I argue that the ground of the epistemic force of perceptual states lies in properties of the perceptual capacities that constitute the relevant perceptual states. I call this view capacitivism, since the notion of a capacity is explanatorily basic: it is because a given subject is employing a mental capacity with a certain nature that her mental states have epistemic force. More specically, I argue that perceptual states have epistemic force due to being systematically linked to mind-independent, environ- mental particulars (...) via the perceptual capacities that constitute the perceptual states. Thus, capacitivism shows how the epistemic force of experience is grounded in metaphysical facts about experience. Capacitivism is a distinctive externalist view of evidence and knowledge that does not invoke reliability, remains stead- fastly naturalistic, and in recognizing a metaphysically substantive common elem- ent between perception and hallucination avoids any commitment to disjunctivism. (shrink)

Extended cognition theorists argue that cognitive processes constitutively depend on resources that are neither organically composed, nor located inside the bodily boundaries of the agent, provided certain conditions on the integration of those processes into the agent’s cognitive architecture are met. Epistemologists, however, worry that in so far as such cognitively integrated processes are epistemically relevant, agents could thus come to enjoy an untoward explosion of knowledge. This paper develops and defends an approach to cognitive integration—cluster-model functionalism—which finds application in (...) both domains of inquiry, and which meets the challenge posed by putative cases of cognitive or epistemic bloat. (shrink)

Almost everyone will grant that knowledge is often transmitted through testimony. Indeed, to deny this would be to accept a broad-ranging skepticism. Here is a problem: Knowledge seems to be transmitted right along side lots of garbage. That is, besides transmitting genuine knowledge, we manage to transmit lots of beliefs that are irrational, superstitious, self-deceiving, and flat out false. So how is that possible? How is it that the very same channels manage to transmit both knowledge and garbage together? Call (...) this “the garbage problem”. Part One of the paper explicates the problem in more detail and argues that the problem seems unsolvable by some familiar approaches to testimonial knowledge. Part Two presents and begins to defend a solution. The general idea is to treat the garbage problem as a generality problem. (shrink)

In the book, I provide an account of what it is for an agent to have an ability. According to the Success View, abilities are all about success across possible situations. In developing and applying the view, the book elucidates the relation between abilities on the one hand and possibility, counterfactuals, and dispositions on the other; it sheds light on the distinction between general and specific abilities; it offers an understanding of degrees of abilities; it explains which role intentions and (...) performances play for the having of an ability, how abilities relate to success and failure, and gives an outlook at how the view might be applied to the free will debate and time travel. (shrink)

Part One of the paper argues against evidentialism and individualism in religiousepistemology, and in favor of a “social turn” in the field. The idea here is that humanbelief in general, and religious belief in particular, is largely characterized by epistemicdependence on other persons. An adequate epistemology, it is agued, ought to recognizeand account for social epistemic dependence.Part Two considers a problem that becomes salient when we make such a turn. Inshort, how are we to understand the transmission of knowledge and (...) rational faith in areligious tradition? The problem arises because, by all accounts, even the best traditionstransmit superstitions, self-serving prejudices, and other things that are down right falseon any reasonable view. So how is it that these same traditions can also transmit rationalfaith and even knowledge by means of the very same channels, for example channels ofreligious authority and religious teaching?Part Three offers a tentative solution to this problem. (shrink)

ABSTRACTAchievements are among the things that make a life good. Assessing the plausibility of this intuitive claim requires an account of the nature of achievements. One necessary condition for achievement appears to be that the achieving agent acted competently, i.e. was not just lucky. I begin by critically assessing existing accounts of anti-luck conditions for achievements in both the ethics and epistemology literature. My own proposal is that a goal is reached competently, only if the actions of the would-be-achiever make (...) success likely, and that this is the reason why she acts that way. (shrink)

Debate rages in virtue epistemology between virtue reliabilists and responsibilists. Here, I develop and argue for a new kind of responsibilism that is more conciliar to reliabilism. First, I argue that competence-based virtue reliabilism cannot adequately ground epistemic credit. Then, with this problem in hand, I show how Aristotle’s virtue theory is motivated by analogous worries. Yet, incorporating too many details of Aristotelian moral theory leads to problems, notably the problem of unmotivated belief. As a result, I suggest a re-turn (...) to Aristotle to develop a distinctively epistemological virtue theory that does not require any motive or affect for epistemic virtue. Nevertheless, my theory affirms that virtues are acquired, agent-expressive traits. The result is a conciliar responsibilism that leans closer to reliabilism. I end by arguing that my virtue responsibilism can solve worries facing both reliabilism and responsibilism. (shrink)

