Testimony is an invaluable source of knowledge. We rely on the reports of those around us for everything from the ingredients in our food and medicine to the identity of our family members. Recent years have seen an explosion of interest in the epistemology of testimony. Despite the multitude of views offered, a single thesis is nearly universally accepted: testimonial knowledge is acquired through the process of transmission from speaker to hearer. In this book, Jennifer Lackey shows that this thesis (...) is false and, hence, that the literature on testimony has been shaped at its core by a view that is fundamentally misguided. She then defends a detailed alternative to this conception of testimony: whereas the views currently dominant focus on the epistemic status of what speakers believe, Lackey advances a theory that instead centers on what speakers say. The upshot is that, strictly speaking, we do not learn from one another's beliefs - we learn from one another's words. Once this shift in focus is in place, Lackey goes on to argue that, though positive reasons are necessary for testimonial knowledge, testimony itself is an irreducible epistemic source. This leads to the development of a theory that gives proper credence to testimony's epistemologically dual nature: both the speaker and the hearer must make a positive epistemic contribution to testimonial knowledge. The resulting view not only reveals that testimony has the capacity to generate knowledge, but it also gives appropriate weight to our nature as both socially indebted and individually rational creatures. The approach found in this book will, then, represent a radical departure from the views currently dominating the epistemology of testimony, and thus is intended to reshape our understanding of the deep and ubiquitous reliance we have on the testimony of those around us. (shrink)

Our nation’s schools have always been contested turf but perhaps never more so than in today’s volatile environment. Educational policy and educational values have never been more controversial, and the schools themselves are under attack from many different directions.The role of philosophy of education in such an environment is not to dictate answers. Rather, it must foster understanding of the philosophical issues underlying contemporary debates. In this survey, Nel Noddings provides the essential background necessary for a more sophisticated and nuanced (...) comprehension of the issues. Philosophy of Education is designed for general students of education who need to know something about philosophical thought and its exercise in teaching, learning, research, and educational policy. It assumes no previous training in philosophy. Ranging broadly from the great historical figures through John Dewey to contemporary representatives of both analytic and Continental traditions, it is always fair-minded, generous, and undogmatic. Attractive features are the author’s nondoctrinaire feminism, her commitment to the empowerment of students, and her coverage of the most recent trends in educational thought.This is an essential book not just for teachers and for future teachers but for anyone needing a survey of contemporary trends in the philosophy of education. (shrink)

HOW WE THINK PART ONE: THE PROBLEM OF TRAINING THOUGHT CHAPTER ONE WHAT IS THOUGHT? § i. Varied Senses of the Term No words are oftener on our lips than ...

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 (...) light, concentrating on just how the recognition of the speaker's self-reflexive intention is supposed to count for his audience as a reason to believe P. This is understood as the speaker's explicitly assuming responsibility for the truth of his statement, and thereby constituting his utterance as a reason to believe. (shrink)

An alethic holding is any speech act that functions to hold another person to acting for reasons that they already had prior to the performance of a speech act with this function. Although it is tempting to think of such acts as either informing another person of extant reasons for acting or as creating new reasons for that person to so act, a central goal of this paper is to suggest that this temptation should be resisted. First, alethic speech acts (...) are situated within the broader terrain of performances that strive to hold others responsible. Second, the precise sense of ‘holding’ to reason that characterizes an alethic speech act is explicated, in a manner that distinguishes such acts from either those designed to inform one of extant norms or to add new norms. Third, an account that attempts to explain how a speech act can achieve this holding function is offered, one based on the idea of a self-conscious interpersonal, transaction. Finally, it is suggested that the terrain of holding other’s responsible sketched at the outset looks different once this account of alethic holdings is in view. (shrink)

Anthony Simon Laden explores the kind of reasoning we engage in when we live together: when we are responsive to others and neither commanding nor deferring to them. He argues for a new, social picture of the activity of reasoning, in which reasoning is a species of conversation--social, ongoing, and governed by a set of characteristic norms.

In Testimony, Trust, and Authority, Benjamin McMyler argues that philosophers have failed to appreciate the nature and significance of our epistemic dependence ...

I examine a distinctive kind of injustice which arises when people are maltreated in their capacity as potential conveyors of knowledge. Extant discussions of testimonial injustice usually assume that the injustice occurs when an audience ignores the claims made by a testifier. This assumption obscures the fact that there are occasions where the best framework for thinking about testimonial injustice is that of inappropriately rejecting, not ignoring, those claims; the injustice differs in these two kinds of case. Light is thrown (...) on the injustice involved in inappropriate rejection by examining the epistemic import of the distinctive second-person interrelations in play in such testimonial interactions. (shrink)

The topic of this book is self-consciousness, which is a kind of knowledge, namely knowledge of oneself as oneself, or self-knowledge.

Paul Faulkner presents a new theory of testimony - the basis of much of what we know. He addresses the questions of what makes it reasonable to accept a piece of testimony, and what warrants belief formed on that basis. He rejects rival theories and argues that testimonial knowledge and testimonially warranted belief are based on trust.

While much of our knowledge relies on testimony or the words of others, until recently few philosophers had much to say about the nature of testimony or how we learn from another's words, but testimony has now become a popular topic. Jennifer Lackey's Learning from Words: Testimony as a Source of Knowledge is a useful and intelligent guide, a well informed and appreciative but critical and provocative commentary on a large and growing body of literature.According to Lackey, most of the (...) literature assumes that testimony can spread but not create knowledge, much as memory can be a reminder of old but not a source of new truth. Lackey maintains that the assumption is mistaken and offers an account of testimony, according to which, testimony can give rise to new knowledge as well as transmit old truths from one person to another.In her introduction, Lackey characterizes what she calls the belief view of testimony and suggests that this view dominates today's literature. On the belief view, testimony is a vehicle for expressing belief, and when I tell you that p, I express my belief that p with the intention …. (shrink)

In this paper I direct attention to one feature of Hacking’s recent work on styles of reasoning and argue that this feature is of far greater philosophical significance than Hacking’s limited discussion of this suggests. The feature in question is his use of ‘legendary beginnings’ in setting out a given style, viz. the method of introducing a style of reasoning by recounting a popular and quasi-mythical narrative that ties the crystallisation of that style to a particular person in a particular (...) place and at a particular time. Whilst Hacking both deploys and discusses this method, his comments suggest that this is primarily a stylistic device employed for reasons of expedience. In contrast, it is argued here that recounting the legendary origins of a style of reasoning affords a distinctive way of vindicating that style, a vindication from within the style itself. (shrink)