Does utterance understanding require reliable (i.e. non-lucky) recovery of the speaker’s intended proposition? There are good reasons to answer in the affirmative: the role of understanding in supporting testimonial knowledge seemingly requires such reliability. Moreover, there seem to be communicative analogues of Gettier cases in which luck precludes the audience’s understanding an utterance despite recovering the intended proposition. Yet, there are some major problems with the view that understanding requires such reliability. Firstly, there are a number of cases in which (...) understanding seems to occur in a lucky way. In light of these cases I argue that we need to narrow down the precise sense in which understanding precludes luck – the anti-luck condition attached to linguistic understanding is importantly different to anti-luck conditions typically applied to knowledge. Secondly, Megan Hyska has recently argued that, assuming understanding precludes luck, we get a communicative analogue of the value problem for knowledge. i.e. why is it better to meet the other conditions for understanding in a reliable way than in a lucky way? It is natural to assume that we can simply port over our favoured responses to the epistemic value problem in response to Hyska’s challenge. I argue that, due to the difference between epistemic and communicative luck (discussed in response to the first problem), this cannot be done. The epistemic and communicative value problems will require different solutions. I close by sketching the beginnings of an alternative answer to the value problem for communication. (shrink)

This paper argues for a sufficient evidence condition on knowledge and I argue that there is no belief condition on knowledge.

This paper provides a principled and elegant solution to the Gettier problem. The key move is to draw a general metaphysical distinction and conscript it for epistemological purposes. Section 1 introduces the Gettier problem. Sections 2–5 discuss instructively wrong or incomplete previous proposals. Section 6 presents my solution and explains its virtues. Section 7 answers the most common objection.

Leading virtue epistemologists defend the view that knowledge must proceed from intellectual virtue and they understand virtues either as refned character traits cultivated by the agent over time through deliberate effort, or as reliable cognitive abilities. Philosophical situationists argue that results from empirical psychology should make us doubt that we have either sort of epistemic virtue, thereby discrediting virtue epistemology’s empirical adequacy. I evaluate this situationist challenge and outline a successor to virtue epistemology: abilism . Abilism delivers all the main (...) benefts of virtue epistemology and is as empirically adequate as any theory in philosophy or the social sciences could hope to be. (shrink)

A critical review of “Gettier” cases and theoretical attempts to solve “the” "Gettier" "problem".

This paper challenges the appeal to theory virtues in theory choice as well as the appeal to the intellectual and moral virtues of an agent as determining unique choices between empirically equivalent theories. After arguing that theoretical virtues do not determine the choice of one theory at the expense of another theory, I argue that nor does the appeal to intellectual and moral virtues single out one agent, who defends a particular theory, and exclude another agent defending an alternative theory. (...) I analyse Duhem’s concept of good sense and its recent interpretation in terms of virtue epistemology. I argue that the virtue epistemological interpretation does not show how good sense leads to conclusive choices and scientific progress. (shrink)

In this article, I consider how the epistemic problem of religious disagreement has been viewed within the Islamic tradition. Specifically, I consider two religious epistemological trends within the tradition: Islamic Rationalism and Islamic Traditionalism. In examining the approaches of both trends toward addressing the epistemic problem, I suggest that neither is wholly adequate. Nonetheless, I argue that both approaches offer insights that might be relevant to building a more adequate response. So, I attempt to combine insights from both by drawing (...) a distinction between inferential and noninferential reflective responsibility. Given this distinction, I argue that it may be possible for a theist to remain steadfast in upholding their tradition-specific theistic belief, without having to hold that belief by way of inference; but nevertheless, having to be sufficiently reflectively responsible in forming their theistic belief noninferentially. (shrink)

