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

In this book, Ernest Sosa explains the nature of knowledge through an approach originated by him years ago, known as virtue epistemology. Here he provides the first comprehensive account of his views on epistemic normativity as a form of performance normativity on two levels. On a first level is found the normativity of the apt performance, whose success manifests the performer's competence. On a higher level is found the normativity of the meta-apt performance, which manifests not necessarily first-order skill or (...) competence but rather the reflective good judgment required for proper risk assessment. Sosa develops this bi-level account in multiple ways, by applying it to issues much disputed in recent epistemology: epistemic agency, how knowledge is normatively related to action, the knowledge norm of assertion, and the Meno problem as to how knowledge exceeds merely true belief. A full chapter is devoted to how experience should be understood if it is to figure in the epistemic competence that must be manifest in the truth of any belief apt enough to constitute knowledge. Another takes up the epistemology of testimony from the performance-theoretic perspective. Two other chapters are dedicated to comparisons with ostensibly rival views, such as classical internalist foundationalism, a knowledge-first view, and attributor contextualism. The book concludes with a defense of the epistemic circularity inherent in meta-aptness and thereby in the full aptness of knowing full well. (shrink)

Believing that p, assuming that p, and imagining that p involve regarding p as true—or, as we shall call it, accepting p. What distinguishes belief from the other modes of acceptance? We claim that conceiving of an attitude as a belief, rather than an assumption or an instance of imagining, entails conceiving of it as an acceptance that is regulated for truth, while also applying to it the standard of being correct if and only if it is true. We argue (...) that the second half of this claim, according to which the concept of belief includes a standard of correctness, is required to explain the fact that the deliberative question whether to believe that p is transparent to the question whether p. This argument raises various questions. Is there such a thing as deliberating whether to believe? Is the transparency of the deliberative question whether to believe that p the same as the transparency of the factual question whether I do believe that p? We will begin by answering these questions and then turn to a series of possible objections to our argument. (shrink)

It is often said, metaphorically, that belief "aims" at the truth. This paper proposes a normative interpretation of this metaphor. First, the notion of "epistemic norms" is clarified, and reasons are given for the view that epistemic norms articulate essential features of the beliefs that are subject to them. Then it is argued that all epistemic norms--including those that specify when beliefs count as rational, and when they count as knowledge--are explained by a fundamental norm of correct belief, which requires (...) that, if one considers a proposition at all, one should believe it if and only if it is true. (shrink)

Why, when asking oneself whether to believe that p, must one immediately recognize that this question is settled by, and only by, answering the question whether p is true? Truth is not an optional end for first-personal doxastic deliberation, providing an instrumental or extrinsic reason that an agent may take or leave at will. Otherwise there would be an inferential step between discovering the truth with respect to p and determining whether to believe that p, involving a bridge premise that (...) it is good (in whichever sense of good one likes, moral, prudential, aesthetic, allthings-considered, etc.) to believe the truth with respect to p. But there is no such gap between the two questions within the first-personal deliberative perspective; the question whether to believe that p seems to collapse into the question whether p is true. (shrink)

Section 1 articulates a genus-species claim: that knowledge is a kind of success from ability. Equivalently: In cases of knowledge, S’s success in believing the truth is attributable to S’s ability. That idea is then applied to questions about the nature and value of knowledge. Section 2 asks what it would take to turn the genus-species claim into a proper theory of knowledge; that is, into informative, necessary and sufficient conditions. That question is raised in the context of an important (...) line of objection against even the genus-species claim; namely, that there is no way to understand the attribution relation so that it does all the work that it is supposed to do. Section 3 reviews several extant proposals for understanding the attribution relation, and argues that none of them are adequate for answering the objection. Section 4 proposes a different way of understanding the relation, and shows how the resulting view does resolve the objection. Section 5 completes the new account by proposing a way to understand intellectual abilities. Section 6 briefly addresses Barn Façade cases and lottery propositions. Section 7 briefly addresses a question about the scope of knowledge; in particular, it shows how the new view allows a neo-Moorean response to skepticism. (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)

I argue that, although education should have positive effects on students’ epistemic character, it is often actually damaging, having bad effects. Rather than cultivating virtues of the mind, certain forms of education lead to the development of the vices of the mind - it is therefore epistemically corrupting. After sketching an account of that concept, I offer three illustrative case studies.

