as an information provider also involves a reliance on her having the right attitude towards the possible consequences of her epistemic work. 1 Introduction2 Epistemic Reliance within the Sciences3 Methodological Conventionalism4 Trust in Science5 Conclusions. (shrink)

A common complaint against the increasing privatization of research is that research that is conducted with the immediate purpose of producing applicable knowledge will not yield knowledge as valuable as that generated in more curiosity‐driven, academic settings. In this paper, I make this concern precise and reconstruct the rationale behind it. Subsequently, I examine the case of industry research on the giant magnetoresistance effect in the 1990s as a characteristic example of research undertaken under considerable pressure to produce applicable results. (...) The example permits one to arrive at a more optimistic assessment of the epistemic merits of private, application‐driven research. I attempt to specify the conditions that, in this case, advanced the production of interesting and reliable knowledge. (shrink)

According to the doctrine of infallibility, one is permitted to believe p if one knows that necessarily, one would be right if one believed that p. This plausible principle—made famous in Descartes’ cogito—is false. There are some self-fulfilling, higher-order propositions one can’t be wrong about but shouldn’t believe anyway: believing them would immediately make one's overall doxastic state worse.

The paper develops the idea that institutions are enablers. However, they do not only enable individuals and collectives to achieve their goals; first and foremost, they enable individuals and collectives to have a goal, to select and recognize certain possible states of affairs as targets of action, and as a result, to have a demand – especially a demand for further institutions. I make the case that properly functioning institutions are dedicated to making these states of affairs epistemically acquaintable. What (...) I will stress in particular is that acquaintance is first realized in the form of questions, which are linguistic expressions of acts of problematization. However, I will discuss less what an individual subject questions, but rather what the social dynamic of questioning is. This dynamic will be conceptualized in terms of epistemic dependence, and it will be singled out as the dynamic that gives rise to institutions. (shrink)

It is a platitude that belief is subject to a standard of correctness: a belief is correct if and only if it is true. But not all standards of correctness are authoritative or binding. Some standards of correctness may be arbitrary, unjustified or outrightly wrong. Given this, one challenge to proponents of the truth norm of belief, is to answer what Korsgaard (1996) calls ‘the normative question’. Is the truth norm of belief authoritative or binding regarding what one ought to (...) or may believe? If so, what grounds its authority? The aim of this paper is to offer a novel answer to the grounding challenge on a reason-based normative framework. I develop and defend a practice-based account of the truth norm, according to which, the authority of the truth norm of belief is grounded in what I call the T-practice, a justified social practice that functions to facilitate knowledge production, maintenance, and social cooperation. (shrink)

The landscape of contemporary epistemology has significantly diversified in the past 30 years, shaped in large part by two complementary movements: virtue and social epistemology. This diversification provides an apt theoretical context for the epistemology of education. No longer concerned exclusively with the formal analysis of knowledge, epistemologists have turned their attention towards individuals as knowers, and the social contexts in which epistemic goods such as knowledge and understanding are acquired and exchanged. As such, the concerns of epistemology have once (...) again aligned with questions lying at the heart of the philosophy of education regarding the nature, aims and practice of education. Employing the conceptual tools and frameworks of the contemporary field, these questions are addressed by both epistemologists and education theorists in the emerging epistemology of education literature. (shrink)

Recent years have seen a surge in online collaboration between experts and amateurs on scientific research. In this article, we analyse the epistemological implications of these crowdsourced projects, with a focus on Zooniverse, the world’s largest citizen science web portal. We use quantitative methods to evaluate the platform’s success in producing large volumes of observation statements and high impact scientific discoveries relative to more conventional means of data processing. Through empirical evidence, Bayesian reasoning, and conceptual analysis, we show how information (...) and communication technologies enhance the reliability, scalability, and connectivity of crowdsourced e-research, giving online citizen science projects powerful epistemic advantages over more traditional modes of scientific investigation. These results highlight the essential role played by technologically mediated social interaction in contemporary knowledge production. We conclude by calling for an explicitly sociotechnical turn in the philosophy of science that combines insights from statistics and logic to analyse the latest developments in scientific research. (shrink)

Since at least the 1938 publication of Hans Reichenbach’s Experience and Predication , there has been widespread agreement that, when discussing the beliefs that people have, it is important to distinguish contexts of discovery and contexts of justification. Traditionally, when one conflates the two contexts, the result is a “genetic fallacy”. This paper examines genealogical critiques and addresses the question of whether such critiques are fallacious and, if so, whether this vitiates their usefulness. The paper concludes that while there may (...) be one or more senses in which genealogical critiques are fallacious, this does not vitiate their value. (shrink)

