Since 2016, there has been an explosion of academic work and journalism that fixes its subject matter using the terms ‘fake news’ and ‘post-truth’. In this paper, I argue that this terminology is not up to scratch, and that academics and journalists ought to completely stop using the terms ‘fake news’ and ‘post-truth’. I set out three arguments for abandonment. First, that ‘fake news’ and ‘post-truth’ do not have stable public meanings, entailing that they are either nonsense, context-sensitive, or contested. (...) Secondly, that these terms are unnecessary, because we already have a rich vocabulary for thinking about epistemic dysfunction. Thirdly, I observe that ‘fake news’ and ‘post-truth’ have propagandistic uses, meaning that using them legitimates anti-democratic propaganda, and runs the risk of smuggling bad ideology into conversations. (shrink)

The debate about the nature of knowledge-how is standardly thought to be divided between intellectualist views, which take knowledge-how to be a kind of propositional knowledge, and anti-intellectualist views, which take knowledge-how to be a kind of ability. In this paper, I explore a compromise position—the interrogative capacity view—which claims that knowing how to do something is a certain kind of ability to generate answers to the question of how to do it. This view combines the intellectualist thesis that knowledge-how (...) is a relation to a set of propositions with the anti-intellectualist thesis that knowledge-how is a kind of ability. I argue that this view combines the positive features of both intellectualism and anti-intellectualism. (shrink)

[Author note: There is a video explainer of this paper on youtube at the new work in philosophy channel (search for surname+deepfakes).] -/- It is widely thought that deepfake videos are a significant and unprecedented threat to our epistemic practices. In some writing about deepfakes, manipulated videos appear as the harbingers of an unprecedented _epistemic apocalypse_. In this paper I want to take a critical look at some of the more catastrophic predictions about deepfake videos. I will argue for three (...) claims: (1) that once we recognise the role of social norms in the epistemology of recordings, deepfakes are much less concerning, (2) that the history of photographic manipulation reveals some important precedents, correcting claims about the novelty of deepfakes, and (3) that proposed solutions to deepfakes have been overly focused on technological interventions. My overall goal is not so much to argue that deepfakes are not a problem, but to argue that behind concerns around deepfakes lie a more general class of social problems about the organisation of our epistemic practices. (shrink)

In this paper we apply social epistemology to mathematical proofs and their role in mathematical knowledge. The most famous modern collaborative mathematical proof effort is the Classification of Finite Simple Groups. The history and sociology of this proof have been well-documented by Alma Steingart (2012), who highlights a number of surprising and unusual features of this collaborative endeavour that set it apart from smaller-scale pieces of mathematics. These features raise a number of interesting philosophical issues, but have received very little (...) attention. In this paper, we will consider the philosophical tensions that Steingart uncovers, and use them to argue that the best account of the epistemic status of the Classification Theorem will be essentially and ineliminably social. This forms part of the broader argument that in order to understand mathematical proofs, we must appreciate their social aspects. (shrink)

Discussions of group knowledge typically focus on whether a group’s knowledge that p reduces to group members’ knowledge that p. Drawing on the cumulative reading of collective knowledge ascriptions and considerations about the importance of the division of epistemic labour, I argue what I call the Fragmented Knowledge account, which allows for more complex relations between individual and collective knowledge. According to this account, a group can know an answer to a question in virtue of members of the group knowing (...) parts of that answer, when the whole answer is available to group-level action. I argue that this account explains a swathe of central cases of group knowledge, as well as explaining some central features of group knowledge. (shrink)

It is widely accepted that public discourse as we know it is less than ideal from an epistemological point of view. In this paper, we develop an underappreciated aspect of the trouble with public discourse: what we call the Listening Problem. The listening problem is the problem that public discourse has in giving appropriate uptake and reception to ideas and concepts from oppressed groups. Drawing on the work of Jürgen Habermas and Nancy Fraser, we develop an institutional response to the (...) listening problem: the establishment of what we call Receptive Publics, discursive spaces designed to improve listening skills and to give space for counterhegemonic ideas. (shrink)

Why is it useful to talk and think about knowledge-how? Using Edward Craig’s discussion of the function of the concepts of knowledge and knowledge-how as a jumping off point, this paper argues that considering this question can offer us new angles on the debate about knowledge-how. We consider two candidate functions for the concept of knowledge-how: pooling capacities, and mutual reliance. Craig makes the case for pooling capacities, which connects knowledge-how to our need to pool practical capacities. I argue that (...) the evidence is much more equivocal. My suggested diagnosis is that the concept of knowledge-how plays both functions, meaning that the concept of knowledge-how is inconsistent, and that the debate about knowledge-how is at least partly a metalinguistic negotiation. In closing, I suggest a way to revise the philosophical concept of knowledge how. (shrink)

It is a widely shared intuition that there is a close connection between knowledge-how and intentional action. In this paper, I explore one aspect of this connection: the normative connection between intending to do something and knowing how to do it. I argue for a norm connecting knowledge-how and intending in a way that parallels the knowledge norms of assertion, belief, and practical reasoning, which I call the knowledge-how norm of Intention. I argue that this norm can appeal to support (...) from arguments which parallel those for other epistemic norms, that it can deal with a number of prima facie problem cases, and that alternative conditions in a norm on intention are implausible. (shrink)