Aristotle's Nicomachean Ethics, which equates the ultimate end of human life with happiness, is thought by many readers to argue that this highest goal consists in the largest possible aggregate of intrinsic goods. Richard Kraut proposes instead that Aristotle identifies happiness with only one type of good: excellent activity of the rational soul. In defense of this reading, Kraut discusses Aristotle's attempt to organize all human goods into a single structure, so that each subordinate end is desirable for the sake (...) of some higher goal. This book also emphasizes the philosopher's hierarchy of natural kinds, in which every type of creature achieves its good by imitating divine life. As Kraut argues, Aristotle's belief that thinking is the sole activity of the gods leads him to an intellectualist conception of the ethical virtues. Aristotle values these traits because, by subordinating emotion to reason, they enhance our ability to lead a life devoted to philosophy or politics. (shrink)

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.

The last few decades have witnessed the birth and growth of both virtue epistemology and the situationist challenge to virtue ethics. It seems only natural that eventually we would see the situationist challenge to virtue epistemology. This article articulates one aspect of that new challenge by spelling out an argument against the responsibilist brand of virtue epistemology. The trouble can be framed as an inconsistent triad: many people know quite a bit; knowledge is true belief acquired and retained through the (...) exercise of intellectual virtue; most people do not possess the intellectual virtues countenanced by responsibilism. Non‐skepticism is a Moorean platitude we should aim to preserve at most if not all costs. I muster evidence from cognitive and social psychology to argue for epistemic situationism. If my argument is correct, responsibilism must be revised or rejected, and reliabilists should avoid incorporating responsibilist components into their theories. (shrink)

In this paper I offer an original account of intellectual modesty and some of its surrounding vices: intellectual haughtiness, arrogance, servility and self-abasement. I argue that these vices are attitudes as social psychologists understand the notion. I also draw some of the educational implications of the account. In particular, I urge caution about the efficacy of direct instruction about virtue and of stimulating emulation through exposure to positive exemplars.

After a brief overview of what intellectual virtues are, I offer three arguments for the claim that education should aim at fostering ‘intellectual character virtues’ like curiosity, open-mindedness, intellectual courage, and intellectual honesty. I then go on to discuss several pedagogical and related strategies for achieving this aim.

In this essay I sketch some vices of virtue ethics, draw on inference about the philosophical source of the vices, and conclude with a recommendation concerning future efforts in moral theory construction. The source of the vices, I argue, lies in a mononomic or single-principle strategy within normative theory construction, a reductionist conceptual scheme which distorts certain integral aspects of our moral experience. My recommendation is that this strategy be abandoned, for the moral field is not unitary -- mononomic methods (...) are not the best tools for moral theorists. (shrink)

A certain conception of the relevance of virtue epistemology to the philosophy of education is set out. On this conception, while the epistemic goal of education might initially be promoting the pupil's cognitive success, it should ultimately move on to the development of the pupil's cognitive agency. A continuum of cognitive agency is described, on which it is ultimately cognitive achievement, and thus understanding, which is the epistemic goal of education. This is contrasted with a view on which knowledge is (...) the epistemic goal. (shrink)

While there is now considerable anxiety about whether the psychological theory presupposed by virtue ethics is empirically sustainable, analogous issues have received little attention in the virtue epistemology literature. This paper argues that virtue epistemology encounters challenges reminiscent of those recently encountered by virtue ethics: just as seemingly trivial variation in context provokes unsettling variation in patterns of moral behavior, trivial variation in context elicits unsettling variation in patterns of cognitive functioning. Insofar as reliability is a condition on epistemic virtue, (...) we have reason to doubt that human beings possess the cognitive materials required for epistemic virtue, and thereby reason to think that virtue epistemology is threatened by skepticism. We conclude that while virtue epistemology has resources for addressing this challenge, exploiting these resources forces tradeoffs between empirical and normative adequacy. (shrink)