Duncan Pritchard argues that a feature that sets understanding-why apart from knowledge-why is that whereas (I) understanding-why is a kind of cognitive achievement in a strong sense, (II) knowledge-why is not such a kind. I argue that (I) is false and that (II) is true. (I) is false because understanding-why featuring rudimentary explanations and understanding-why concerning very simple causal connections are not cognitive achievements in a strong sense. Knowledge-why is not a kind of cognitive achievement in a strong sense for (...) the same reason knowledge-that is not. The latter thesis requires showing that having (p because q) information is not equivalent to having information about facts or principles that establish the explanatory connections between the phenomena in question. I make a positive case for this claim and defend it against objections. Based on this argument, I identify an alternative feature that sets understanding-why apart from knowledge-why: The minimal condition for understanding-why and knowledge-why with respect to their contents is not identical. Knowing why p merely requires information that some explanatorily relevant dependency obtains. Understanding why p additionally requires information about facts or principles that establish the explanatory connections between the phenomena in question. (shrink)

Virtue epistemology argues that knowledge is more valuable than Gettierized belief because knowledge is an achievement, but Gettierized belief is not. The key premise in the achievement argument is that achievement is apt (successful because competent) and Gettierized belief is inapt (successful because lucky). I first argue that the intuition behind the achievement argument is based wrongly on the fact that ‘being successful because lucky’ implicates ‘being not competent enough’. I then offer an argument from moral luck to argue that (...) virtue epistemologists should maintain that knowledge is no more valuable than Gettierized belief. (shrink)

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

This paper explores the prospects for dispositional accounts of abilities. According to so-called new dispositionalists, an agent has the ability to Φ iff they have a disposition to Φ when trying to Φ. We show that the new dispositionalism is beset by some problems that also beset its predecessor, the conditional analysis of abilities, and bring up some further problems. We then turn to a different approach, which links abilities not to motivational states but to the notion of success, and (...) consider ways of implementing that approach. Our results suggest that there are principled disanalogies between abilities and disposition which prevent any dispositional account of abilities from succeeding. (shrink)

According to the safety condition, a subject knows that p only if she would believe that p only if p was true. The safety condition has been a very popular necessary condition for knowledge of late. However, it is well documented that the safety condition is trivially satisfied in cases where the subject believes in a necessary truth. This is for the simple reason that a necessary truth is true in all possible worlds, and therefore it is true in all (...) possible worlds where it is believed. But clearly, all beliefs concerning necessary truths do not amount to knowledge. The safety theorists have attempted to deal with the problem caused by necessary truths by restricting the safety condition to purely contingent truths and by globalizing the safety condition to a set of propositions. Both of these solutions are problematic. The principal aim of this paper is to develop a version of the safety condition that is able to deal with cases featuring necessary truths. (shrink)

Duncan Pritchard has recently defended an account of knowledge that combines a safety condition with an ability condition on knowledge. In order to explain this bipartite structure of knowledge he appeals to Edward Craig's work on the concept of knowledge. This paper argues that Pritchard's envisaged explanation fails and offers a better alternative.

Recent knowledge first epistemology features a number of different accounts of justified belief, including a knowledge first reductionism according to which to believe justifiably is to know Sutton, Littlejohn, Williamson, a knowledge first version of accessibilism Millar and a knowledge first version of mentalism Bird. This paper offers a knowledge first version of virtue epistemology and argues that it is preferable to its knowledge first epistemological rivals: only knowledge first virtue epistemology manages to steer clear of a number of problems (...) that its competition encounters. (shrink)

Stump argued for a virtue epistemological reading of Duhem's good sense: according to him Duhem advanced good sense as a source of justified beliefs about theory choice and as a mark of the cognitive character of the physicist. Ivanova argues that Duhem proposed good sense as a post hoc explanation of theory choice rather than as a justification of it. I contend that Ivanova’s reading of Duhem is inaccurate and that good sense can indeed be accommodated within virtue epistemology. However (...) Stump’s account is incomplete: I propose that within virtue epistemology, agent reliabilism best accommodates Duhemian good sense. (shrink)

