Many philosophical discussions hinge on the concept of knowability. For example, there is a blooming literature on the so-called paradox of knowability. How to understand this notion, however? In this paper, we examine several approaches to the notion: the naive approach to take knowability as the possibility to know, the counterfactual approach endorsed by Edgington (1985) and Schlöder (2019) , approaches based on the notion of a capacity or ability to know (Fara 2010, Humphreys 2011), and finally, approaches that make (...) use of the resources of dynamic epistemic logic (van Benthem 2004, Holliday 2017). (shrink)

What is it to base a belief on reasons? Existing attempts to give an account of the basing relation encounter a dilemma: either one appeals to some kind of neutral process that does not adequately reflect the way basing is a content-sensitive first-personal activity, or one appeals to linking or bridge principles that over-intellectualize and threaten regress. We explain why this dilemma arises, and diagnose the commitments that are key obstacles to providing a satisfactory account. We explain why they should (...) be rejected anyway, and then offer a new, knowledge-first virtue epistemological theory of the basing relation that shows how we can substantially theorize about mental processes without these commitments. The resulting view plausibly captures the way in which basing is an inherently mental and content-sensitive process. (shrink)

In this paper, I aim to develop a novel virtue reliabilist account of justified belief, which incorporates insights from both process reliabilism and extant versions of virtue reliabilism. Like extant virtue reliabilist accounts of justi- fied belief, the proposed view takes it that justified belief is a kind of competent performance and that competent performances require reliable agent abilities. However, unlike extant versions of virtue reliabilism, the view takes abilities to essentially involve reliable processes. In this way, the proposed takes (...) a leaf from process reliabilism. Finally, I will provide reason to believe that the view compares favourably with both extant versions of virtue reliabilism and process reliabilism. In particular, I will show that in taking abilities to essentially involve reliable processes, the view has an edge over extant versions of virtue reliabilism. Moreover, I will argue that the proposed view can either solve or defuse a number of classical problems of process reliabilism, including the new evil demon problem, the problem of clairvoyant cases and the generality problem. (shrink)

In this dissertation, I argue that understanding possesses unique epistemic value. I propose and defend a novel account of understanding that I call the management account of understanding, which is the view that an agent A understands a subject matter S just in case A has the ability to extract the relevant information and exploit it with the relevant cognitive capacities to answer questions in S. Since inquiry is the process of raising and answering questions, I argue that without understanding, (...) it would be impossible to engage in successful inquiry. I argue that understanding is indispensable for effective cognition and that it is irreducible to other epistemic categories, such as knowledge, justification, or rationality. Understanding is an irreducible component of epistemic excellence. In arguing for this account, I focus on the nature and requirements of cognition and pay less attention to intuitions about hypothetical cases, in contrast to previous approaches to understanding. I draw upon psychology and cognitive science, especially work on the frame problem, to demonstrate the importance (and difficulty) of finding relevant information and exploiting it in relevant ways to answer questions. One’s cognitive system must be organized in such a way that one has the ability to think the relevant thoughts in the relevant ways to answer the relevant questions. This reveals well-defined directions in which future research on understanding should move. In addition to proposing and defending the management account of understanding, I explore several features of understanding, including some interesting consequences of the management account. I argue that the management account and commonly used methods of measuring degrees of understanding imply that understanding can be based on false beliefs. I argue that the management account (and any account of understanding that implies understanding is an ability) implies that understanding can be acquired by luck. I also argue that understanding is ontologically prior to explanation: a good explanation is essentially an act that produces understanding in the relevant cognitive background. (shrink)

What does it mean to know how to do something? This book develops a comprehensive account of know-how, a crucial epistemic goal for all who care about getting things right, not only with respect to the facts, but also with respect to practice. It proposes a novel interpretation of the seminal work of Gilbert Ryle, according to which know-how is a competence, a complex ability to do well in an activity in virtue of guidance by an understanding of what it (...) takes to do so. This idea is developed into a full-fledged account, Rylean responsibilism, which understands know-how in terms of the normative guidance and responsible control of one's acts. Within the complex current debate about know-how, this view occupies a middle ground position between the intellectualist claim that know-how just is propositional or objectual knowledge and the anti-intellectualist claim that know-how just is ability. In genuine know-how, practical ability and guiding intellect are both necessary, but essentially intertwined. (shrink)