Kantian disinterest is the view that aesthetic judgement is constituted (at least in part) by a form of perceptual contemplation that is divorced from concerns of practical action. That view, which continues to be defended to this day, is challenged here on the basis that it is unduly spectator-focussed, ignoring important facets of art-making and its motivations. Beauty moves us, not necessarily to tears or rapt contemplation, but to practical action; crucially, it may do so as part and parcel of (...) its appreciation. This claim is defended via reflection on (i) the art of photography, (ii) the concepts of ‘attentional salience’ and ‘experienced mandates’, and (iii) a virtue-based account of aesthetic value. (shrink)

Defenders of pragmatic encroachment in epistemology (or what I call practicalism) need to address two main problems. First, the view seems to imply, absurdly, that knowledge can come and go quite easily—in particular, that it might come and go along with our variable practical interests. We can call this the stability problem. Second, there seems to be no fully satisfying way of explaining whose practical interests matter. We can call this the “whose stakes?” problem. I argue that both problems can (...) be addressed in roughly the same terms. More exactly, I argue that by first clarifying the whose stakes? problem an answer to the stability problem naturally falls out. (shrink)

Does G. E. Moore know that he has hands? Yes, says the dogmatist: Moore’s hands are right before his eyes. No, says the skeptic: for all Moore knows he could be a brain-in-a-vat. Yes and no, says the contrastivist: yes, Moore knows that he has hands rather than stumps; but no, Moore does not know that he has hands rather than vat-images of hands. The dogmatist and the skeptic suppose that knowledge is a binary, categorical relation: s knows that p. (...) The contrastivist says that knowledge is a ternary, contrastive relation: s knows that p rather than q. (shrink)

فضائل العقل إبستمولوجيا الفضيلة في سياق التَّنمية الثقافية -/- إحدى السمات الرائعة لجنسنا هي ميله إلى البحث. ولكن البحث يمكن أن يسير بشكل جيد أو بشكل سيء. وربما يرد الخطأ إلى خلل في قدرة إدراكية مثل ضعف الذاكرة، ومع ذلك، غالبًا ما يصدر نجاح أو إخفاق البحث عن مصدر شخصي. إذ يتطلب ممارسة سمات شخصية عقلية مثل الملاحظة اليقظة، أو التحليل الدقيق والشامل، أو التفسير والتقييم المنصفين. عندما نفكر في الشخصية أو الفضائل، فإننا نفكر في شيء أخلاقي على نحو مميز. (...) ولكن السمة الأخلاقية لا تستنفد السمة الشخصية. ذلك بأن للسمة الشخصية بعدًا معرفيًا أو عقليًا: يمكن أيضًا الاعتماد على الشخص الفاضل للاهتمام بغايات مثل الحقيقة والمعرفة والدليل والعقلانية والفهم. وبسبب هذا الاهتمام ستظهر سمات معرفية أخرى مثل حب الاستطلاع، والانتباه، والحرص، والشمولية في البحث، والإنصاف، والانفتاح العقلي، والأناة الفكرية، والصدق، والشجاعة، والتواضع. وعندما تزودنا إبستمولوجيا الفضيلة بأوصاف الفضائل المعرفية، فإنها تهدف إلى تشجيع كائن عقلي جيد، وتدعم الإصلاح الثقافي والازدهار الفكري. ويكشف العمل الحالي في إبستمولوجيا الفضيلة التطبيقية عن مشروعات أخذت طريقها إلى التنفيذ في التعليم. تهدف أكاديمية الفضائل العقلية، مثلا، إلى تعزيز الفضائل العقلية. زد على ذلك أن أنصار إبستمولوجيا الفضيلة يقومون أيضًا بتطبيق وجهات نظرهم على مسائل تتعلق باتخاذ القرارات البيئية، والرعاية الصحية والطب. وتهدف هذه المقالة إلى تحديد موضوع إبستمولوجيا الفضيلة، وبيان نشأتها واتجاهاتها، وتهدف أيضا إلى تفسير طبيعة الفضائل العقلية، وبنيتها، ودورها في استدامة التَّنمية الثقافية. -/- . (shrink)

