Results for 'Intellectual virtue'

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  1. Online Intellectual Virtues and the Extended Mind.Lukas Schwengerer - 2021 - Social Epistemology 35 (3):312-322.
    The internet has become an ubiquitous epistemic source. However, it comes with several drawbacks. For instance, the world wide web seems to foster filter bubbles and echo chambers and includes search results that promote bias and spread misinformation. Richard Heersmink suggests online intellectual virtues to combat these epistemically detrimental effects . These are general epistemic virtues applied to the online environment based on our background knowledge of this online environment. I argue that these online intellectual virtues also demand (...)
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  2. Intellectual Virtues and Scientific Endeavor: A Reflection on the Commitments Inherent in Generating and Possessing Knowledge.Oscar Eliezer Mendoza-De Los Santos - 2023 - Bulletin of Science, Technology and Society 43 (1-2):18-31.
    In this essay, I reflect on the implications of intellectual virtues in scientific endeavor. To this end, I first offer a depiction of scientific endeavor by resorting to the notion of academic attitude, which involves aspects concerning the generation and possession of knowledge. Although there are differences between these activities, they have in common the engagement of diverse intellectual agents (scientists). In this sense, I analyze how intellectual virtues are linked to 1) scientific research tasks, such as (...)
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  3. Intellectual Virtues and The Epistemology of Modality: Tracking the Relevance of Intellectual Character Traits in Modal Epistemology.Alexandru Dragomir - 2021 - Annals of the University of Bucharest – Philosophy Series 70 (2):124-143.
    The domain of modal epistemology tackles questions regarding the sources of our knowledge of modalities (i.e., possibility and necessity), and what justifies our beliefs about modalities. Virtue epistemology, on the other hand, aims at explaining epistemological concepts like knowledge and justification in terms of properties of the epistemic subject, i.e., cognitive capacities and character traits. While there is extensive literature on both domains, almost all attempts to analyze modal knowledge elude the importance of the agent’s intellectual character traits (...)
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  4. Intellectual Virtues and Biased Understanding.Andrei Ionuţ Mărăşoiu - 2020 - Journal of Philosophical Research 45:97-113.
    Biases affect much of our epistemic lives. Do they affect how we understand things? For Linda Zagzebski, we only understand something when we manifest intellectual virtues or skills. Relying on how widespread biases are, J. Adam Carter and Duncan Pritchard raise a skeptical objection to understanding so conceived. It runs as follows: most of us seem to understand many things. We genuinely understand only when we manifest intellectual virtues or skills, and are cognitively responsible for so doing. Yet (...)
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  5. Is Epistemic Anxiety an Intellectual Virtue?Frank Cabrera - 2021 - Synthese (5-6):1-25.
    In this paper, I discuss the ways in which epistemic anxiety promotes well-being, specifically by examining the positive contributions that feelings of epistemic anxiety make toward intellectually virtuous inquiry. While the prospects for connecting the concept of epistemic anxiety to the two most prominent accounts of intellectual virtue, i.e., “virtue-reliabilism” and “virtue-responsibilism”, are promising, I primarily focus on whether the capacity for epistemic anxiety counts as an intellectual virtue in the reliabilist sense. As I (...)
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  6. Are Intellectual Virtues Truth-Relevant?Blake Roeber - 2017 - Episteme 14 (3):381-92.
    According to attributor virtue epistemology (the view defended by Ernest Sosa, John Greco, and others), S knows that p only if her true belief that p is attributable to some intellectual virtue, competence, or ability that she possesses. Attributor virtue epistemology captures a wide range of our intuitions about the nature and value of knowledge, and it has many able defenders. Unfortunately, it has an unrecognized consequence that many epistemologists will think is sufficient for rejecting it: (...)
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  7. Permissivism and Intellectual Virtue.Troy Seagraves - forthcoming - Inquiry: An Interdisciplinary Journal of Philosophy.
    This paper argues for a permissivism of personal rationality, a rationality concerning the epistemic evaluation of persons. I work from the perspective of virtue epistemology where the standards of evaluation are the intellectual character virtues. On this picture, an agent is personally rational in having a doxastic attitude when having it is the result of some exemplification of an intellectual virtue. Permissive cases arise when the emotional components of intellectual virtues conflict, making some potential conclusions (...)