According to the safety principle, if one knows that p, then one’s belief in p could not easily have been false. In this paper, I pose a dilemma for safety theorists by asking the following question: In evaluating whether or not a belief is safe, must we only examine the error-possibilities of the same belief as formed in the actual world? If ‘yes’, safety meets a familiar objection regarding necessary truths and the objection also extends to contingent propositions. If ‘no’, (...) however, there is no necessity of safety for knowledge. It is argued that this dilemma poses a threat for a number of safety principles from the recent literature. In the end, I draw implications of my arguments for the debate between robust and anti-luck virtue epistemologies. The result is that anti-luck virtue epistemology suffers from the difficulty with the safety principle whereas the robust variant remains intact. (shrink)

ABSTRACTAchievements are among the things that make a life good. Assessing the plausibility of this intuitive claim requires an account of the nature of achievements. One necessary condition for achievement appears to be that the achieving agent acted competently, i.e. was not just lucky. I begin by critically assessing existing accounts of anti-luck conditions for achievements in both the ethics and epistemology literature. My own proposal is that a goal is reached competently, only if the actions of the would-be-achiever make (...) success likely, and that this is the reason why she acts that way. (shrink)

Abilities are in many ways central to what being an agent means, and they are appealed to in philosophical accounts of a great many different phenomena. It is often assumed that abilities are some kind of dispositional property, but it is rarely made explicit exactly which dispositional properties are our abilities. Two recent debates provide two different answers to that question: the new dispositionalism in the debate about free will, and virtue reliabilism in epistemology. This paper argues that both answers (...) fail as general accounts of abilities, and discusses the ramifications of this result. (shrink)

The epistemic subject of collective scientific knowledge has been a matter of dispute in recent philosophy of science and epistemology. Following the distributed cognition framework, both collective-subject accounts (most notably by Knorr-Cetina, in _Epistemic Cultures_, Harvard University Press, 1999) as well as no-subject accounts of collective scientific knowledge (most notably by Giere, Social Epistemology 21:313–320, 2007; in Carruthers, Stich, Siegal (eds), _The Cognitive Basis of Science_, Cambridge University Press, 2002a) have been offered. Both strategies of accounting for collective knowledge are (...) problematic from the perspective of mainstream epistemology. Postulating genuinely collective epistemic subjects is a high-commitment strategy with little clear benefit. On the other hand, eliminating the epistemic subject radically severs the link between knowledge and knowers. Most importantly, both strategies lead to the undesirable outcome that in some cases of scientific knowledge there might be no individual knower that we can identify. I argue that distributed cognition offers us a fertile framework for analyzing complex socio-technical processes of contemporary scientific knowledge production, but scientific knowledge should nonetheless be located in individual knowers. I distinguish between the production and possession of knowledge, and argue that collective knowledge is collectively produced knowledge, not collectively possessed knowledge. I then propose an account of non-testimonial, expert scientific knowledge which allows for collectively produced knowledge to be known by individuals. (shrink)

An expert is commonly considered to be somebody who possesses the right kind of knowledge and skills to find out true answers for questions in a domain. However, this common conception that focuses only on an individual’s knowledge and skills is not very useful to understand the epistemically interdependent nature of contemporary scientific expertise, which becomes increasingly more relevant due to the rise of large interdisciplinary research collaborations. The typical scientific expert today relies substantially on complex scientific instruments and numerous (...) other experts in forming expert judgment. Moreover, we have research collaborations where multiple scientists interact in a way that gives rise to distributed cognitive systems, which can act as a single informant. Accordingly, our concept of scientific expertise should not consist only in individual knowledge and skills, but also accommodate epistemic dependence and collective knowledge production. To this aim, this paper proposes a reconstruction of the concept of scientific expertise as informant reliability by building on the virtue-epistemological account of epistemic competences and theories of extended and distributed cognition. Considered in reference to the social epistemic function of expertise, a scientific expert should be conceived as a reliable informant in a scientific domain, which implies that when consulted on matters in that domain they assert competently, honestly, and completely. Competent expert assertion involves the epistemic responsibility to draw on nothing but the highest degree of epistemic competence relevant to the given context. Thus, being a reliable informant may require one to draw on an extended epistemic competence that goes beyond one’s individual competence, or to form supra-individual or group-informants that manifest collectively the kind of complex epistemic competence required for the investigation of certain research questions. (shrink)

