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)

In this paper we examine the epistemic value of highly idealized agent-based models of social aspects of scientific inquiry. On the one hand, we argue that taking the results of such simulations as informative of actual scientific inquiry is unwarranted, at least for the class of models proposed in recent literature. Moreover, we argue that a weaker approach, which takes these models as providing only “how-possibly” explanations, does not help to improve their epistemic value. On the other hand, we suggest (...) that if ABMs of science underwent two types of robustness analysis, they could indeed have a clear epistemic function, namely by providing evidence for philosophical and historical hypotheses. In this sense, ABMs can obtain evidential and explanatory properties and thus be a useful tool for integrated history and philosophy of science. We illustrate our point with an example of a model—building on the work by Kevin Zollman—which we apply to a concrete historical case study. (shrink)

Argumentation is important for sharing knowledge and information. Given that the receiver of an argument purportedly engages first and foremost with its content, one might expect trust to play a negligible epistemic role, as opposed to its crucial role in testimony. I argue on the contrary that trust plays a fundamental role in argumentative engagement. I present a realistic social epistemological account of argumentation inspired by social exchange theory. Here, argumentation is a form of epistemic exchange. I illustrate my argument (...) with two real-life examples: vaccination hesitancy, and the undermining of the credibility of traditional sources of information by authoritarian politicians. (shrink)

At first glance there seem to be many similarities between Thomas S. Kuhn’s and Ludwik Fleck’s accounts of the development of scientific knowledge. Notably, both pay attention to the role played by the scientific community in the development of scientific knowledge. But putting first impressions aside, one can criticise some philosophers for being too hasty in their attempt to find supposed similarities in the works of the two men. Having acknowledged that Fleck anticipated some of Kuhn’s later theses, there seems (...) to be a temptation in more recent research to equate both theories in important respects. Because of this approach, one has to deal with the problem of comparing the most notable technical terms of both philosophers, namely ‘‘thought style’’ and ‘‘paradigm’’. This paper aims at a more thorough comparison between Ludwik Fleck’s concept of thought style and Thomas Kuhn’s concept of paradigm. Although some philosophers suggest that these two concepts are essentially equal in content, a closer examination reveals that this is not the case. This thesis of inequality will be defended in detail, also taking into account some of the alleged similarities which may be responsible for losing sight of the differences between these theories. (shrink)

Computer simulation of an epistemic landscape model, modified to include explicit representation of a centralized funding body, show the method of funding allocation has significant effects on communal trade-off between exploration and exploitation, with consequences for the community’s ability to generate significant truths. The results show this effect is contextual, and depends on the size of the landscape being explored, with funding that includes explicit random allocation performing significantly better than peer review on large landscapes. The article proposes a way (...) of incorporating external institutional factors in formal social epistemology, and offers a way of bringing such investigations to bear on current research policy questions. 1Introduction2Theoretical Background3Model Description4Simulation Details 4.1Simulating the epistemic landscape4.2Simulating agents4.3Simulating communal knowledge4.4Simulating funding strategies4.5Simulating merit dynamics5Results and Discussion 5.1Experiment 1: The winner-takes-it-all mechanism only5.2Experiment 2: All dynamic mechanisms5.3Experiment 3: Adding a new funding mechanism 5.4Experiment 4: Varying the degree of myopia5.5Experiment 5: Variability of individual epistemic gain5.6Experiment 6: Likelihood of renewal6Discussion7Conclusion. (shrink)

There has been a recent explosion of interest in the epistemology of disagreement. Much of the recent literature is concerned with a particular range of puzzle cases (discussed in the Cases section of my paper). Almost all of the papers that contribute to that recent literature make mention of questions about religious disagreement in ways that suggest that there are interesting connections between those puzzle cases and real life cases of religious disagreement. One important aim of my paper is to (...) cast doubt on that suggestion. More generally, the aim of my paper is to give a reasonably full account of the recent literature on the epistemology of disagreement, and then to give a serious discussion of some of the epistemological issues that are raised by real world religious disagreements. (shrink)