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  8. Understanding as an Intellectual Virtue.Stephen Grimm - 2019 - In Battaly Heather (ed.), Routledge Companion to Virtue Epistemology. Routledge.
    In this paper I elucidate various ways in which understanding can be seen as an excellence of the mind or intellectual virtue. Along the way, I take up the neglected issue of what it might mean to be an “understanding person”—by which I mean not a person who understands a number of things about the natural world, but a person who steers clear of things like judgmentalism in her evaluation of other people, and thus is better able to (...)
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  9. Educating for Intellectual Virtue: a critique from action guidance.Ben Kotzee, J. Adam Carter & Harvey Siegel - 2019 - Episteme:1-23.
    Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology (e.g., Montmarquet 1993; Zagzebski 1996; Battaly 2006; Baehr 2011) – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr, 2013) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic (...)
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  10. A virtue epistemology of the Internet: Search engines, intellectual virtues and education.Richard Heersmink - 2018 - Social Epistemology 32 (1):1-12.
    This paper applies a virtue epistemology approach to using the Internet, as to improve our information-seeking behaviours. Virtue epistemology focusses on the cognitive character of agents and is less concerned with the nature of truth and epistemic justification as compared to traditional analytic epistemology. Due to this focus on cognitive character and agency, it is a fruitful but underexplored approach to using the Internet in an epistemically desirable way. Thus, the central question in this paper is: How to (...)
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  11. Wild chimeras: Enthusiasm and intellectual virtue in Kant.Krista K. Thomason - 2019 - European Journal of Philosophy 28 (2):380-393.
    Kant typically is not identified with the tradition of virtue epistemology. Although he may not be a virtue epistemologist in a strict sense, I suggest that intellectual virtues and vices play a key role in his epistemology. Specifically, Kant identifies a serious intellectual vice that threatens to undermine reason, namely enthusiasm (Schwärmerei). Enthusiasts become so enamored with their own thinking that they refuse to subject reason to self-critique. The particular danger of enthusiasm is that reason colludes (...)
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  12. Is ars an intellectual virtue? John Buridan on craft.Aline Medeiros Ramos - 2021 - In Isabelle Chouinard, Zoe McConaughey, Aline Medeiros Ramos & Roxane Noël (eds.), Women’s Perspectives on Ancient and Medieval Philosophy. Cham, Switzerland: Springer. pp. 275-301.
    Scholarship on the philosophy of the Late Middle Ages has tended to overlook certain subject matters, especially some pertaining to ethics and political philosophy. My object of study in this paper is one of these overlooked notions, the idea of craft (ars) as an intellectual virtue. While recent publications have focused on sapientia and scientia, this paper aims to rehabilitate ars as a virtue, in particular John Buridan’s understanding of craft as an intellectual virtue in (...)
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  13. Attempts to Prime Intellectual Virtues for Understanding of Science: Failures to Inspire Intellectual Effort.Joanna Huxster, Melissa Hopkins, Julia Bresticker, Jason Leddington & Matthew Slater - 2017 - Philosophical Psychology 30 (8):1141-1158.
    Strategies for effectively communicating scientific findings to the public are an important and growing area of study. Recognizing that some complex subjects require recipients of information to take a more active role in constructing an understanding, we sought to determine whether it was possible to increase subjects’ intellectual effort via “priming” methodologies. In particular, we asked whether subconsciously priming “intellectual virtues”, such as curiosity, perseverance, patience, and diligence might improve participants’ effort and performance on various cognitive tasks. In (...)
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  14. Revisiting Online Intellectual Virtues.Lukas Schwengerer - 2021 - Social Epistemology Review and Reply Collective 10 (3):38-45.
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  15. Education as The Social Cultivation of Intellectual Virtue.Michel Croce & Duncan Pritchard - 2022 - In Mark Alfano, Colin Klein & Jeroen de Ridder (eds.), Social Virtue Epistemology. London: Routledge. pp. 583-601.
