Nicholas Wolterstorff discusses the ethics of belief which Locke developed in Book IV of his Essay Concerning Human Understanding, where Locke finally argued his overarching aim: how we ought to govern our belief, especially on matters of religion and morality. Wolterstorff shows that this concern was instigated by the collapse, in Locke's day, of a once-unified moral and religious tradition in Europe into warring factions. His was thus a culturally and socially engaged epistemology. This view of Locke invites a new (...) interpretation of the origins of modern philosophy. He maintained that instead of following tradition we ought to let 'reason be our guide.' Accordingly, after discussing Hume's powerful attack on Locke's recommended practice, Wolterstorff argues for Locke's originality and emphasizes his contribution to the 'modernity' of post-sixteenth-century philosophy. (shrink)

Virtue epistemology is a diverse and flourishing field, one of the most exciting developments in epistemology to emerge over the last three decades. Virtue epistemology begins with the premise that epistemology is a normative discipline and, accordingly, a central task of epistemology is to explain the sort of normativity that knowledge, justified belief, and the like involve. A second premise is that a focus on the intellectual virtues is essential to carrying out this central task. This collection offers some of (...) the most influential and agenda-setting work at the heart of virtue epistemology's research program. Taken together, they will equip the reader to enter the ongoing discussion and debate in the field. The selections range from seminal contributions by Ernest Sosa, who introduced the notion of intellectual virtue into the contemporary literature, to a study of "epistemic justice" that draws on _To Kill a Mockingbird_ and The Talented Mr. Ripley. The readings include overviews of the field that also serve to advance the discussion; investigations of the nature of knowledge; reflections on the value of knowledge; examinations of credit and luck; and explorations of future directions for research. The hardcover edition does not include a dust jacket. (shrink)

Rousseau’s moral and political philosophy is grounded in a largely overlooked virtue epistemology. This essay reconstructs this epistemology with a particular focus on Rousseau’s conception of how our capacity for sensation might be cultivated to develop the judgment and wisdom that distinguish the developed virtuous agent. It proceeds in three sections. The first section focuses on Rousseau’s conception of the first stage of development, and especially his sensationist claim that all knowledge originates in sensory impressions. The second section examines the (...) maturing agent’s transition from mere sensation to the cultivation of the capacity for judgment, particularly focusing on Rousseau’s account of the agent’s shift from the passive reception of sensory impressions of discrete objects to the active and synthetic processes of comparison and association that give rise to complex ideas and to moral conceptions. The third section turns to Rousseau’s conception of the developed mind, focusing on his claim that the intellectual virtues not only require cultivation but are indispensible to the proper exercise of freedom that distinguishes the fully moral human being. (shrink)

Over the last several years a number of leading philosophers – including Catherine Elgin, Linda Zagzebski, Jonathan Kvanvig, and Duncan Pritchard – have grown increasingly dissatisfied with the contemporary focus on knowledge in epistemology and have attempted to “recover” the notion of understanding. According to some of these philosophers, in fact, understanding deserves not just to be recovered, but to supplant knowledge as the focus of epistemological inquiry. This entry considers some of the main reasons why philosophers have taken understanding (...) to be more valuable than knowledge, focusing on claims that it is more transparent, that it better reflects or mirrors the world, and that it is a greater intellectual achievement. (shrink)

This book is the first systematic treatment of 'responsibilist' or character-based virtue epistemology, an approach to epistemology that focuses on intellectual ...

From the back cover: "Ever since Plato, philosophers have faced one central question: What is the scope and nature of human knowledge? In this volume the distinguished philosopher Ernest Sosa has collected his essays on this subject written over a period of twenty-five years. All the major topics of contemporary epistemology are covered: the nature of propositional knowledge, externalism versus internalism, foundationalism versus coherentism, and the problem of the criterion. The resulting book is a valuable resource for scholars and can (...) serve as a textbook for graduate seminars in epistemology.". (shrink)

Part One reviews some recent history of epistemology, focusing on ways in which the intellectual virtues have been invoked to solve specific epistemological problems. This part gives a sense of the contemporary landscape that has emerged and clarifies some of the disagreements among those who invoke the virtues in epistemology. Part Two explores some problems about knowledge in greater detail, and defends a externalist approach in virtue epistemology.