Despite the recent growth of studies in virtue epistemology, the intellectual virtue of epistemic collaborativeness has been overlooked by scholars working in virtue theory. This is a significant gap in the literature given the import of well-motivated and skillful epistemic collaboration for the flourishing of human societies. This paper engages in an in-depth examination of the intellectual virtue of epistemic collaborativeness. It argues that the agent who possesses this acquired character trait is (i) highly motivated to engage in epistemic collaboration (...) (out of her rational desire for intellectual ends), (ii) competent at the characteristic activity of epistemic collaborativeness and (iii) has good judgement as to when and with whom it is epistemically appropriate to engage in epistemic collaboration. Furthermore, this paper discusses the place of epistemic collaborativeness among the virtues and argues that it is an overarching virtue—i.e. it presupposes certain other intellectual virtues although it remains distinguishable from them. Theoretical and practical merits of this virtue are also presented and considered. The virtue of collaborativeness highlights the social dimension of intellectual virtues and could be of significant value for contemporary virtue-based approaches to education. (shrink)

Although there is widespread agreement that our epistemic dependence on other people's knowledge is a key ingredient of our cognitive life, the role of trust in this dependence is much more open to debate. Is trust in epistemic authority—or “epistemic trust” for short—an epistemological notion in any sense, or is it simply a bridge-concept that connects our epistemological concerns to moral issues? Should we depict it in terms of the more familiar sociological notion of trust as a basis for cooperation?

Computer simulation of an epistemic landscape model, modified to include explicit representation of a centralized funding body, show the method of funding allocation has significant effects on communal trade-off between exploration and exploitation, with consequences for the community’s ability to generate significant truths. The results show this effect is contextual, and depends on the size of the landscape being explored, with funding that includes explicit random allocation performing significantly better than peer-review on large landscapes. The paper proposes a way of (...) incorporating external institutional factors in formal social epistemology, and offers a way of bringing such investigations to bear on current research policy questions. (shrink)

The aim of this paper is to articulate and defend a particular role for ethico-political values in social epistemology research. I begin by describing a research programme in social epistemology—one which I have introduced and defended elsewhere. I go on to argue that by the lights of this research programme, there is an important role to be played by ethico-political values in knowledge communities, and an important role in social epistemological research in describing the values inhering in particular knowledge communities. (...) I conclude by noting how, even as it expands its focus beyond the traditional one to include descriptions of our “knowledge practices,” this sort of project relates to some of the core questions that have been pursued by traditional epistemology. (shrink)

Could groups ever be an understanding subject (an epistemic agent ascribed with understanding) or should we keep our focus exclusively on the individuals that make up the group? The way this paper will shape an answer to this question is by starting from a case we are most willing to accept as group understanding, then mark out the crucial differences with an unconvincing case, and, ultimately, explain why these differences matter. In order to concoct the cases, however, we need to (...) elucidate what it means to be attributed with understanding and what makes up an epistemic agent. I shall argue that it is abilities, above all, that guide our attributions of understanding. While it is true that understanding must go beyond single acts, this is not going beyond as in going behind them (to private occurrences which are impossible to discern and don’t themselves contribute anything of value), but beyond as in considering what people could and would do: their discernable and valuable abilities. To conceptualize whom the abilities belong to, I will specify what it means to be an epistemic agent. I shall argue that it is being a successful target of the epistemic stance. The epistemic stance (heavily inspired by Dennett’s intentional stance) forms an instrumental abstraction by attributing epistemic properties (i.e., beliefs, epistemic aims, problem-solving tactics) to an entity to explain or predict its behavior. Macro-systematicity (a higher-level pattern which a theory can exploit) is what makes the epistemic stance’s abstraction an explanatory powerful one (regardless of how that macro-systematicity is realized) and emergence (the lack of a straightforward mapping-relation between the micro and the macro) is what makes its power unique to a particular level of explanation. To end, I suggest two kinds of mapping-relations and walk through the shift from reducibility to emergence. (shrink)