Epistemology orthodoxy is a purist one in the sense that it separates out the epistemic from the practical. What counts as evidence is independent of what we care about. Which beliefs count as justified and which count as knowledge are independent of our practical concerns. In recent years, many epistemologists have abandoned such purist views and embraced varying degrees of pragmatic encroachment on the epistemic. I survey a variety of these views and explore the main arguments that proponents of pragmatic (...) encroachment have offered in addition to the main criticisms of the pragmatic approach. (shrink)

Reductive intellectualists (e.g., Stanley & Williamson 2001; Stanley 2011a; 2011b; Brogaard 2008; 2009; 2011) hold that knowledge-how is a kind of knowledge-that. If this thesis is correct, then we should expect the defeasibility conditions for knowledge-how and knowledge-that to be uniform—viz., that the mechanisms of epistemic defeat which undermine propositional knowledge will be equally capable of imperilling knowledge-how. The goal of this paper is twofold: first, against intellectualism, we will show that knowledge-how is in fact resilient to being undermined by (...) the very kinds of traditional (propositional) epistemic defeaters which clearly defeat the items of propositional knowledge which intellectualists identify with knowledge-how. Second, we aim to fill an important lacuna in the contemporary debate, which is to develop an alternative way in which epistemic defeat for knowledge-how could be modelled within an anti-intellectualist framework. (shrink)

Two varieties of aesthetic virtue are distinguished. Trait virtues are features of the agent’s character, and reflect an overarching concern for aesthetic goods such as beauty and novelty, while faculty virtues are excellences of artistic execution that permit the agent to succeed in her chosen domain. The distinction makes possible a fuller account of why art matters to us—it matters not only insofar as it is aesthetically good, but also in its capacity as an achievement that is creditable to an (...) individual, and as a reflection or embodiment of virtuous motives. (shrink)

Anti-intellectualists about knowledge-how insist that, when an agent S knows how to φ, it is in virtue of some ability, rather than in virtue of any propositional attitudes, S has. Recently, a popular strategy for attacking the anti-intellectualist position proceeds by appealing to cases where an agent is claimed to possess a reliable ability to φ while nonetheless intuitively lacking knowledge-how to φ. John Bengson & Marc Moffett (2009; 2011a; 2011b) and Carlotta Pavese (2015a; 2015b) have embraced precisely this strategy (...) and have thus claimed, for different reasons, that anti-intellectualism is defective on the grounds that possessing the ability to φ is not sufficient for knowing how to φ. We investigate this strategy of argument-by-counterexample to the anti- intellectualist’s sufficiency thesis and show that, at the end of the day, anti-intellectualism remains unscathed. (shrink)

In this entry, we provide an overview of some of the methodological debates surrounding contextualism and consider whether they are, in effect, based on an underlying methodological dispute. We consider three modes of motivation of epistemic contextualism including i) the method of cases, ii) the appeal to linguistic analogies and iii) the appeal to conceptual analogies and functional roles. We also consider the methodological debates about contextualism arising from experimental philosophy. We conclude that i) there is no distinctive methodological doctrine (...) or set of methodological doctrines that is centrally invoked by all epistemic contextualists and ii) the substantive dispute about the truth of contextualism very frequently, although not invariably, reflects an underlying methodological dispute. (shrink)

Addressing the ‘virtue conflation’ problem requires the preservation of intuitive distinctions between virtue types, that is, between intellectual and moral virtues. According to one influential attempt to avoid this problem proposed by Julia Driver, moral virtues produce benefits to others—in particular, they promote the well-being of others—while the intellectual virtues, as such, produce epistemic good for the agent. We show that Driver's demarcation of intellectual virtue, by adverting to the self-/other distinction, leads to a reductio, and ultimately, that the prospects (...) for resolving the virtue conflation problem look dim within an epistemic consequentialist approach to the epistemic right and the epistemic good. (shrink)

Insight often strikes us blind; when we aren’t expecting it, we suddenly see a connection that previously eluded us—a kind of ‘Aha!’ experience. People with a propensity to such experiences are regarded as insightful, and insightfulness is a paradigmatic intellectual virtue. What’s not clear, however, is just what it is in virtue of which being such that these experiences tend to happen to one renders one intellectually virtuous. This paper draws from both virtue epistemology as well as empirical work on (...) the psychology of problem solving and creativity to make some inroads in accounting for insightfulness as an intellectual virtue. Important to the view advanced is that virtuously insightful individuals manifest certain skills which both cultivate insight experiences (even if not by directly bringing them about) and enable such individuals to move in an epistemically responsible way from insight experience to epistemic endorsement. (shrink)