This entry offers a critical overview of the contemporary literature on understanding, especially in epistemology and the philosophy of science.

Virtue Epistemology Virtue epistemology is a collection of recent approaches to epistemology that give epistemic or intellectual virtue concepts an important and fundamental role. Virtue epistemologists can be divided into two groups, each accepting a different conception of what an intellectual virtue is. Virtue reliabilists conceive of intellectual virtues as stable, reliable and truth-conducive cognitive … Continue reading Virtue Epistemology →.

What are the qualities of an excellent thinker? A growing new field, virtue epistemology, answers this question. Section I distinguishes virtue epistemology from belief-based epistemology. Section II explains the two primary accounts of intellectual virtue: virtue-reliabilism and virtue-responsibilism. Virtue-reliabilists claim that the virtues are stable reliable faculties, like vision. Virtue-responsibilists claim that they are acquired character traits, like open-mindedness. Section III evaluates progress and problems with respect to three key projects: explaining low-grade knowledge, high-grade knowledge, and the individual intellectual virtues.

Embodied Cognition is an approach to cognition that departs from traditional cognitive science in its reluctance to conceive of cognition as computational and in its emphasis on the significance of an organism's body in how and what the organism thinks. Three lines of embodied cognition research are described and some thoughts on the future of embodied cognition offered.

This is not your psychoanalyst's unconscious.

Where does the mind stop and the rest of the world begin? The question invites two standard replies. Some accept the demarcations of skin and skull, and say that what is outside the body is outside the mind. Others are impressed by arguments suggesting that the meaning of our words "just ain't in the head", and hold that this externalism about meaning carries over into an externalism about mind. We propose to pursue a third position. We advocate a very different (...) sort of externalism: an _active externalism_, based on the active role of the environment in driving cognitive processes. (shrink)