Philosophers agree that an important part of our knowledge is acquired via testimony. One of the main objectives of social epistemology is therefore to specify the conditions under which a hearer is justified in accepting a proposition stated by a source. Non-reductionists, who think that testimony could be considered as an a priori source of knowledge, as well as reductionists, who think that another type of justification has to be added to testimony, share a common conception about children development. Non-reductionists (...) believe that infants and children are fundamentally gullible and their gullibility could be seen as an example for justifying testimony, while reductionists believe that this gullibility is merely an exception that should be taken into account. The objective of this paper is to review contemporary literature in developmental psychology providing empirical grounds likely to clarify this philosophical debate. What emerges from current research is a more elaborated vision of children’s attitude toward testimony. Even at a very young age, children do not blindly swallow information coming from testimony; doubtful or contradictory information is automatically screened by their cognitive system. Even if they are unable to give positive reasons for the acceptance of a given testimony, young children are not gullible. Such empirical findings tend to call into question the radical opposition between reductionism and non-reductionism. (shrink)

Agent-based models have played a prominent role in recent debates about the merits of democracy. In particular, the formal model of Lu Hong and Scott Page and the associated “diversity trumps ability” result has typically been seen to support the epistemic virtues of democracy over epistocracy (i.e., governance by experts). In this paper we first identify the modeling choices embodied in the original formal model and then critique the application of the Hong-Page results to philosophical debates on the relative merits (...) of democracy. In particular we argue that the “best-performing agents” in Hong-Page model should not be interpreted as experts. We next explore a closely related model in which best-performing agents are more plausibly seen as experts and show that the diversity trumps ability result fails to hold. However, with changes in other parameters (such as the deliberation dynamic) the diversity trumps ability result is restored. The sensitivity of this result to parameter choices illustrates the complexity of the link between formal modeling and more general philosophical claims; we use this debate as a platform for a more general discussion of when and how agent-based models can contribute to philosophical discussions. (shrink)

The aim of this paper is to (i) examine the concept of epistemic paternalism and (ii) explore the consequences of normative questions one might ask about it. I begin by critically examining several definitions of epistemic paternalism that have been proposed, and suggesting ways they might be improved. I then contrast epistemic and general paternalism and argue that it’s difficult to see what makes epistemic paternalism an epistemic phenomenon at all. Next, I turn to the various normative questions one might (...) ask about epistemic paternalism and discuss the literature’s assumptions of epistemic consequentialism and veritism. I close by comparing and contrasting epistemic paternalism with other topics in social epistemology, such as disagreement or testimony. (shrink)

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

We decided to use our editors’ introduction to briefly address a difficult, somewhat deeper, and in some ways more classical problem: that of what genuine open mindedness really is and how it can contribute to the Mind Sciences. The material in the collection speaks for itself. Here, and in contrast to the vast collection that is Open MIND, we want to be concise. We want to point to the broader context of a particular way of thinking about the mind. And (...) we want to propose an account of what open mindedness could mean in the context of the contemporary, interdisciplinary Mind Sciences. This variant of open mindedness is characterized by epistemic humility, intellectual honesty, and a new culture of charity. It also has a pragmatic dimension: open mindedness of this kind is research generating and fosters an environment of sincere and constructive interdisciplinary collaboration. And it is profoundly inspired by the classical ideals of philosophy as a pursuit of genuine insight and rational inquiry, the importance of a critical and in a certain sense non-judgmental attitude, and the deep relationship between wisdom and skepticism as an epistemic practice. Finally, and again very classically, open mindedness has an ethical dimension as well: it implies sensitivity to normative issues, including issues of an anthropological, sociocultural, and political kind. By bringing these different strands of ideas together and creating a bigger (and admittedly still sketchy) picture of what “open mindedness” might mean in the interdisciplinary Mind Sciences, we hope to start a conversation about how an open-minded attitude and a charitable culture of collaboration can be cultivated in the future. This is very much intended as an invitation to further think about and develop this topic. We hope our readers will join us in this endeavor. DOI: 10.15502/9783958571044 URL: http://dx.doi.org/10.15502/9783958571044 ISBN: 9783958571044. (shrink)