Leading virtue epistemologists defend the view that knowledge must proceed from intellectual virtue and they understand virtues either as refned character traits cultivated by the agent over time through deliberate effort, or as reliable cognitive abilities. Philosophical situationists argue that results from empirical psychology should make us doubt that we have either sort of epistemic virtue, thereby discrediting virtue epistemology’s empirical adequacy. I evaluate this situationist challenge and outline a successor to virtue epistemology: abilism . Abilism delivers all the main (...) benefts of virtue epistemology and is as empirically adequate as any theory in philosophy or the social sciences could hope to be. (shrink)

This chapter contains sections titled: The Nature of Critical Thinking Critical Thinking: Skills/Abilities and Dispositions Critical Thinking and the Problem of Generalizability The Relationship Between Critical Thinking and Creative Thinking “Critical Thinking” and Other Terms Referring to Thinking Critical Thinking and Education Critiques of Critical Thinking Conclusion.

This essay offers a comprehensive vision for a higher education program incorporating critical thinking across the curriculum at hypothetical Alpha College, employing a rigorous detailed conception of critical thinking called “The Alpha Conception of Critical Thinking”. The program starts with a 1-year, required, freshman course, two-thirds of which focuses on a set of general critical thinking dispositions and abilities. The final third uses subject-matter issues to reinforce general critical thinking dispositions and abilities, teach samples of subject matter, and introduce subject-specific (...) critical thinking. Subject-matter departmental and other units will make long-range plans for incorporating critical thinking in varying amounts in subject-matter courses, culminating in a written Senior Thesis/Project involving investigating, taking, and defending a position, which reinforce critical thinking abilities and dispositions and increase subject-matter knowledge. Teaching approaches used in the program are involving and based on the principle, “We learn what we use.” Both summative and formative assessment are employed as appropriate. Coordination and support are extensive. Objections and concerns are discussed, and alternatives, including possible transitions, are considered. An extended review of research supports moving toward CTAC. (shrink)

How can we cultivate intellectual virtues in our students? I provide an overview of virtue epistemology, explaining two types of intellectual virtues: reliabilist virtues and responsibilist virtues. I suggest that both types are acquired via some combination of practice on the part of the student and explanation on the part of the instructor. I describe strategies for teaching these two types of virtues in the classroom, including an activity for teaching the skill of using the square of opposition, and several (...) activities that encourage students to practice open-minded acts, intellectually courageous acts, and the motivation for truth. (shrink)

This article initially provides a brief overview of virtue epistemology; it thereafter considers some possible ramifications of this branch of the theory of knowledge for the philosophy of education. The main features of three different manifestations of virtue epistemology are first explained. Importantly, it is then maintained that developments in virtue epistemology may offer the resources to critique aspects of the debate between Hirst and Carr about how the philosophy of education ought to be carried out and by whom. Wilfred (...) Carr's position—that educational practitioners have privileged access to philosophical knowledge about teaching practice—will in particular be questioned. It will be argued that Carr's view rests on a form of epistemology, internalism, which places unreasonably narrow restrictions upon the range of actors and ways, in which philosophical knowledge of and/or for education might be achieved. In declaring that practical wisdom regarding teaching is ‘entirely dependent’ on practitioner reflection, Carr not only radically deviates from Aristotle's notion of practical wisdom, he also, in effect, renders redundant all philosophical research about education that is not initiated by teachers in this manner. It is concluded that Aristotle's general approach to acquiring information and knowledge about the world might yet still offer a foundation for a more comprehensive philosophy of education; one that makes clear that the professional testimony and reflection of teachers, observation of teaching practice, and already existing educational philosophy, theory and policy can all be perceived as potentially valuable sources of philosophical knowledge of and for education. (shrink)

The landscape of contemporary epistemology has significantly diversified in the past 30 years, shaped in large part by two complementary movements: virtue and social epistemology. This diversification provides an apt theoretical context for the epistemology of education. No longer concerned exclusively with the formal analysis of knowledge, epistemologists have turned their attention towards individuals as knowers, and the social contexts in which epistemic goods such as knowledge and understanding are acquired and exchanged. As such, the concerns of epistemology have once (...) again aligned with questions lying at the heart of the philosophy of education regarding the nature, aims and practice of education. Employing the conceptual tools and frameworks of the contemporary field, these questions are addressed by both epistemologists and education theorists in the emerging epistemology of education literature. (shrink)

