What is an inference? Logicians and philosophers have proposed various conceptions of inference. I shall first highlight seven features that contribute to distinguish these conceptions. I shall then compare three conceptions to see which of them best explains the special force that compels us to accept the conclusion of an inference, if we accept its premises.

Consider the claim that openmindedness is an epistemic virtue, the claim that true belief is epistemically valuable, and the claim that one epistemically ought to cleave to one’s evidence. These are examples of what I’ll call “ epistemic discourse.” In this paper I’ll propose and defend a view called “convention-relativism about epistemic discourse.” In particular, I’ll argue that convention-relativismis superior to its main rival, expressivism about epistemic discourse. Expressivism and conventionalism both jibe with anti-realism about epistemic normativity, which is motivated (...) by appeal to philosophical naturalism. Convention-relativism says that epistemic discourse describes how things stands relative to a conventional set of “ epistemic ” values; such discourse is akin to normative discourse relative to the conventional rules of a club. I defend conventionalism by appeal to a “reverse open question argument,” which says, pace expressivism, that epistemic discourse leaves the relevant normative questions open. (shrink)

Over the last two decades, epistemologists have become increasingly perplexed by the epistemic value problem. The problem, which first came to light in Plato's Meno, is to explain how knowledge is more epistemically valuable than mere true belief. After centuries of neglect, the value problem reemerged as part of the debate between epistemic internalists and externalists. Most notably, the value problem was wielded against forms of process reliabilism. At heart, the criticism was that being the product of a reliable belief-forming (...) process did not add any further value to a true belief. Thus, if knowledge amounted roughly to reliably produced true belief, then knowledge would not be more valuable than mere true belief. Recently, a number of prominent virtue reliabilists, including Riggs, Greco, and Sosa, have suggested that we can account for the special value of knowledge by appealing to intellectual credit. They suggest that when an agent's belief is sensitive to the truth by being the result of a reliable disposition that is both stable and well integrated, then the agent deserves credit for this achievement. Unlike the value associated with being the product of a reliable belief-forming process, the value of intellectual credit is not swamped by the value of truth. Hence, it is claimed that intellectual credit can explain why knowledge is more valuable than mere true belief. To help motivate and explicate this solution, proponents of intellectual credit have most often relied upon metaphors and analogies. In particular, they have relied heavily on sports metaphors. This essay demonstrates the shortcomings of such metaphors and poses a more general problem for intellectual credit explanations of the value of knowledge. Overall, it is argued that the intellectual credit approach does not posit a substantial enough value to explain the extent to which we care about knowledge. (shrink)

Since Ernest Sosa's (1980) seminal paper, a variety of views on the nature of intellectual virtues and their role in one's epistemic theory have emerged. These views, including Sosa's original, largely draw from moral counterparts for their motivation, articulation, and defense. Consider two broad accounts of intellectual virtues: -/- Consequentialist Conception (CC): An intellectual virtue is a stable disposition, ability, or power to reliably acquire epistemic goods (e.g., true belief and knowledge). -/- Aristotelian Conception (AC): An intellectual virtue is a (...) character trait involving an underlying psychological and behavioral structure directed at various epistemic goods. (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)

In this article I look at some the issues, problems and self-imposed dilemmas that emerge from Harry Frankfurt’s well-known essay ‘Freedom of the Will and the Concept of a Person’. That essay has exerted a widespread influence on subsequent thinking in ethics and philosophy of mind, especially through its central idea of ‘second-order’ desires and volitions. Frankfurt’s approach promises a third-way solution to certain longstanding issues – chiefly those of free-will versus determinism and the mind/body problem – that have up (...) to now resisted the best efforts of philosophical deliverance or therapy. It looks very much like the kind of answer that would avoid the ‘high priori road’ of any Kantian or suchlike metaphysical approach by adopting a broadly naturalized conception of human moral agency while not going so far down the path toward wholesale ethical naturalism as to lose the benefits that come with the Kantian conception. However I suggest that this appearance is deceptive and that Frankfurt’s way of addressing these issues – especially his leading idea of second-order desires and volitions – lies open to a long-familiar range of objections from both a naturalist and a strong autonomist quarter. More specifically, I show that his notion of moral will as possessing a multiplex structure whereby higher-order volitions can reject or countermand the promptings of unregenerate first-order desire is one that must inherently give rise to various problems of a logical, metaphysical, and – most importantly in this context – ethical character. I conclude that a thoroughgoing naturalism is the only response that can meet the kinds of challenge increasingly mounted from various scientific quarters, notably those of neurophysiology and cognitive psychology.U ovome članku razmatram neka pitanja, probleme i, kako mi se čini, samonametnute dileme koje proizlaze iz dobro poznatog ogleda Harryja Frankfurta “Freedom of the Will and the Concept of a Person”. Taj je ogled izvršio široki utjecaj na kasnije mišljenje u etici i filozofiji uma, naročito svojom središnjom idejom želja i htijenja “drugog reda”. Frankfurtov pristup obećava rješenje u obliku trećeg puta određenih starih problema – uglavnom problema odnosa slobodne volje i determinizma te odnosa uma i tijela – koji su se dosad opirali najboljim naporima filozofskog rješavanja ili terapije. On veoma nalikuje onoj vrsti odgovora koji apriorni put bilo kakva kantovskog ili sličnog metafizičkog pristupa želi izbjeći usvajanjem u širokom smislu naturalizirane koncepcije ljudskog moralnog djelovanja, ali tako da ne ode toliko daleko u smjeru etičkog naturalizma da izgubi prednosti koje su povezane s kantovskim pristupom. Tvrdim, međutim, da takav izgled vara i da je Frankfurtov način pristupanja tim pitanjima – a naročito njegova glavna ideja želja i htijenja drugog reda – podložna odavno poznatim prigovorima koji dolaze kako od strane naturalistâ tako i od strane strogih autonomista . Konkretnije, pokazujem da njegov pojam moralne volje kao nečega što posjeduje kompleksnu strukturu, čime htijenja višeg reda mogu odbaciti ili poništiti poticaje pokvarene želje prvog reda, jest takav da inherentno mora izazvati različite logičke, metafizičke i – što je u ovome kontekstu najvažnije – etičke probleme. Zaključujem da je posvemašnji naturalizam jedini odgovor koji može izaći na kraj s izazovima koji se sve više upućuju iz različitih znanstvenih krugova, naročito iz područja neurofiziologije i kognitivne psihologije. (shrink)