A common epistemological assumption in contemporary bioethics held b y both proponents and critics of non-traditional forms of cognitive enhancement is that cognitive enhancement aims at the facilitation of the accumulation of human knowledge. This paper does three central things. First, drawing from recent work in epistemology, a rival account of cognitive enhancement, framed in terms of the notion of cognitive achievement rather than knowledge, is proposed. Second, we outline and respond to an axiological objection to our proposal that draws (...) from recent work by Leon Kass (2004), Michael Sandel (2009), and John Harris (2011) to the effect that ‘enhanced’ cognitive achievements are (by effectively removing obstacles to success) not worthy of pursuit, or are otherwise ‘trivial’. Third, we show how the cognitive achievement account of cognitive enhancement proposed here fits snugly with recent active externalist approaches (e.g., extended cognition) in the philosophy of mind and cognitive science. (shrink)

The teleological approach to an epistemic concept investigates it by asking questions such as ‘what is the purpose of the concept?’, ‘What role has it played in the past?’, or ‘If we imagine a society without the concept, why would they feel the need to invent it?’ The idea behind the teleological approach is that examining the function of the concept illuminates the contours of the concept itself. This approach is a relatively new development in epistemology, and as yet there (...) are few works examining it. This paper aims to fill this gap and engender further understanding of the teleological method. I first contrast the teleological method with more orthodox approaches in epistemology. I then draw a three-way taxonomy of different kinds of teleological approach and provide an example of each kind. The teleological approach is often presented as antithetical to the more orthodox approaches in epistemology, and so in competition with them. I demur. I argue that the methods can be fruitfully combined in epistemological theorising; in the final section I suggest specific ways the teleological approach can be incorporated alongside more orthodox methods in a general methodological reflective equilibrium. (shrink)

In Kelp, it is argued that there are epistemic Frankfurt cases that serve to show that knowledge does not require safety from error. In this paper, these Frankfurt cases are revisited. It is first argued that a recent response to the earlier argument by Duncan Pritchard remains unsatisfactory. Then it is shown that Frankfurt cases impact a much wider range of accounts. Specifically, it is argued in some detail that, in conjunction with the infamous Fake Barn cases, they generate a (...) problem for the two most prominent virtue theoretic accounts of knowledge, due to Ernest Sosa and John Greco. (shrink)

Robust Virtue Epistemology maintains that knowledge is achieved just when an agent gets to the truth through, or because of, the manifestation of intellectual virtue or ability. A notorious objection to the view is that the satisfaction of the virtue condition will be insufficient to ensure the safety of the target belief; that is, RVE is no anti-luck epistemology. Some of the most promising recent attempts to get around this problem are considered and shown to ultimately fail. Finally, a new (...) proposal for defending RVE as a kind of anti-luck epistemology is defended. The view developed here turns importantly on the idea that knowledge depends on ability and luck in a way that is gradient, not rigid, and that we know just when our cognitive success depends on ability not rather, but more so, than luck. (shrink)

I provide a novel knowledge-first account of justification that avoids the pitfalls of existing accounts while preserving the underlying insight of knowledge-first epistemologies: that knowledge comes first. The view I propose is, roughly, this: justification is grounded in our practical knowledge (know-how) concerning the acquisition of propositional knowledge (knowledge-that). I first refine my thesis in response to immediate objections. In subsequent sections I explain the various ways in which this thesis is theoretically superior to existing knowledge-first accounts of justification. The (...) upshot is a virtue-theoretic, knowledge-first view of justification that is internalist-friendly and able to explain more facts about justification than any other available view. (shrink)

What is the nature of knowledge? A popular answer to that long-standing question comes from robust virtue epistemology, whose key idea is that knowing is just a matter of succeeding cognitively—i.e., coming to believe a proposition truly—due to an exercise of cognitive ability. Versions of robust virtue epistemology further developing and systematizing this idea offer different accounts of the relation that must hold between an agent’s cognitive success and the exercise of her cognitive abilities as well as of the very (...) nature of those abilities. This paper aims to give a new robust virtue epistemological account of knowledge based on a different understanding of the nature and structure of the kind of abilities that give rise to knowledge. (shrink)