The COVID-19 pandemic has been accompanied on social media by an explosion of information disorders such as inaccurate, misleading and irrelevant information. Countermeasures adopted thus far to curb these informational disorders have had limited success because these did not account for the diversity of informational contexts on social media, focusing instead almost exclusively on curating the factual content of user’s posts. However, content-focused measures do not address the primary causes of the infodemic itself, namely the user’s need to post content (...) as a way of making sense of the situation and for gathering reactions of consensus from friends. This paper describes three types of informational context—weak epistemic, strong normative and strong emotional—which have not yet been taken into account by current measures to curb down the informational disorders. I show how these contexts are related to the infodemic and I propose measures for dealing with them for future global crisis situations. (shrink)

The ideas behind open source software are currently applied to the production of encyclopedias. A sample of six English text-based, neutral-point-of-view, online encyclopedias of the kind are identified: h2g2, Wikipedia, Scholarpedia, Encyclopedia of Earth, Citizendium and Knol. How do these projects deal with the problem of trusting their participants to behave as competent and loyal encyclopedists? Editorial policies for soliciting and processing content are shown to range from high discretion to low discretion; that is, from granting unlimited trust to limited (...) trust. Their conceptions of the proper role for experts are also explored and it is argued that to a great extent they determine editorial policies. Subsequently, internal discussions about quality guarantee at Wikipedia are rendered. All indications are that review and ?super-review? of new edits will become policy, to be performed by Wikipedians with a better reputation. Finally, while for encyclopedias the issue of organizational trust largely coincides with epistemological trust, a link is made with theories about the acceptance of testimony. It is argued that both non-reductionist views (the ?acceptance principle? and the ?assurance view?) and reductionist ones (an appeal to background conditions, and a?newly defined??expertise view?) have been implemented in editorial strategies over the past decade. (shrink)

This paper analyses the relations between philosophy of information (PI), library and information science (LIS) and social epistemology (SE). In the first section, it is argued that there is a natural relation between philosophy and LIS but that SE cannot provide a satisfactory foundation for LIS. SE should rather be seen as sharing with LIS a common ground, represented by the study of information, to be investigated by a new discipline, PI. In the second section, the nature of PI is (...) outlined as the philosophical area that studies the conceptual nature of information, its dynamics and problems. In the third section, LIS is defined as a form of applied PI. The hypothesis supported is that PI should replace SE as the philosophical discipline that can best provide the conceptual foundation for LIS. In the conclusion, it is suggested that the 'identity' crisis undergone by LIS has been the natural outcome of a justified but precocious search for a philosophical counterpart that has emerged only recently: namely, PI. The development of LIS should not rely on some borrowed, pre-packaged theory. As applied PI, LIS can fruitfully contribute to the growth of basic theoretical research in PI itself and thus provide its own foundation. (shrink)

The aim of this paper is to provide a model that allows the representation and analysis of circularity in ethotic structures, i.e. in communication structures related to the speaker’s character and in particular, his credibility. The paper studies three types of cycles: in self-referential sentences, embedded testimony and ethotic begging the question. It is shown that standard models allow the reconstruction of the circularities only if those circular utterances are interpreted as ethotic arguments. Their alternative, assertive interpretation requires enriching the (...) existing models with a purely ethotic component related to the credibility of the performer of any (not necessarily argumentative) speech act. (shrink)

One’s philosophical points of view, which form the bases for assumptions that we bring to management theory and practice matter, and matter deeply, to management thinking and corporate behavior. In this paper I outline three related threads of philosophical conversations and explain how they are important in management theory and practice: the “linguistic turn” in philosophy, deriving from the later writings of Ludwig Wittgenstein, a social constructionist perspective: a set of theories at least implicitly derived from the linguistic turn in (...) philosophy, and the notion of the impartial spectator. I then use these three theories to analyze the idea of the corporation, corporate cultures and corporate mission statements, stakeholder theories and their differences, and the limitations of the popular notion of “corporate social responsibility.” I conclude that how one frames these management ideas makes a difference, a difference in theory and in practice. (shrink)

