This paper defends the Intention Account of Inquiry. On this account, inquiry is best understood by appeal to a ‘question-directed intention’ (QDI), an intention to answer a question broadly construed. This account’s core commitments help meet recent challenges plaguing extant approaches to characterizing inquiry. First, QDIs are the type of mental state central to inquiry, not attitudes like curiosity or wonder. Second, holding a QDI towards a question and acting in service of it constitutes the start of inquiry. Third, controversial (...) norms which mandate a rational inquirer's ignorance towards the answer to her question can be reformulated and defended by appeal to rational constraints on intention. Fourth, instrumental pressures inquirers face are the standard pressures of plan-rationality. In defending these theses, I show that the Intention Account provides compelling explanations to standing challenges, in ways competitors cannot. It does so by advancing understanding of how our epistemic and practical agency are intertwined. (shrink)

What do we owe those with whom we inquire? Presumably, quite a bit. Anything beyond what is necessary to secure knowledge? Yes. In this paper, I argue for a class of ‘zetetic rights.’ These are rights distinctive to participants in group inquiry. Zetetic rights help protect important central interests of inquirers. These include a right to aid, a right against interference, and a right to exert influence over the course of inquiry. Building on arguments by Fricker (2015), I defend these (...) rights, and explore cases of their violation: zetetic wrongings. I argue that zetetic wrongings constitute a distinctive, ubiquitous, and significant form of injustice in our epistemic and zetetic lives. To improve our inquiries and avoid epistemic injustice, we need to contend with zetetic wronging. Making this case helps show that a complete picture of epistemic life must account for the deep influence of our cooperative ties to one another. (shrink)

Scientific disagreements are an important catalyst for scientific progress. But what happens when scientists disagree amidst times of crisis, when we need quick yet reliable policy guidance? In this paper we provide a normative account for how scientists facing disagreement in the context of ‘fast science’ should respond, and how policy makers should evaluate such disagreement. Starting from an argumentative, pragma-dialectic account of scientific controversies, we argue for the importance of ‘higher-order evidence’ (HOE) and we specify desiderata for scientifically relevant (...) HOE. We use our account to analyze the controversy about the aerosol transmission of COVID-19. (shrink)