Metaethical debunking arguments often conclude that no moral belief is epistemically justified. Early versions of such arguments largely relied on metaphors and analogies and left the epistemology of debunking underspecified. Debunkers have since come to take on substantial and broad-ranging epistemological commitments. The plausibility of metaethical debunking has thereby become entangled in thorny epistemological issues. In this thesis, I provide a critical yet sympathetic evaluation of the prospects and challenges facing such arguments in light of this development. In doing so, (...) I address the following central question: how could genealogical information undermine the epistemic justification of moral beliefs? In Part I, I begin answering the central question by extracting explicit and implicit epistemic principles from three popular debunking arguments. These arguments, due to Gilbert Harman, Richard Joyce, and Sharon Street, generate principles concerning ontological parsimony, explanatory dispensability, epistemic insensitivity, lack of epistemic safety, unexplained reliability, epistemic coincidences, and explanatory constraints on rational belief. Having set out the principles tasked with explaining how genealogical information undermines, Part II of the thesis seeks to evaluate whether debunking arguments built on them succeed. To this end, I consider two types of challenges faced by such arguments. First, there are strategies that attempt to block global moral debunking arguments. I argue that one popular such strategy, the so-called ‘third-factor strategy’, has been misunderstood. When understood correctly, it is of no help in answering debunking arguments. I then flesh out an alternative and more promising strategy for blocking such arguments. I then turn to internal challenges facing debunkers, particularly those who rely on ‘explanationist’ principles. I argue that explanationist debunking arguments, as well as most others, fall prey to one or more of four internal challenges: the implausibility of first-order epistemic principles, the threat of overgeneralization, the threat of self-defeat, and the need for costly metaepistemic commitments. I conclude that current debunking arguments fail to establish that no moral belief is justified. By analyzing why existing arguments fail, I develop two conditions of adequacy that debunkers must satisfy in order to navigate the internal challenges successfully. I end by suggesting future directions that debunkers should pursue to rehabilitate the prospects for global moral debunking arguments. (shrink)

I develop three arguments in support of my contention that we should favor achievements over agents as objects of fitting moral admiration. The first argument impugns the epistemic standing with which characterological admiration is standardly issued. The second argument alleges that there is likely to be a difference between widely held folk concepts of character and traits, on the one hand, and an empirically supported view of the reality of those things, on the other. The final argument concerns one way (...) in which characterological admiration renders some aspects of our practices of admiring subject to undesirable revision. In each case I use an analogy to athletic admiration to show how achievement admiration avoids the problems of characterological admiration. I then suggest an alternative role for characterological considerations in fitting admiration, as a loose constraint on what is appropriate to admire rather than as an object of admiration. The upshot of the article is theoretical, inasmuch as it develops a tension between the conditions governing fitting admiration and an empirically informed view of character. But there is also practical upshot, especially in the context of public practices of admiring, as when we build statues of heroes or name buildings after them. (shrink)

The focus of this special issue is on moral psychology and the goals of moral education. My focus will be considerably narrower in addressing the following question: In light of the situationist movement in psychology and philosophy, what should be the goal(s) of character education? The main conclusion will be that the central goal of character education should be modified in a certain way to make it more empirically informed. But not to worry, as this modification should be amenable to (...) most contemporary supporters of character education. (shrink)

Virtue theories can plausibly be argued to have important advantages over normative ethical theories which prescribe a strict impartialism in moral judgment, or which neglect people’s special roles and relationships. However, there are clear examples of both virtuous and vicious partiality in people’s moral judgments, and virtue theorists may struggle to adequately distinguish them, much as proponents of other normative ethical theories do. This paper first adapts the “expanding moral circle” concept and some literary examples to illustrate the difficulty of (...) adequately distinguishing virtuous from vicious partiality. Later sections aim to show how an adequate philosophical ethics will be able to both a) attribute virtue (and hence praiseworthiness) to agents whose actions may directly serve only their special interests, roles, or special relationships; and b) attribute vice (and hence censure) where an agent’s attitudes and/or actions mirror known personal biases (for instance, an egoistic attitude) or social biases (for instance, and ethnocentric attitude). This dual ability leaves space for much virtuous partiality, while also reflecting a “risk-aware” approach, recognizing the deleterious consequences of our human penchant for constructing and imbuing moral significance to oftentimes factitious us/them dichotomies. (shrink)

