In Charles Mills’ essay, “White Ignorance,” and his trail-blazing monograph, The Racial Contract, he developed a view of how Whiteness or anti-Black-Indigenous-and-Latinx racism causes individuals to hold false beliefs or lack beliefs about racial injustice in particular and the world in general. I will defend a novel exegetical claim that Mills’ view is part of a more general view regarding how racial injustice can affect a subject’s epistemic standing such as whether they are justified in a belief and whether their (...) degree of confidence in the belief is rational given their evidence. Then, in light of this novel exegetical claim, I show how this interpretation of Mills’ view that racial injustice causes ignorance relates to how epistemically justified philosophers and social scientists are in the views that dominate their respective scholarly literature. (shrink)

The concept of white ignorance refers to phenomena of not-knowing that are produced by and reinforce systems of white supremacist domination and exploitation. I distinguish two varieties of white ignorance, belief-based white ignorance and practice-based white ignorance. Belief-based white ignorance consists in an information deficit about systems of racist oppression. Practice-based white ignorance consists in unresponsiveness to the political agency of persons and groups subject to racist oppression. Drawing on the antebellum political thought of Black abolitionists Frederick Douglass and Harriet (...) Jacobs, I contend that an anti-racist politics that conceives of its epistemic task in terms of combating practice-based white ignorance offers a more promising frame for liberatory struggle. A focus on practice-based white ignorance calls for a distinctive form of humility that involves recognition of the limits of one’s own political agency in relation to others, which is integral to democratic relations between free, equal, yet mutually dependent persons. (shrink)

Standpoint epistemology is committed to the view that some epistemic advantage can be drawn from the position of powerlessness. Call this theepistemic privilege thesis. This thesis stands in need of explication and support. In providing that explication and support, I first distinguish between two readings of the thesis: the thesis that marginalized social locations confer some epistemic advantages (the epistemic advantage thesis) and the thesis that marginalized standpoints generate better, more accurate knowledge (the standpoint thesis). I then develop the former (...) by appealing to the notion of epistemic peers available in the disagreement literature. I next turn to the latter thesis, arguing that consciousness-raising plays an analogous role in the achievement of a standpoint as training does in the achievement of expertise. The upshot of this analysis is that it clarifies that while marginalization is necessary (though not sufficient) for epistemic advantage, it is neither necessary nor sufficient for epistemic privilege. (shrink)

There is a widely accepted distinction between being directly responsible for a wrongdoing versus being somehow indirectly or vicariously responsible for the wrongdoing of another person or collective. Often this is couched in analyses of complicity, and complicity’s role in the relationship between individual and collective wrongdoing. Complicity is important because, inter alia, it allows us to make sense of individuals who may be blameless or blameworthy to a relatively low degree for their immediate conduct, but are nevertheless blameworthy to (...) a higher degree for their implication in some larger (or another person’s) wrongdoing. In this paper, I argue that there is a distinctively epistemic kind of complicity. First, I motivate the distinction between direct and vicarious responsibility with three interlocking arguments, respectively appealing to: i) the structure of rational agency; ii) linguistic considerations; iii) the role of “principal vs. accomplice” in legal doctrine. I show how these arguments naturally extend to the epistemic domain, motivating an epistemic form of vicarious responsibility. I then examine complicity as a mechanism of vicarious epistemic responsibility. To fill this out, I engage with an epistemic analogue of the debate about the role of intention versus causal contribution in complicity. I propose a Casual Account of Epistemic Complicity, arguing that it accommodates a wide range of cases, and enables fine-grained explanations of degrees of culpability for epistemic complicity. With an adequate account of epistemic complicity on hand, we can explain what is objectionable about an important class of epistemic agent who, on an individual level, may be epistemically blameless or blameworthy to a relatively low degree, but whose relation to other individuals or collectives nevertheless makes them epistemically blameworthy to a higher degree. I explore some broader implications of this result. (shrink)