An expert is commonly considered to be somebody who possesses the right kind of knowledge and skills to find out true answers for questions in a domain. However, this common conception that focuses only on an individual’s knowledge and skills is not very useful to understand the epistemically interdependent nature of contemporary scientific expertise, which becomes increasingly more relevant due to the rise of large interdisciplinary research collaborations. The typical scientific expert today relies substantially on complex scientific instruments and numerous (...) other experts in forming expert judgment. Moreover, we have research collaborations where multiple scientists interact in a way that gives rise to distributed cognitive systems, which can act as a single informant. Accordingly, our concept of scientific expertise should not consist only in individual knowledge and skills, but also accommodate epistemic dependence and collective knowledge production. To this aim, this paper proposes a reconstruction of the concept of scientific expertise as informant reliability by building on the virtue-epistemological account of epistemic competences and theories of extended and distributed cognition. Considered in reference to the social epistemic function of expertise, a scientific expert should be conceived as a reliable informant in a scientific domain, which implies that when consulted on matters in that domain they assert competently, honestly, and completely. Competent expert assertion involves the epistemic responsibility to draw on nothing but the highest degree of epistemic competence relevant to the given context. Thus, being a reliable informant may require one to draw on an extended epistemic competence that goes beyond one’s individual competence, or to form supra-individual or group-informants that manifest collectively the kind of complex epistemic competence required for the investigation of certain research questions. (shrink)

Many meta-ethicists have thought that rationality requires us to heed apparent normative reasons, not objective normative reasons. But what are apparent reasons? There are two kinds of standard answers. On de dicto views, R is an apparent reason for S to \ when it appears to S that R is an objective reason to \ . On de re views, R is an apparent reason for S to \ when R’s truth would constitute an objective reason for S to \ (...) , and it appears to S that R. De re views are currently more popular because they avoid overintellectualizing rationality. But they face problems owing to the way in which they do so. Some assume that we can escape these problems by requiring more information to be apparent or by appealing to defeat. But these strategies fail. So, I defend a new view: apparent reasons are apparent facts that agents are competently attracted to treat like objective reasons, where competence is indirectly defined in terms of objective reasons and a competence/performance distinction is honored. Since one can treat X like an F without having the concept of an F, the view does not overintellectualize rationality. But it is also strong enough to dodge the pitfalls of de re views. (shrink)

We argue that any strong version of a knowledge condition on intentional action, the practical knowledge principle, on which knowledge of what I am doing (under some description: call it A-ing) is necessary for that A-ing to qualify as an intentional action, is false. Our argument involves a new kind of case, one that centers the agent’s control appropriately and thus improves upon Davidson’s well-known carbon copier case. After discussing this case, offering an initial argument against the knowledge condition, and (...) discussing recent treatments that cover nearby ground, we consider several objections. One we consider at some length maintains that although contemplative knowledge may be disconnected from intentional action, specifically practical knowledge of the sort Anscombe elucidated escapes our argument. We demonstrate that this is not so. Our argument illuminates an important truth, often overlooked in discussions of the knowledge-intentional action relationship: intentional action and knowledge have different levels of permissiveness regarding failure in similar circumstances. (shrink)

I argue that the ground of the epistemic force of perceptual states lies in properties of the perceptual capacities that constitute the relevant perceptual states. I call this view capacitivism, since the notion of a capacity is explanatorily basic: it is because a given subject is employing a mental capacity with a certain nature that her mental states have epistemic force. More specically, I argue that perceptual states have epistemic force due to being systematically linked to mind-independent, environ- mental particulars (...) via the perceptual capacities that constitute the perceptual states. Thus, capacitivism shows how the epistemic force of experience is grounded in metaphysical facts about experience. Capacitivism is a distinctive externalist view of evidence and knowledge that does not invoke reliability, remains stead- fastly naturalistic, and in recognizing a metaphysically substantive common elem- ent between perception and hallucination avoids any commitment to disjunctivism. (shrink)

Adam Carter (2022) recently proposed that a successful analysis of knowledge needs to include an autonomy condition. Autonomy, for Carter, requires a lack of a compulsion history. A compulsion history bypasses one’s cognitive competences and results in a belief that is difficult to shed. I argue that Carter’s autonomy condition does not cover partially autonomous beliefs properly. Some belief-forming processes are partially bypassing one’s competences, but not bypassing them completely. I provide a case for partially autonomous belief based on processing (...) fluency effects and argue that partially autonomous beliefs only amount to knowledge in some cases. I finally suggest how to adjust the autonomy condition to capture partially autonomous belief properly. (shrink)

