This paper challenges the appeal to theory virtues in theory choice as well as the appeal to the intellectual and moral virtues of an agent as determining unique choices between empirically equivalent theories. After arguing that theoretical virtues do not determine the choice of one theory at the expense of another theory, I argue that nor does the appeal to intellectual and moral virtues single out one agent, who defends a particular theory, and exclude another agent defending an alternative theory. (...) I analyse Duhem’s concept of good sense and its recent interpretation in terms of virtue epistemology. I argue that the virtue epistemological interpretation does not show how good sense leads to conclusive choices and scientific progress. (shrink)

This paper critically assesses existing accounts of the nature of difficulty, finds them wanting, and proposes a new account. The concept of difficulty is routinely invoked in debates regarding degrees of moral responsibility, and the value of achievement. Until recently, however, there has not been any sustained attempt to provide an account of the nature of difficulty itself. This has changed with Gwen Bradford’s Achievement, which argues that difficulty is a matter of how much intense effort is expended. But while (...) this account captures something important about the relationship between difficulty and achievement, it fails to account for the fact that part of what makes achievements great is that they are difficult in a moderately agent-neutral kind of way. Nor is this thought captured by any other extant account. I argue that to fill this gap we should think of difficulty in terms of low probability of success. (shrink)

A common epistemological assumption in contemporary bioethics held b y both proponents and critics of non-traditional forms of cognitive enhancement is that cognitive enhancement aims at the facilitation of the accumulation of human knowledge. This paper does three central things. First, drawing from recent work in epistemology, a rival account of cognitive enhancement, framed in terms of the notion of cognitive achievement rather than knowledge, is proposed. Second, we outline and respond to an axiological objection to our proposal that draws (...) from recent work by Leon Kass (2004), Michael Sandel (2009), and John Harris (2011) to the effect that ‘enhanced’ cognitive achievements are (by effectively removing obstacles to success) not worthy of pursuit, or are otherwise ‘trivial’. Third, we show how the cognitive achievement account of cognitive enhancement proposed here fits snugly with recent active externalist approaches (e.g., extended cognition) in the philosophy of mind and cognitive science. (shrink)

Reductive intellectualists about knowledge-how hold, contra Ryle, that knowing how to do something is just a kind of propositional knowledge. In a similar vein, traditional reductivists about understanding-why insist, in accordance with a tradition beginning with Aristotle, that the epistemic standing one attains when one understands why something is so is itself just a kind of propositional knowledge—viz., propositional knowledge of causes. A point that has been granted on both sides of these debates is that if these reductive proposals are (...) right, then knowledge-how and understanding-why should be susceptible to the same extent as knowledge-that is to being undermined by epistemic luck. This paper reports experimental results that test these luck-based predictions. Interestingly, these results suggest a striking positive correlation between self-reported philosophical expertise and attributions of knowledge-how, understanding-why and knowledge-that which run contrary to reductive proposals. We contextualize these results by showing how they align very well with a particular kind of overarching non-reductive proposal, one that two of the authors have defended elsewhere according to which knowledge-how and understanding-why, but not knowledge-that, essentially involve cognitive achievement. We conclude by situating the interpretive narrative advanced within contemporary discussions about the role of expertise in philosophical judgment. (shrink)

We challenge a line of thinking at the fore of recent work on epistemic value: the line (suggested by Kvanvig in The value of knowledge and the pursuit of understanding, 2003 and others) that if the value of knowledge is “swamped” by the value of mere true belief, then we have good reason to doubt its theoretical importance in epistemology. We offer a value-driven argument for the theoretical importance of knowledge—one that stands even if the value of knowledge is “swamped” (...) by the value of true belief. Specifically, we contend that even if knowledge itself has no special epistemic value, its relationship to other items of value—cognitive abilities—gives ample reason to locate the concept at the very core of epistemology. (shrink)

I challenge the assumption that human uniqueness, of the sort motivated by the doctrine of the imago Dei, is incompatible with contemporary views in evolutionary biology. I first develop the functionalist account of the image of God and then argue that image bearing is a contingently imposed function. Humans, chosen by God to bear his image, are unique in that they alone possess an ideal range of image bearing capacities. This ideal range, in the end, makes humans well-suited for the (...) role of image bearing. (shrink)