Standpoint theorists have long been clear that marginalization does not make better understanding a given. They have been less clear, though, that social dominance does not make ignorance a given. Indeed, many standpoint theorists have implicitly committed themselves to what I call the strong epistemic disadvantage thesis. According to this thesis, there are strong, substantive limits on what the socially dominant can know about oppression that they do not personally experience. I argue that this thesis is not just implausible but (...) politically pernicious; it is an excuse for ignorance and silence that stifles our ability to address many injustices. Moreover, I argue that if we are to avoid lending support to the SEDT while working within a standpoint theory framework, we must hold that the socially dominant can achieve marginalized standpoints. So, we must hold that men can achieve feminist standpoints, that white women (and men) can achieve black feminist standpoints, and so on. (shrink)

Following Anthony Downs’s classic economic analysis of democracy, it has been widely noted that most voters lack the incentive to be well-informed. Recent empirical work, however, suggests further that political partisans can display selectively lazy or biased reasoning. Unfortunately, political knowledge seems to exacerbate, rather than mitigate, these tendencies. In this paper, I build on these observations to construct a more general skeptical challenge which affects what I call creedal beliefs. Such beliefs share three features: (i) the costs to the (...) individual of being wrong are negligible, (ii) the beliefs are subject to social scrutiny, and (iii) the evidential landscape relevant to the beliefs is sufficiently complex so as to make easy verification difficult. Some philosophers and social scientists have recently argued that under such conditions, beliefs are likely to play a signaling, as opposed to a navigational role, and that our ability to hold beliefs in this way is adaptive. However, if this is right, I argue there is at least a partial debunker for such beliefs. Moreover, this offers, I suggest, one way to develop the skeptical challenge based on etiological explanation that John Stuart Mill presents in On Liberty when he claims that the same causes which lead someone to be a devout Christian in London would have made them a Confucian in Peking. Finally, I contend that this skeptical challenge is appropriately circumscribed so that it does not over-extend in an implausible way. (shrink)

All through the COVID-19-crisis Conspiracy Theories and False Information spread all around the globe. In this article, we want to suggest that the spreading and retainment of disinformation despite counter-evidence is best to be understood in the context of echo chambers as described by Chris Thi Nguyen. Moreover, we want to argue that people active in those echo chambers are at the same time perpetrators as well as victims of epistemic injustice to different amounts. Although this article cannot cover the (...) phenomenon as a whole, we hope to outline a path for further investigation. (shrink)

Some, if not most, philosophy program admissions committee members assume that they can determine that one applicant will likely manifest a higher degree of philosophical skill than another applicant on the basis of differences between their materials. I challenge this assumption by explaining how applicants’ materials in significant measure reflect the racially unjust environment in which they manifest their philosophical skill. I explain how applicants’ racial-group membership in similar measure determines what these materials consist in.

It is often claimed that epistemic bubbles and echo chambers foster post-truth by filtering our access to information and manipulating our epistemic attitude. In this paper, I try to add a further level of analysis by adding the issue of belief formation. Building on cognitive psychology work, I argue for a dual-system theory according to which beliefs derive from a default system and a critical system. One produces beliefs in a quasi-automatic, effortless way, the other in a slow, effortful way. (...) I also argue that digital socio-epistemic environments tend to inculcate disvalues in their agent's epistemic identity, a process that causes the cognitive shortcircuits typical of conspiracy theories. (shrink)

I submit that the critical epistemology of race and standpoint literature has not explicitly focused on the properties of information about, say, racial or gender injustice in a way similar to how epistemologists have focused on propositions and information when they describe propositional justification. I describe information in the racial-injustice-information domain in a way similar to how epistemologists describe propositional justification. To this end, I argue (C1) that if subjects in racially unjust societies tend to violate norms that promote a (...) community’s reliable information flow because racial prejudice is widely held in racially unjust societies, then racial injustice can make information flow less reliably in a community. I also argue (C2) that if racial prejudice can make information flow less reliably in a community, then information that non-dominant subjects are more likely to have will less reliably flow to community members who lack it. (shrink)

In this paper, I identify a theoretical and political role for ‘white ignorance’, present three alternative accounts of white ignorance, and assess how well each fulfils this role. On the Willful Ignorance View, white ignorance refers to white individuals’ willful ignorance about racial injustice. On the Cognitivist View, white ignorance refers to ignorance resulting from social practices that distribute faulty cognitive resources. On the Structuralist View, white ignorance refers to ignorance that results as part of a social process that systematically (...) gives rise to racial injustice, and is an active player in the process. I argue that, because of its greater power and flexibility, the Structuralist View better explains the patterns of ignorance that we observe, better illuminates the connection to white racial domination, and is overall better suited to the project of ameliorating racial injustice. As such, the Structuralist View should be preferred. (shrink)