The acquaintance debate in aesthetics has been traditionally divided between pessimists, who argue that testimony does not provide others with aesthetic knowledge of artworks, and optimists, who hold that acquaintance with an artwork is not a necessary precondition for acquiring aesthetic knowledge. In this paper I propose a reconciliationist solution to the acquaintance debate: while aesthetic knowledge can be had via testimony, aesthetic judgment requires acquaintance with the artwork. I develop this solution by situating it within a virtue aesthetics framework (...) based on Ernest Sosa's virtue epistemology. I go on to apply the solution to the debates on moral testimony and expert testimony. An interesting variant on Gettier cases emerges: cases in which subjects have knowledge, but it has been formed by the wrong competence. (shrink)

In this paper, I present an account of group competence that is explicitly framed for cases of epistemic performances. According to it, we must consider group epistemic competence as the group agents’ capacity to produce knowledge, and not the result of the summation of its individual members’ competences to produce knowledge. Additionally, I contend that group competence must be understood in terms of group normative status. To introduce my view, I present Jesper Kallestrup’s denial that group competence involves anything over (...) and beyond the aggregation of individual competences. I have divided my response into two parts. First, I compare two conceptions of competence from Ernest Sosa’s reliabilist virtue epistemology, Thinking about oneself: The place and value of reflection in philosophy and psychology, Springer, 2019) and David Löwenstein’s account of know-how. Second, I take the results from this comparison and apply them to the issue of group know-how, by the hand of Orestis Palermos and Deborah Tollefsen’s twofold approach to the topic Socially extended epistemology, Oxford University Press, 2018). Finally, I return to Kallestrup’s denial to make my point in favour of the conception of genuine group competence as the group normative status to achieve success. (shrink)

In this paper we argue that knowledge is characteristically safe true belief. We argue that an adequate approach to epistemic luck must not be indexed to methods of belief formation, but rather to explanations for belief. This shift is problematic for several prominent approaches to the theory of knowledge, including virtue reliabilism and proper functionalism (as normally conceived). The view that knowledge is characteristically safe true belief is better able to accommodate the shift in question.

Knowledge and skill are intimately connected. In this essay, I discuss the question of their relationship and of which (if any) is prior to which in the order of explanation. I review some of the answers that have been given thus far in the literature, with a particular focus on the many foundational issues in epistemology that intersect with the philosophy of skill.

Roughly speaking, intellectualists contend that practical knowledge is always a matter of having the right kind of propositional knowledge. This article argues that intellectualism faces a serious explanatory challenge when practical knowledge crucially relies on ecological information, i.e. when know-how is scaffolded. More precisely, intellectualists struggle to provide a satisfactory explanation of seeming know-how contrasts in structurally similar cases of scaffolded ability manifestation. In contrast, even if anti-intellectualism is similarly challenged, at least some varieties of anti-intellectualism seemingly hold resources to (...) account for the relevant contrasts. (shrink)

In Plato's Euthydemus, Socrates claims that the possession of epistēmē suffices for practical success. Several recent treatments suggest that we may make sense of this claim and render it plausible by drawing a distinction between so-called “outcome-success” and “internal-success” and supposing that epistēmē only guarantees internal-success. In this paper, I raise several objections to such treatments and suggest that the relevant cognitive state should be construed along less than purely intellectual lines: as a cognitive state constituted at least in part (...) by ability. I argue that we may better explain Socrates' claims that epistēmē suffices for successful action by attending to the nature of abilities, what it is that we attempt to do when acting, and what successful action amounts to in the relevant contexts. These considerations suggest that, contrary to several recent treatments, the success in question is not always internal-success. (shrink)

In updating our beliefs on the basis of our background attitudes and evidence we frequently employ objects in our environment to represent pertinent information. For example, we may write our premises and lemmas on a whiteboard to aid in a proof or move the beads of an abacus to assist in a calculation. In both cases, we generate extramental (that is, occurring outside of the mind) representational states, and, at least in the case of the abacus, we operate over these (...) states in light of their contents (e.g., the integers represented by the beads) to generate new representations. In this paper, I argue that our belief updating processes and the grounds of their rational evaluation are partly constituted by extramental representations and operations. In other words, we don’t merely update our attitudes through an internal process of reasoning on the basis of available evidence. If we are to accurately understand and rationally evaluate our belief updating processes and resultant attitudes, we need to examine how we representationally appropriate our extramental environment in the updating process. (shrink)