Introduction to Philosophy: Epistemology engages first-time philosophy readers on a guided tour through the core concepts, questions, methods, arguments, and theories of epistemology—the branch of philosophy devoted to the study of knowledge. After a brief overview of the field, the book progresses systematically while placing central ideas and thinkers in historical and contemporary context. The chapters cover the analysis of knowledge, the nature of epistemic justification, rationalism vs. empiricism, skepticism, the value of knowledge, the ethics of belief, Bayesian epistemology, social (...) epistemology, and feminist epistemologies. Along the way, instructors and students will encounter a wealth of additional resources and tools: chapter learning outcomes, key terms, images of philosophers and related art, useful diagrams and tables, boxes containing excerpts and other supplementary material, questions for reflection, suggestions for further reading, and a glossary. For an undergraduate survey epistemology course, Introduction to Philosophy: Epistemology is ideal when used as a main text paired with primary sources and scholarly articles. For an introductory philosophy course, select book chapters are best used in combination with chapters from other books in the Introduction to Philosophy open textbook series (edited by Christina Hendricks). (shrink)

Virtue epistemologies about knowledge have traditionally been divided into two camps: virtue reliabilism and virtue responsibilism. Initially, what set them apart was that virtue responsibilism took intellectual character virtues and responsible agency to be necessary to knowledge acquisition, whereas virtue reliabilism took reliable cognitive faculties to be constitutive of it instead. Despite recent concessions between these camps, there are residual disagreements. Chapter 8 focuses primarily on Linda Zagzebski’s account of virtue responsibilism and John Greco’s and Ernest Sosa’s defenses of virtue (...) reliabilism. It argues that despite their misgivings about virtue responsibilism, Greco and Sosa are ultimately required to accept that intellectual character virtues involve a substantial truth-motivational component, and that knowledge requires a kind of epistemic responsibility that is far more substantive than a causal, naturalistic notion of attribution. (shrink)

The domain of modal epistemology tackles questions regarding the sources of our knowledge of modalities (i.e., possibility and necessity), and what justifies our beliefs about modalities. Virtue epistemology, on the other hand, aims at explaining epistemological concepts like knowledge and justification in terms of properties of the epistemic subject, i.e., cognitive capacities and character traits. While there is extensive literature on both domains, almost all attempts to analyze modal knowledge elude the importance of the agent’s intellectual character traits in justifying (...) beliefs about what is possible or necessary. My aim in this paper is to argue that intellectual traits of character, like thoroughness, autonomy, epistemic courage and open-mindedness, are relevant to modal epistemology. (shrink)

Contemporary virtue epistemology (hereafter ‘VE’) is a diverse collection of approaches to epistemology. At least two central tendencies are discernible among the approaches. First, they view epistemology as a normative discipline. Second, they view intellectual agents and communities as the primary focus of epistemic evaluation, with a focus on the intellectual virtues and vices embodied in and expressed by these agents and communities. -/- This entry introduces many of the most important results of the contemporary VE research program. These include (...) novel attempts to resolve longstanding disputes, solve perennial problems, grapple with novel challenges, and expand epistemology’s horizons. In the process, it reveals the diversity within VE. Beyond sharing the two unifying commitments mentioned above, its practitioners diverge over the nature of intellectual virtues, which questions to ask, and which methods to use. -/- It will be helpful to note some terminology before proceeding. First, we use ‘cognitive’, ‘epistemic’ and ‘intellectual’ synonymously. Second, we often use ‘normative’ broadly to include not only norms and rules, but also duties and values. Finally, ‘practitioners’ names contemporary virtue epistemologists. (shrink)

This entry introduces many of the most important results of the contemporary Virtue epistemology (hereafter 'VE') research program. These include novel attempts to resolve longstanding disputes, solve perennial problems, grapple with novel challenges, and expand epistemology’s horizons. In the process, it reveals the diversity within VE. Beyond sharing the two unifying commitments mentioned above, its practitioners diverge over the nature of intellectual virtues, which questions to ask, and which methods to use.