A conspicuous oversight in recent debates about the vexed problem of the value of knowledge has been the value of knowledge-how. This would not be surprising if knowledge-how were, as Gilbert Ryle [1945, 1949] famously thought, fundamentally different from knowledge-that. However, reductive intellectualists [e.g. Stanley and Williamson 2001; Brogaard 2008, 2009, 2011; Stanley 2011a, 2011b] maintain that knowledge-how just is a kind of knowledge-that. Accordingly, reductive intellectualists must predict that the value problems facing propositional knowledge will equally apply to knowledge-how. (...) We show, however, that this is not the case. Accordingly, we highlight a value-driven argument for thinking that knowledge-how and knowledge-that come apart. (shrink)

I discuss Lawlor’s Austinian account of knowledge ascriptions and argue that it is a brand of pragmatic encroachment. I then criticize the motivation for pragmatic encroachment theories that derives from assumptions about the functional role of knowledge ascriptions. I argue that this criticism also apply to contextualist followers of Craig. Finally, I suggest that the central lesson from reflection on the communicative functions of knowledge ascriptions is that they, upon reflection, motivate traditional invariantism.

According to robust virtue epistemology , knowledge is type-identical with a particular species of cognitive achievement. The identification itself is subject to some criticism on the grounds that it fails to account for the anti-luck features of knowledge. Although critics have largely focused on environmental luck, the fundamental philosophical problem facing RVE is that it is not clear why it should be a distinctive feature of cognitive abilities that they ordinarily produce beliefs in a way that is safe. We propose (...) a novel way to resolve this problem. Key to our proposal will be an appreciation of different representational states beholden to truth. We suggest these different representational states are distinguished by how, in the proper governance of these states, the twin goods of attaining truth and avoiding error are weighted. Moreover, we explain how varieties of representational states line up with varieties of cognitive achievement such that knowledge, cum cognitive achievement, must be safe because of the kind of attempt at success that belief is—namely, an attempt that places the premium it does on avoiding error. (shrink)

The central thesis of robust virtue epistemology (RVE) is that the difference between knowledge and mere true belief is that knowledge involves success that is attributable to a subject's abilities. An influential objection to this approach is that RVE delivers the wrong verdicts in cases of environmental luck. Critics of RVE argue that the view needs to be supplemented with modal anti-luck condition. This particular criticism rests on a number of mistakes about the nature of ability that I shall try (...) to rectify here. (shrink)

I argue against traditional virtue epistemology on which knowledge is a success due to a competence to believe truly, by revealing an in-principle problem with the traditional virtue epistemologist’s explanation of Gettier cases. The argument eliminates one of the last plausible explanation of Gettier cases, and so of knowledge, in terms of non-factive mental states and non-mental conditions. I then I develop and defend a different kind of virtue epistemology, on which knowledge is an exercise of a competence to know. (...) I show how the account, while circular, is not viciously so. It explains both how knowledge is a mental state, as well as the relationship between knowledge and justification, including justified false beliefs and Gettier cases. Moreover, although direct virtue epistemology is compatible with many views on the nature of belief, it can explain how knowledge might be metaphysically more fundamental than belief as well. (shrink)

Elsewhere, I have challenged virtue epistemology and argued that it doesn’t square with mundane cases of extended cognition. Kelp (forthcoming, this journal) and Greco (forthcoming) have responded to my charges, the former by questioning the force of my argument, the latter by developing a new virtue epistemology. Here I consider both responses. I show first that Kelp mischaracterizes my challenge. Subsequently, I identify two new problems for Greco’s new virtue epistemology.

Abstract: This introduction to the collection Virtue and Vice, Moral and Epistemic addresses three main questions: (1) What is a virtue theory in ethics or epistemology? (2) What is a virtue? and (3) What is a vice? (1) It suggests that a virtue theory takes the virtues and vices of agents to be more fundamental than evaluations of acts or beliefs, and defines right acts or justified beliefs in terms of the virtues. (2) It argues that there are two important (...) but different concepts of virtue: virtues are qualities that attain good ends, and virtues are qualities that involve good motives. (3) Accordingly, vices are qualities that either fail to attain good ends or involve bad motives. Finally, the introduction summarizes the eleven essays in the collection, which are divided into four sections: the Structure of Virtue Ethics and Virtue Epistemology; Virtue and Context; Virtue and Emotion; and Virtues and Vices. (shrink)

This paper begins by drawing attention to inadequacies in common characterizations of the vice of complacency. An alternative account is presented that avoids these flaws. The distinctive nature of complacency is then clarified by contrasting it with related vices, including apathy, resignation, akrasia, excessive pride, and hypocrisy.

