This paper argues that the proponents of epistemological scientism must take some stand on scientific methodology. The supporters of scientism cannot simply defer to the social organisation of science because the social processes themselves must meet some methodological criteria. Among such criteria is epistemic evaluability, which demands intersubjective access to reasons. We derive twelve theses outlining some implications of epistemic evaluability. Evaluability can support weak and broad variants of epistemological scientism, which state that sciences, broadly construed, are the best sources (...) of knowledge or some other epistemic goods. Since humanities and social sciences produce epistemically evaluable results, narrow types of scientism that take only natural sciences as sources of knowledge require additional argumentation in their support. Strong scientism, which takes sciences as the only source of knowledge, also needs to appeal to some further principles since evaluability is not an all-or-nothing affair. (shrink)

Mizrahi (2017a) advances an argument in support of Weak Scientism, which is the view that scientific knowledge is the best (but not the only) knowledge we have, according to which Weak Scientism follows from the premises that scientific knowledge is quantitatively and qualitatively better than non-scientific knowledge. In this paper, I develop a different argument for Weak Scientism. This latter argument for Weak Scientism proceeds from the premise that academic disciplines that make progress are superior to academic disciplines that do (...) not make progress. In other words, other things being equal, it is generally better for an academic discipline to make progress than to make little or no progress, given that an academic discipline that is making little or no progress is an academic discipline that is failing to achieve its epistemic goals. Now, if there is no question among academic philosophers that science makes progress, and significantly so, but there is an open question among academic philosophers as to whether academic philosophy makes progress (and if so, how much), then academic philosophers would have to agree that science is superior to academic philosophy in terms of making progress. I develop this argument in this paper and provide empirical evidence suggesting that the premises would be acceptable to academic philosophers. (shrink)

Rik Peels's (2017) Fundamental Argument is an important argument against epistemic scientism. The crucial premise of the Fundamental Argument is that if nonscientific sources of belief did not provide us with knowledge, neither could the sciences. But, the sciences do provide us with knowledge. Thus, epistemic scientism is false. This paper defends Peels's argument against recent criticisms. In particular, Hietanen and colleagues criticize Peels's argument for resting on what they call the “garbage in, garbage out” principle (GIGO). This paper strengthens (...) their attacks on the GIGO principle. It shows, however, that we don't need the GIGO principle to motivate the crucial premise of the Fundamental Argument. Instead, it argues that the crucial premise is true for the following reasons: scientific knowledge is the result of successful inquiry; at some point we lacked scientific knowledge; and, we cannot successfully inquire without some prior knowledge. (shrink)