Psychological situationism is the view that our behavior is ordered by external features of situations as opposed to robust character traits. Philosophical situationists have taken this claim to be conservatively revisionary for ethics; on their view, situationism problematizes only character, not any essential features of our ethical deliberation. Little has been said, however, about how these revisions motivate situationists’ claim that we ought to redirect our attention from cultivating virtues to managing situational influences on behavior. Virtue theorists have typically responded (...) to situationists by arguing that skill-based practical wisdom—the exercise of which underwrites all other virtues—can be appropriately sensitive to situational influences. Following this response, discussions about the prescriptive consequences of situationism have largely resulted in a stalemate. In this paper, I argue that situationism faces a dilemma: it is either too conservative to be ethically revisionary or too radical to inform our ethical deliberation. I argue that both horns of this dilemma are unacceptable. Thus, we should reject situationist revisions to our ethical deliberation, and conclude that situationism is not conservatively revisionary for ethics. (shrink)

Pritchard defends virtue epistemology from epistemic situationism by appealing to the notion of epistemic dependence: if knowledge acquisition is sometimes allowed to depend on factors outside the cognitive agency of the subject, then this modest form of virtue epistemology escapes the threat of the situationist challenge. This lowering of the threshold of cognitive agency required for knowledge raises the question of how to demarcate between acquisitions of true belief influenced by situational factors that count as knowledge, and those that do (...) not. I fill this gap by proposing that the dependence of knowledge acquisition on external factors comes in degrees, which allows us to look for a right degree of epistemic dependence such that it both agrees with the situationist research and preserves the normative appeal of virtue epistemology. (shrink)

This paper addresses some of the contours of an ethics of knowledge in the context of ameliorative epistemology, where this term describes epistemological projects aimed at redressing epistemic injustices, improving collective epistemic practices, and educating more effectively for higher-order reflective reasoning dispositions. Virtue theory and embodiment theory together help to tie the cultivation of moral and epistemic emotions to cooperative problem-solving. We examine one cooperative vice, ‘knavery,’ and how David Hume’s little-noticed discussion of it is a forerunner of contemporary game (...) theory’s concern with behavior of ‘free riding’ on systems of trust or cooperation. We develop these and other examples as calling for “risk-aware” social epistemology, which ties epistemic risk with doxastic responsibility. Risk-aware social epistemology aims at describing and ameliorating epistemic practices, but without confusing over-generalizing about culpability in ways that would conflate philosophical censure or critique of bias, with “blameworthiness” in any stronger sense. (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.

Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology (e.g., Montmarquet 1993; Zagzebski 1996; Battaly 2006; Baehr 2011) – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr, 2013) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education as (...) the inculcation of the intellectual virtues. Baehr’s picture contrasts with another well-known position – that the primary aim of education is the promotion of critical thinking (Scheffler 1989; Siegel 1988; 1997; 2017). In this paper – that we hold makes a contribution to both philosophy of education and epistemology and, a fortiori, epistemology of education – we challenge this picture. We outline three criteria that any putative aim of education must meet and hold that it is the aim of critical thinking, rather than the aim of instilling intellectual virtue, that best meets these criteria. On this basis, we propose a new challenge for intellectual virtue epistemology, next to the well-known empirically-driven ‘situationist challenge’. What we call the ‘pedagogical challenge’ maintains that the intellectual virtues approach does not have available a suitably effective pedagogy to qualify the acquisition of intellectual virtue as the primary aim of education. This is because the pedagogic model of the intellectual virtues approach (borrowed largely from exemplarist thinking) is not properly action-guiding. Instead, we hold that, without much further development in virtue-based theory, logic and critical thinking must still play the primary role in the epistemology of education. (shrink)