The value of knowledge has always been a central topic within epistemology. Going all the way back to Plato’s Meno, philosophers have asked, why is knowledge more valuable than mere true belief? Interest in this question has grown in recent years, with theorists proposing a range of answers. But some reject the premise of the question and claim that the value of knowledge is ‘swamped’ by the value of true belief. And others argue that statuses other than knowledge, such as (...) justification or understanding, are distinctively valuable. We will call the general question of why knowledge is valuable the value problem. (shrink)

The value of knowledge has always been a central topic within epistemology. Going all the way back to Plato’s Meno, philosophers have asked, why is knowledge more valuable than mere true belief? Interest in this question has grown in recent years, with theorists proposing a range of answers. But some reject the premise of the question and claim that the value of knowledge is ‘swamped’ by the value of true belief. And others argue that statuses other than knowledge, such as (...) justification or understanding, are distinctively valuable. We will call the general question of why knowledge is valuable the value problem. (shrink)

Epistemology is normative. This normativity has been widely recognized for a long time, but it has recently come into direct focus as a central topic of discussion. The result is a recent and large turn towards focusing on epistemic value. I’ll start by describing some of the history and motivations of this recent value turn. Then I’ll categorize the work within the value turn into three strands, and I’ll discuss the main writings in those strands. Finally, I’ll explore some themes (...) that are ripe for further development. (shrink)

Vrijednosni obrat u epistemologiji iznjedrio je posebno utjecajnu poziciju – epistemologiju vrlina. Radi se o raširenom i utjecajnom epistemološkom projektu čiji je cilj postulirati intelektualne vrline spoznavatelja, a ne istinitost propozicije, kao središnje epistemičke vrijednosti. U prvom dijelu članka kratko ćemo izložiti o kakvom se vrijednosnom obratu radi te izložiti temeljne postavke epistemologije vrline, ukazujući na raznorodnost stavova epistemologa koji su se priklonili ovom pristupu, ali i na plodno širenje epistemoloških obzora. U drugom dijelu fokusirat ćemo se na vrline epistemičke (...) odgovornosti i epistemičke pravednosti kao osobito primjerene za vrednovanje socijalnih spoznajnih procesa kao što je, primjerice, svjedočanstvo i komunikacija/konverzacija općenito. U trećem dijelu ćemo pokazati kako specifična spoznajna aktivnost – komunikacijski akt u psihijatriji i psihoterapiji – može biti analizirana i vrednovana iz perspektive vrline epistemičke pravednosti na epistemički bolji i učinkovitiji način nego što je to moguće kroz tradicionalni epistemički pristup utemeljen na monizmu istine. (shrink)

Social epistemology should be truth-centred, argues Goldman. Social epistemology should capture the ‘logic of everyday practices’ and describe socially ‘situated’ reasoning, says Fuller. Starting from Goldman’s vision of epistemology, this paper aims to argue for Fuller’s contention. Social epistemology cannot focus solely on the truth because the truth can be got in lucky ways. The same too could be said for reliability. Adding a second layer of epistemic evaluation helps only insofar as the reasons thus specified are appropriately connected to (...) reliability. These claims are first made in abstract, and then developed with regard to our practice of trusting testimony, where an epistemological investigation into the grounds of reliability must inevitably detail the ‘logic of everyday practices’. (shrink)

The application of extended mind theory to the Internet and Web yields the possibility of Internet-extended knowledge—a form of extended knowledge that arises as a result of an individual's interactions with the online environment. The present paper seeks to advance our understanding of Internet-extended knowledge by describing the functionality of a real-world application, called the HoloArt app. In part, the goal of the paper is illustrative: it is intended to show how recent advances in mixed reality, cloud-computing, and machine intelligence (...) might be combined so as to yield a putative case of Internet-extended knowledge. Beyond this, however, the paper is intended to support the philosophical effort to understand the notions of extended knowledge and the extended mind. In particular, the HoloArt app raises questions about the universality of some of the criteria that have been used to evaluate putative cases of cognitive extension. The upshot is a better appreciation of the way in which claims about extended knowledge and the extended mind might be affected by a consideration of technologically-advanced resources. (shrink)