I argue against Greco's account of the value of knowledge, according to which knowledge is distinctively valuable vis-à-vis that which falls short of knowledge in virtue of its status as an achievement and achievements being finally valuable. Instead, I make the case that virtuous belief is also an achievement. I argue that the nature of knowledge is such that knowledge is finally valuable in a way that virtuous belief is not, precisely because knowledge is not simply a success from ability. (...) The value of knowledge lies in the positive responsiveness of the world to an agent's epistemic virtuousness. (shrink)

The Gettier Problem (henceforth GP) is a milestone in contemporary epistemology. Half a century after the philosophical earthquake caused by the well-known Gettier article (1963), solutions continue to appear and the discussion resurfaces. Because we, like many, choose to adopt an optimistic stance towards the possibility of finding a plausible answer to the GP, in this paper we present an unconventional solution to solve it. Crucially, we argue that the only plausible and non-falsifiable definition of the propositional knowledge is the (...) one given by an “open” formula that contains a placeholder or a “variable” – on the third necessary condition – which takes a value according to which, depending on the circumstances, is necessary and sufficient for epistemic success. (shrink)

Two varieties of aesthetic virtue are distinguished. Trait virtues are features of the agent’s character, and reflect an overarching concern for aesthetic goods such as beauty and novelty, while faculty virtues are excellences of artistic execution that permit the agent to succeed in her chosen domain. The distinction makes possible a fuller account of why art matters to us—it matters not only insofar as it is aesthetically good, but also in its capacity as an achievement that is creditable to an (...) individual, and as a reflection or embodiment of virtuous motives. (shrink)

The idea of is explored. It is claimed that there is something epistemically important about acquiring one's knowledge first-hand via active perception rather than second-hand via testimony. Moreover, it is claimed that this kind of active perceptual seeing it for oneself is importantly related to the kind of understanding that is acquired when one possesses a correct and appropriately detailed explanation of how cause and effect are related. In both cases we have a kind of seeing it for oneself which (...) serves what is claimed to be a fundamental good: intellectual autonomy. It is argued that this proposal leads to a distinctive view about the goal of inquiry as often being a certain kind of knowledge rather than knowledge simpliciter. Finally, it is claimed that treating intellectual autonomy as a fundamental good is entirely compatible with granting that there is an important social dimension to our epistemic practices. (shrink)

An overview is presented of what I take to be the role of the intellectual virtues within the epistemological enterprise. Traditionally, the theory of knowledge has been thought to be central to the epistemological project, but since, as I explain, the intellectual virtues aren’t required for knowledge, this might suggest that they have only a marginal role to play in epistemological debates. I argue against this suggestion by showing how the intellectual virtues are in fact crucial to several core epistemological (...) topics, including the nature of inquiry, epistemic axiology and our understanding of ignorance. (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)

Epistemic anti-individualism is the view that positive epistemic statuses fail to supervene on internal, physical or mental, properties of individuals. Intellectual humility is a central intellectual virtue in the pursuit of such statuses. After some introductory remarks, this paper provides an argument for epistemic anti-individualism with respect to a virtue-theoretic account of testimonial knowledge. An outline of a dual-aspect account of intellectual humility is then offered. The paper proceeds to argue that insofar as testimonial knowledge is concerned, this stripe of (...) epistemic anti-individualism leads to a particular account of intellectual humility. (shrink)

Self‐esteem is traditionally regarded as an important human good. But it has suffered a number of injuries to its good name. Critics allege that endeavours to promote self‐esteem merely foster narcissism or entitlement, and urge that we redirect our efforts elsewhere. I argue that such criticisms are symptomatic of a normative decline in how we think and theorize about self‐esteem rather than a defect in the construct itself. After exposing the shortcomings of alternative proposals, I develop an account of self‐esteem (...) that reflects what its supporters have in mind: a valuable form of self‐appraisal worth fostering in others and ourselves. (shrink)

We engage with the nature and the value of achievement through a critical examination of an argument according to which biomedical “enhancement” of our capacities is impermissible because enhancing ourselves in this way would threaten our achievements. We call this the argument against enhancement from achievement. We assess three versions of it, each admitting to a strong or a weak reading. We argue that strong readings fail, and that weak readings, while in some cases successful in showing that enhancement interferes (...) with the nature or value of achievement, fail to establish that enhancement poses an unusual threat to achievement. (shrink)