John MacFarlane explores how we might make sense of the idea that truth is relative. He provides new, satisfying accounts of parts of our thought and talk that have resisted traditional methods of analysis, including what we mean when we talk about what is tasty, what we know, what will happen, what might be the case, and what we ought to do.

Is knowledge relative? Many academics across the humanities say that it is. However those who work in mainstream epistemology generally consider that it is not. Metaepistemology and Relativism questions whether the kind of anti-relativistic background that underlies typical projects in mainstream epistemology can on closer inspection be vindicated.

What I am calling New Age Relativism is usually proposed as a thesis about the truth-conditions of utterances, where an utterance is an actual historic voicing or inscription of a sentence of a certain type. Roughly, it is the view that, for certain discourses, whether an utterance is true depends not just on the context of its making—when, where, to whom, by whom, in what language, and so on—and the “circumstances of evaluation”—the state of the world in relevant respects—but also (...) on an additional parameter: a context of assessment. Vary the latter and the truth-value of the utterance can vary, even though the context of its making and the associated state of the world remain fixed. (shrink)

This article distinguishes Wittgensteinian contextualism from epistemic relativism. The latter involves the view that a belief ’s status as justified depends on the believer’s epistemic system, as well as the view that no system is superior to another. It emerges from the thought that we must rely, circularly, on our epistemic system to determine whether any belief is justified. Contextualism, by contrast, emerges from the thought that we need not answer a skeptical challenge to a belief unless there is good (...) reason to doubt the belief; so we need not rely on our epistemic system to determine whether a belief is justified. Accordingly contextualism is not committed to the view that a belief ’s status depends on the believer’s epistemic system, nor to the view that no system is superior to another. The contextualist is not committed to epistemic relativism. (shrink)

It is argued that a subject's evidence consists of all and only the propositions that the subject knows.

I raise some doubts about the plausibility of Stanley and Williamson's view that all knowledge-how is just a species of propositional knowledge. By tackling the question of what is involved in entertaining a proposition, I try to show that Stanley and Williamson's position leads to an uncomfortable dilemma. Depending on how we understand the notion of contemplating a proposition, either intuitively central cases of knowing-how cannot be thus classified or we lose our grip on the very idea of propositional knowledge, (...) which then fails to demarcate any clear class of cases. I conclude with a brief discussion of the nature and role of knowledge-how, and its relation to the important, but less explored, notion of expertise. (shrink)

Jason Stanley presents a startling and provocative claim about knowledge: that whether or not someone knows a proposition at a given time is in part determined by his or her practical interests, i.e. by how much is at stake for that person at that time. In defending this thesis, Stanley introduces readers to a number of strategies for resolving philosophical paradox, making the book essential not just for specialists in epistemology but for all philosophers interested in philosophical methodology. Since a (...) number of his strategies appeal to linguistic evidence, it will be of great interest to linguists as well. (shrink)

Jason Stanley's "Knowledge and Practical Interests" is a brilliant book, combining insights about knowledge with a careful examination of how recent views in epistemology fit with the best of recent linguistic semantics. Although I am largely convinced by Stanley's objections to epistemic contextualism, I will try in what follows to formulate a version that might have some prospect of escaping his powerful critique.

The Description for this book, The Analysis of Knowing: A Decade of Research, will be forthcoming.

Contextualism treats ‘knows’ as an indexical that denotes different epistemic properties in different contexts. Contrastivism treats ‘knows’ as denoting a ternary relation with a slot for a contrast proposition. I will argue that contrastivism resolves the main philosophical problems of contextualism, by employing a better linguistic model. Contextualist insights are best understood by contrastivist theory.

It is argued that a popular way of accounting for the distinctive value of knowledge by appeal to the distinctive value of cognitive achievements fails because it is a mistake to identify knowledge with cognitive achievements. Nevertheless, it is claimed that understanding, properly conceived, is a type of cognitive achievement, and thus that the distinctive value of cognitive achievements can explain why understanding is of special value.