In this paper, I consider intellectualist and anti-intellectualist approaches to knowledge-how and propose a third solution: a virtue-based account of knowledge-how. I sketch the advantages of a virtue-based account of knowledge-how and consider whether we should prefer a reliabilist or a responsibilist virtue-account of knowledge-how. I argue that only a responsibilist account will maintain the crucial distinction between knowing how to do something and merely being able to do it. Such an account, I hold, must incorporate ‘learning how to do (...) something’ as an essential part. Drawing on an argument by Craig, I hold that the function of the concept of knowing how is to mark out practical experts whom one can trust either to perform an action on one's behalf, or to teach one how to perform that action oneself. The best way to identify practical experts, I hold, is to discover what they have learned about performing the action in question. In arguing for the importance of the concept ‘learning’ to the field of knowledge-how, I argue for a new connection between the philosophy of education and virtue epistemology. (shrink)

: This paper develops four related claims: 1. Critical thinking should focus more on decision making, 2. the heuristics and bias literature developed by cognitive psychologists and behavioral economists provides many insights into human irrationality which can be useful in critical thinking instruction, 3. unfortunately the “rational choice” norms used by behavioral economists to identify “biased” decision making narrowly equate rational decision making with the efficient pursuit of individual satisfaction; deviations from these norms should not be treated as an irrational (...) bias, 4. a richer, procedural theory of rational decision making should be the basis for critical thinking instruction in decision making. (shrink)

According to qualified-agent virtue ethics, an action is right if and only if it is what a virtuous agent would characteristically do in the circumstances. I discuss two closely related objections to this view, both of which concern the actions of the non-virtuous. The first is that this criterion sometimes gives the wrong result, for in some cases a non-virtuous agent should not do what a virtuous person would characteristically do. A second objection is it altogether fails to apply whenever (...) the agent, through previous wrongdoing, finds herself in circumstances that a virtuous person cannot be in. I focus on Rosalind Hursthouse's account of right action, and argue that it can provide a satisfactory response to both these objections. I do so by drawing attention to the distinction between action guidance and action assessment, and arguing that while the above criterion is adequate as a means of action assessment, we should turn to the virtue- and vice-rules (v-rules) for action guidance. (shrink)

Recent work in epistemology has focused increasingly on the social dimensions of knowledge and inquiry. Education is one important social arena in which knowledge plays a leading role, and in which knowledge-claims are presented, analyzed, evaluated, and transmitted. Philosophers of education have long attended to the epistemological issues raised by the theory and practice of education . While historically philosophical issues concerning education were treated alongside other philosophical issues, in recent times the former set of issues have been largely neglected (...) by philosophers working in the core areas of the discipline. Interestingly, the rise of social epistemology has been accompanied by a renewed interest by mainstream philosophers in philosophical questions concerning education. Whether or not this accompaniment is accidental, or is legitimately explainable in terms of broad intellectual, philosophical, or social/political currents and movements, I will not endeavor to address here. The increasing respectability of and philosophical interest in both social epistemology and philosophy of education are in any case salutary developments, each signaling both a broadening of the set of interests and issues deemed legitimate by practitioners of the parent discipline, and an increased willingness to take seriously the philosophical problems raised by the ubiquitous social/communal effort to transmit/transform culture by way of education. (shrink)

Qualified-agent virtue ethics provides an account of right action in terms of the virtuous agent. It has become one of the most popular, but also most frequently criticized versions of virtue ethics. Many of the objections rest on the mistaken assumption that proponents of qualified-agent virtue ethics share the same view when it comes to fundamental questions about the meaning of the term ‘right action’ and the function of an account of right action. My aim in this paper is not (...) to defend qualified-agent virtue ethics but to correct this misunderstanding, and this will hopefully leave us in a better position to evaluate it. (shrink)

According to one long-standing tradition, the organizing question of ethics is “What are we morally obligated to do?” However, many philosophers, inspired by an even older tradition, now urge a return to the question “What kind of person is it best to be?” According to these philosophers, the proper locus of evaluation is character rather than action, and the basic evaluative concept is virtue rather than duty. Following what has become common usage, I shall refer to the first approach as (...) “duty ethics” and to the second as “virtue ethics.”. (shrink)

This chapter contains sections titled: Epistemological Background Educational Applications On Not Addressing Epistemological Controversies.