Within the last decade, burgeoning interest in the intersection of epistemology and social issues has generated a new set of research questions. These questions range from the relevance of social identity, to peer disagreement, to debates on the significance of moral considerations to epistemic evaluations, to discussions of our epistemic practices and how those practices exclude certain agents and certain bodies of knowledge. Central in this new and emerging body of work is the realization that epistemology has more to do (...) than simply answer questions about what knowledge consists in; it must also acknowledge that our answers to these questions might be influenced by features we have previously failed to make space for. It is in this respect that we are witnessing a renewed interest in a theoretical approach long consigned to the margins of epistemology – that of standpoint epistemology. (shrink)

Emmalon Davis has offered an insightful analysis of an under-theorized form of epistemic oppression calledepistemic appropriation.This occurs when an epistemic resource developed within marginalized situatedness gains inter-communal uptake, but the author of the epistemic resource is unacknowledged. In this paper, I argue that Davis's definition of epistemic appropriation is not exhaustive. In particular, she misses out on explaining cases of epistemic appropriation in which an intra-communal epistemic resource isobscuredthrough inter-communal uptake. Being attentive to this form of epistemic appropriation allows us (...) to identify unique forms of epistemic oppression that emerge as a result of socially maintained active ignorance. (shrink)

My aim in this paper is to engage with C. Thi Nguyen’s characterization of the echo chamber and to propose two things. First, I argue that a proper reading of his concept of echo chamber should make use of the notion of ignorance in the form of a structural epistemic insensitivity. My main contention is that ignorance as a substantive structural practice accounts for the epistemically deleterious effects of echo chambers. Second, I propose that from the talk of ignorance we (...) should be able to see echo chambers in terms of their more harmful impacts in our daily lives. To do that, I argue that we should think of echo chambers as tools to promote hermeneutical domination. If my representation of Nguyen’s concept is accurate, I believe we can see some important theoretical consequences stemming from the way Nguyen understands it. (shrink)

In this paper, I identify a theoretical and political role for ‘white ignorance’, present three alternative accounts of white ignorance, and assess how well each fulfils this role. On the Willful Ignorance View, white ignorance refers to white individuals’ willful ignorance about racial injustice. On the Cognitivist View, white ignorance refers to ignorance resulting from social practices that distribute faulty cognitive resources. On the Structuralist View, white ignorance refers to ignorance that (1) results as part of a social process that (...) systematically gives rise to racial injustice, and (2) is an active player in the process. I argue that, because of its greater power and flexibility, the Structuralist View better explains the patterns of ignorance that we observe, better illuminates the connection to white racial domination, and is overall better suited to the project of ameliorating racial injustice. As such, the Structuralist View should be preferred. (shrink)

In Fredericks (2018b), I argued that we can be morally responsible for our concepts if they are mental representations. Here, I make a complementary argument for the claim that even if concepts are abstract objects, we can be morally responsible for coming to grasp and for thinking (or not thinking) in terms of them. As before, I take for granted Angela Smith's (2005) rational relations account of moral responsibility, though I think the same conclusion follows from various other accounts. My (...) strategy is to focus on the relations that can obtain between concepts (understood as abstract objects) and morally responsible agents. I conclude by discussing some of the reasons why my arguments matter, which have to do with consequential choices between conceptual options, purposefully seeking out concepts that are new to us, and moral education. (shrink)

ABSTRACT This paper scrutinizes the nature and scope of deleterious consequences arising from the pursuit of unattainable pedagogical exemplars on social media. We cash out this phenomenon using exemplarist theory to emphasize the fact that social media (e.g., Facebook, Instagram, TikTok) are platforms in which the vast majority of users present idealized and curated versions of themselves. We focus specifically on educational practitioners and show that attempting to emulate unattainable pedagogical exemplars has negative impacts on agents’ emotional well-being: It can (...) cause burnout and self-conflict, decrease motivation, and also inflict detrimental outcomes on agents’ self-esteem. We conclude that attainable, relevant, relatable, and authentic exemplars are key to a successful exemplarist approach and that safeguarding against unattainable pedagogical exemplars is of paramount importance for the wellbeing of pedagogues, and by extension, the success of educational systems. (shrink)