    The recent literature has seen a burgeoning discussion of the idea that the overarching epistemic goal of education is the cultivation of the intellectual virtues. Moreover, there have been attempts to put this idea into practice, with virtue-led educational interventions in schools, universities, and even prisons. This paper explores the question of whether—and, if so, to what degree—such intellectual virtue-based approaches to education are essentially social. The focus in this regard is on the role of (...) exemplars within this approach, and in particular the extent to which direct social interaction with such exemplars is crucial to the implementation of this educational methodology. (shrink)
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  16. In what sense is understanding an intellectual virtue?Xingming Hu - 2019 - Synthese 198 (6):5883-5895.
    In this paper, I distinguish between two senses of “understanding”: understanding as an epistemic good and understanding as a character trait or a distinctive power of the mind. I argue that understanding as a character trait or a distinctive power of the mind is an intellectual virtue while understanding as an epistemic good is not. Finally, I show how the distinction can help us better appreciate Aristotle’s account of intellectual virtue.
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  17. A Guide to Good Reasoning: Cultivating Intellectual Virtues, 2nd ed. by David Carl Wilson.David Carl Wilson - 2020 - Minneapolis, MN, USA: University of Minnesota Libraries Publishing.
    A Guide to Good Reasoning has been described by reviewers as “far superior to any other critical reasoning text.” It shows with both wit and philosophical care how students can become good at everyday reasoning. It starts with attitude—with alertness to judgmental heuristics and with the cultivation of intellectual virtues. From there it develops a system for skillfully clarifying and evaluating arguments, according to four standards—whether the premises fit the world, whether the conclusion fits the premises, whether the argument (...)
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  18. Toward Intellectually Virtuous Discourse: Two Vicious Fallacies and the Virtues that Inhibit Them.Robert K. Garcia & Nathan L. King - 2015 - In Jason S. Baehr (ed.), Intellectual Virtues and Education: Essays in Applied Virtue Epistemology. New York: Routledge.
    We have witnessed the athleticization of political discourse, whereby debate is treated like an athletic contest in which the aim is to vanquish one's opponents. When political discourse becomes a zero-sum game, it is characterized by suspicions, accusations, belief polarization, and ideological entrenchment. Unfortunately, athleticization is ailing the classroom as well, making it difficult for educators to prepare students to make valuable contributions to healthy civic discourse. Such preparation requires an educational environment that fosters the intellectual virtues that characterize (...)
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  19. Epistemic Autonomy and Intellectual Humility: Mutually Supporting Virtues.Jonathan Matheson - 2024 - Social Epistemology 38 (3):318-330.
    Recently, more attention has been paid to the nature and value of the intellectual virtue of epistemic autonomy. One underexplored issue concerns how epistemic autonomy is related to other intellectual virtues. Plausibly, epistemic autonomy is closely related to a number of intellectual virtues like curiosity, inquisitiveness, intellectual perseverance, and intellectual courage to name just a few. Here, however, I will examine the relation between epistemic autonomy and intellectual humility. I will argue that epistemic (...)
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  20. Review of Robert C. Roberts and W. Jay Wood, Intellectual Virtues. [REVIEW]John Turri - 2011 - Philosophy and Phenomenological Research 82 (3):793–797.
    A review of "Intellectual virtues: an essay in regulative epistemology" by Robert Roberts and Jay Wood.
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  21. Epistemic virtues a prerequisite for the truth-seeking and constructor of intellectual identity.Zahra Khazaei & Mohsen Javadi Hossein Hemmatzadeh - 2018 - Theology 9 (19):123-146.
    Abstract The present paper examines the role of epistemic virtues in the formation of intellectual identity and its impact on improving our truth-seeking behaviors. A epistemic virtue is a special faculty or trait of a person whose operation makes that person a thinker, believer, learner, scholar, knower, cognizer, perceiver, etc., or causes his intellectual development and perfection, and improves his truth-seeking and knowledge-acquiring behaviours and places him on the path to attain understanding, perception and wisdom. Virtue (...)
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  22. Some Intellectual Aspects of the Cardinal Virtues.Paul Bloomfield - 2014 - In Mark Timmons (ed.), Oxford Studies in Normative Ethics, vol. 3. Oxford, UK: pp. 287-313.
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  23. The Virtue of Epistemic Autonomy.Jonathan Matheson - 2021 - In Jonathan Matheson & Kirk Lougheed (eds.), Epistemic Autonomy. Routledge. pp. 173-194.