A new way to transpose the virtue epistemologist’s ‘knowledge = apt belief’ template to the collective level, as a thesis about group knowledge, is developed. In particular, it is shown how specifically judgmental belief can be realised at the collective level in a way that is structurally analogous, on a telic theory of epistemic normativity (e.g., Sosa 2020), to how it is realised at the individual level—viz., through a (collective) intentional attempt to get it right aptly (whether p) by alethically (...) affirming that p. An advantage of the proposal developed is that it is shown to be compatible with competing views—viz., joint acceptance accounts and social-distributive accounts—of how group members must interact in order to materially realise a group belief. I conclude by showing how the proposed judgment-focused collective (telic) virtue epistemology has important advantages over a rival version of collective virtue epistemology defended in recent work by Jesper Kallestrup (2016). (shrink)

This chapter identifies and explores a series of challenges raised by the clinical concept of delusion for theories which conceive autonomy as an agency rather than a status concept. The first challenge is to address the autonomy-impairing nature of delusions consistently with their role as grounds for full legal and ethical excuse, on the one hand, and psychopathological significance as key symptoms of psychoses, on the other. The second challenge is to take into account the full logical range of delusions, (...) which may take the form of true or false factual beliefs, positive or negative evaluations, as well as the paradoxical delusion of mental illness. The third and final challenge is to make room for non-pathological or, autonomy-preserving delusions and to offer a credible way of distinguishing between these and pathological or, autonomy-impairing delusions. By setting out these challenges, we are able to, firstly, distinguish between two separate conceptions of objectivity that may be at work in existing accounts of delusions and, secondly, to put a spotlight on an elusive yet inescapable notion of agential success that underlies our thinking about autonomy as well as mental disorder. (shrink)

This chapter discusses methodology in epistemology. It argues that settling the facts, even the epistemic facts, fails to settle the questions of intellectual policy at the centre of our epistemic lives. One upshot is that the standard methodology of analysing concepts like knowledge, justification, rationality, and so on is misconceived. More generally, any epistemic method that seeks to issue in intellectual policy by settling the facts, whether by way of abductive theorizing or empirical investigation, no matter how reliable, is inapt. (...) The argument is a radicalization of Moore’s open-question argument. In conclusion, the ramifications of this argument for the debate surrounding modal security, a proposed necessary condition on undermining defeat, are considered. (shrink)

According to the traditional analysis of propositional knowledge (which derives from Plato's account in the Meno and Theaetetus), knowledge is justified true belief. This chapter develops the traditional analysis, introduces the famous Gettier and lottery problems, and provides an overview of prospective solutions. In closing, I briefly comment on the value of conceptual analysis, note how it has shaped the field, and assess the state of post-Gettier epistemology.

Robust virtue epistemology holds that knowledge is true belief obtained through cognitive ability. In this essay I explain that robust virtue epistemology faces a dilemma, and the viability of the theory depends on an adequate understanding of the ‘through’ relation. Greco interprets this ‘through’ relation as one of causal explanation; the success is through the agent’s abilities iff the abilities play a sufficiently salient role in a causal explanation of why she possesses a true belief. In this paper I argue (...) that Greco’s account of the ‘through’ relation is inadequate. I describe kinds of counterexample and explain why salience is the wrong kind of property to track epistemically relevant conditions or to capture the nature of knowledge. Advocates of robust virtue epistemology should develop an alternative account of the ‘through’ relation. I also argue that virtue epistemology should employ an environment-relative interpretation of epistemic virtue. (shrink)

