This article examines what is wrong with some expressive acts, ‘insults’. Their putative wrongfulness is distinguished from the causing of indirect harms, aggregated harms, contextual harms, and damaging misrepresentations. The article clarifies what insults are, making use of work by Neu and Austin, and argues that their wrongfulness cannot lie in the hurt that is caused to those at whom such acts are directed. Rather it must lie in what they seek to do, namely to denigrate the other. The causing (...) of offence is at most evidence that an insult has been communicated; it is not independent grounds of proscription or constraint. The victim of an insult may know that she has been insulted but not accept or agree with the insult, and thereby submit to the insulter. Hence insults need not, as Waldron argues they do, occasion dignitary harms. They do not of themselves subvert their victims' equal moral status. The claim that hateful speech endorses inequality should not be conflated with a claim that such speech directly subverts equality. Thus, ‘wounding words’ should not unduly trouble the liberal defender of free speech either on the grounds of preventing offence or on those of avoiding dignitary harms. (shrink)

We citizens of the 21st century live in a world where division of epistemic labour rules. Most of what we know we learned from the spoken or written word of others, and we depend in endless practical ways on the technological fruits of the dispersed knowledge of others—of which we often know almost nothing—in virtually every moment of our lives. Interest has been growing in recent years amongst philosophers, in the issues in epistemology raised by this fact. One issue concerns (...) the depth and extent of our epistemic dependence on testimony, as we may label this broad epistemic source: Do we have any knowledge at all that is free of epistemic dependence on what we have learned from others? A related question is whether our entitlement to believe what we have learned from others can be explained without invoking any epistemic principles special to testimony. These questions concern, as it were, the macro-epistemology of testimony. In the present discussion I shall focus instead on the micro foundations. Testimony, in our broad sense, can occur through an extensive range of types of spoken and written means of purportedly factual communication, including telephone calls, e-mails and personal letters, lectures and radio broadcasts, newspapers, textbooks and encyclopaedias, personal diaries, and public records of all kinds. But the central paradigm—what started the whole communication thing off—is surely that of face-to-face spoken encounter, when one person tells something to another, thereby intending and hoping to share her knowledge with her audience. I begin by describing the speech act of telling, identifying what takes place in a felicitous act of telling. From the nature of the speech act of telling, we see precisely how it is that knowledge is, when all goes as it should, acquired from teller by trusting hearer, in such an act, and in acts of testimony more broadly. (shrink)

In a paper in this journal, I defend the view that truth is the fundamental norm for assertion and, in doing so, reject the view that knowledge is the fundamental norm for assertion. In a recent response, Littlejohn raises a number of objections against my arguments. In this reply, I argue that Littlejohn’s objections are unsuccessful.

When we deliberate whether to believe some proposition, we feel immediately compelled to look for evidence of its truth. Philosophers have labelled this feature of doxastic deliberation 'transparency'. I argue that resolving the disagreement in the ethics of belief between evidentialists and pragmatists turns on the correct explanation of transparency. My hypothesis is that it reflects a conceptual truth about belief: a belief that p is correct if and only if p. This normative truth entails that only evidence can be (...) a reason for belief. Although evidentialism does not follow directly from the mere psychological truth that we cannot believe for non-evidential reasons, it does follow directly from the normative conceptual truth about belief which explains why we cannot do so. (shrink)

This chapter lays out a case that with the proper perspective on the place of epistemology within normative inquiry more generally, it is possible to appreciate what was on the right track about some of the early approaches to the analysis of knowledge, and to improve on the obvious failures which led them to be rejected. Drawing on more general principles about reasons, their weight, and their relationship to justification, it offers answers to problems about defeat and the conditional fallacy (...) that plagued early defeasibility analyses of knowledge and offers a sketch of a contemporary alternative that is motivated by the idea that knowledge requires the right kind of “match” between objective and subjective factors. (shrink)

In this paper I argue that we can give a plausible account of how to compare pragmatic and evidential normative reasons for belief. The account I offer is given in the form of a ‘defeasing function’. This function allows for a sophisticated comparison of the two types of reasons without assigning complex features to the logical structures of either type of reason.