Contemporary virtue epistemology (hereafter ‘VE’) is a diverse collection of approaches to epistemology. At least two central tendencies are discernible among the approaches. First, they view epistemology as a normative discipline. Second, they view intellectual agents and communities as the primary focus of epistemic evaluation, with a focus on the intellectual virtues and vices embodied in and expressed by these agents and communities. -/- This entry introduces many of the most important results of the contemporary VE research program. These include (...) novel attempts to resolve longstanding disputes, solve perennial problems, grapple with novel challenges, and expand epistemology’s horizons. In the process, it reveals the diversity within VE. Beyond sharing the two unifying commitments mentioned above, its practitioners diverge over the nature of intellectual virtues, which questions to ask, and which methods to use. -/- It will be helpful to note some terminology before proceeding. First, we use ‘cognitive’, ‘epistemic’ and ‘intellectual’ synonymously. Second, we often use ‘normative’ broadly to include not only norms and rules, but also duties and values. Finally, ‘practitioners’ names contemporary virtue epistemologists. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Hume's Missing Shade of Blue Re-viewed John 0. Nelson It is obviously important for Hume's purposes in the Treatise to maintain that simple ideas are always founded in precedent, resembling impressions;1 andhe explicitly, overandover, doesso, evensometimes being so carried away by this first principle ofhis science of man (T 7) or so careless as to say that not just all simple ideas but all ideas are founded in precedent, (...) resembling impressions. At the same time, as often noted, Hume explicitly maintains that it is possible for there to be a simple idea having no precedent, corresponding impression. He argues: There is however one contradictory phaenomenon, which may prove, that 'tis not absolutely impossible for ideas to go before their correspondent impressions... Suppose... a person to have enjoyed his sight for thirty years, and to have become perfectly well acquainted with colours of all kinds, excepting one particular shade of blue... Let all the different shades of that colour, except that single one, beplac'd before him... Now Iask, whether 'tis possible for him, from his own imagination, to supply this deficiency, and raise up to himselfthe idea ofthat particular shade, tho' it had never been conveyed to him by his senses? I believe there arefew but will be ofopinion that he can; and this may serve as a proof, that the simple ideas are not always derived from the correspondent impressions. (T 5) Nowjust prior to this concession (as Cummins calls it ), Hume has said that the full examination ofthis question [the causal relationship between ideas and impression] is the subject of the present treatise; and therefore we shall here content ourselves with establishing one general proposition, That all our simple ideas in their first appearance are deriv'd from simple impressions, which are correspondent to them, and which they exactly represent. (T 4) Volume XV Number 2 353 JOHN O. NELSON And just after the same concession, that a simple idea may be raised up which does not have a prior, correspondent impression, Hume says that it still remains true, that all our simple ideas proceed either mediately or immediately, from their correspondent impressions (T 7). Thus we have Hume explicitly asserting, it seems, both that all simple ideas have precedent correspondent impressions and that they do not. But this, on the face ofit, is an arrant contradiction! Can Hume have Homerically nodded? We have been quoting from the Treatise, but Hume makes the very same contradictory-seeming claims in the Enquiryl A thinker of Hume's acumen might nod for a page or two's quarter hour but not for all of nine years! Moreover, in both places Hume refers to the phenomenon of the impression-less idea ofblue as a contradictory phenomenon, indicating clearly enough that he was himself aware of there seeming to be an inconsistency here in his contentions. What can possibly be going on? Is Hume deliberately being paradoxical? Perhaps trying, for sensation's sake, to shock the reader and so increase sales of his work, as some commentators in the past might have wished to say? But this would be at the expense ofhis own contentions and principles and not the reader's, and not even Hume's bitterest foes and most malicious critics — so far as I know — have ever proposed that Hume would, figuratively speaking, like Oedipus, gouge out his own eyes, even in order to increase sales of the Treatise, nor does it make the slightest sense to think he would. The mystery deepens when we remember that Hume has said, in defining the program of the Treatise, that his intention is to establish the one general proposition that all our simple ideas in their first appearance are deriv'd from simple impressions, which are correspondentto them (T4). What astrange way, we want to exclaim, to show that all our simple ideas are derived from correspondent simple impressions by almost immediately afterwards arguing that it is possible to have an idea that has had no correspondent, precedent impression! Such an egregious nonsequitur mightbe expected ofan absolutely incompetent beginner in philosophy, but we are speaking of David Hume, generally recognized as the profoundest and most acute of... (shrink)

This article draws on Martha Nussbaum's distinction between basic, internal, and external capacities to better specify possible locations for children's ‘incapacity’ for autonomy. I then examine Maria Montessori's work on what she calls ‘normalization’, which involves a release of children's capacities for autonomy and self-governance made possible by being provided with the right kind of environment. Using Montessori, I argue that, in contrast to many ordinary and philosophical assumptions, children's incapacities for autonomy are best understood as consequences of an absence (...) of external conditions necessary for children to exercise capacities they already have internally, rather than intrinsic limitations based on their stage of life. In a closing section, I show how Montessori proposes a model wherein both children and adults have autonomy, power, and responsibility, but over different spheres, and suggest implications of these differences for who has responsibility for establishing the conditions under which children can flourish. (shrink)

In ”Virtues in Epistemology,” John Greco presents and evaluates two main notions of intellectual virtue. The first concerns Ernest Sosa's development of this concept as a disposition to grasp truth and avoid falsehood. Greco contrasts this with moral models of intellectual virtue that include a motivational component in their definition, namely a desire for truth. Instead, Greco argues that a minimalist reliabilist account of intellectual virtue “in which the virtues are conceived as reliable cognitive abilities or powers,” can be illuminating (...) in an account of knowledge. He sets out to support this on the grounds that his approach to intellectual virtue can adequately address three major problems on the theory of knowledge: Humean skepticism, the Gettier problem, and the problem of showing that knowledge is more valuable than mere true belief. (shrink)

Explores the intriguing prospect that, in some situations, a person's hand has a mind of its own.