Jason Stanley and Timothy Williamson's influential article "Knowing How" argues that knowledge-how is a species of knowledge-that. One objection to their view is that knowledge-how is significantly different than knowledge-that because Gettier cases afflict the latter but not the former. Stanley and Williamson argue that this objection fails. Their response, however, is not adequate. Moreover, I sketch a plausible argument that knowledge-how is not susceptible to Gettier cases. This suggests a significant distinction between knowledge-that and knowledge-how.

There seem to be topics on which people can disagree without fault. For example, you and I might disagree on whether Picasso was a better artist than Matisse, without either of us being at fault. Is this a genuine possibility or just apparent? In this paper I pursue two aims: I want to provide a systematic map of available responses to this question. Simultaneously, I want to assess these responses. I start by introducing and defining the notion of a faultless (...) disagreement. Then I present a simple argument to the conclusion that faultless disagreement is not possible. Those who accept the argument have to explain away apparent cases of faultless disagreement. Those who want to maintain the possibility of faultless disagreement must deny one of the argument's premisses. The position I want to promote belongs to the latter category and is a form of genuine relativism. (shrink)

The relativist's central objection to contextualism is that it fails to account for the disagreement we perceive in discourse about "subjective" matters, such as whether stewed prunes are delicious. If we are to adjudicate between contextualism and relativism, then, we must first get clear about what it is for two people to disagree. This question turns out to be surprisingly difficult to answer. A partial answer is given here; although it is incomplete, it does help shape what the relativist must (...) say if she is to do better than the contextualist in securing genuine disagreement. (shrink)

The goal of this paper is to make sense of relativism about truth. There are two key ideas. (1) To be a relativist about truth is to allow that a sentence or proposition might be assessment-sensitive: that is, its truth value might vary with the context of assessment as well as the context of use. (2) Making sense of relativism is a matter of understanding what it would be to commit oneself to the truth of an assessment-sensitive sentence or proposition.

If it is not now determined whether there will be a sea battle tomorrow, can an assertion that there will be one be true? The problem has persisted because there are compelling arguments on both sides. If there are objectively possible futures which would make the prediction true and others which would make it false, symmetry considerations seem to forbid counting it either true or false. Yet if we think about how we would assess the prediction tomorrow, when a sea (...) battle is raging (or not), it seems we must assign the utterance a definite truth-value. I argue that both arguments must be given their due, and that this requires relativizing utterance-truth to a context of assessment. I show how this relativization can be handled in a rigorous formal semantics, and I argue that we can make coherent sense of assertion without assuming that utterances have their truth-values absolutely. (shrink)

According to contextualist accounts, the truth value of a given knowledge ascription may vary with features of the ascriber's context. As a result, the following may be true: "X doesn't know that P but Y says something true in asserting 'X knows that P'". The contextualist must defend his theory in the light of this unpleasant but inevitable consequence. The best way of doing this is to construe the context sensitivity of knowledge ascriptions not as deriving from an alleged indexicality (...) of the word "know" nor from its vagueness or ambiguity, but rather from a distinct semantic feature of the word "know", namely its unspecificity. (shrink)

Judging by our folk appraisals, then, knowledge and action are intimately related. The theories of rational action with which we are familiar leave this unexplained. Moreover, discussions of knowledge are frequently silent about this connection. This is a shame, since if there is such a connection it would seem to constitute one of the most fundamental roles for knowledge. Our purpose in this paper is to rectify this lacuna, by exploring ways in which knowing something is related to rationally acting (...) upon it, defending one particular proposal against anticipated objections. (shrink)

The arguments for and against a truth-relativist semantics for propositional knowledge attributions (KTR) have been debated almost exclusively in the philosophy of language. But what implications would this semantic thesis have in epistemology? This question has been largely unexplored. The aim of this paper is to establish and critique several ramifications of KTR in mainstream epistemology. The first section of the paper develops, over a series of arguments, the claim that MacFarlane's (2005, 2010) core argument for KTR ultimately motivates (for (...) better or worse) the extension of a truth-relativist semantics to a subset of understanding attributions – attributions of understanding-why. I conclude by presenting some reasons to think that even if KTR were otherwise plausible, a truth-relativist semantics for understanding-why attributions is not. These claims, taken together, constitute a kind of epistemological argument against MacFarlane-style truth-relativism for knowledge attributions. (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)

Reductive intellectualists hold that knowledge-how is a kind of knowledge-that. For this thesis to hold water, it is obviously important that knowledge-how and knowledge-that have the same epistemic properties. In particular, knowledge-how ought to be compatible with epistemic luck to the same extent as knowledge-that. It is argued, contra reductive intellectualism, that knowledge-how is compatible with a species of epistemic luck which is not compatible with knowledge-that, and thus it is claimed that knowledge-how and knowledge-that come apart.