I argue racial injustice undermines the reliability of news source reports in the information domain of racial injustice. I argue that this in turn undermines subjects’ doxastic justification in inferences they base on these news sources in the racial injustice information domain. I explain that racial injustice does this undermining through the effect of racial prejudice on news organizations’ members and the effect of society's racially unjust structure on non-dominant racial group-controlled news sources.

When the costs of acquiring knowledge outweigh the benefits of possessing it, ignorance is rational. In this paper I clarify and explore a related but more neglected phenomenon: cases in which ignorance is motivated by the anticipated costs of possessing knowledge, not acquiring it. The paper has four aims. First, I describe the psychological and social factors underlying this phenomenon of motivated ignorance. Second, I describe those conditions in which it is instrumentally rational. Third, I draw on evidence from the (...) social sciences to argue that this phenomenon of rational motivated ignorance plays an important but often unappreciated role in one of the most socially harmful forms of ignorance today: voter ignorance of societal risks such as climate change. Finally, I consider how to address the high social costs associated with rational motivated ignorance. (shrink)

Creepiness and the emotion of the creeps have been overlooked in the moral philosophy and moral psychology literatures. We argue that the creeps is a morally significant emotion in its own right, and not simply a type of fear, disgust, or anger (though it shares features with those emotions). Reflecting on cases, we defend a novel account of the creeps as felt in response to creepy people. According to our moral insensitivity account, the creeps is fitting just when its object (...) is agential activity that is insensitive to basic moral considerations. When, only when, and insofar as someone is disposed to such insensitivity, they are a creep. Such insensitivity, especially in extreme forms, raises doubts about creeps’ moral agency. We distinguish multiple types of insensitivity, respond to concerns that feeling the creeps is itself objectionable, and conclude with a discussion of epistemic issues relating to the creeps. (shrink)

Journal of Social Philosophy, EarlyView.

Under the umbrella terms, ‘agnotology’, ’strategic ignorance’, and ‘willful ignorance’, scholars have identified and unpacked the mechanisms and strategies involved in producing and maintaining ignorance. These analyses tend to have in common that strategic ignorance is about avoiding, hiding, or rendering existing knowledge unreliable. Drawing on Niklas Luhmann’s sociological concept of communication, we supplement these accounts with an analysis of how ignorance can be produced and maintained by means of communicative selection. Taking the emergence of the zoonotic disease LA-MRSA in (...) Denmark as our empirical case, we explore the management of ignorance under conditions of non-knowing. Our analysis demonstrates how ignorance may be not only maintained but also multiplied without hiding knowledge, keeping secrets, or creating doubts. The analysis thus sheds new light on the dynamics through which ignorance is produced, while knowledge is on full display and acknowledged. The analysis furthermore shows how strategic interests are coupled to ignorance by means of communicative selection. (shrink)

Emmalon Davis has offered an insightful analysis of an under-theorized form of epistemic oppression calledepistemic appropriation.This occurs when an epistemic resource developed within marginalized situatedness gains inter-communal uptake, but the author of the epistemic resource is unacknowledged. In this paper, I argue that Davis's definition of epistemic appropriation is not exhaustive. In particular, she misses out on explaining cases of epistemic appropriation in which an intra-communal epistemic resource isobscuredthrough inter-communal uptake. Being attentive to this form of epistemic appropriation allows us (...) to identify unique forms of epistemic oppression that emerge as a result of socially maintained active ignorance. (shrink)

I argue racial injustice undermines the reliability of news source reports in the information domain of racial injustice. I argue that this in turn undermines subjects’ doxastic justification in inferences they base on these news sources in the racial injustice information domain. I explain that racial injustice does this undermining through the effect of racial prejudice on news organizations’ members and the effect of society's racially unjust structure on non-dominant racial group-controlled news sources.