Recent epistemology has witnessed a substantial opposition between two competing approaches to capturing the notion of non-accidentality in the analysis of knowledge: the explanationist and the modalist. According to the latest advocates of the former, S knows that p if and only if S believes that p because p is true. According to champions of the latter, S knows that p if and only if S's belief that p is true in a relevant set of possible worlds. Because Bogardus and (...) Perrin's explanationism promises to deliver a plausible analysis of knowledge without any need for modal notions, it is an elegant proposal with prima facie appeal. However, such version of explanationism ultimately does not live up to its promises: in this paper, I raise some objections to their explanationist analysis of knowledge while showing that modalism is in much better shape than they think. In particular, I argue that their explanationist condition generates the wrong results in Gettier cases and fake-barn cases. I also offer and defend a novel version of modalism: I introduce a refined safety condition which is shown to successfully handle the same Gettier cases that beset Bogardus and Perrin's version of explanationism. The paper concludes with a reassessment of the explanationist's initial ambition to provide an analysis of knowledge without modal notions. The upshot will be that even if the prospects for such analysis remain dim, our money should be on the modalist, not the explanationist. (shrink)

In this paper, I develop and motivate a novel formulation of the safety condition in terms of etiological proper function. After testing this condition against the most pressing objections to safety-theoretic accounts of knowledge in the literature, my conclusion will be the following: once safety is suitably understood in terms of etiological proper function, it stands a better chance as the right anti-Gettier condition on knowledge.

Despite the substantial appeal of the safety condition, Kelp (J Philos Res 34:21–31, 2009; Am Philos Q 53:27–37; Good Thinking. A Knowledge First Virtue Epistemology, Routledge, London, 2018) has raised a difficult challenge for safety-theoretic accounts of knowledge. By combining Gettier-style fake barn cases with epistemic Frankfurt cases, he concludes that no formulation of safety can be strong enough to predict ignorance in the former and weak enough to accommodate knowledge in the latter. In this note, my contribution is two-fold. (...) Firstly, I take up Kelp’s challenge and I show that, once properly understood, safety successfully rises to it. Secondly, I draw a more general lesson on the safety condition: a satisfactory solution to Kelp’s challenge calls for a revision of the standard formulation of safety, which must be indexed to both methods and environments. My conclusion will be that an environment-relative version of safety not only meets Kelp’s challenge, but it also advances our understanding of the safety condition on knowledge. (shrink)

I argue against traditional virtue epistemology on which knowledge is a success due to a competence to believe truly, by revealing an in-principle problem with the traditional virtue epistemologist’s explanation of Gettier cases. The argument eliminates one of the last plausible explanation of Gettier cases, and so of knowledge, in terms of non-factive mental states and non-mental conditions. I then I develop and defend a different kind of virtue epistemology, on which knowledge is an exercise of a competence to know. (...) I show how the account, while circular, is not viciously so. It explains both how knowledge is a mental state, as well as the relationship between knowledge and justification, including justified false beliefs and Gettier cases. Moreover, although direct virtue epistemology is compatible with many views on the nature of belief, it can explain how knowledge might be metaphysically more fundamental than belief as well. (shrink)

We can call any reductive account of knowledge that appeals to both safety and ability conditions a mixed account of knowledge. Examples of mixed accounts of knowledge include Pritchard’s (2012) Anti-Luck Virtue Epistemology, Kelp’s (2013) Safe-Apt account of knowledge, and Turri’s (2011) Ample belief account of knowledge. Mixed accounts of knowledge are motivated by well-known counterexamples to pure safety and pure ability accounts of knowledge. It is thought that by combining both safety and ability conditions we can give an extensionally (...) adequate reductive account of knowledge. In this paper I argue that the putative counterexamples to pure safety and pure ability accounts of knowledge fail to motivate mixed accounts of knowledge. In particular, I argue that if the putative counterexamples are problematic for safety accounts they are problematic for ability accounts and vice-versa. The reason for this, I argue, is that the safety condition and ability condition should be understood as alternative expressions of the same intuition — that knowledge must come from a reliable source. (shrink)

Debate rages in virtue epistemology between virtue reliabilists and responsibilists. Here, I develop and argue for a new kind of responsibilism that is more conciliar to reliabilism. First, I argue that competence-based virtue reliabilism cannot adequately ground epistemic credit. Then, with this problem in hand, I show how Aristotle’s virtue theory is motivated by analogous worries. Yet, incorporating too many details of Aristotelian moral theory leads to problems, notably the problem of unmotivated belief. As a result, I suggest a re-turn (...) to Aristotle to develop a distinctively epistemological virtue theory that does not require any motive or affect for epistemic virtue. Nevertheless, my theory affirms that virtues are acquired, agent-expressive traits. The result is a conciliar responsibilism that leans closer to reliabilism. I end by arguing that my virtue responsibilism can solve worries facing both reliabilism and responsibilism. (shrink)

