This article examines the central epistemological issues tied to the recognition of disagreement.

Although initially plausible, the view that moral education should aim at the transmission of moral knowledge has been subject to severe criticism. In this context, one particularly prominent line of argumentation rests on the empirical observation that moral questions are subject to widespread and robust disagreement. In this paper, I would like to discuss the implications of moral disagreement for the goals of moral education in more detail. I will start by laying out the empirical and philosophical assumptions behind the (...) idea that widespread and robust moral disagreement undermines the prospects of transmitting moral knowledge in educational settings. Having thus provided a specific interpretation of the epistemic dynamics behind this so-called ‘challenge of disagreement’, I will proceed by discussing its didactical implications. More specifically, I will defend two claims: first, I will argue that the challenge of disagreement is not an effective challenge, because it undermines the possibility of knowledge transfer only with respect to a limited set of moral propositions. Second, I will argue that the challenge of disagreement is not a specific challenge, because the epistemically destructive effects of moral disagreement also pose a challenge for other prominent accounts of moral education that were originally proposed as promising alternatives to knowledge transmission accounts. If convincing, my arguments show that knowledge transmission accounts of moral education are in a much better position than is usually expected to incorporate the fact that moral questions are notoriously controversial. (shrink)

Several philosophers have recently challenged cognitivism, i.e., the view that moral judgments are beliefs, by arguing that moral judgments are evidence non-responsive in a way that beliefs are not. If you believe that P, but acquire (sufficiently strong) evidence against P, you will give up your belief that P. This does not seem true for moral judgments. Some subjects maintain their moral judgments despite believing that there is (sufficiently strong) evidence against the moral judgments. This suggests that there is a (...) mismatch between moral judgments and beliefs. This is an interesting argument. In particular, it forces the cognitivist to be more explicit about the nature of belief and the sense in which moral judgments are responsive to evidence. This paper has two aims. First, it aims to systematically examine different versions of the argument from evidence non-responsiveness. Second, it aims to outline a more nuanced understanding of the sense in which beliefs are evidence responsive that explains why the extant versions of the argument do not constitute a challenge to cognitivism. (shrink)

Epistemic rationality seems to permit a more steadfast response to disagreements over our fundamental convictions than it does for our ordinary beliefs. Why is this? This essay explores three answers to this question: web-of-belief conservatism, moral encroachment, and hinge theories, and argues that hinge theories do a better job than the alternatives at vindicating the intuition that there is a rationally permissible asymmetry in our responses to disagreements over ordinary beliefs and fundamental convictions. The essay also shows how hinge theorists (...) can explain the existence of moral hinge propositions, which enables them to account for the rational permissibility of being steadfast in response to disagreements over fundamental moral convictions. (shrink)

Far from considering the phenomenon of disagreement across the board, the peer debate in epistemology solely focuses on cases of disagreements that are at least assumed to be genuine. What counts as a genuine disagreement is most of the times kept on the level of a pre-theoretical intuition according to which the peers disagree insofar as they hold incompatible doxastic attitudes with respect to a proposition P (King, 2012). Yet, the pre-theoretical intuition yields the wrong verdict when the bone of (...) contention is a proposition whose truth is relativized. In order to avoid these counter-intuitive results, the peer debate needs to replace the pre-theoretical intuition of genuine disagreement with a full-fledged account of it. In this essay I firstly put forth a possible candidate for the role coming from an ongoing discussion in philosophy of language. Then, I assess how well such an account fares in both an outright and a credal model of belief. (shrink)