From its inception in 1987 social epistemology has been divided into analytic and critical approaches, represented by Alvin I. Goldman and Steve Fuller, respectively. In this paper, the agendas and some basic ideas of ASE and CSE are compared and assessed by bringing into the discussion also other participants of the debates on the social aspects of scientific knowledge—among them Raimo Tuomela, Philip Kitcher and Helen Longino. The six topics to be analyzed include individual and collective epistemic agents; the notion (...) of scientific community; realism and constructivism; truth-seeking communities; epistemic and social values; science, experts, and democracy. (shrink)

The paper argues that adopting a form of skepticism, Skeptical-Dogmatism, that recommends disbelieving each philosophical position in many multi-proposition disputes- disputes where there are three or more contrary philosophical views-leads to a higher ratio of true to false beliefs than the ratio of the “average philosopher”. Hence, Skeptical-Dogmatists have more accurate beliefs than the average philosopher. As a corollary, most philosophers would improve the accuracy of their beliefs if they adopted Skeptical-Dogmatism.

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)

In many tragic plays, the protagonist is brought down by a disaster that is a consequence of the protagonist's own error, his or her hamartia, the tragic flaw. Tragic flaws are disconcerting to the audience because they are not known or fully recognized by the protagonist—at least not until it is too late. In this essay, I take tragic flaws to be unreliable belief-forming dispositions that are unrecognized by us in some sense. I describe some different types of flaws and (...) consider what we might do about them. Then I examine three types of policies for managing our tragic flaws: doxastic, dispositional, and methodological. (shrink)

Researchers in cultural evolutionary theory have recently proposed the foundation of a new field of research in cultural evolution named ‘epistemic evolution’. Drawing on evolutionary epistemology’s early studies, this programme aims to study science as an evolutionary cultural process. The paper discusses the way CET’s study of science can contribute to the philosophical debate and, vice versa, how the philosophy of science can benefit from the adoption of a cultural evolutionary perspective. Here, I argue that CET’s main contribution to an (...) evolutionary model of scientific growth comes from the application of ‘population thinking’ to science. Populationism offers a ‘variation based’ understanding of scientists’ epistemic and socio-epistemic criteria that is able to better accommodate the variegated preferences that intervene in scientific epistemic decisions. A discussion of the so called theory choice context is offered as an example of the way a populationist approach can shed new light on the operation of scientists’ epistemic choices. (shrink)

Some disagreements seem to be persistent: they are, pretty much, immune to persuasive argumentation. If that is the case, how can they be overcome? Can argumentation help us? I propose that to overcome persistent disagreements through argumentation, we need a dynamic and pluralistic version of argumentation. Therefore, I propose that argumentation, more than a tool that uses persuasion to change the mind of the counterpart, is a toolbox that contains persuasion, deliberation, negotiation, and other dialogical strategies that can be used (...) to reach an agreement. (shrink)