According to the achievement account of the value of knowledge, knowledge is finally valuable because it is a species of a finally valuable genus, achievement. The achievement account is said to solve Pritchard's tertiary value problem, the problem of showing that knowledge enjoys a different kind of value than mere true belief. This paper argues, first, that AA fails to solve TVP, and, second, that Pritchard's motivations for TVP are inadequate. They do, however, motivate a weaker value problem, one that (...) can be solved by showing that knowledge is weakly superior to mere true belief. Finally, third, we argue that knowledge does enjoy this form of weak superiority. Since this argument rests on AA's key species-genus claim, AA can retain the upper hand in the debate. (shrink)

While, in common usage, objectivity is usually regarded as a virtue, and failures to be objective as vices, this concept tends to be absent in argumentation theory. This paper will explore the possibility of taking objectivity as an argumentative virtue. Several problems immediately arise: could objectivity be understood in positive terms— not only as mere absence of bias? Is it an attainable ideal? Or perhaps objectivity could be explained as a combination of other virtues?

Recent philosophy features remarkably little work on the nature of wisdom. The following is a bibliography of that work, or at least the important-seeming parts of it that I’ve managed to uncover. I’ve also included some work from the history of philosophy, and from a few neighboring fields. Suggested additions would be very appreciated.

The use of the term "applied ethics" to denote a particular field of moral inquiry (distinct from but related to both normative ethics and meta-ethics) is a relatively new phenomenon. The individuation of applied ethics as a special division of moral investigation gathered momentum in the 1970s and 1980s, largely as a response to early twentieth- century moral philosophy's overwhelming concentration on moral semantics and its apparent inattention to practical moral problems that arose in the wake of significant social and (...) technological transformations. The field of applied ethics is now a well established, professional domain sustained by institutional research centers, professional academic appointments, and devoted journals. As the field of applied ethics grew and developed, its contributors predominantly advocated consequentialist and deontological approaches to the problems they address; but lately a significant number of moral philosophers have begun to bring the resources of virtue ethics to bear upon the ever-evolving subject matters of applied ethics. (shrink)

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)

Is there such a thing as free belief? This paper is not about free expression of belief or free speech. It is about freedom of belief as a mental state. In the sense in which the believer would be the cause of his or her own belief, and could believe at will, it is, for well-known reasons, impossible. Some writers, however, like McDowell, have argued, in a Kantian spirit, that obeying the norms of thought and setting oneself as a member (...) of the "space of reasons" could provide the appropriate notion of free belief. Their account is based on the idea that a reflexive believer is automatically a free believer. I argue that this is wrong. There is no appropriate notion of free belief in this sense, although this does not show that one cannot be responsible for one's belief. (shrink)

Dewey defines open-mindedness as “freedom from prejudice, partisanship, and other such habits as close the mind and make it unwilling to consider new problems and entertain new ideas". It is commonly included in lists of epistemic and argumentative virtues. We begin this paper with brief discussion of various accounts of open-mindedness. Our principle interest is in what it is to behave as an open-minded enquirer. Drawing on two cases, we consider whether open-minded behaviour varies between the contexts of solitary and (...) community enquiry and whether inquirers face different challenges to behaving open-mindedly in each of these contexts. We conclude that although group deliberation introduces some extra barriers to open-mindedness, it can also make it easier to achieve by providing an external check that is absent in solitary inquiry. (shrink)