According to ambitious responsibilism (AR), the virtues that are constitutive of epistemic responsibility should play a central and fundamental role in traditional projects like the analysis of justification and knowledge. While AR enjoyed a shining moment in the mid-1990s, it has fallen on hard times. Part of the reason is that many epistemologists—including fellow responsibilists—think it paints an unreasonably demanding picture of knowledge and justification. I agree that such worries undermine AR's existing versions. But I think the curtains have been (...) prematurely drawn on the view. My goal is to show that the objections only threaten the periphery of certain versions of AR, and to develop a version that blocks them. With this goal in mind, here is the plan. I begin in §2 by clarifying the core commitments of AR and explain how influential responsibilists have added to these commitments in optional ways. In §3, I rehearse the standard objections to AR, explaining why they only impugn the add-ons. I turn in §4 to develop a version I call Kantian Responsibilism (KR). KR is a two-level view consisting of (i) a high-level analysis of epistemic normativity in responsibilist terms, and (ii) a first-order account of the conditions under which these terms apply. According to KR's first tier, epistemically virtuous thought is thought that manifests respect for truth; because I hold that manifesting certain reasons-sensitive dispositions is necessary and sufficient for respecting truth, KR's second tier takes epistemic virtues to coincide substantively with reasons-sensitive dispositions. After unpacking KR in §4, I show in §5 how it answers the objections to AR. I close in §6 by making some broader points about KR's virtues, especially when compared with reliabilist views. (shrink)

This volume has its roots in two recent developments within mainstream analytic epistemology: a growing recognition over the past two or three decades of the active and social nature of our epistemic lives; and, more recently still, the increasing appreciation of the various ways in which the epistemic practices of individuals and societies can, and often do, go wrong. The theoretical analysis of these breakdowns in epistemic practice, along with the various harms and wrongs that follow as a consequence, constitutes (...) an approach to epistemology that we refer to as non-ideal epistemology. In this introductory chapter we introduce and contextualise the ten essays that comprise this volume, situating them within four broad sub-fields: vice epistemology, epistemic injustice, inter-personal epistemic practices, and applied epistemology. We also provide a brief overview of several other important growth areas in non-ideal epistemology. (shrink)

Considerable progress in personality and social psychology has been largely ignored by philosophers, many of whom still remain sceptical concerning whether the conception of character presupposed by virtue theory is descriptively adequate. Here, I employ the five-factor model of personality, currently the consensus view in personality psychology, to respond to a strong reading of the situationist challenge, whereby most people lack dispositions that are both cross-situationally consistent and temporally stable. I show that situationists rely on a false dichotomy between character (...) traits and situations, and that evidence supports the empirical adequacy of the sorts of character traits presupposed by virtue ethics. Additionally, I suggest that the personality traits of the five-factor model are relevant to virtue theory, in so far as they are malleable, morally salient, and seem to structurally parallel Aristotelian virtues and vices. Thus, contra situationism, the five-factor model supports the descriptive adequacy of a virtue-theoretical framework. (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 paper provides an empirical defense of credit theories of knowing against Mark Alfano’s challenges to them based on his theses of inferential cognitive situationism and of epistemic situationism. In order to support the claim that credit theories can treat many cases of cognitive success through heuristic cognitive strategies as credit-conferring, the paper develops the compatibility between virtue epistemologies qua credit theories, and dual-process theories in cognitive psychology. It also a response to Lauren Olin and John Doris’ “vicious minds” thesis, (...) and their “tradeoff problem” for virtue theories. A genuine convergence between virtue epistemology and dual-process theory (DPT) is called for, while acknowledging that this effort may demand new and more empirically well-informed projects on both sides of the division between Conservative virtue epistemology (including the credit theory of knowing) and Autonomous virtue epistemology (including virtue responsibility, and meliorative projects for providing guidance to epistemic agents engaged in inquiry). (shrink)

Miranda Fricker’s book Epistemic Injustice calls attention to an important sort of moral and intellectual wrongdoing, that of failing to give others their intellectual due. When we fail to recognize others’ knowledge, or undervalue their beliefs and judgments, we fail in two important respects. First, we miss out on the opportunity to improve and refine our own sets of beliefs and judgments. Second—and more relevant to the term “injustice”—we can deny people the intellectual respect they deserve. Along with describing the (...) wrong of epistemic injustice, Fricker proposes that epistemic justice is a virtue we “can, and should, aim for in practice”. But I argue that there are two major problems. First, it is not clear that it is reasonable to imagine there is any such stable disposition—that is, any such virtue—as the sort of justice she imagines. Second, even if there could be such a virtue, her theory of epistemic justice does not provide good guidance for avoiding epistemic injustice. While it could.. (shrink)