    In this chapter I develop and motivate and account of epistemic autonomy as an intellectual character virtue. In Section one, I clarify the concept of an intellectual virtue and character intellectual virtues in particular. In Section two, I clear away some misconceptions about epistemic autonomy to better focus on our target. In Section three, I examine and evaluate several extant accounts of the virtue of epistemic autonomy, noting problems with each. In Section four, I (...)
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  24. The (virtue) epistemology of political ignorance.Cameron Boult - 2021 - American Philosophical Quarterly 58 (3):217-232.
    One typical aim of responsibilist virtue epistemology is to employ the notion of intellectual virtue in pursuit of an ameliorative epistemology. This paper focuses on “political inquiry” as a case study for examining the ameliorative value of intellectual virtue. The main claim is that the case of political inquiry threatens to expose responsibilist virtue epistemology in a general way as focusing too narrowly on the role of individual intellectual character traits in attempting to (...)
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  25. Intellectual Humility: Owning Our Limitations.Dennis Whitcomb, Heather Battaly, Jason Baehr & Daniel Howard-Snyder - 2017 - Philosophy and Phenomenological Research 94 (3):509-539.
    What is intellectual humility? In this essay, we aim to answer this question by assessing several contemporary accounts of intellectual humility, developing our own account, offering two reasons for our account, and meeting two objections and solving one puzzle.
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  26. Virtue Epistemology and Epistemic Responsibility.Berit Brogaard - 2023 - In Luis R. G. Oliveira (ed.), Externalism about Knowledge. Oxford: Oxford University Press. pp. 213–246.
    Virtue epistemologies about knowledge have traditionally been divided into two camps: virtue reliabilism and virtue responsibilism. Initially, what set them apart was that virtue responsibilism took intellectual character virtues and responsible agency to be necessary to knowledge acquisition, whereas virtue reliabilism took reliable cognitive faculties to be constitutive of it instead. Despite recent concessions between these camps, there are residual disagreements. Chapter 8 focuses primarily on Linda Zagzebski’s account of virtue responsibilism and John (...)
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  27. Virtue theory of mathematical practices: an introduction.Andrew Aberdein, Colin Jakob Rittberg & Fenner Stanley Tanswell - 2021 - Synthese 199 (3-4):10167-10180.
    Until recently, discussion of virtues in the philosophy of mathematics has been fleeting and fragmentary at best. But in the last few years this has begun to change. As virtue theory has grown ever more influential, not just in ethics where virtues may seem most at home, but particularly in epistemology and the philosophy of science, some philosophers have sought to push virtues out into unexpected areas, including mathematics and its philosophy. But there are some mathematicians already there, ready (...)
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  28. The virtue of curiosity.Lewis Ross - 2020 - Episteme 17 (1):105-120.
    ABSTRACT A thriving project in contemporary epistemology concerns identifying and explicating the epistemic virtues. Although there is little sustained argument for this claim, a number of prominent sources suggest that curiosity is an epistemic virtue. In this paper, I provide an account of the virtue of curiosity. After arguing that virtuous curiosity must be appropriately discerning, timely and exacting, I then situate my account in relation to two broader questions for virtue responsibilists: What sort of motivations are (...)
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  29. Intellectual Humility and the Curse of Knowledge.Michael Hannon - 2021 - In Michael Lynch & Alessandra Tanesini (eds.), Arrogance and Polarisation. Routledge.
    This chapter explores an unappreciated psychological dimension of intellectual humility. In particular, I argue there is a plausible connection between intellectual humility and epistemic egocentrism. Epistemic egocentrism is a well-known cognitive bias – often called ‘the curse of knowledge’ – whereby an agent attributes his or her own mental states to other people. I hypothesize that an individual who exhibits this bias is more likely to possess a variety of traits that are characteristic of intellectual humility. This (...)
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  30. Virtues as Skills in Virtue Epistemology.Matt Stichter - 2013 - Journal of Philosophical Research 38:333-348.
