Pure virtue epistemology faces the fake barn challenge. This paper explains how it can be met. Thus, it is argued that the thought experiment contains a hidden ambiguity concerning the visual ability typically ascribed to, or denied, fake barn subjects. Disambiguation shows fake barn subjects to have limited knowledge of the target proposition. This accords with a pure virtue-theoretic conception of knowledge that predicts and explains all the intuitions elicited by the thought experiment. As a result, the relationship between knowledge, (...) luck and ability is illuminated, and our epistemological theorizing improved. (shrink)

According to robust versions of virtue epistemology, the reason why knowledge is incompatible with certain kinds of luck is that justified true beliefs must be achieved by the agent . In a recent set of papers, Pritchard has challenged these sorts of views, advancing different arguments against them. I confront one of them here, which is constructed upon scenarios affected by environmental luck, such as the fake barn cases. My objection to Pritchard differs from those offered until now by Carter (...) , Jarvis or Littlejohn in that it is based on the claim that cognitive performances may not be properly considered as achievements beyond the scope of the agent’s intentional action—an idea that confers more explanatory power on my argument, and contributes to stregthening links between knowledge and agency. (shrink)

This essay takes up two questions. First, what does it mean to say that someone creates her own luck? At least colloquially speaking, luck is conceived as something out of an agent's control. So how could an agent increase or decrease the likelihood that she'll be lucky? Building on some recent work on the metaphysics of luck, the essay argues that there is a sense in which agents can create their own luck because people with more skill tend to have (...) more opportunities to benefit from luck. Second, what implications does this conception of luck have for related topics such as how we evaluate performances (like shooting an arrow), including coming to know something? The ubiquitous presence of luck in our actions is often underappreciated. The essay argues that when we combine an expected outcomes view of luck with a counterfactual view of causation, the distinction between environmental and intervening veritic luck seems to disappear. We need a more nuanced view of how luck sometimes undermines credit for success in agents' actions. The upshot of this view is that while luck may undermine the creditworthiness of an agent's success, it only partially undermines creditworthiness. (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)

This paper purports to disprove an orthodox view in contemporary epistemology that I call ‘the epistemic conception of memory’, which sees remembering as a kind of epistemic success, in particular, a kind of knowing. This conception is embodied in a cluster of platitudes in epistemology, including ‘remembering entails knowing’, ‘remembering is a way of knowing’, and ‘remembering is sufficiently analogous to knowing’. I will argue that this epistemic conception of memory, as a whole, should be rejected insofar as we take (...) into account some putative necessary conditions for knowledge. It will be illustrated that while many maintain that knowing must be (1) anti-luck and (2) an achievement, the two conditions do not apply to remembering. I will provide cases where the subject successfully remembers that p but lacks knowledge that p for failing to meet the two putative conditions for knowledge. Therefore, remembering is not a kind of knowing but a sui generis cognitive activity. (shrink)

This paper concerns the relationship between epistemology and radically extended cognition. Radically extended cognition (REC) – as advanced by Andy Clark and David Chalmers – is cognition that is partly located outside the biological boundaries of the cognizing subject. Epistemologists have begun to wonder whether REC has any consequences for theories of knowledge. For instance, while Duncan Pritchard suggests that REC might have implications for which virtue epistemology is acceptable, J. Adam Carter wonders whether REC threatens anti-luck epistemology. In this (...) paper, I argue that the possibility of REC has no systematic consequences for theorizing in epistemology. I suggest an alternative relationship between the two: epistemology can play a role in diagnosing cases of REC. Thus, by establishing that entities partially located outside biological boundaries don't play certain epistemic roles, one can establish that they don't play the related cognitive roles either. I conclude the paper by illustrating this last point. (shrink)

Knowledge intellectualism is the view that knowledge-how requires propositional knowledge. Knowledge intellectualism has a Gettier problem, or so many of its critics allege. The essence of this problem is that knowledge-how is compatible with epistemic luck in a way that ordinary propositional knowledge is not. Hence, knowledge-how can allegedly be had in the absence of knowledge-that, a fact inconsistent with knowledge intellectualism. This paper develops two responses to this challenge to knowledge intellectualism. First, it is not clear that propositional knowledge (...) is incompatible with the forms of epistemic luck with which knowledge-how is allegedly compatible. Second, existing cases intended to serve as counterexamples to knowledge intellectualism are flawed, and revised versions of these cases no longer elicit the judgments necessary to challenge knowledge intellectualism. (shrink)

Theories of knowledge as credit for true belief, or as cognitive achievement, have to face the following objection: in the famous Barn façades case, it seems that the truth of Barney's belief that he is in front of a barn is to be explained by the correct functioning of his cognitive capacities, although we are reluctant to say that he knows he is in front of a barn. Duncan Pritchard concludes from this that a safety clause, irreducible to the conditions (...) a true belief must satisfy in order to be credited to the believer, constitutes a necessary condition of knowledge. Because those who define knowledge as a cognitive achievement have not convincingly answered this objection, I intend, in the first section of this paper, to refute it by showing how practical and doxastic achievements differ. Then I defend the idea that we should also distinguish two kinds of environmental epistemic luck, and, correlatively, two kinds of safety, that are not equally incompatible with knowledge. Finally, I argue that this distinction is inevitably vague and I indicate some consequences of this vagueness for our knowledge‐intuitions. (shrink)

Many virtue-based approaches to propositional knowledge begin with the ability and achievement intuitions. In this paper, I rely on this pair of intuitions to explore the relationship between knowing how and knowing that. On the view that emerges, propositional knowledge is a kind of success through cognitive know how. Rather than simply equating know how with ability, I reveal deeper connections between both kinds of knowledge by focusing on the role of self-regulation.