Epistemology needs to account for the success of science. In True Enough, Catherine Elgin argues that a veritist epistemology is inadequate to this task. She advocates shifting epistemology’s focus away from true belief and toward understanding, and further, jettisoning truth from its privileged place in epistemological theorizing. Pace Elgin, I argue that epistemology’s accommodation of science does not require rejecting truth as the central epistemic value. Instead, it requires understanding veritism in an ecumenical way that acknowledges a rich array of (...) truth-oriented values. ¶ In place of veritism, Elgin offers a holistic epistemology that takes epistemic norms to have their genesis in our collective practice of deliberation. The acceptability of epistemic norms turns on epistemic responsibility, as opposed to reliability, and truth-conduciveness is rejected as the standard of evaluation for arguments and methods of inquiry. I argue, by way of an extended discussion of a high-profile and controversial criminal case, that this leaves epistemic practices and their products inadequately grounded. I offer an alternative, veritistic account of epistemic norms that retains a modified version of truth-conduciveness as a standard of evaluation. However, my alternative account of epistemic norms is congenial to Elgin’s holistic epistemology, and, I suggest, could be incorporated within it. (shrink)

I hope to show that each of 1, 2, and 3 are plausible, yet we can derive 4: 1. It is epistemically permissible to believe that our preferred views in multi-proposition disputes are true, or at least more likely true than not. 2. If it is epistemically permissible to believe that our preferred views in multi-proposition disputes are true, or at least more likely true than not, then it is epistemically permissible for us to believe that we are über epistemic (...) superiors to our disagreeing colleagues in multi-proposition disputes. 3. It is not epistemically permissible to believe that we are über epistemic superiors to our disagreeing colleagues in multi-proposition disputes. 4. At least one of 1, 2, or 3, is false. (shrink)

This paper offers a realist critique of socialresearch on health inequalities. A conspectus of thefield of health inequalities research identifies twomain research approaches: the positivist quantitativesurvey and the interpretivist qualitative `casestudy'. We argue that both approaches suffer fromserious philosophical limitations. We suggest that aturn to realism offers a productive `third way' bothfor the development of health inequality research inparticular and for the social scientific understandingof the complexities of the social world in general.

I will argue that the standard formulation of non-factualism in terms of a denial of truth-aptness is consistent with a version of deflationsim. My line of argument assumes the use conception of meaning. This brings out an interesting consequence since mostly the philosophers who endorse the use conception of meaning, e.g. Paul Horwich, hold that deflationism is inconsistent with the strategy of implementing non-factualism in terms of a denial of truth-aptness and thereby urge a reformulation of non-factualism.

(2013). A Group Epistemology is a Group Necessity: A Reply to Fallis and Mathiesen. Social Epistemology: Vol. 27, No. 1, pp. 26-31. doi: 10.1080/02691728.2012.760667.

Cultural phylogenetics has made remarkable progress by relying on methods originally developed in biology. But biological and cultural evolution do not always proceed according to the same principles. So what, if anything, could justify the use of phylogenetic methods to reconstruct the evolutionary history of culture? In this paper, we describe models used to assess the reliability of inference methods and show how these models play an underappreciated role in addressing that question. The notion of reliability is of course central (...) to these models. As we explain, a common way of understanding reliability is in terms of low error rates. A careful look at case studies in cultural phylogenetics suggests that reliability models partly corroborate this understanding of reliability but also raises points of tension. We conclude by hinting at a few ways forward. (shrink)

Any attempt to evaluate a naturalistic feminist philosophy of cognition and knowledge must acknowledge that there are two distinct core approaches to naturalism (one more radical and well-interpreted by Quine, while the other more moderate and well-interpreted by Goldman). Classical feminist naturalizations of epistemology have drawn inspiration from the Quinean naturalization, they have inherited its defects – the major one: being compelled to renounce doing real epistemology in favor of a merely scientific enterprise.Notwithstanding, the merits of these feminist naturalizations are (...) more than one: they embrace the idea that epistemology needs contributions and help from the sciences, they raise serious doubts about the best science to involve in feminist epistemologies, they contrast (even if implicit) our “local feminist philosophy” (that is, mostly Italian one) not only in its scorn for every science and its technological applications, but also in its conviction that there are essential differences between female/women and male/men about knowledge and cognition.I wish to propose a naturalized feminist epistemology which draws inspiration from the more moderate Goldmanian approach. Much work would be needed in order to combine those feminist approaches which believe in the individualism of the knowing subject with those that are anti–individualist. But, at least, taking inspiration from Goldman and his reliabilism, we may achieve a type of naturalism in feminist epistemologies, in which it would be feasible to understand the reliability of the cognitive faculties of the knowing subject and to understand scientifically whether or not there are differences between female and male faculties – avoiding any essentialist temptations. (shrink)

Logic and philosophy of science share a long history, though contacts have gone through ups and downs. This paper is a brief survey of some major themes in logical studies of empirical theories, including links to computer science and current studies of rational agency. The survey has no new results: we just try to make some things into common knowledge.