    One approach to understanding moral virtues is to compare them with practical skills, since both involve learning how to act well. This paper inquires whether this approach can be extended to intellectual virtues. The relevance of the analogy between virtues and skills for virtue epistemology can be seen in two prominent discussions of intellectual virtues and skills. Linda Zagzebski has argued that intellectual virtues can be modeled on moral virtues, and that a key component of (...) being understood as a “success” term is that virtues are associated with skills. However, she explicitly rejects the stronger claim that virtues can be understood as skills. Julia Annas defends the idea that virtues are skills, and she uses this conception of virtue to argue that Zagzebski’s project fails because of a key difference between the two types of virtue. This paper argues that a skill model of virtue can support modeling intellectual virtues on ethical virtues, contrary to the claims made by Zagzebski and Annas. There are a variety of misconceptions about skills that have led to errors in both of their discussions. The Dreyfus account of skill acquisition and current psychological research on expertise will help to correct these errors. (shrink)
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  31. The Virtues of Ethics Bowl: Do Pre-College Philosophy Programs Prepare Students for Democratic Citizenship?Michael Vazquez & Michael Prinzing - 2023 - Journal of Philosophy in Schools 10 (1):25-45.
    This paper discusses the rationale for, and efforts to quantify the success of, philosophy outreach efforts at the University of North Carolina at Chapel Hill, with a focus on the National High School Ethics Bowl (NHSEB). We explore the program's democratic foundations and its potential to promote civic and intellectual virtues. After describing pioneering efforts to empirically access the impact of NHSEB, we offer recommendations to empower publicly and empirically-engaged philosophers to conduct further studies in the future.
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  32. Intellectual humility and argumentation.Andrew Aberdein - 2021 - In Mark Alfano, Michael Patrick Lynch & Alessandra Tanesini (eds.), The Routledge Handbook of the Philosophy of Humility. New York, NY: Routledge. pp. 325-334.
    In this chapter I argue that intellectual humility is related to argumentation in several distinct but mutually supporting ways. I begin by drawing connections between humility and two topics of long-standing importance to the evaluation of informal arguments: the ad verecundiam fallacy and the principle of charity. I then explore the more explicit role that humility plays in recent work on critical thinking dispositions, deliberative virtues, and virtue theories of argumentation.
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  33. Robust Virtue Epistemology As Anti‐Luck Epistemology: A New Solution.J. Adam Carter - 2016 - Pacific Philosophical Quarterly 97 (1):140-155.
    Robust Virtue Epistemology maintains that knowledge is achieved just when an agent gets to the truth through, or because of, the manifestation of intellectual virtue or ability. A notorious objection to the view is that the satisfaction of the virtue condition will be insufficient to ensure the safety of the target belief; that is, RVE is no anti-luck epistemology. Some of the most promising recent attempts to get around this problem are considered and shown to ultimately (...)
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  34. Xunzi and Virtue Epistemology.Cheng-Hung Tsai - 2014 - Universitas: Monthly Review of Philosophy and Culture 41 (3):121-142.
    Regulative virtue epistemology argues that intellectual virtues can adjust and guide one’s epistemic actions as well as improve on the quality of the epistemic actions. For regulative virtue epistemologists, intellectual virtues can be cultivated to a higher degree; when the quality of intellectual virtue is better, the resulting quality of epistemic action is better. The intellectual virtues that regulative epistemologists talk about are character virtues (such as intellectual courage and open-mindedness) rather than (...)
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  35. Intellectual Humility.Ian M. Church & Justin Barrett - 2016 - In Everett L. Worthington Jr, Don E. Davis & Joshua N. Hook (eds.), Routledge Handbook of Humility. Springer.
    We critique two popular philosophical definitions of intellectual humility: the “low concern for status” and the “limitations-owning.” accounts. Based upon our analysis, we offer an alternative working definition of intellectual humility: the virtue of accurately tracking what one could non-culpably take to be the positive epistemic status of one’s own beliefs. We regard this view of intellectual humility both as a virtuous mean between intellectual arrogance and diffidence and as having advantages over other recent conceptions (...)
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  36. Can virtue reliabilism explain the value of knowledge?Berit Brogaard - 2006 - Canadian Journal of Philosophy 36 (3):335-354.
    Virtue reliabilism appears to have a major advantage over generic reliabilism: only the former has the resources to explain the intuition that knowledge is more valuable than mere true belief. I argue that this appearance is illusory. It is sustained only by the misguided assumption that a principled distinction can be drawn between those belief-forming methods that are grounded in the agent’s intellectual virtues, and those that are not. A further problem for virtue reliabilism is that of (...)