In the human cognitive economy there are four grades of epistemic involvement. Knowledge partitions into distinct sorts, each in turn subject to gradations. This gives a fourwise partition on ignorance, which exhibits somewhat different coinstantiation possibilities. The elements of these partitions interact with one another in complex and sometimes cognitively fruitful ways. The first grade of knowledge I call “anselmian” to echo the famous declaration credo ut intelligam, that is, “I believe in order that I may come to know”. As (...) construed here, one knows in this anselmian way that E = mc2 just in case one knows that sentence expresses a true statement, but without having to understand the proposition it expresses. Most epistemologists ignore the significance of this grade of epistemic involvement. In a second grade of epistemic involvement, knowing that E = mc2 is knowing what that sentence means and understanding the proposition it express. This is knowledge in the propositional or semantic sense, and is the dominant target of epistemological investigation. Tacit and implicit knowledge occupies another tier. A typical example would be something that someone has “known all along” but, until now, hasn’t had occasion to put her mind to it or formulate in words. TI-knowledge remains a minority interest in today’s epistemology. Operating at a fourth grade of epistemic involvement is what I call “impact”-knowledge, which is the knowledge of a matter at its deepest and most widespread. An example, to be discussed below, is the knowledge that was generated by the Wiles proof of Fermat’s last theorem. Its true importance lies not only, or even mainly, in its verification of a commonly accepted fact about numbers, but rather in its enrichment of the mathematics of elliptical curves and the promise it holds for greater advancement into the mathematical unknown. Knowledge of this fourth grade has yet to find a seat in the parliaments of epistemology. Knowledge of the anselmian sort is independent of the other three. Tacit and implicit knowledge is incompatible with anselmian and semantic knowledge but coinstantiable with impact-knowledge. Semantic knowledge is incompatible with tacit and implicit knowledge but coinstantiable with the others. Impact-knowledge is pairwise coinstantiable with the others. Below I will bring the ignorance partitions into such alignment as they have with these ones. In doing so, I’ll propose a naturalized causal response epistemology designed to give these interactive distinctions the theoretical air they need to breathe. (shrink)

What clinicians, biomedical scientists, and other health care professionals know as individuals or as groups and how they come to know and use knowledge are central concerns of medical epistemology. Activities associated with knowledge production and use are called epistemic practices. Such practices are considered in biomedical and clinical literatures, social sciences of medicine, philosophy of science and philosophy of medicine, and also in other nonmedical literatures. A host of different kinds of knowledge claims have been identified, each with different (...) uses and logics of justification. A general framework is needed to situate these diverse contributions in medical epistemology, so we can see how they fit together. But developing such a framework turns out to be quite tricky. In this survey, three possible frameworks are considered along with the difficulties associated with each of them. The essay concludes with a fourth framework, which considers any epistemology as part of a practice that is oriented toward overcoming errors that emerge in antecedently given practices where knowledge is developed and used. As medicine indirectly advances health by directly mitigating disease, so epistemology indirectly advances knowledge by directly mitigating error. (shrink)

The crucial problem in the philosophy of psychiatry is to determine under which conditions certain behaviors, mental states, and personality traits should be regarded as symptoms of mental illnesses. Participants in the debate can be placed on a continuum of positions. On the one side of the continuum, there are naturalists who maintain that the concept of mental illness can be explained by relying on the conceptual apparatus of the natural sciences, such as biology and neuroscience. On the other side (...) of the continuum, there are normativists who maintain that the appropriate characterization of the concept of mental illness cannot avoid reference to epistemic, moral and other social values. Although, this article is primarily an introduction to the debate, we stress the importance of the normativist positions. (shrink)

Just as different sciences deal with different facts—say, physics versus biology—so we may ask a similar question about normative theories. Is normative political theory concerned with the same normative facts as moral theory or different ones? By developing an analogy with the sciences, we argue that the normative facts of political theory belong to a higher— more coarse-grained—level than those of moral theory. The latter are multiply realizable by the former: competing facts at the moral level can underpin the same (...) facts at the political one. Consequently, some questions that moral theories answer are indeterminate at the political level. This proposal offers a novel interpretation of John Rawls’s idea that, in public reasoning, we should abstract away from comprehensive moral doctrines. We contrast our distinction between facts at different levels with the distinction between admissible and inadmissible evidence and discuss some implications for the practice of political theory. (shrink)

Qual o lugar da filosofia nos dias atuais? Diante das inúmeras respostas possíveis a esta questão, nos debruçaremos em alguns tópicos que podemos inserir na chamada Ética Informacional, um ramo de investigação filosófico-interdisciplinar relativamente recente que discute problemas oriundos da relação ser humano/tecnologias digitais. Temas como privacidade informacional, arrogância epistêmica e divisão digital serão discutidos e relacionados, com o intuito de ilustrar o papel da filosofia na compreensão da complexidade inerente às dinâmicas sociais no contexto da sociedade da informação. Argumentaremos (...) que pensar o mundo contemporâneo a partir do viés da ética informacional se faz cada dia mais imprescindível para que possamos entrar em sintonia com as rápidas mudanças que a revolução informacional impõe à vida em sociedade e não sermos levados pelas enxurradas informacionais que presenciamos diariamente. (shrink)

The aim of the present volume is to draw the balance of naturalism's success so far.