Abstract The present paper examines the role of epistemic virtues in the formation of intellectual identity and its impact on improving our truth-seeking behaviors. A epistemic virtue is a special faculty or trait of a person whose operation makes that person a thinker, believer, learner, scholar, knower, cognizer, perceiver, etc., or causes his intellectual development and perfection, and improves his truth-seeking and knowledge-acquiring behaviours and places him on the path to attain understanding, perception and wisdom. Virtue epistemology is a set (...) of approaches in contemporary epistemology that regards knowledge as "a true belief arising from humans epistemic virtues." Virtue responsibilism and Virtue reliabilism are two important approaches to virtue epistemology that differ together in their attitude to the nature of epistemic virtue. Responsibilisms regards epistemic virtues as an acquired character traits that must be attained through practice and training with plenty of effort from the agent who possesses the will. In contrast, virtue reliabilisms considers epistemic virtues as reliable and innate cognitive faculties, and believes that this natural faculties has been placed in the human being from the very beginning and, if used in the appropriate condition and in a proper environment, is reliably truth-conducive. So virtue epistemology, which is distinguished from belief-based analytical epistemology by focusing on the cognitive character of the agent rather than the belief, regards epistemic virtues as the constructive factor of the epistemic agent and the condition of reaching the truth. From the two approaches of virtue reliabilism and virtue responsibilism, this paper focuses on the second approach and with using of the nine-fold virtues, that Jason Baehr posed, shows how to make epistemically good and thinker human by utilizing these virtues and avoiding the corresponding vices and through this, gained the truth in various epistemic areas. After explaining these virtues and their role in the two mentioned domains based on the virtue epistemology, the significance of this relationship in the view of Mulla Sadra as an example of Islamic philosophy is examined, For the reason that he sees knowledge as the produce of some factors that epistemic virtues is considered part of them. In the view of Sadra, epistemic virtues is the specific attributes and traits of reason faculty that their function causes man to be a very good and strong perciever, and their actual possesion or their gradual acquisition leads to the perfection of the soul and the dignity of human existence. In a new theory of soul-  Ph.D. Student of Islamic Philosophy and Theology, Qom University, Qom, Iran (Responsible author) [email protected]  Associate Professor of Islamic Philosophy and Theology, Qom University, Qom, Iran. [email protected]  Professor of Islamic Philosophy and Theology, Qom University, Qom, Iran. [email protected] 2/ Comparative Theology, Vol: 9, No: 19, Spring & Summer 2018 knowledge, he considers the journey of the soul from the outset as evolutionary journey, and, on the other hand, he considers all human activities directly as an activity of the soul (epistemic agent), which he performs through his own faculties. As a result, the soul is a increasing and evolving being, while at the same time acquiring knowledge is also from its own activities, and therefore the factors that make up the soul are also influential in its products. Now, as knowledge comes from soul exposure to the outside world, the more this soul is refined from pollutions and adorned to virtues, the better reflection from reality will be. Undoubtedly, the desire to engage in the process of truth-seeking and the responsible use of cognitive virtues and skills lead man to a desirable goal (recognition of truth) and forms his true intellectual identity. In the end, the paper suggests that because of the importance of epistemic virtues in the improvement of truth-seeking behaviors, educating and cultivating of these types of virtues should be part of the spoken and written course content of universities and schools, and must be proper critical thinking is institutionalized and strengthened in the spirit of community members. Educational resources contain a wide range of information that can deeply influence our epistemic behaviors and actions. Hence, it is necessary to include praised cognitive skills and epistemic virtues training in them. Teachers play an important role in educating and developing epistemic virtues as part of the formal curriculum content of educational centers, perhaps as part of critical thinking and logic courses. The formal education of epistemic virtues and the creation of opportunities for practicing and exercising them will be a good starting point for institutionalizing and developing admired cognitive skills among members of the community. In a society where individuals in their epistemic processes use their own cognitive virtues and organize their beliefs on their basis, the community itself and the social relations will also be virtuous, because the necessity of such an virtues is that individuals interact with their peers and In these interactions, rule virtue. Observing fairness towards others, intellectual humility, intellectual generosity, courage against miscreant and one who has weak arguments, observance of neutrality and other epistemic virtues, if it is to be found in societies as a habit and praised skill, then that society will be virtuous and its relations will be healthier and with the cultivating of those virtues, Intellectual and moral development will also become easier and more common. Intellectual virtues (or praised cognitive skills) should be taught to the community members, so that they display such characteristics when engaging in social activities, whean expressing opinions, when doing research, and so on. It is important to change our education policies, because the decay of praised cognitive skills leads to devastating consequences for intellectual identity and the truth-seeking and knowledgeacquiring behavior of the community members. (shrink)

At first glance, happiness and objectivity seem to have little in common. I claim, however, that subjective and eudaimonic happiness promotes arguer objectivity. To support my claim, I focus on connections between happiness, social intelligence, and intellectual virtue. After addressing objections concerning unhappy objective and happy unobjective arguers, I conclude that communities should value happiness in argumentative contexts and use happiness as an indicator of their capacity for objective argumentation.