Cappelen and Hawthorne present a powerful critique of fashionable relativist accounts of truth, and the foundational ideas in semantics on which the new relativism draws. They argue compellingly that the contents of thought and talk are propositions that instantiate the fundamental monadic properties of truth and falsity.

The beginning of the twenty-first century saw something of a comeback for relativism within analytical philosophy. Relativism and Monadic Truth has three main goals. First, we wished to clarify what we take to be the key moving parts in the intellectual machinations of self-described relativists. Secondly, we aimed to expose fundamental flaws in those argumentative strategies that drive the pro-relativist movement and precursors from which they draw inspiration. Thirdly, we hoped that our polemic would serve as an indirect defence of (...) a traditional and natural picture concerning truth. According to this picture, what we call ‘Simplicity’, the fundamental structure of semantic reality is best revealed by construing truth as a simple monadic property of propositions that serve as the objects of belief, assertion, meaning and agreement. Our project was not a straightforward one. So-called relativists are not uniform in their key ideology, are often sloppy, casual, obscure or confused in their self-characterization, and differ in their argumentative emphasis among themselves and over time, thereby presenting a target that is both amorphous and shifty. This is an area where parties will frequently claim not to understand each other and where certain parties will sometimes accuse others of failing to make any sense at all. In such a situation, any effort to impose order will inevitably strike some parties as tendentious and unfair. That said, we felt that we had enough of …. (shrink)

Relativism offers an ingenious way of accommodating most of our intuitions about 'know': the truth-value of sentences containing 'know' is a function of parameters determined by a context of use and a context of assessment. This sort of double-indexing provides a more adequate account of the linguistic data involving 'know' than does standard contextualism. However, relativism has come under recent attack: it supposedly cannot account for the factivity of 'know', and it entails, counterintuitively, that circumstances of evaluation have features that (...) cannot be shifted by any intensional operator. I offer replies to these objections on behalf of the relativist. I then argue that a version of contextualism can account for the same data as relativism without relativizing sentence truth to contexts of assessment. This version of contextualism is thus preferable to relativism on methodological grounds. (shrink)

Relativist and constructivist conceptions of knowledge have become orthodoxy in vast stretches of the academic world in recent times. This book critically examines such views and argues that they are fundamentally flawed. The book focuses on three different ways of reading the claim that knowledge is socially constructed, one about facts and two about justification. All three are rejected. The intuitive, common sense view is that there is a way things are that is independent of human opinion, and that we (...) are capable of arriving at belief about how things are that is objectively reasonable, and is binding on anyone capable of appreciating the relevant evidence, regardless of their social or cultural perspective. Difficult as these notions may be, it is a mistake to think that recent philosophy has uncovered powerful reasons for rejecting them. (shrink)

Are our beliefs justified only relatively to a specific culture or society? Is it possible to give reasons for the superiority of our scientific, epistemic methods? Markus Seidel sets out to answer these questions in his critique of epistemic relativism. Focusing on the work of the most prominent, explicitly relativist position in the sociology of scientific knowledge – so-called 'Edinburgh relativism' or the 'Strong Programme' –, he scrutinizes the key arguments for epistemic relativism from a philosophical perspective: underdetermination and norm-circularity. (...) His main negative result is that these arguments fall short of establishing epistemic relativism. -/- Despite arguing for epistemic absolutism, Seidel aims to provide an account of non-relative justification that nevertheless integrates the basic, correct intuition of the epistemic relativist. His main positive result is that the epistemic absolutist can very well accept the idea that people using different standards of justification can be equally justified in holding their beliefs: Rational disagreement, he maintains, is perfectly possible. -/- The book provides a detailed critique of relativism in the sociology of scientific knowledge and beyond. With its constructive part it aims at making conciliatory steps in a highly embittered discussion between sociology and philosophy of science. (shrink)

This edition includes new essays by philosopher Michael Williams and literary scholar David Bromwich, as well as Rorty's previously unpublished essay "The ...