Do we insult, offend or slight a speaker when we refuse her testimony? Do we compliment, commend or extol a speaker when we accept her testimony? I argue that the answer to both of these questions is “yes”, but only in some instances, since these respective insults and compliments track the reasons a hearer has for rejecting or accepting testimony. When disbelieving a speaker, a hearer may insult her because she judges the speaker to be either incompetent as a knower (...) or insincere as a teller. However, there are many instances where we reject testimony without making this negative evaluation of the speaker, and as such, without paying her an insult. Testimonial compliments are fewer in number, and are not constitutive of “everyday” testimonial exchanges, since, speakers who are competent as knowers and sincere as tellers are merely behaving correctly in accordance with the norms of testifying. Nevertheless, deferring to an authority on belief can be complimentary to that speaker if by doing so we judge her to have some mastery in a particular domain. Testimonial insults and compliments have important moral implications, particularly with regard to epistemic injustice and therapeutic trust. (shrink)

We citizens of the 21st century live in a world where division of epistemic labour rules. Most of what we know we learned from the spoken or written word of others, and we depend in endless practical ways on the technological fruits of the dispersed knowledge of others—of which we often know almost nothing—in virtually every moment of our lives. Interest has been growing in recent years amongst philosophers, in the issues in epistemology raised by this fact. One issue concerns (...) the depth and extent of our epistemic dependence on testimony, as we may label this broad epistemic source: Do we have any knowledge at all that is free of epistemic dependence on what we have learned from others? A related question is whether our entitlement to believe what we have learned from others can be explained without invoking any epistemic principles special to testimony. These questions concern, as it were, the macro-epistemology of testimony. In the present discussion I shall focus instead on the micro foundations. Testimony, in our broad sense, can occur through an extensive range of types of spoken and written means of purportedly factual communication, including telephone calls, e-mails and personal letters, lectures and radio broadcasts, newspapers, textbooks and encyclopaedias, personal diaries, and public records of all kinds. But the central paradigm—what started the whole communication thing off—is surely that of face-to-face spoken encounter, when one person tells something to another, thereby intending and hoping to share her knowledge with her audience. I begin by describing the speech act of telling, identifying what takes place in a felicitous act of telling. From the nature of the speech act of telling, we see precisely how it is that knowledge is, when all goes as it should, acquired from teller by trusting hearer, in such an act, and in acts of testimony more broadly. (shrink)

According to the extended knowledge account of assertion, we should only assert and act on what we know. Call this the ‘Knowledge Norm’. Because moral and prudential rules prohibit morally and prudentially unacceptable actions and assertions, they can, familiarly, override the Knowledge Norm. This, however, raises the question of whether other epistemic norms, too, can override the Knowledge Norm. The present chapter offers an affirmative answer to this question and then argues that the Knowledge Norm is derived from a more (...) fundamental norm that demands that we do not hinder intellectual flourishing. As the fundamental epistemic norm can come into conflict with the Knowledge Norm, it is sometimes permissible to assert and act on what we don’t know. The chapter concludes with a discussion of the consequences of this insight for the extended knowledge account of assertion. (shrink)

This paper defends a simple thesis: that knowledge is belief for reasons that are both objectively and subjectively sufficient. I take a dogmatic approach, devoting the bulk of the paper to an explanation of what this means, and of why it explains both what knowledge is like, and why it is important; the theory is justified by its fruits. I go on to illustrate, by appeal to my main thesis, how knowledge comes to play some of the key roles that (...) it does, including looking at Williamson’s arguments that knowledge is prime and for its distinctive explanatory role, as well as why my account explains and predicts the complicated behavior of knowledge in cases involving defeaters, defeated defeaters, and defeaters whose defeaters are defeated, as well as the different possible kinds of defeat – the primary source of complications in the Gettier literature. These facts are easily explained by the central thesis of the paper, without either giving up on the analysis of knowledge or resorting to arbitrary or ad hoc measures. Since the last five decades of literature might lead one to find it fairly audacious to propose an analysis of knowledge, a final section addresses the putative inductive grounds for general pessimism about the Gettierological project. (shrink)