Many hypotheses have been advanced to explain the collective irrationality of COVID-19 vaccine hesitancy, such as partisanship and ideology, exposure to misinformation and conspiracy theories or the effectiveness of public messaging. This paper presents a complementary explanation to epistemic accounts of collective irrationality, focusing on the moral reasons underlying people’s decisions regarding vaccination. We argue that the moralization of COVID-19 risk mitigation measures contributed to the polarization of groups along moral values, which ultimately led to the emergence of collective irrational (...) behaviors. Collective irrationality arises from groups explicitly or implicitly endorsing values that ultimately harm both themselves and those around. The role of social media platforms in amplifying this polarization and contributing to the emergence of collective irrationality is also examined. Finally, potential strategies for addressing the moral sources of collective irrationality are discussed. (shrink)

Nietzsche talks about trust [vertraue*] and mistrust [misstrau*] in all of his published and authorized works, from The Birth of Tragedy to Ecce Homo. He refers to trust in 90 passages and mistrust in 101 – approximately ten times as often as he refers to resentment/ressentiment. Yet the scholarly literature on Nietzsche and trust includes just a handful of publications. Worse still, I have been unable to find a single publication devoted to Nietzsche and mistrust. This chapter aims to fill (...) the gap in the secondary literature by using digital humanities methods to systematically investigate the functions of trust and mistrust in Nietzsche’s writings. I argue that Nietzsche offers three main insights into trust and an additional two into mistrust. When it comes to trust, in his free spirit works, he reflects on the development of interpersonal trust, with an eye to situations in which trust is or is not reciprocated. He also criticizes some of the heuristics people use to identify trustworthy partners, especially the notion that all and only people with stable character are trustworthy. And perhaps Nietzsche’s most interesting thoughts about trust relate to self-trust, which he thinks is often unjustifiably undermined. When it comes to mistrust, although he regards generalized mistrust as a sign of bad character, he also thinks that harnessing mistrust can be valuable in at least two domains. One is morality, where we are disposed to accept traditional pieties and would benefit from turning a suspicious eye towards these pieties. The other is science, which systematizes both trust and mistrust in pursuit of the truth. (shrink)

Social epistemology is the study of the social dimensions of knowledge or information. There is little consensus, however, on what the term "knowledge" comprehends, what is the scope of the "social", or what the style or purpose of the study should be. According to some writers, social epistemology should retain the same general mission as classical epistemology, revamped in the recognition that classical epistemology was too individualistic. According to other writers, social epistemology should be a more radical departure from classical (...) epistemology, a successor discipline that would replace epistemology as traditionally conceived. The classical approach could be realized in at least two forms. One would emphasize the traditional epistemic goal of acquiring true beliefs. It would study social practices in terms of their impact on the truth-values of agents' beliefs. A second version of the classical approach would focus on the epistemic goal of having justified or rational beliefs. Applied to the social realm, it might concentrate, for example, on when a cognitive agent is justified or warranted in accepting the statements and opinions of others. Proponents of the anti-classical approach have little or no use for concepts like truth and justification. In addressing the social dimensions of knowledge, they understand "knowledge" as simply what is believed, or what beliefs are "institutionalized" in this or that community, culture, or context. They seek to identify the social forces and influences responsible for knowledge production so conceived. Social epistemology is theoretically significant because of the central role of society in the knowledge-forming process. It also has practical importance because of its possible role in the redesign of information-related social institutions. (shrink)

Social epistemology is the study of the social dimensions of knowledge or information. There is little consensus, however, on what the term "knowledge" comprehends, what is the scope of the "social", or what the style or purpose of the study should be. According to some writers, social epistemology should retain the same general mission as classical epistemology, revamped in the recognition that classical epistemology was too individualistic. According to other writers, social epistemology should be a more radical departure from classical (...) epistemology, a successor discipline that would replace epistemology as traditionally conceived. The classical approach could be realized in at least two forms. One would emphasize the traditional epistemic goal of acquiring true beliefs. It would study social practices in terms of their impact on the truth-values of agents’ beliefs. A second version of the classical approach would focus on the epistemic goal of having justified or rational beliefs. Applied to the social realm, it might concentrate, for example, on when a cognitive agent is justified or warranted in accepting the statements and opinions of others. Proponents of the anti-classical approach have little or no use for concepts like truth and justification. In addressing the social dimensions of knowledge, they understand "knowledge" as simply what is believed, or what beliefs are "institutionalized" in this or that community, culture, or context. They seek to identify the social forces and influences responsible for knowledge production so conceived. Social epistemology is theoretically significant because of the central role of society in the knowledge-forming process. It also has practical importance because of its possible role in the redesign of information-related social institutions. (shrink)