The paper starts out by distinguishing two closely related hypotheses about extended cognition. According to the strong hypothesis, there are no intrinsic representations in the brain. This is a version of the extended-mind view defended by Andy Clark and Richard Menary. On the weak hypothesis, there are intrinsic representations in the brain but some types of cognition, knowledge or memory are constituted by particular types of external devices or environmental factors that extend beyond the skull and perhaps beyond the skin. (...) This type of view was defended, for example, by Andy Clark and David Chalmers. After drawing this distinction and clarifying the notions of causal influence and constitution, I defend the second weaker hypothesis with respect to procedural knowledge and knowledge of action and show why this sort of view supports what we might call a ‘situationist-friendly virtue epistemology’. (shrink)

Leading virtue epistemologists defend the view that knowledge must proceed from intellectual virtue and they understand virtues either as refned character traits cultivated by the agent over time through deliberate effort, or as reliable cognitive abilities. Philosophical situationists argue that results from empirical psychology should make us doubt that we have either sort of epistemic virtue, thereby discrediting virtue epistemology’s empirical adequacy. I evaluate this situationist challenge and outline a successor to virtue epistemology: abilism . Abilism delivers all the main (...) benefts of virtue epistemology and is as empirically adequate as any theory in philosophy or the social sciences could hope to be. (shrink)

While openmindedness is often cited as a paradigmatic example of an intellectual virtue, the connection between openmindedness and truth is tenuous. Several strategies for reconciling this tension are considered, and each is shown to fail; it is thus claimed that openmindedness, when intellectually virtuous, bears no interesting essential connection to truth. In the final section, the implication of this result is assessed in the wider context of debates about epistemic value.

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.

In this paper, we provide an overview of our ongoing project in the Genetics and Human Agency Initiative sponsored by the John Templeton Foundation. Our project focuses on the ways that lay beliefs about the heritability of virtue influence reasoning about the nature of virtue, parenting behaviors, and the development of virtue in children. First, we provide philosophical perspectives on the nature of virtue and suggest that viewing virtue as a malleable skill may have important advantages. Next, we review theory (...) and research that highlights the ways that lay heritability beliefs potentially undermine conceptualizations of virtue as a malleable skill. Finally, we discuss how lay heritability beliefs might ultimately affect parent–child interactions and child virtue development. The paper thus provides a brief description our project’s theoretical foundation and a general look at the empirical questions it will tackle. (shrink)

Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education as the inculcation of the intellectual virtues. Baehr’s picture contrasts with another well-known position (...) – that the primary aim of education is the promotion of critical thinking. In this paper – that we hold makes a contribution to both philosophy of education and epistemology and, a fortiori, epistemology of education – we challenge this picture. We outline three criteria that any putative aim of education must meet and hold that it is the aim of critical thinking, rather than the aim of instilling intellectual virtue, that best meets these criteria. On this basis, we propose a new challenge for intellectual virtue epistemology, next to the well-known empirically-driven ‘situationist challenge’. What we call the ‘pedagogical challenge’ maintains that the intellectual virtues approach does not have available a suitably effective pedagogy to qualify the acquisition of intellectual virtue as the primary aim of education. This is because the pedagogic model of the intellectual virtues approach is not properly action-guiding. Instead, we hold that, without much further development in virtue-based theory, logic and critical thinking must still play the primary role in the epistemology of education. (shrink)

The early work by Gilbert Harman and John Doris on character and situationism has fostered a vast literature over the past 15 years. Yet despite all this work, there are many important issues which remain largely unexplored. The goal of this paper is to briefly outline eight promising research directions: neglected moral virtues, neglected non-moral virtues, virtue assessment and measurement, replication, non-Aristotelian virtue ethics, positive accounts of character trait possession, prescriptive situationism, and virtue cultivation.