The central thesis of robust virtue epistemology (RVE) is that the difference between knowledge and mere true belief is that knowledge involves success that is attributable to a subject's abilities. An influential objection to this approach is that RVE delivers the wrong verdicts in cases of environmental luck. Critics of RVE argue that the view needs to be supplemented with modal anti-luck condition. This particular criticism rests on a number of mistakes about the nature of ability that I shall try (...) to rectify here. (shrink)

Ryle, the most prominent proponent of anti-intellectualism, and Stanley and Williamson, the most influential intellectualists, both invoke dispositions to explain the ascription of knowledge-how. It is now well known that conditional analyses of disposition suffer from two types of counterexamples: finkish and masked dispositions. If it is the case that dispositions play a role in the analysis of ascription of knowledge-how, and dispositions can be masked and finkish, then an important question arises: Can knowing-how be masked or finkish too? In (...) response to this question, Hawley claims that unlike dispositions, knowledge-how does not seem liable to finkishness, and knowledge-how can be accounted for in terms of counterfactual success. In this paper both claims will be challenged. I seek to show that Hawley’s account faces two problems: an unjustified asymmetry and a puzzle. I also argue that knowledge-how can, intuitively, be finkish and masked, and therefore the counterfactual analysis of knowing-how suggested by Ryle, Stanley and Hawley fails. What is more, I show that the debate on finkish and masked dispositions can shed a new light on the practical component which is necessary for knowing-how. (shrink)

Virtue epistemological accounts of knowledge claim that knowledge is a species of a broader normative category, to wit of success from ability. Fake Barn cases pose a difficult problem for such accounts. In structurally analogous but non-epistemic cases, the agents attain the relevant success from ability. If knowledge is just another form of success from ability, the pressure is on to treat Fake Barn cases as cases of knowledge. The challenge virtue epistemology faces is to explain the intuitive lack of (...) knowledge in Fake Barn cases, whilst holding on to the core claim that knowledge is success from ability. Ernest Sosa's version of virtue epistemology promises to rise to this challenge. Sosa distinguishes two types of knowledge, animal knowledge and reflective knowledge. He argues that while animal knowledge is present in Fake Barn cases, reflective knowledge is absent and ventures to explain the intuition of ignorance by the absence of reflective knowledge. This paper argues that Sosa's treatment of Fake Barn cases fails as it commits Sosa to a number of highly counterintuitive results elsewhere in epistemology. (shrink)

This paper takes issues with a couple of recent arguments due to Ernest Sosa according to which knowledge is the norm of assertion and the thesis that knowledge is specially valuable is equivalent to the thesis that knowledge is the norm of assertion. It is argued that while both of these arguments fail, an argument that knowledge is the norm of belief and that the thesis that knowledge is specially valuable is equivalent to the thesis that knowledge is the norm (...) of belief may yet be defensible. (shrink)

According to virtue epistemology, knowledge involves cognitive success that is due to cognitive competence. This paper explores the prospects of a virtue theory of knowledge that, so far, has no takers in the literature. It combines features from a couple of different virtue theories: like Pritchard's [forthcoming; et al. 2010] view, it qualifies as what I call an ‘impure’ version of virtue epistemology, according to which the competence condition is supplemented by an additional condition; like Sosa's 2007, 2010 view, it (...) construes the ‘because’ relation at issue in the competence condition in terms of competence manifestation. I argue that this virtue epistemology can steer clear of a number of old and new problems that arise for its rivals on both sides. (shrink)

The lottery paradox shows that the following three individually highly plausible theses are jointly incompatible: highly probable propositions are justifiably believable, justified believability is closed under conjunction introduction, known contradictions are not justifiably believable. This paper argues that a satisfactory solution to the lottery paradox must reject as versions of the paradox can be generated without appeal to either or and proposes a new solution to the paradox in terms of a novel account of justified believability.

