Since the publication of Edmund Gettier's challenge to the traditional epistemological doctrine of knowledge as justified true belief, Roberts and Wood claim that epistemologists lapsed into despondency and are currently open to novel approaches. One such approach is virtue epistemology, which can be divided into virtues as proper functions or epistemic character traits. The authors propose a notion of regulative epistemology, as opposed to a strict analytic epistemology, based on intellectual virtues that function not as rules or even as skills (...) but as habits of the heart. To that end, they divide the task of clarifying and expounding their notion in the book's two parts.In the first part, Roberts and Wood examine various components that constitute their notion of regulative epistemology. The first are the epistemic goods or goals that drive the epistemic process. What is needed, claim Roberts and Wood, is an enriched notion of these goods rather than the restricted notion of justified true belief. Epistemic agents are more than calculating devices in that …. (shrink)

A strong, strictly virtue- based , and at the same time truth-centered framework for virtue epistemology (VE) is proposed that bases VE upon a clearly motivating epistemic virtue, inquisitiveness or curiosity in a very wide sense, characterizes the purely executive capacities-virtues as a means for the truth-goal set by the former, and, finally, situates the remaining, partly motivating and partly executive virtues in relation to this central stock of virtues. Character-trait epistemic virtues are presented as hybrids, partly moral, partly purely (...) epistemic. In order to make the approach virtue- based , it is argued that the central virtue (inquisitiveness or curiosity) is responsible for the value of truth: truth is valuable to cognizers because they are inquisitive, and most other virtues are a means for satisfying inquisitiveness. On can usefully combine this virtue-based account of the motivation for acquiring knowledge with a Sosa-style analysis of the concept “knowledge”, which brings to the forefront virtues-capacities, in order to obtain a full-blooded, “strong” VE. (shrink)

The aim of this essay is to test the claim that epistemologists—virtue epistemologists in particular—have much to learn from virtue ethics. The essay begins with an outline of virtue ethics itself. This section concludes that a pure form of virtue ethics is likely to be unattractive, so the virtue epistemologist should examine the "impure" views of real philosophers. Aristotle is usually held up as the paradigm virtue ethicist. His doctrine of the mean is described, and it is explained how that (...) doctrine can provide a framework for an account of epistemic virtue. The conclusion of the essay is that a virtue epistemology based on analogies with virtue ethics, though well worth developing and considering, will face several challenges in fulfilling the significant promises that have been made on its behalf. (shrink)

Hong Oak Yun is a person who is over three inches tall. And now you know who Hong Oak Yun is. For if someone were to ask you ‘Who is Hong Oak Yun?’, you could answer that Hong Oak Yun is a person who is over three inches tall, and you would know what you were saying. So you know an answer to the question ‘Who is Hong Oak Yun?’, and that is sufficient for knowing who Hong Oak Yun is. (...) Getting to know who a person is may be easier than you think. (shrink)

This chapter focuses on the question of whether true belief can have final value because it answers our ‘intellectual interest’ or ‘natural curiosity’. The idea is that sometimes we are interested in the truth on some issue not for any ulterior purpose, but simply because we are curious about that issue. It is argued that this approach fails to provide an adequate explanation of the final value of true belief, since there is an unbridgeable gap between our valuing the truth (...) on some issue for its own sake, and that truth's being valuable for its own sake. (shrink)

In this book, Ilhan Inan questions the classical definition of curiosity as _a desire to know._ Working in an area where epistemology and philosophy of language overlap, Inan forges a link between our ability to become aware of our ignorance and our linguistic aptitude to construct terms referring to things unknown. The book introduces the notion of inostensible reference. Ilhan connects this notion to related concepts in philosophy of language: knowledge by acquaintance and knowledge by description; the referential and the (...) attributive uses of definite descriptions; the _de re/de dicto_ distinction; and Kripke’s distinction between rigid and accidental designators. Continuing with a discussion of the conditions for curiosity and its satisfaction, Inan argues that the learning process—starting in curiosity and ending in knowledge—is always an effort to transform our inostensible terms into ostensible ones. A contextual account is adopted for the satisfaction of curiosity. It then discusses the conditions of successful reference to the object of curiosity and its presuppositions. The book concludes with a discussion on the limits of curiosity and its satisfaction. (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)

This chapter points out that standard versions of virtue epistemology accept and are motivated by the same central problems in epistemology — such as analyzing the concepts of knowledge and justification, and addressing skeptical challenges — which motivate contemporary epistemology. The only significant difference is that virtue epistemology claims that the concepts of knowledge and justification must be analyzed in terms of virtues. What motivates virtue ethicists, however, is not what is motivating other ethicists. The contemporary census amongst ethicists has (...) a different set of problems than the ones motivating virtue ethicists. Virtue epistemologists should mount a similar challenge to their contemporaries: instead of focusing on static states such as beliefs and evaluating whether or not they are justified, they should focus their efforts on evaluating and regulating the activities of inquiry and deliberation, and the role which virtues play in such evaluation and regulation. (shrink)