The place of social epistemology within contemporary philosophy, as well as its relation to other academic disciplines, is the topic of an ongoing debate. One camp within that debate holds that social epistemology should be pursued strictly from within the perspective of individualistic analytic epistemology. In contrast, a second camp holds that social epistemology is an interdisciplinary field that should be given priority over traditional analytic epistemology, with the specific aim of radically transforming the latter to fit the results and (...) methodology of the former. We are rather suspicious of this apparent tension, which we believe can be significantly mitigated by paying attention to certain recent advances within philosophy of mind and cognitive science. Accordingly, we attempt to explain how extended knowledge, the result of combining active externalism from contemporary philosophy of mind with contemporary epistemology, can offer an alternative conception of the future of social epistemology. (shrink)

El artículo muestra la forma en que laepistemología de las virtudes puederesolver algunos de los problemasepistemológicos clásicos, y la manera enque puede lograrse una concepciónintegrada de las variantes confiabilistay responsabilista de la epistemología delas virtudesThis paper shows the way in which Virtue Epistemology can solve some ofthe classical epistemological problems,and the way in which an integrated approach of the Reliabilist and Responsibilist variants of Virtue Epistemology can be achieved.

I argue that knowledge is a particular kind of concept known as a thick concept. Examples of thick concepts include courage, generosity, loyalty, brutality, and so forth. These concepts are commonly said to combine both evaluation and description, and one of the main goals of this dissertation is to provide a new account of how a thick concept combines these elements. It is argued that thick concepts are semantically evaluative, and that they combine evaluation and description in a way similar (...) to that of concepts like good qua dancer and bad qua violinist. In the final chapter, this basic idea is applied to the concept of knowledge. There, the concept of knowledge is analyzed in terms of good qua belief. The upshot is that two central epistemological problems—the Gettier Problem and the Value Problem—can be resolved. (shrink)

For any normative domain, we can theorize about what is good in that domain. Such theories include utilitarianism, a view about what is good morally. But there are many domains other than the moral; these include the prudential, the aesthetic, and the intellectual or epistemic. In this last domain, it is good to be knowledgeable and bad to ignore evidence, quite apart from the morality, prudence, and aesthetics of these things. This dissertation builds a theory that stands to the epistemic (...) domain as utilitarianism stands to the moral domain. It builds an epistemic value theory. (shrink)

Este trabajo esboza una forma de justificar el principio estructurador central de una teoría veritista de la evaluación epistémica, en respuesta a críticas planteadas por Eleonora Cresto a mi defensa del veritismo frente a una serie de objeciones en el sentido de que no es capaz de explicar la naturaleza y el valor del entendimiento. La primera sección presenta el esbozo de justificación del núcleo de una teoría veritista; la segunda responde a críticas más específicas de Cresto. This paper sketches (...) a way to justify the central tenet of a veritistic theory of epistemic evaluation, in response to problems raised by Eleonora Cresto concerning my defense of veritism, against a series of objetions to the effect that veritistic epistemology is uncapable of explaining the nature and value of understanding. The first section presents the sketch of justification of the nucleus of a veritistic theory, the second responds to some of Cresto's more specific criticisms. (shrink)

I review several theoretical and empirical developments relevant to assessing contemporary virtue epistemology’s theory of knowledge. What emerges is a leaner theory of knowledge that is more empirically adequate, better captures the ordinary conception of knowledge, and is ripe for cross-fertilization with cognitive science. I call this view abilism. Along the way I identify several topics for future research.