Expanding on recent philosophical contributions to the conceptual and normative framework of scientific imperialism, I examine whether the economics approach to social epistemology can be considered a case of economics imperialism and determine whether economics’ explanatory expansionism appropriately contributes to this philosophical subfield or not. I argue first that the economics approach to social epistemology counts as a case of economics imperialism under a broad conception of the term, and second that we have good reasons to doubt the appropriateness of (...) the incursion of economics into social epistemology, insofar as economics’ attempt at explanatory unification fails to express significant human interests. (shrink)

In this paper, I elaborate on the very political dimension of epistemology that is opened up by the radical change of focus initiated by constructivism: from science as knowledge to science as practice. In a first step, this brings me to claim that science is political in its own right, thereby drawing on Mouffe and Laclau’s framework of radical democracy and its central notion of antagonism to make explicit what is meant by ‘the political.’ Secondly, I begin to explore what (...) this intrinsic political dimension of science might entail for democratic thought. I do so by connecting my preliminary explorations in the field of science with Andrew Feenberg’s elaborate frame of thought on the democratization of technology. Interestingly, Feenberg is one of the few thinkers who have connected questions of power and ideology, typically treated of within the field of political theory, with a constructivist approach to technological progress. In this sense, this paper can be seen as a first attempt to expand Feenberg’s framework of democratic rationalization from the world of technology to the world of science. (shrink)

Most of the epistemological debate on disagreement tries to develop standards that describe which actions or beliefs would be rational under specific circumstances in a controversy. To build things on a firm foundation, much work starts from certain idealizations—for example the assumption that parties in a disagreement share all the evidence that is relevant and are equal with regard to their abilities and dispositions. This contribution, by contrast, focuses on a different question and takes a different route. The question is: (...) What should people actually do who find themselves in deep disagreement with others? And instead of building theory on some “firm foundation,” the paper starts from a specific goal—building consensus by creating new proposals—and asks, first, which actions are suitable to achieve this goal and, second, what are the epistemic conditions of these actions. With regard to the latter, the paper focuses on what has been called framing and reframing in conflict research, and argues that both metaphors need and deserve a suitable epistemological conceptualization. (shrink)

What structure of scientific communication and cooperation, between what kinds of investigators, is best positioned to lead us to the truth? Against an outline of standard philosophical characteristics and a recent turn to social epistemology, this paper surveys highlights within two strands of computational philosophy of science that attempt to work toward an answer to this question. Both strands emerge from abstract rational choice theory and the analytic tradition in philosophy of science rather than postmodern sociology of science. The first (...) strand of computational research models the effect of communicative networks within groups, with conclusions regarding the potential benefit of limited communication. The second strand models the potential benefits of cognitive diversity within groups. Examples from each strand of research are used in analyzing what makes modeling of this sort both promising and distinctly philosophical, but are also used to emphasize possibilities for failure and inherent limitations as well. (shrink)

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)

Social knowledge, for the most part, is knowledge through testimony. This essay is an overview of the epistemology of testimony. The essay separates knowledge from justification, characterizes testimony as a source of belief, explains why testimony is a source of knowledge, canvasses arguments for anti-reductionism and for reductionism in the reductionism vs. anti-reductionism debate, addresses counterexamples to knowledge transmission, defends a safe basis account of testimonial knowledge, and turns to social norms as a partial explanation for the reliability of testimony.

