Being open to persuasion can help show respect for an interlocutor. At the same time, open-mindedness about morally objectionable claims can carry moral as well as epistemic risks. Our aim in this paper is to specify when there might be duty to be open to persuasion. We distinguish two possible interpretations of openness. First, openness might refer to a kind of mental state, wherein one is willing to revise or abandon present beliefs. Second, it might refer to a deliberative practice, (...) according to which one is willing to engage with opposing reasons. We suggest these two interpretations are conceptually and empirically distinct. Once disambiguated, we suggest that different contexts may make different forms of openness appropriate as expressions of respect. (shrink)

Questioning is a familiar, everyday practice which we use, often unreflectively, in order to gather information, communicate with each other, and advance our inquiries. Yet, not all questions are equally effective and not all questioners are equally adept. Being a good questioner requires a degree of proficiency and judgment, both in determining what to ask and in deciding who, where, when, and how to ask. Good questioning is an intellectual skill. Given its ubiquity and significance, it is an intellectual skill (...) that, I believe, we should educate for. In this paper, I present a central line of argument in support of educating for good questioning, namely, that it plays an important role in the formation of an individual’s intellectual character and can thereby serve as a valuable pedagogical tool for intellectual character education. I argue that good questioning plays two important roles in the cultivation of intellectual character: good questioning stimulates intellectually virtuous inquiry and contributes to the development of several of the individual intellectual virtues. Insofar as the cultivation of intellectually virtuous character is a desirable educational objective, we should educate for good questioning. (shrink)

When should you engage with difficult arguments against your cherished controversial beliefs? The primary conclusion of this book is that your obligations to engage with counterarguments are more limited than is often thought. In some standard situations, you shouldn't engage with difficult counterarguments and, if you do, you shouldn't engage with them open-mindedly. This conclusion runs counter to aspects of the Millian political tradition and political liberalism, as well as what people working in informal logic tend to say about argumentation. (...) -/- Not all misleading arguments wear their flaws on their sleeve. Each step of a misleading argument might seem compelling and you might not be able to figure out what's wrong with it. Still, even if you can't figure out what's wrong with an argument, you can know that it's misleading. One way to know that an argument is misleading is, counterintuitively, to lack expertise in the methods and evidence-types employed by the argument. When you know that a counterargument is misleading, you shouldn't engage with it open-mindedly and sometimes shouldn't engage with it at all. You shouldn't engage open-mindedly because you shouldn't be willing to reduce your confidence in response to arguments you know are misleading. And you sometimes shouldn't engage closed-mindedly, because to do so can be manipulative or ineffective. -/- In making this case, Jeremy Fantl discusses echo chambers and group polarization, the importance in academic writing of a sympathetic case for the opposition, the epistemology of disagreement, the account of open-mindedness, and invitations to problematic academic speakers. (shrink)

Open-mindedness is an under-explored topic in virtue epistemology, despite its assumed importance for the field. Questions about it abound and need to be answered. For example, what sort of intellectual activities are central to it? Can one be open-minded about one's firmly held beliefs? Why should we strive to be open-minded? This paper aims to shed light on these and other pertinent issues. In particular, it proposes a view that construes open-mindedness as engagement, that is, a willingness to entertain novel (...) ideas in one's cognitive space and to accord them serious consideration. (shrink)

It has been a decade since the phrase virtue argumentation was introduced, and while it would be an exaggeration to say that it burst onto the scene, it would be just as much of an understatement to say that it has gone unnoticed. Trying to strike the virtuous mean between the extremes of hyperbole and litotes, then, we can fairly characterize it as a way of thinking about arguments and argumentation that has steadily attracted more and more attention from argumentation (...) theorists. We hope it is neither too late for an introduction to the field nor too soon for some retrospective assessment of where things stand. (shrink)

Open-mindedness is generally regarded as an intellectual virtue because its exercise reliably leads to truth. However, some theorists have argued that open-mindedness’s truth-conduciveness is highly contingent, pointing out that it is either not truth-conducive at all under certain scenarios or no better than dogmatism or credulity in others. Given such shaky ties to truth, it would appear that the status of open-mindedness as an intellectual virtue is in jeopardy. In this paper, I propose to defend open-mindedness against these challenges. In (...) particular, I show that the challenges are ill-founded because they misconstrue the nature of open-mindedness and fail to consider the requisite conditions of its application. With a proper understanding of open-mindedness and of its requirements, it is clear that recourse to it is indeed truth-conducive. (shrink)

The straw man fallacy consists in inappropriately constructing or selecting weak versions of the opposition’s arguments. We will survey the three forms of straw men recognized in the literature, the straw, weak, and hollow man. We will then make the case that there are examples of inappropriately reconstructing stronger versions of the opposition’s arguments. Such cases we will call iron man fallacies. The difference between appropriate and inappropriate iron manning clarifies the limits of the virtue of open-mindedness.

William Hare has made fundamental contributions to philosophy of education. Among the most important of these contributions is his hugely important work on open-mindedness. In this paper I explore the several relationships that exist between Hare’s favored educational ideal (open-mindedness) and my own (critical thinking). I argue that while both are of central importance, it is the latter that is the more fundamental of the two.

This paper responds to David Burns and Stephen Norris whose article, “Open-minded Environmental Education in the Science Classroom”, appeared in Volume 18(1) of Paideusis. Burns and Norris (2009) suggest an incompatibility between environmental advocacy and science education because they feel that environmental advocacy necessarily promotes particular political agendas that are extra-scientific, and that such agendas subvert the development of open-mindedness (Hare, 1979; 2000; 2003). In this paper, I offer an alternative reading of Hare’s concept of open-mindedness that is more accepting (...) of careful and thoughtful integrations of science education and social advocacy. I offer an epistemological justification that suggests that advocacy in education (in science and elsewhere) is not only compatible with the concept of open-mindedness, but may also serve as a vehicle for its flourishing. (shrink)

ABSTRACTIn this paper, I argue that, contrary to popular opinion, there is good reason to think that the qualities that make people good reasoners also make them better off. I will focus specifically on epistemic virtue: roughly, the kind of character in virtue of which one is excellently oriented towards epistemic goods. I propose that epistemic virtue is importantly implicated in the realization of some of the goods that are widely believed to be instrumental to, or even constitutive of, well-being. (...) Here I focus on one such good: friendship. (shrink)