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  37. Virtue epistemology and abilism on knowledge.John Turri - 2019 - In Heather Battaly (ed.), Routledge handbook of virtue epistemology. Routledge. pp. 209-316.
    Virtue epistemologists define knowledge as true belief produced by intellectual virtue. In this paper, I review how this definition fails in three important ways. First, it fails as an account of the ordinary knowledge concept, because neither belief nor reliability is essential to knowledge ordinarily understood. Second, it fails as an account of the knowledge relation itself, insofar as that relation is operationalized in the scientific study of cognition. Third, it serves no prescriptive purpose identified up till (...)
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  38. "Recent Work in Virtue Epistemology".Guy Axtell - 1997 - American Philosophical Quarterly 34 (1):1--27.
    This article traces a growing interest among epistemologists in the intellectuals of epistemic virtues. These are cognitive dispositions exercised in the formation of beliefs. Attempts to give intellectual virtues a central normative and/or explanatory role in epistemology occur together with renewed interest in the ethics/epistemology analogy, and in the role of intellectual virtue in Aristotle's epistemology. The central distinction drawn here is between two opposed forms of virtue epistemology, virtue reliabilism and virtue responsibilism. The (...)
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  39. Intellectual Humility and Epistemic Trust.Katherine Dormandy - 2021 - In Mark Alfano, Michael Patrick Lynch & Alessandra Tanesini (eds.), The Routledge Handbook of the Philosophy of Humility. New York, NY: Routledge.
    Intellectual humility has something important in common with trust: both, independently, help secure knowledge. But they also do so in tandem, and this chapter discusses how. Intellectual humility is a virtue of a person’s cognitive character; this means that it disposes her to perceive and think in certain ways that help promote knowledge. Trust is a form of cooperation, in which one person depends on another (or on herself) for some end, in a way that is governed (...)
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  40. Teaching Virtue: Changing Attitudes.Alessandra Tanesini - 2016 - Logos and Episteme 7 (4):503-527.
    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.
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  41. Virtue Habituation and the Skill of Emotion Regulation.Paul E. Carron - 2021 - In Tom P. S. Angier & Lisa Ann Raphals (eds.), Skill in Ancient Ethics: The Legacy of China, Greece and Rome. New York: Bloomsbury Academic. pp. pp. 115-140.
    In Nicomachean Ethics 2.1, Aristotle draws a now familiar analogy between aretai ('virtues') and technai ('skills'). The apparent basis of this comparison is that both virtue and skill are developed through practice and repetition, specifically by the learner performing the same kinds of actions as the expert: in other words, we become virtuous by performing virtuous actions. Aristotle’s claim that “like states arise from like activities” has led some philosophers to challenge the virtue-skill analogy. In particular, Aristotle’s skill (...)
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  42. Intellectual Flourishing as the Fundamental Epistemic Norm.Berit Brogaard - 2014 - In Clayton Littlejohn & John Turri (eds.), Epistemic Norms: New Essays on Action, Belief, and Assertion. Oxford University Press. pp. 11-31.
    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 (...)
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  43. Fake news, conspiracy theorizing, and intellectual vice.Marco Meyer & Mark Alfano - 2022 - In Mark Alfano, Colin Klein & Jeroen de Ridder (eds.), Social Virtue Epistemology. Routledge.
    Across two studies, one of which was pre-registered, we find that a simple questionnaire that measures intellectual virtue and vice predicts how many fake news articles and conspiracy theories participants accept. This effect holds even when controlling for multiple demographic predictors, including age, household income, sex, education, ethnicity, political affiliation, religion, and news consumption. These results indicate that self-report is an adequate way to measure intellectual virtue and vice, which suggests that they are not fully immune (...)
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  44. Virtue epistemology, testimony, and trust.Benjamin W. McCraw - 2014 - Logos and Episteme 5 (1):95-102.
    In this paper, I respond to an objection raised by Duncan Pritchard and Jesper Kallestrup against virtue epistemology. In particular, they argue that the virtue epistemologist must either deny that S knows that p only if S believes that p because of S’s virtuous operation or deny that intuitive cases of testimonial knowledge. Their dilemma has roots in the apparent ease by which we obtain testimonial knowledge and, thus, how the virtue epistemologist can explain such knowledge in (...)