This paper explores the educational potential of epistemic exemplars, namely those individuals who possess intellectual virtues to an exceptional degree. It purports to do so by applying the exemplarist framework proposed by Linda Zagzebski in her Exemplarist Moral Theory (2017) to the domain of intellectual virtues. After a brief summary of the main features of her view, I explain how the exemplarist dynamics can apply to the intellectual domain. Then, I introduce the basics of an exemplar-based account of education and (...) explain how it can be employed to educate the young to intellectual virtues. Finally, I attempt to show how this model can accommodate several objections and, in particular, how it addresses the charge of indoctrinating the students raised by proponents of a critical thinking approach to education. (shrink)

Obituaries represent a prominent way of expressing the human universal of grief. According to philosophers, obituaries are a ritualized way of evaluating both individuals who have passed away and the communities that helped to shape them. The basic idea is that you can tell what it takes to count as a good person of a particular type in a particular community by seeing how persons of that type are described and celebrated in their obituaries. Obituaries of those killed in conflict, (...) in particular, are rich repositories of communal values, as they reflect the values and virtues that are admired and respected in individuals who are considered to be heroes in their communities. In this paper, we use natural language processing techniques to map the patterns of values and virtues attributed to Australian military personnel who were killed in action during World War I and World War II. Doing so reveals several clusters of values and virtues that tend to be attributed together. In addition, we use named entity recognition and geotagging the track the movements of these soldiers to various theatres of the wars, including North Africa, Europe, and the Pacific. (shrink)

Virtue theorists have recently been focusing on the important question of how virtues are developed, and doing so in a way that is informed by empirical research from psychology. However, almost all of this recent work has dealt exclusively with the moral virtues. In this paper, we present three empirically-informed accounts of how virtues can be developed, and we assess the merits of these accounts when applied specifically to intellectual (or epistemic) virtues.

Critical thinking skills have associated critical thinking virtues, and the internal motivation to carefully examine an issue in an effort to reach a reasoned judgment, what I call the “willingness to inquire”, is the critical thinking virtue that stands behind all skilled and virtuous thinking that contributes to critical thinking. In this paper, I argue that the willingness to inquire is therefore a more primary critical thinking virtue than charity, open-mindedness, or valuing fallacious-free reasoning.

Virtue epistemology was modeled on virtue ethics theories to transfer their ethical insights to epistemology. VE has had great success: broadening our perspective, providing new answers to traditional questions, and raising exciting new questions. I offer a new argument for VE based on the concept of cognitive achievements, a broader notion than purely epistemic achievements. The argument is then extended to cognitive transformations, especially the cognitive transformations brought about by argumentation.

This paper focuses on the effects of motivational biases on the way people reason and debate in everyday life. Unlike heuristics and cognitive biases, motivational biases are typically caused by the influence of a desire or an emotion on the cognitive processes involved in judgmental and inferential reasoning. In line with the ‘motivational’ account of irrationality, I argue that these biases are the cause of a number of fallacies that ordinary arguers commit unintentionally, particularly when the commitment to a given (...) viewpoint is very strong. Drawing on recent work in argumentation theory and psychology, I show that there are privileged links between specific types of biases and specific types of fallacies. This analysis provides further support to the idea that people’s tendency to arrive at desired conclusions hinges on their ability to construct plausible justifications for those conclusions. I suggest that this effort to rationalize biased views is the reason why unintentional fallacies tend to be persuasive. (shrink)

How is it possible that biases are cognitive vices, objectivity is an exemplary intellectual virtue, and yet objectivity is itself a bias? In this paper, we argue that objectivity is indeed a kind of bias but is still an argumentative virtue. In common with many biases – and many virtues – its effects are neither uniformly negative nor uniformly positive. Consequences alone are not enough to determine which character traits are argumentative virtues. Context matters. The opening section addresses the problem (...) of identifying argumentative virtues and provides a preliminary response to recent questions from Goddu and Godden regarding the foundations of virtue-based argumentation theories. The middle section analyzes courtroom argumentation as a case study. The assigned roles in legal settings provide high-definition examples of how the roles that all arguers routinely inhabit in ordinary argumentation factor into the evaluation of virtues. The contextually variable values of objectivity and biases are on clear display. The final section employs the conclusions from the middle section to answer the questions from the first section and to complete the argument that objectivity can be an occasionally “vicious virtue”. (shrink)