This chapter canvases a number of ways that issues surrounding disability intersect with social epistemology. We begin with a discussion of how social epistemology as a field and debates concerning epistemic injustice in particular would benefit from further (a) engaging the fields of disability studies and philosophy of disability and (b) more directly addressing the problem of ableism. In section two, we turn to issues of testimony, “intuitive horribleness,” and their relationship to debates concerning disability and well-being. We address how (...) the regular lack of uptake of disabled people’s testimony can lead to a number of structural rather than merely individual epistemic injustices, and we also consider how the very nature of some disabilities make testimonial issues more complicated. We conclude by discussing various norms of social interaction and how they can systematically disadvantage Autistic people in particular with respect to all the issues discussed herein. (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)

Judgment aggregation studies how individual opinions on a given set of propositions can be aggregated to form a consistent group judgment on the same propositions. Despite the simplicity of the problem, seemingly natural aggregation procedures fail to return consistent collective outcomes, leading to what is now known as the doctrinal paradox. The first occurrences of the paradox were discovered in the legal realm. However, the interest of judgment aggregation is much broader and extends to political philosophy, epistemology, social choice theory, (...) and computer science. The aim of this paper is to provide a concise survey of the discipline and to outline some of the most pressing questions and future lines of research. (shrink)

The renowned institutionalist Geoffrey Hodgson has claimed inter alia that heterodox economics has failed to define its nature and scope, does not take pluralism seriously, and lacks expertise concentration to ensure quality which means it has made limited progress and is held in variable esteem. To address these alleged problems, Hodgson proposes four alternative strategies: the creation of heterodox economics academic departments; for heterodox economists to enter non-economics academic departments; for heterodox economists to 'organise' around a successful approach with future (...) potential; or, to encourage the study of economic institutions by other social science disciplines or by using prominent mainstream techniques and approaches. A response to these criticisms and proposed strategies is warranted for several reasons. These criticisms are not trivial and, as an assemblage the import is much greater than a singular criticism. Hodgson is very influential within the economics discipline and he reiterates, in part, past criticisms from the mainstream as well as presenting his criticisms to a wide range of audiences. These criticisms intersect with longstanding debates within heterodox economics about the role of pluralism, the definition and project of heterodox economics, its relationship to the changing form of mainstream, and the merit of synthesis or convergence of different heterodox schools of economic thought. The suitability of mainstream measures to judge heterodox economics, and the relationship of ideology and economic theory, are also raised by these criticisms as well as the feasibility of proposed strategies to support heterodox economics within the academy. It is argued that several fallacious claims lead Hodgson to misconstrue the nature and evolution of heterodox economics, and inherent flaws in each of his proposed alternative strategies will further marginalise – not advance – the project of heterodox economics. (shrink)

Disagreement among experts is a central topic in social epistemology. What should an expert do when confronted with the different opinion of an epistemic peer? Possible answers include the steadfast view (holding to one’s belief), the abstemious view (suspending one’s judgment), and moderate conciliatory views, which specify criteria for belief change when a peer’s different opinion is encountered. The practice of Delphi techniques in healthcare, medicine, and social sciences provides a real-life case study of expert disagreement, where disagreement is gradually (...) transformed into consensus. An analysis of Delphi shows that moderate conciliatory views are descriptively more adequate than rival views. However, it also casts doubt on whether the debate in social epistemology is explanatory relevant vis-à-vis real life cases of expert disagreement, where consensus replaces truth, and acceptance is more explanatorily relevant than belief. (shrink)

Fullerand Rouse are both political social epistemologists concerned with the cognitive authority of science, though both disagree on what role it should play in science. Fullerar gues that political factors such as knowledge policy and a constitution play a primary role in the global legitimation of scientific knowledge, while Rouse holds that politics play a role on the local (practices) level but not on the global (metascientific) level of legitimation. While Fullerpr ovides a political response to the legitimation project, Rouse (...) rejects the legitimation project because he holds that it involves the need forglobal legitimation of the place of scientific knowledge in our culture. Key Words: legitimation project • social epistemology • epistemic sovereignty • metascience • scientific knowledge. (shrink)

Comparison of Steve Fuller's and Alvin Goldman's social epistemologies.