In this paper, we explore the literature on cognitive heuristics and biases in light of virtue epistemology, specifically highlighting the two major positions—agent-reliabilism and agent-responsibilism —as they apply to dual systems theories of cognition and the role of motivation in biases. We investigate under which conditions heuristics and biases might be characterized as vicious and conclude that a certain kind of intellectual arrogance can be attributed to an inappropriate reliance on Type 1, or the improper function of Type 2, cognitive (...) processes. By the same token, the proper intervention of Type 2 processes results in the virtuous functioning of our cognitive systems. Moreover, the role of motivation in attenuating cognitive biases and the cultivation of certain epistemic habits points to the tenets of agent-responsibilism.. (shrink)

Moral psychology investigates human functioning in moral contexts, and asks how these results may impact debate in ethical theory. This work is necessarily interdisciplinary, drawing on both the empirical resources of the human sciences and the conceptual resources of philosophical ethics. The present article discusses several topics that illustrate this type of inquiry: thought experiments, responsibility, character, egoism v . altruism, and moral disagreement.

In recent years, philosophers and psychologists have criticized character- or virtue-based normative theories on the basis that human behavior and cognition depend more on situation than on traits of character. This set of criticisms, which initially aimed at broadly Aristotelian virtue theories in ethics, has expanded to target a wide range of approaches in both ethics and, recently, epistemology. In this essay, I draw on the works of Maria Montessori to defend her conception of character and particularly of intellectual virtue (...) in the light of situationist objections. I start with an overview of the situationist challenge before turning to some reasons to think that Montessori’s virtue epistemology might be susceptible to it. I then offer a brief discussion of Montessori’s approach to character. After laying out two ways that Montessori, like recent conservative defenses of virtue epistemology, deflates the significance of situationist findings, I show some ways that Montessori’s virtue epistemology resembles so-called “accommodationist” responses to situationism. (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.

Recent empirical findings from social psychology, ecological psychology, and embodied cognitive science indicate that situational factors crucially shape the course of human behavior. For instance, it has been shown that finding a dime, being under the influence of an authority figure, or just being presented with food in easy reach often influences behavior tremendously. These findings raise important new questions for the philosophy of action: Are these findings a threat to classical conceptions of human agency? Are humans passively pushed around (...) by situational factors, or are there agential aspects in the way we spontaneously experience and react to situations? How can one conceptualize the pervasive influence of situational factors on human action? What are situations in the first place, and how should the influence of these situations on action be thought of? This paper sets out to develop a new conceptual repertoire for thinking about the influence of situations on action, drawing on research from ecological psychology as well as from embodied and enactive cognitive science. The key proposal is the development of a philosophical sensorimotor account of agency: Action, it is proposed, should be conceived of as constant dynamical interaction of agential and environmental factors – factors which should all be conceptualized in new ways. (shrink)

“Situationists” such as Gilbert Harman and John Doris have accused virtue ethicists as having an “empirically inadequate” theory, arguing that much of social science research suggests that people do not have robust character traits as traditionally thought. By far, the most common response to this challenge has been what I refer to as “the rarity response” or the “rarity thesis”. Rarity responders deny that situationism poses any sort of threat to virtue ethics since there is no reason to suppose that (...) the moral virtues are typical or widespread. But, far from being its saving grace, I will argue, the rarity thesis forces virtue ethicists into positions that are incompatible with their theoretical foundations or render their theory normatively irrelevant. The more the virtue ethicists modify their thesis to fit the empirical evidence and to be normatively relevant, the less they retain a virtue ethical theory. This is also the case for virtue epistemologists. (shrink)

Virtue ethics prescribes cultivating global and behaviorally efficacious character traits, but John Doris and others argue that situationist social psychology shows this to be infeasible. Here, I show how certain versions of virtue ethics that ‘go mental’ can withstand this challenge as well as Doris’ further objections. The defense turns on an account of which psychological materials constitute character traits and which the situationist research shows to be problematically variable. Many situationist results may be driven by impulsive akrasia produced by (...) low-level , emotionally induced ignorance about one’s situation, and some may be driven by a further subtype: modal akrasia. Many subjects in the infamous Milgram experiments, e.g., seem to have recognized what the virtuous thing to do was and that they should do it, and only failed to do it because their emotions prevented them from seeing that they could. If the primary constituents of character traits are higher-level mental dispositions involved in deliberation, though, then the results don’t show that these psychological materials are problematically variable. (shrink)