A single significant instance may support general conclusions, with possible exceptions being tolerated. This is the case in practical human reasoning (e.g. moral and legal normativity: general rules tolerating exceptions), in theoretical human reasoning engaging with external reality (e.g. empirical and social sciences: the use of case studies and model organisms) and in abstract domains (possibly mind-unrelated, e.g. pure mathematics: the use of arbitrary objects). While this has been recognized in modern times, such a process is not captured by current (...) models of supporting general conclusions. This paper articulates the thesis that there is a kind of reasoning, generic reasoning, previously unrecognized as an independent type of reasoning. A theory of generic reasoning explains how a single significant instance may support general conclusions, with possible exceptions being tolerated. This paper will adopt, as a working hypothesis, that generic reasoning is irreducible to currently recognized kinds of ‘pure’ reasoning. The aim is to understand generic reasoning, both theoretically and in its applications. (shrink)

I propose an analysis of deception as the activity of intentionally misleading other agents’ hypothetical inferences. Understanding deception in this way has the advantages of clarifying the epistemological and cognitive dynamics involved in deception. Indeed, if deception can be framed as the intentional manipulation of others’ hypothetical inferences so that they will accept the false or disadvantageous hypotheses, then a better understanding of the epistemological and cognitive dynamics involved in deception will emerge by clarifying how abduction works. Tracing it back (...) to Peirce’s analysis, I will focus on recent perspectives on abduction, which stress the inherent strategic character of abductive cognition and offer a realistic description of the reasoners’ capabilities and their scant resources, both internal (computational power) and external (time and information available). To support and substantiate my thesis, I will examine psychological analyses of military deception. I will conclude by remarking the advantages of the thesis here presented to better understand the epistemological dynamics of deception and by highlighting the questions it leaves open for further investigations. (shrink)

In the human cognitive economy there are four grades of epistemic involvement. Knowledge partitions into distinct sorts, each in turn subject to gradations. This gives a fourwise partition on ignorance, which exhibits somewhat different coinstantiation possibilities. The elements of these partitions interact with one another in complex and sometimes cognitively fruitful ways. The first grade of knowledge I call “anselmian” to echo the famous declaration credo ut intelligam, that is, “I believe in order that I may come to know”. As (...) construed here, one knows in this anselmian way that E = mc2 just in case one knows that sentence expresses a true statement, but without having to understand the proposition it expresses. Most epistemologists ignore the significance of this grade of epistemic involvement. In a second grade of epistemic involvement, knowing that E = mc2 is knowing what that sentence means and understanding the proposition it express. This is knowledge in the propositional or semantic sense, and is the dominant target of epistemological investigation. Tacit and implicit knowledge occupies another tier. A typical example would be something that someone has “known all along” but, until now, hasn’t had occasion to put her mind to it or formulate in words. TI-knowledge remains a minority interest in today’s epistemology. Operating at a fourth grade of epistemic involvement is what I call “impact”-knowledge, which is the knowledge of a matter at its deepest and most widespread. An example, to be discussed below, is the knowledge that was generated by the Wiles proof of Fermat’s last theorem. Its true importance lies not only, or even mainly, in its verification of a commonly accepted fact about numbers, but rather in its enrichment of the mathematics of elliptical curves and the promise it holds for greater advancement into the mathematical unknown. Knowledge of this fourth grade has yet to find a seat in the parliaments of epistemology. Knowledge of the anselmian sort is independent of the other three. Tacit and implicit knowledge is incompatible with anselmian and semantic knowledge but coinstantiable with impact-knowledge. Semantic knowledge is incompatible with tacit and implicit knowledge but coinstantiable with the others. Impact-knowledge is pairwise coinstantiable with the others. Below I will bring the ignorance partitions into such alignment as they have with these ones. In doing so, I’ll propose a naturalized causal response epistemology designed to give these interactive distinctions the theoretical air they need to breathe. (shrink)