This essay extends my side of a discussion begun earlier with Duncan Pritchard, the recent author of Epistemic Luck. Pritchard’s work contributes significantly to improving the “diagnostic appeal” of a neo-Moorean philosophical response to radical scepticism. While agreeing with Pritchard in many respects, the paper questions the need for his concession to the sceptic that the neo-Moorean is capable at best of recovering “‘brute’ externalist knowledge”. The paper discusses and directly responds to a dilemma that Pritchard poses for virtue epistemologies (...) (VE). It also takes issue with Pritchard’s “merely safety-based” alternative. Ultimately, however, the criticisms made here of Pritchard’s dilemma and its underlying contrast of “anti-luck” and “virtue” epistemologies are intended to help realize his own aspirations for a better diagnosis of radical scepticism to inform a still better neo-Moorean response. (shrink)

The English language now dominates scientific communications. Yet, many scientists have English as their second language. Their English proficiency may therefore often be more limited than that of a ‘native speaker’, and their scientific contributions (e.g. manuscripts) in English may frequently contain linguistic features that disrupt the fluency of a reader’s, or listener’s information processing even when the contributions are understandable. Scientific gatekeepers (e.g. journal reviewers) sometimes cite these features to justify negative decisions on manuscripts. Such justifications may rest on (...) the prima facie plausible assumption that linguistic characteristics that hinder fast and easy understandability of scientific contributions are epistemically undesirable in science. I shall raise some doubts about this assumption by drawing on empirical research on processing fluency and its biasing effects. I also argue that directing scientists with English as a foreign language toward approaching ‘native-level’ English can have the negative consequence of reducing their potential to make scientific belief formation more reliable. These points suggest that one seemingly compelling justification for linguistically discriminating against scientific contributions in ‘non-native’ English is questionable and that the common insistence by scientific gatekeepers on ‘native-like’ English may be epistemically harmful to science. (shrink)

In this paper, I will present a problem for reductive accounts of knowledge-undermining epistemic luck. By “reductive” I mean accounts that try to analyze epistemic luck in non-epistemic terms. I will begin by briefly considering Jennifer Lackey's (2006) criticism of Duncan Pritchard's (2005) safety-based account of epistemic luck. I will further develop her objection to Pritchard by drawing on the defeasible-reasoning tradition. I will then show that her objection to safety-based accounts is an instance of a more general problem with (...) reductive accounts of epistemic luck. In short, they face a dilemma: they can either fail to vindicate the intuitive verdicts about cases or they can illicitly appeal to the epistemic vocabulary they are trying to reduce. The upshot is that we can only understand epistemic luck in terms of the assessment of the subject's reasons and we can't give a reductive account of that. (shrink)

We are witnessing a certain tendency in epistemology to account for the anti-luck intuition in terms of risk. I.e., instead of the traditional anti-luck diagnosis of Gettier cases and fake barn cases, a new anti-risk diagnosis seems to be preferable by many. My goal in this paper is twofold: first, I contribute to motivate that drift; and second, I defend that we ought to partially resist it. An anti-risk diagnosis is valid and preferable for fake barn cases, but we still (...) need an anti-luck diagnosis for classic Gettier cases. The paper thus defends the Solomon-like result that we need both concepts—epistemic luck and epistemic risk—to deal with all the cases where knowledge is undermined. (shrink)

Recent develops in AI technology have led to increasingly sophisticated forms of video manipulation. One such form has been the advent of deepfakes. Deepfakes are AI-generated videos that typically depict people doing and saying things they never did. In this paper, I demonstrate that there is a close structural relationship between deepfakes and more traditional fake barn cases in epistemology. Specifically, I argue that deepfakes generate an analogous degree of epistemic risk to that which is found in traditional cases. Given (...) that barn cases have posed a long-standing challenge for virtue-theoretic accounts of knowledge, I consider whether a similar challenge extends to deepfakes. In doing so, I consider how Duncan Pritchard’s recent anti-risk virtue epistemology meets the challenge. While Pritchard’s account avoids problems in traditional barn cases, I claim that it leads to local scepticism about knowledge from online videos in the case of deepfakes. I end by considering how two alternative virtue-theoretic approaches might vindicate our epistemic dependence on videos in an increasingly digital world. (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)