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  45. Intellectual Pride.Allan Hazlett - 2017 - In Joseph Adam Carter & Emma C. Gordon (eds.), The Moral Psychology of Pride. London: Rowman & Littlefield.
    Intellectual pride is pride about intellectual matters – for example, knowledge about what you know, about your intellectual virtues, or about your intellectual achievements. It is the opposite of intellectual humility (e.g. knowledge about what you don’t know, about your intellectual vices, or about your intellectual failures). In this paper I will advocate for intellectual pride by explaining its importance in the contexts of education (where a lack of pride threatens to undermine (...)
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  46. Getting Our Minds Out of the Gutter: Fallacies that Foul Our Discourse (and Virtues that Clean it Up).Robert K. Garcia & Nathan L. King - 2013 - In Michael W. Austin (ed.), Virtues in Action: New Essays in Applied Virtue Theory. Palgrave-Macmillan. pp. 190-206.
    Contemporary discourse is littered with nasty and derailed disagreements. In this paper we hope to help clean things up. We diagnose two patterns of thought that often plague and exacerbate controversy. We illustrate these patterns and show that each involves both a logical mistake and a failure of intellectual charity. We also draw upon recent work in social psychology to shed light on why we tend to fall into these patterns of thought. We conclude by suggesting how the (...) virtues can militate against these fallacies, focusing on the virtues of charity and humility. (shrink)
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  47. Why Virtue Is not Quite Enough: Descartes on Attaining Happiness.Valtteri Viljanen - 2021 - Archiv für Geschichte der Philosophie 103 (1):54-69.
    Descartes explicitly states that virtue is sufficient for attaining happiness. In this paper I argue that, within the framework he develops, this is not exactly true: more than virtuous action is needed to secure happiness. I begin by analyzing, in Section 2, the Cartesian notion of virtue in order to show the way in which it closely connects to what, for Descartes, forms the very essence of morality – the correct use of our free will. Section 3, in (...)
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  48. إبستمولوجيا الفضيلة Sosa and Virtue Epistemology.Salah Ismail - 2022 - In Ernest Sosa, Epistemology, translation into Arabic and Study by Salah Ismail, a first edition. Cairo, Egypt: National Center for Translation. pp. 7-29.
    إبستمولوجيا الفضيلة هي محاولة لاستكشاف الفضائل العقلية والبحث فى الطريقة التى تشكل معالجتنا لمسائل المعرفة. ظهر مصطلح "إبستمولوجيا الفضيلة" لأول مرة في كتاب سوسا "المعرفة من وجهة نظر"1991. ولكن فكرة الفضيلة العقلية ظهرت لأول مرة في المشهد الإبستمولوجي المعاصر في مقال سوسا "الطوافة والهرم" 1980. وفي ذلك الوقت كانت الإبستمولوجيا تزخر بحلول مقترحة لمشكلة جيتير ، واعتراضات حديثة على النزعة الداخلية والنزعة الخارجية معا، واختلافات بين أنصار نظرية الأسس وأنصار نظرية الاتساق. وخلص سوسا في هذا المقال إلى نتيجة مؤداها أن (...)
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  49. Cultivating Intellectual Humility in Political Philosophy Seminars.Finlay Malcolm - 2019 - Blended Learning in Practice.
    The cultivation of intellectual character is an important goal within university education. This article focusses on cultivating intellectual humility. It first explores an account of intellectual humility from recent literature on the intellectual virtues. Then, it considers one recent pedagogical approach – Making Thinking Visible – as a means of teaching intellectual virtue. It assesses one particular technique for cultivating intellectual humility arising from this pedagogical literature, and applies it to the teaching of (...)
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  50. Carlos Vaz Ferreira on intellectual flourishing as intellectual liberation.Juan Garcia Torres - 2024 - British Journal for the History of Philosophy:1-22.
    I argue for a substantive interpretation of Carlos Vaz Ferreira’s account of intellectual flourishing as intellectual liberation. For Vaz Ferreira, I argue, there is an inescapable master-slave dynamic between language and language users, so that flourishing intellectually essentially involves a type of mastery of language that frees up thinking from enslaving linguistic/conceptual confusions and thus facilitates the acquisition of truth. Central to this project are Vaz Ferreira’s most interesting, and radical, views on the nature of language signification and (...)
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