The paper presents and defends a Bayesian theory of trust in social networks. In the first part of the paper, we provide justifications for the basic assumptions behind the model, and we give reasons for thinking that the model has plausible consequences for certain kinds of communication. In the second part of the paper we investigate the phenomenon of overconfidence. Many psychological studies have found that people think they are more reliable than they actually are. Using a simulation environment that (...) has been developed in order to make our model computationally tractable we show that in our model inquirers are indeed sometimes better off from an epistemic perspective overestimating the reliability of their own inquiries. We also show, by contrast, that people are rarely better off overestimating the reliability of others. On the basis of these observations we formulate a novel hypothesis about the value of overconfidence. (shrink)

Epistemic and practical interests are often in conflict. This also occurs in institutional settings such as the legal one. Rule 407 of the U.S. Federal Rules of Evidence is an example of that because it sacrifices some epistemic interests in favour of practical ones. It is the rule on subsequent remedial measures (SRM), which is mainly designed to answer a practical concern (reducing accidents) instead of the epistemic one of getting some evidence to find out whether the defendant was negligent (...) or whether there was a defect in a product. Some commentators and courts think that the rationale of the rule is more complex and deserves a more careful discussion, as this paper shows. Additionally, this paper discusses a modification proposal (from categorical ban of SRM evidence to case‐by‐case decision) and develops some theoretical considerations, in the spirit of philosophical pragmatism, on the best way to conceptualize the problem addressed. The idea is to see such conflicts as conflicts of goals and to explain them in terms of the incompatible desires that we happen to have. (shrink)

Philosophers have often noted that science displays an uncommon degree of consensus on beliefs among its practitioners. Yet consensus in the sciences is not a goal in itself. I consider cases of consensus on beliefs as concrete events. Consensus on beliefs is neither a sufficient nor a necessary condition for presuming that these beliefs constitute knowledge. A concrete consensus on a set of beliefs by a group of people at a given historical period may be explained by different factors according (...) to various hypotheses. A particularly interesting hypothesis from an epistemic perspective is the knowledge hypothesis: shared knowledge explains a consensus on beliefs. If all the alternative hypotheses to the knowledge hypotheses are false or are not as good in explaining a concrete consensus on beliefs, the knowledge hypothesis is the best explanation of the consensus. If the knowledge hypothesis is best, a consensus becomes a plausible, though fallible, indicator of knowledge. I argue that if a consensus on beliefs is uncoerced, uniquely heterogeneous and large, the gap between the likelihood of the consensus given the knowledge hypothesis and its likelihoods given competing hypotheses tends to increase significantly. Consensus is a better indicator of knowledge than "success" or "human flourishing". (shrink)

It is commonly assumed, at least by continental philosophers, that epistemological hermeneutics and foundationalism are incompatible. I argue that this assumption is mistaken. If I am correct, the analytic and continental traditions may be closer than is commonly supposed. Hermeneutics, as I will argue, is a descriptive claim about human cognition, and foundationalism is a normative claim about how beliefs ought to be related to one another. Once the positions are stated in this way, their putative incompatibility vanishes. Also, to (...) inspire further research I include an appendix which contains an unfinished prototype of a hermeneutic foundationalism. (shrink)

Realizing the ideal of democracy requires political inclusion for citizens. A legitimate democracy must give citizens the opportunity to express their attitudes about the relative attractions of different policies, and access to political mechanisms through which they can be counted and heard. Actual governance often aims not at accurate belief, but at nonepistemic factors like achieving and maintaining institutional stability, creating the feeling of government legitimacy among citizens, or managing access to influence on policy decision-making. I examine the traditional relationship (...) between inclusiveness and accuracy, and illustrate this connection by discussing empirical work on how group decision-making can improve accuracy. I also advance a Generic Epistemic Principle that any evidence-based decision-making procedures must embrace. Focusing on policy-making, I then measure the distance between these standards and the ones actually implemented in U.S. political settings. Psychological research on individual and group decision-making is a source of normative assessment for existing policy judgment, but it neither rationalizes nor legitimates the actual and typical processes used in U.S. institutions of political decision making. To establish this point, I focus on one characteristic government institution—the U.S. House of Representatives Committee on Science, Space, and Technology—that displays deliberative processes at odds with the sciences they advocate, and with the Generic Epistemic Principle. I explain this discouraging condition in terms of several inveterate factors in U.S. politics: a limitlessly money-driven and endless campaigning process that effectively forces elected representatives to align themselves with money and vote strategically, the use of procedural arrangements known to make people feel politically included when they are not, and the unresponsiveness of a majoritarian (vs. consensus) democracy. (shrink)

There is a familiar teleological picture of epistemic normativity on which it is grounded in the goal or good of belief, which is taken in turn to be the acquisition of truth and the avoidance of error. This traditional picture has faced numerous challenges, but one of the most interesting of these is an argument that rests on the nearly universally accepted view that this truth goal, as it is known, is at heart two distinct goals that are in tension (...) with one another. This paper will look more closely at the standard way of understanding the truth goal, drawing out both its explicit and implicit features. My aim will be to show that this conception of the truth goal is deeply mistaken, to propose and defend an alternative model, and to show how this alternative model restores the unity of the goal and its potential to ground and explain the normative dimensions of belief. (shrink)