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)

Socially extended knowledge has recently received much attention in mainstream epistemology. Knowledge here is not to be understood as wholly realised within a single individual who manipulates artefacts or tools but as collaboratively realised across plural agents. Because of its focus on the interpersonal dimension, socially extended epistemology appears to be a promising approach for investigating the deeply social nature of epistemic practices. I believe, however, that this line of inquiry could be made more fruitful if it is connected with (...) the critical notion of epistemic responsibility, as developed in feminist responsibilism. According to feminist responsibilists, at the core of epistemic responsibility is a critical disposition toward correcting epistemic injustice. This epistemic idea is highly relevant to the epistemological context of illness, where patient testimony is often disregarded. Hence, though restricted to the epistemological context of the experience of illness, this chapter delves into epistemic injustice and its robust mechanisms. I thus explore what responsible epistemic practices should involve in order to redress that injustice and how epistemic responsibility should be socially extended. The discussion proceeds as follows. First, by relying on Arthur Frank’s innovative work on illness narratives, I focus on chaotic bodily messages from patients overwhelmed by suffering and then explain why these messages should count as genuine narratives or testimonies despite their inarticulateness. Second, I elaborate on how epistemic injustice concerning such narratives (i.e., chaos narratives) is produced and reproduced, in particular how both a dominant sociocultural norm and our inherent vulnerability can contribute to its production and reproduction. Finally, I propose an extended form of epistemic responsibility that ameliorates this aspect. Laying particular emphasis on the epistemic role of mature empathy, I characterise the extended epistemic responsibility in terms of extended empathic knowledge. (shrink)

Recent discussions of cognitive enhancement often note that drugs and technologies that improve cognitive performance may do so at the risk of “cheapening” our resulting cognitive achievements Arguing about bioethics, Routledge, London, 2012; Harris in Bioethics 25:102–111, 2011). While there are several possible responses to this worry, we will highlight what we take to be one of the most promising—one which draws on a recent strand of thinking in social and virtue epistemology to construct an integrationist defence of cognitive enhancement.. (...) According to such a line, there is—despite initial appearances to the contrary—no genuine tension between using enhancements to attain our goals and achieving these goals in a valuable way provided the relevant enhancement is appropriately integrated into the agent’s cognitive architecture. In this paper, however, we show that the kind of integration recommended by such views will likely come at a high cost. More specifically, we highlight a dilemma for users of pharmacological cognitive enhancement: they can meet the conditions for cognitive integration at the significant risk of dangerous dependency, or remain free of such dependency while foregoing integration and the valuable achievements that such integration enables. After motivating and clarifying the import of this dilemma, we offer recommendations for how future cognitive enhancement research may offer potential routes for navigating past it. (shrink)

The Gettier dilemma facing reductive analyses of knowledge has not been properly appreciated by virtue epistemologist or even virtue epistemology’s most vocal critics. In §1, we start by considering how recent critics of virtue epistemology understand the Gettier Problem facing virtue-theoretic accounts of knowledge. I highlight how the dilemma facing virtue- theoretic analyses of knowledge is more general than these critics seem to suggest. In §2, I elucidate the worry that the threat facing virtue epistemology is really a dilemma between (...) Gettier counterexamples and radical skepticism. In §3, we will consider how some recent virtue epistemologists have tried to viably defuse the Gettier Problem. We will see (i) just how the critiques elucidated in §1 have (mis)shaped the dialectic between virtue epistemology and what is required in solving Gettier counterexamples and (ii) how this has led to virtue epistemologists underestimating the widespread insidiousness of Gettier counterexamples. (shrink)

Here are two prima facie plausible theses about propositional knowledge: a belief could still constitute knowledge even if the belief is justified in a way that’s compatible with its being either false or accidentally true; each instance of knowledge is related to its subject in a way similar to that in which each intentional action is related to its agent. Baron Reed develops and defends a novel argument for the incompatibility of and. In this paper, I clarify and critically assess (...) Reed’s incompatibility argument. Against the backdrop of an example in which an action is non-intentional due to the role that an accidentally true belief plays in the action’s etiology, I argue that Reed’s incompatibility argument defeats itself: two of its premises are themselves jointly incompatible. (shrink)