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)

A widespread assumption in debates about trust and trustworthiness is that the evaluative norms of principal interest on the trustor’s side of a cooperative exchange regulate trusting attitudes and performances whereas those on the trustee’s side regulate dispositions to respond to trust. The aim here will be to highlight some unnoticed problems with this asymmetrical picture – and in particular, how it elides certain key evaluative norms on both the trustor’s and trustee’s side the satisfaction of which are critical to (...) successful cooperative exchanges – and to show that a symmetrical, ‘achievement-first’ approach to theorising about trust and trustworthiness (and their relation to each other) has important advantages by comparison. The view I develop is guided by a structural analogy with practical reasoning. Just as practical reasoning is working as it should only when there is realisation (knowledge and action) of states (belief and intention) with reverse directions of fits (mind-to-world and world-to-mind), likewise, cooperation between trustor and trustee is functioning as it should only when there is an analogous kind of realisation on both sides of the cooperative exchange – viz., when the trustor ‘matches’ her achievement in trusting (an achievement in fitting reliance to reciprocity) with the trustee’s achievement in responding to trust (an achievement in fitting reciprocity to reliance). An upshot of viewing cooperation between trustor and trustee as exhibiting achievement-theoretic structure is that we will be better positioned to subsume trustworthiness (and its cognates on the trustee’s side), like trust, under a wider suite of evaluative norms that regulate attempts, dispositions, and achievements symmetrically on both sides of a cooperative exchange, with ‘matching achievements’ as the gold standard. (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)

According to reductive intellectualists about knowledge-how :147–190, 2008; Philos Phenomenol Res 78:439–467, 2009) knowledge-how is a kind of knowledge-that. To the extent that this is right, then insofar as we might conceive of ways knowledge could be extended with reference to active externalist :7–19, 1998; Clark in Supersizing the mind: embodiment, action, and cognitive extension: embodiment, action, and cognitive extension. Oxford University Press, Oxford, 2008) approaches in the philosophy of mind, we should expect no interesting difference between the two. However, (...) insofar as anti-intellectualist approaches to knowledge-how are a viable option, there is an overlooked issue of how knowledge-how might be extended, via active externalism, in ways very differently from knowledge-that. This paper explores this overlooked space, and in doing so, illustrates how a novel form of extended knowledge-how emerges from a pairing of active externalism in the philosophy of mind with anti-intellectualism in the theory of knowledge. Crucial to our argument will be a new way of thinking about the extended mind thesis, as it pertains to the kinds of state one is in when one knows how to do something, and how this state connects with non-accidentally successful performance. (shrink)

When extended cognition is extended into mainstream epistemology, an awkward tension arises when considering cases of environmental epistemic luck. Surprisingly, it is not at all clear how the mainstream verdict that agents lack knowledge in cases of environmental luck can be reconciled with principles central to extended cognition.

A notorious objection to robust virtue epistemology—the view that an agent knows a proposition if and only if her cognitive success is because of her intellectual virtues—is that it fails to eliminate knowledge-undermining luck. Modest virtue epistemologists agree with robust virtue epistemologists that if someone knows, then her cognitive success must be because of her intellectual virtues, but they think that more is needed for knowledge. More specifically, they introduce independently motivated modal anti-luck principles in their accounts to amend the (...) problem of eliminating luck—this makes their views instances of impure virtue epistemology. The aim of the paper is to argue, firstly, that such a move lacks adequate motivation; secondly, that the resulting impure accounts equally fail to handle knowledge-undermining luck. On a more positive note, these results bolster a more orthodox virtue-theoretic approach to knowledge that assigns a fundamental explanatory role to the notion of ability. In this sense, the paper also sketches an account of ability and a corresponding account of knowledge that explains how success from ability is incompatible with success from luck. (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.

Knowledge intellectualism is the view that knowledge-how requires propositional knowledge. Knowledge intellectualism has a Gettier problem, or so many of its critics allege. The essence of this problem is that knowledge-how is compatible with epistemic luck in a way that ordinary propositional knowledge is not. Hence, knowledge-how can allegedly be had in the absence of knowledge-that, a fact inconsistent with knowledge intellectualism. -/- This paper develops two responses to this challenge to knowledge intellectualism. First, it is not clear that propositional (...) knowledge is incompatible with the forms of epistemic luck with which knowledge-how is allegedly compatible. Second, existing cases intended to serve as counterexamples to knowledge intellectualism are flawed, and revised versions of these cases no longer elicit the judgments necessary to challenge knowledge intellectualism. (shrink)

The most widespread models of rational reasoners (the model based on modal epistemic logic and the model based on probability theory) exhibit the problem of logical omniscience. The most common strategy for avoiding this problem is to interpret the models as describing the explicit beliefs of an ideal reasoner, but only the implicit beliefs of a real reasoner. I argue that this strategy faces serious normative issues. In this paper, I present the more fundamental problem of logical omnipotence, which highlights (...) the normative content of the problem of logical omniscience. I introduce two developments of the notion of implicit belief (accessible and stable belief ) and use them in two versions of the most common strategy applied to the problem of logical omnipotence. (shrink)

A defense of the idea that knowledge is first in the sense that there is nothing prior to knowledge that puts reasons or evidence in your possession. Includes a critical discussion of the idea that perception or perceptual experience might provide reasons and a defense of a knowledge-first approach to justified belief.

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.