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  1. Stanford’s Unconceived Alternatives from the Perspective of Epistemic Obligations.Matthew S. Sample - 2015 - Philosophy of Science 82 (5):856-866.
    Kyle Stanford’s reformulation of the problem of underdetermination has the potential to highlight the epistemic obligations of scientists. Stanford, however, presents the phenomenon of unconceived alternatives as a problem for realists, despite critics’ insistence that we have contextual explanations for scientists’ failure to conceive of their successors’ theories. I propose that responsibilist epistemology and the concept of “role oughts,” as discussed by Lorraine Code and Richard Feldman, can pacify Stanford’s critics and reveal broader relevance of the “new induction.” The possibility (...)
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  • The Bell Curve: Intelligence and Class Structure in American Life.Richard J. Herrnstein & Charles Murray - 1995 - British Journal of Educational Studies 43 (4):458-462.
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  • Reflection, Disagreement, and Context.Edward Hinchman - 2012 - American Philosophical Quarterly 49 (2):95.
    How far, if at all, do our intrapersonal and our interpersonal epistemic obligations run in parallel? This paper treats the question as addressing the stability of doxastic commitment in the two dimensions. In the background lies an analogy between doxastic and practical commitment. We’ll pursue the question of doxastic stability by coining a doxastic analogue of Gregory Kavka’s much-discussed toxin case. In this new case, you foresee that you will rationally abandon a doxastic commitment by undergoing a shift in the (...)
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  • Rationality in collective action.Margaret Gilbert - 2006 - Philosophy of the Social Sciences 36 (1):3-17.
    Collective action is interpreted as a matter of people doing something together, and it is assumed that this involves their having a collective intention to do that thing together. The account of collective intention for which the author has argued elsewhere is presented. In terms that are explained, the parties are jointly committed to intend as a body that such-and-such. Collective action problems in the sense of rational choice theory—problems such as the various forms of coordination problem and the prisoner’s (...)
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  • Telling as inviting to trust.Edward S. Hinchman - 2005 - Philosophy and Phenomenological Research 70 (3):562–587.
    How can I give you a reason to believe what I tell you? I can influence the evidence available to you. Or I can simply invite your trust. These two ways of giving reasons work very differently. When a speaker tells her hearer that p, I argue, she intends that he gain access to a prima facie reason to believe that p that derives not from evidence but from his mere understanding of her act. Unlike mere assertions, acts of telling (...)
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  • Common ground.Robert Stalnaker - 2002 - Linguistics and Philosophy 25 (5):701-721.
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  • (1 other version)Getting told and being believed.Richard Moran - 2005 - Philosophers' Imprint 5:1-29.
    The paper argues for the centrality of believing the speaker (as distinct from believing the statement) in the epistemology of testimony, and develops a line of thought from Angus Ross which claims that in telling someone something, the kind of reason for belief that a speaker presents is of an essentially different kind from ordinary evidence. Investigating the nature of the audience's dependence on the speaker's free assurance leads to a discussion of Grice's formulation of non-natural meaning in an epistemological (...)
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  • (1 other version)Scorekeeping in a language game.David Lewis - 1979 - Journal of Philosophical Logic 8 (1):339--359.
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  • (1 other version)Meaning.Herbert Paul Grice - 1957 - Philosophical Review 66 (3):377-388.
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  • Contextualism, metaphor, and what is said.Elisabeth Camp - 2006 - Mind and Language 21 (3):280–309.
    On a familiar and prima facie plausible view of metaphor, speakers who speak metaphorically say one thing in order to mean another. A variety of theorists have recently challenged this view; they offer criteria for distinguishing what is said from what is merely meant, and argue that these support classifying metaphor within 'what is said'. I consider four such criteria, and argue that when properly understood, they support the traditional classification instead. I conclude by sketching how we might extract a (...)
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  • Shared cooperative activity.Michael E. Bratman - 1992 - Philosophical Review 101 (2):327-341.
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  • Lying, misleading, and what is said: an exploration in philosophy of language and in ethics.Jennifer Mather Saul - 2012 - Oxford: Oxford University Press.
    1. Lying -- 2. The problem of what is said -- 3. What is said -- 4. Is lying worse than merely misleading? -- 5. Some interesting cases.
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  • We Have No Positive Epistemic Duties.Mark T. Nelson - 2010 - Mind 119 (473):83-102.
    In ethics, it is commonly supposed that we have both positive duties and negative duties, things we ought to do and things we ought not to do. Given the many parallels between ethics and epistemology, we might suppose that the same is true in epistemology, and that we have both positive epistemic duties and negative epistemic duties. I argue that this is false; that is, that we have negative epistemic duties, but no positive ones. There are things that we ought (...)
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  • Speaker meaning, what is said, and what is implicated.Jennifer M. Saul - 2002 - Noûs 36 (2):228–248.
    [First Paragraph] Unlike so many other distinctions in philosophy, H P Grice's distinction between what is said and what is implicated has an immediate appeal: undergraduate students readily grasp that one who says 'someone shot my parents' has merely implicated rather than said that he was not the shooter [2]. It seems to capture things that we all really pay attention to in everyday conversation'this is why there are so many people whose entire sense of humour consists of deliberately ignoring (...)
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  • What is said.François Recanati - 2001 - Synthese 128 (1-2):75--91.
    A critique of the purely semantic, minimalist notion of 'what is said'.
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  • Ought to Believe.Matthew Chrisman - 2008 - Journal of Philosophy 105 (7):346-370.
    My primary purpose in this paper is to sketch a theory of doxastic oughts that achieves a satisfying middle ground between the extremes of rejecting epistemic deontology because one thinks beliefs are not within our direct voluntary control and rejecting doxastic involuntarism because one thinks that some doxastic oughts must be true. The key will be appreciating the obvious fact that not all true oughts require direct voluntary control. I will construct my account as an attempt to surpass other accounts (...)
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  • Epistemic Obligations and Doxastic Voluntarism.Phil Goggans - 1991 - Analysis 51 (2):102 - 105.
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  • (1 other version)Replies to the papers in the issue "Recanati on Mental Files".François Recanati - 2015 - Inquiry: An Interdisciplinary Journal of Philosophy 58 (4):408-437.
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  • (1 other version)Understanding: Art and Science.Catherine Z. Elgin - 1991 - Midwest Studies in Philosophy 16 (1):196-208.
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