Recent knowledge first epistemology features a number of different accounts of justified belief, including a knowledge first reductionism according to which to believe justifiably is to know Sutton, Littlejohn, Williamson, a knowledge first version of accessibilism Millar and a knowledge first version of mentalism Bird. This paper offers a knowledge first version of virtue epistemology and argues that it is preferable to its knowledge first epistemological rivals: only knowledge first virtue epistemology manages to steer clear of a number of problems (...) that its competition encounters. (shrink)

In a recent exchange, Vaesen and Kelp have argued over whether cases of extended cognition pose a problem for robust virtue epistemology. This paper responds to Vaesen’s most recent contribution to this exchange. I argue that Vaesen latest argument against the kind of virtue epistemology I favour fails.

Pritchard and Vaesen have recently argued that robust virtue epistemology does not square with the extended cognition thesis that has enjoyed an increasing degree of popularity in recent philosophy of mind. This paper shows that their arguments fail. The relevant cases of extended cognition pose no new problem for robust virtue epistemology. It is shown that Pritchard’s and Vaesen’s cases can be dealt with in familiar ways by a number of virtue theories of knowledge.

A common presupposition in epistemology is that the processes contributing to the generation of knowledge do not extend beyond the knower's skin. This paper challenges this presupposition. I adduce a novel kind case that causes trouble for a number of even the most promising accounts of knowledge in current literature, at least so long as the presupposition is in place. I then look at a couple of recent accounts of knowledge that drop the presupposition and expressly allow the relevant processes (...) to extended beyond the knower's skin. While these accounts can handle the problem case, they encounter difficulties elsewhere: extension occurs too easily and so the accounts predict knowledge where they ought not. Finally, I offer a novel way of extending epistemology and argue that it can steer clear of the problems on both sides. (shrink)

According to Sosa, knowledge is apt belief, where a belief is apt when accurate because adroit. Sosa :465–475, 2010; Judgment and agency, Oxford University Press, Oxford, 2015) adds to his triple-A analysis of knowledge, a triple-S analysis of competence, where a complete competence combines its seat, shape and situation. Much of Sosa’s influential work assumes that epistemic agents are individuals who acquire knowledge when they hit the truth through exercising their own individual skills in appropriate shapes and situations. This paper (...) explores an extension of Sosa’s framework to a social setting in which groups constitute epistemic agents over and above their individual members. The claim is that groups can be ascribed knowledge in virtue of hitting the truth through exercising their competences in appropriate shapes and situations. While knowledge at the collective level may diverge from knowledge at the individual level, the competences of groups are nothing over and above the combined competences of their members. The ensuing view thus has implications for the debate over reduction and supervenience in collective epistemology. (shrink)

Virtue epistemology is faced with the challenge of establishing the degree to which a knower’s cognitive success is attributable to her cognitive ability. As Duncan Pritchard notes, in some cases one is inclined to a strong version of virtue epistemology, one that requires cognitive success to be because of the exercise of the relevant cognitive abilities. In other cases, a weak version of virtue epistemology seems preferable, where cognitive success need only be the product of cognitive ability. Pritchard’s preference, with (...) his anti-luck virtue epistemology, is for the latter. But as Christoph Kelp has recently argued, this preference is not without controversy. Notably, Kelp argues that Pritchard on the basis of his anti-luck virtue epistemology is impelled to cast the wrong judgment in a case that Pritchard himself discusses many times in his writings, the so-called ‘Temp case’. Though Pritchard argues that Temp lacks knowledge because his cognitive success is not a result of his cognitive ability, I concur with Kelp that Pritchard’s epistemology should in fact attribute knowledge to Temp, and show this by locating weaknesses in three distinct arguments Pritchard uses to show that Temp lacks knowledge. I subsequently argue that if Pritchard wishes to persist in denying knowledge to Temp, he should endorse what I call the ‘true description’ requirement. I close the paper by providing an argument for this requirement, controversial though it is. (shrink)

The paper is an investigation into the prospects of an epistemology of non-conceptual knowledge. According to the orthodox view, knowledge requires concepts and belief. I present several arguments to the effect that there is non-conceptual, non-doxastic knowledge, the obvious candidate for such knowledge being non-conceptual perception. Non-conceptual perception seems to be allowed for by cognitive scientists and it exhibits the central role features of knowledge—it plays the knowledge role: it respects an anti-luck condition, it is an achievement, it enables one (...) to act for a reason, and it provides justification. Furthermore, it makes a straightforward and elegant explanation of perceptual knowledge possible: doxastic perceptual knowledge builds on non-conceptual perception as non-conceptual knowledge. Three objections that might naturally arise will be discussed and answered. Thus, the prospects of an epistemology without belief seem to be much better than the orthodoxy wants to have it. We can extend knowledge into the non-conceptual realm. (shrink)