Chapter 1: Ryle on Knowing How Chapter 2: Knowledge-wh Chapter 3: PRO and the Representation of First-Person Thought Chapter 4: Ways of Thinking Chapter 5: Knowledge How Chapter 6: Ascribing Knowledge How Chapter 7: The Cognitive Science of Practical Knowledge Chapter 8: Knowledge Justified Preface A fact, as I shall use the term, is a true proposition. A proposition is the sort of thing that is capable of being believed or asserted. A proposition is also something that is characteristically the (...) kind of thing that is true or false; that snow is white is a true proposition, that Barack Obama is President of the United States as I am writing these words is another. Facts in this sense are not only among the things we believe and assert; they are also the kinds of things we know. The thesis of this book is that knowing how to do something is the same as knowing a fact. It follows that learning how to do something is learning a fact. For example, when you learned how to swim, what happened is that you learned some facts about swimming. Knowledge of these facts is what gave you knowledge of how to swim. Something similar occurred with every other activity that you now know how to do, such as riding a bicycle or cooking a meal. You know how to perform activities solely in virtue of your knowledge of facts about those activities. (shrink)

In this 1989 book Rorty argues that thinkers such as Nietzsche, Freud, and Wittgenstein have enabled societies to see themselves as historical contingencies, rather than as expressions of underlying, ahistorical human nature or as realizations of suprahistorical goals. This ironic perspective on the human condition is valuable on a private level, although it cannot advance the social or political goals of liberalism. In fact Rorty believes that it is literature not philosophy that can do this, by promoting a genuine sense (...) of human solidarity. A truly liberal culture, acutely aware of its own historical contingency, would fuse the private, individual freedom of the ironic, philosophical perspective with the public project of human solidarity as it is engendered through the insights and sensibilities of great writers. The book has a characteristically wide range of reference from philosophy through social theory to literary criticism. It confirms Rorty's status as a uniquely subtle theorist, whose writing will prove absorbing to academic and nonacademic readers alike. (shrink)

Epistemology has for a long time focused on the concept of knowledge and tried to answer questions such as whether knowledge is possible and how much of it there is. Often missing from this inquiry, however, is a discussion on the value of knowledge. In The Value of Knowledge and the Pursuit of Understanding Jonathan Kvanvig argues that epistemology properly conceived cannot ignore the question of the value of knowledge. He also questions one of the most fundamental assumptions in epistemology, (...) namely that knowledge is always more valuable than the value of its subparts. Taking Platos' Meno as a starting point of his discussion, Kvanvig tackles the different arguments about the value of knowledge and comes to the conclusion that knowledge is less valuable than generally assumed. Clearly written and well argued, this 2003 book will appeal to students and professionals in epistemology. (shrink)

Written by two of the leading figures in the field, this is a lucid and systematic introduction to semantics as applied to transformational grammars of the ...

Essays discuss relativism, knowledge, creativity, progress, Aristotle, Galileo, cultural pluralism, and reason.

Beginning with a historical overview of relativism, from Pythagoras in ancient Greece to Derrida and postmodernism, Maria Baghramian explores the resurgence of relativism throughout the history of philosophy. She then turns to the arguments for and against the many subdivisions of relativism, including Kuhn and Feyerabend's ideas of relativism in science, Rorty's relativism about truth, and the conceptual relativism of Quine and Putnam. Baghramian questions whether moral relativism leads to moral indifference or even nihilism, and whether feminist epistemology's concerns about (...) the very notion of objectivity can be considered a form of relativism. She concludes the relativism debate by assessing the recent criticisms such as Quine's argument from translation and Davidson's claim that even the motivations behind relativism are unintelligible. Finding these criticisms lacking, Baghramian proposes a moderate form of pluralism which addresses the legitimate worries that give rise to relativism without incurring charges of nihilism or anarchy. (shrink)