A satisfying theory of knowledge has to explain why knowledge seems to be better than mere true belief. In this paper, I try to show that the best reliabilist explanation (ERA+) is still not able to solve this problem. According to an already elaborated answer (ERA), it is better to possess knowledge that p because this makes likely that one’s future belief of a similar kind will also be true. I begin with a metaphysical comment which gives birth to ERA (...) +, a better formulation of ERA. Then, I raise two objections against ERA+. The first objection shows that the truth of the reliabilist answer requires the conception of a specific theory of instrumental value. In the second objection, I present an example in order to show that ERA+ actually fails to explain why it is better to possess knowledge than a mere true belief. (shrink)

Timothy Williamson (1992, 224–5) and Ernest Sosa (1996) have ar- gued that knowledge requires one to be safe from error. Something is said to be safe from happening iff it does not happen at “close” worlds. I expand here on a puzzle noted by John Hawthorne (2004, 56n) that suggests the need for two notions of closeness. Counterfac- tual closeness is a matter of what could in fact have happened, given the specific circumstances at hand. The notion is involved in (...) the semantics for counterfactuals and is the one epistemologists have typically assumed. Normalized closeness is rather a matter of what could typically have happened, that is, what would go on in a class of normal alternatives to actuality, irrespectively of whether or not they could have happened in the circumstances at hand. (shrink)

Debates em epistemologia recente têm se pautado, em grande medida, pelo problema de caracterizar a natureza da justificação. De modo geral, a tarefa tem sido explorar o status epistêmico que faz com que uma crença verdadeira seja uma instância de conhecimento. Este debate traz consigo uma discussão mais ampla acerca do conteúdo da definição de conhecimento, ou seja, uma discussão cujo propósito é identificar o que compõe de forma necessária e suficiente esta noção epistêmica central. No entanto, paralelamente a este (...) trabalho tem surgido um tipo de preocupação que, em alguma medida, parece ser anterior à tarefa de discutir a natureza ou os conteúdos do conceito em questão. Esta preocupação diz respeito ao problema da atribuição de conhecimento. Casos do tipo-Gettier não só colocam em xeque a definição tradicional, expondo uma insuficiência nos conteúdos comumente associados a esta noção, mas o fazem mostrando que atribuições triviais de conhecimento estão sob risco, quando pautadas pelos conteúdos da noção tradicional. Como veremos, a intuição contida na revisão feita por Edmund Gettier se torna ainda mais relevante ao notarmos que o problema persiste mesmo em versões reformuladas da noção tradicional do conhecimento, como presente na proposta confiabilista, com a qual lidaremos neste trabalho.Oproblema, em linhas gerais, é o seguinte: como devemos entender a atribuição de conhecimento para sujeitos que, supostamente, preenchem todas as demandas para tal, mas que não parecem ter conhecimento em sentido estrito? Os casos de Gettier são paradigmáticos neste sentido. Veremos mais adiante que casos como estes nos apresentam sujeitos que estão cumprindo todas as demandas da análise tradicional do conhecimento, mas que de fato não chegam a possuí-lo. Alternativamente, o problema pode ainda ser invertido: como devemos entender a atribuição de conhecimento para sujeitos que não cumprem todas estas demandas, mas para os quais, intuitivamente, atribuímos conhecimento? Este problema, veremos, é central para a proposta confiabilista, posto que coloca em dúvida uma das formulações recentes da teoria, defendida por John Greco, e pretende mostrar que tal formulação não salva a teoria do problema da atribuição. Neste trabalho, discutirei o alcance deste problema para a epistemologia e em que sentido sua versão invertida afeta o confiabilismo do agente1 de John Greco. Na primeira parte do trabalho meu foco estará no problema geral e na possível contribuição que a noção de saliência causal, proposta no confiabilismo do agente, tem a oferecer como solução.Emseguida, apresentarei dois contraexemplos à centralidade da saliência causal advogada por Greco. Então, na terceira e última parte do trabalho discutirei uma reformulação que Greco faz de sua própria proposta para dar conta das demandas apresentadas por estes contraexemplos. Ao final, defenderei, seguindo Greco, que sua reformulação da noção de saliência causal para casos de conhecimento, em termos qualitativos e não quantitativos, pode nos servir mais adequadamente para entender esta relação de atribuição. (shrink)