Throughout the years, Sosa has taken different views on the safety condition on knowledge. In his early work, he endorsed the safety condition, but later retracted this view when first developing his much discussed virtue epistemology. Recently, Sosa has further developed his virtue theory with the notion of competence and has developed an accompanying, modified safety condition that he maintains is entailed by that theory: the SSS-safety condition. Sosa's view is that this condition holds on both knowledge and action, because (...) both knowledge and action are the manifestations of competence. The SSS-safety condition, roughly, says that if S were to make an attempt at φ-ing under certain specified shape-situation pairs, holding fixed their seat, then S would φ. The argument of this paper is that this new SSS-safety condition does not hold on either knowledge or action. We argue for this conclusion by providing a principled way to generate counter-examples to the condition for both knowledge and action. The reasoning is that there can exist a non-empty symmetric difference between the sets of shape-situation pairs under which distinct agents can manifest their epistemic and pragmatic competences, and if there can exist such a symmetric difference then the SSS-safety condition fails to hold. (shrink)

According to the safety condition, a subject knows that p only if she would believe that p only if p was true. The safety condition has been a very popular necessary condition for knowledge of late. However, it is well documented that the safety condition is trivially satisfied in cases where the subject believes in a necessary truth. This is for the simple reason that a necessary truth is true in all possible worlds, and therefore it is true in all (...) possible worlds where it is believed. But clearly, all beliefs concerning necessary truths do not amount to knowledge. The safety theorists have attempted to deal with the problem caused by necessary truths by restricting the safety condition to purely contingent truths and by globalizing the safety condition to a set of propositions. Both of these solutions are problematic. The principal aim of this paper is to develop a version of the safety condition that is able to deal with cases featuring necessary truths. (shrink)

According to the extended mind thesis, cognitive processes are not confined to the nervous system but can extend beyond skin and skull to notebooks, iPhones, computers and such. The extended mind thesis is a metaphysical thesis about the material basis of our cognition. As such, whether the thesis is true can have implications for epistemological issues. Carter has recently argued that safety-based theories of knowledge are in tension with the extended mind hypothesis, since the safety condition implies that there is (...) an epistemic difference between subjects who form their beliefs via their biological capacities and between subjects who have extended their cognition. Kelp, on the other hand, has argued that a safety-based theory of knowledge can be correct only if the extended mind thesis is true. While these claims are not logically inconsistent, they do leave the safety theorist in an uncomfortable position. I will argue that safety-based theories of knowledge are not hostage to the truth of the extended mind thesis, and that once the safety condition is properly understood it is not in tension with the extended mind thesis. (shrink)

Knowledge defeat occurs when a subject knows that _p_, gains a defeater for her belief, and thereby loses her knowledge without necessarily losing her belief. It’s far from obvious that externalists can accommodate putative cases of knowledge defeat since a belief that satisfies the externalist conditions for knowledge can satisfy those conditions even if the subject later gains a defeater for her belief. I’ll argue that virtue reliabilists can accommodate defeat intuitions via a new kind of error theory. I argue (...) that in cases where the subject holds dogmatically onto her belief in the face of an apparent defeater, her belief never qualified as knowledge, since the belief was not gained via an exercise of her epistemic virtues. In cases where the subject suspends her judgment upon receiving the putative defeater her original belief might have qualified as knowledge, but crucially, in such cases knowledge is lost due to loss of belief, rather than due to the epistemic force of the defeater. Therefore, knowledge defeat isn’t a genuine phenomenon even though there are no cases where a subject knows what she originally believed after receiving the putative defeater. (shrink)

Edmund Gettier’s paper “Is Justified True Belief Knowledge?” first appeared in an issue of Analysis , dated June of 1963, and although it’s tempting to wax hyperbolic when discussing the paper’s importance and influence, it is fair to say that its impact on contemporary philosophy has been substantial and wide-ranging. Epistemology has benefited from 50 years of sincere and rigorous discussion of issues arising from the paper, and Gettier’s conclusion that knowledge is not justified true belief is sometimes offered as (...) an example of the reality of philosophical progress. However, what can be called the Gettier problem has little to do with the text of the famous paper itself. The importance of the Gettier problem does not depend on the attribution of the tripartite theory of knowledge to Plato, Chisholm, and Ayer, nor on the psychological plausibility of the par .. (shrink)