According to Intellectualism knowing how to V is a matter of knowing a suitable proposition about a way of V-ing. In this paper, I consider the question of which ways of acting might figure in the propositions which Intellectualists claim constitute the object of knowledge-how. I argue that Intellectualists face a version of the Generality Problem – familiar from discussions of Reliabilism – since not all ways of V-ing are such that knowledge about them suffices for knowledge-how. I consider various (...) responses to this problem, and argue that none are satisfactory. (shrink)

Group agents can act, and they can have knowledge. How should we understand the species of collective action which aims at knowledge? In this paper, I present an account of group inquiry. This account faces two challenges: to make sense of how large-scale distributed activities might be a kind of group action, and to make sense of the kind of division of labour involved in collective inquiry. In the first part of the paper, I argue that existing accounts of group (...) action face problems dealing with large-scale group actions, and propose a minimal alternative account. In the second part of the paper, I draw on an analogy between inquiry and conversation, arguing that work by Robert Stalnaker and Craige Roberts helps us to think about the division of labour. In the final part of the paper I put the accounts of group action and inquiry together, and consider how to think about group knowledge, deep ignorance, and the different kinds of division of labour. (shrink)

What does it take for a group of people to know how to do something? An account of collective practical knowledge ought to be compatible with the linguistic evidence about the semantics for collective knowledge-how ascriptions, be able to explain the practicality of collective knowledge, be able to explain both the connection between individual and collective know-how and the possibility of a group knowing how to do something none of its members know, and be applicable to a suitably wide range (...) of groups. In this paper I develop a view which can meet all of these desiderata, which combines a Fragmented account of collective knowledge (Habgood-Coote, 2019a), with the view that practical knowledge is an Interrogative Capacity (Habgood-Coote, 2019b). (shrink)

Who should be the author(s) of an academic paper? This question is becoming increasingly pressing, due to the increasing prevalence and scale of scientific collaboration, and the corresponding diversity of authorship practices in different disciplines and subdisciplines. This paper addresses the conceptual issues underlying authorship, with an eye to ameliorating authorship practices. The first part of the paper distinguishes five roles played by authorship attributions: allocating credit, constructing a speaker, enabling credibility judgements, supporting accountability, and creating an intellectual marketplace. The (...) second part of the paper argues that distinguishing these functions helps us see that at least some of the confusions around authorship are due to tensions between these functions. The final part of the paper suggests a way to resolve these conceptual confusions, which we will call the CSWG proposal. This proposal suggests replacing authorship with a bundle of roles tailored to the functions of authorship—contributor, spokesperson, writer, and guarantor—which can be distributed in a number of different ways. (shrink)

ABSTRACT In Habgood-Coote : 1033–1065) I argued that we should abandon ‘fake news’ and ‘post-truth’, on the grounds that these terms do not have stable public meanings, are unnecessary, and function as vehicles for propaganda. Jessica Pepp, Eliot Michaelson, and Rachel Sterken and Étienne Brown : 144–154) have raised worries about my case for abandonment, recommending that we continue using ‘fake news’. In this paper, I respond to these worries. I distinguish more clearly between theoretical and political reasons for abandoning (...) a term, assemble more evidence that ‘fake news’ is a nonsense term, and respond to the worries raised by Pepp, Michaelson and Sterken, and Brown. I close by considering the prospects for anti-fascist and anti-authoritarian conceptual engineering. (shrink)

In this paper I consider the prospects for an epistemic norm which relates knowledge-how to showing in a way that parallels the knowledge norm of assertion. In the first part of the paper I show that this epistemic norm can be motivated by conversational evidence, and that it fits in with a plausible picture of the function of knowledge. In the second part of the paper I present a dilemma for this norm. If we understand showing in a broad sense (...) as a general kind of skill teaching, then the norm faces counterexamples of teachers who know how to teach, but not to do. On the other hand, it we understand showing more narrowly as involving only teaching by doing the relevant activity, then the data which initially supported the norm can be explained away by more general connections between knowledge-how and intentional action. (shrink)

What are the proper epistemic aims of social media sites? A great deal of social media critique presupposes an exceptionalist attitude, according to which social media is either uniquely good, or uniquely bad for our collective knowledge-generating practices. Exceptionalism about social media is troublesome, both because it leads to oversimplistic narratives, and because it prevents us making relevant comparisons to other epistemic systems. The goal of this chapter is to offer an anti-exceptionalist account of the epistemic aims of social media. (...) I will argue that social systems (and epistemic institutions in general) ought to pursue three distinct epistemic goals: promoting good epistemic outcomes for users, realising epistemically good institutional features, and achieving structural epistemic justice. Although these goals are often mutually supportive, I will consider a number of cases in which these values conflict. This means that there are epistemic dilemmas about how to design social media platforms (and other kinds of epistemic system) which can only be resolved by appealing to ethical considerations. This discussion highlights that just as in the political realm, there is no such thing as a neutral epistemic system. (shrink)

We spend a good deal of time thinking about how and when to advise others, and how to respond to other people advising us. However, philosophical discussions of the nature and norms advising have been scattered and somewhat disconnected. The most focused discussion has come from philosophers of language interested in whether advising is a kind of assertive or directive kind of speech act. This paper argues that the ordinary category of advising is much more heterogenous than has been appreciated: (...) it is possible to advise by asserting relevant facts, by issuing directives, and by asking questions and other kinds of adviceless advising. The heterogeneity of advising makes speech act-theoretic accounts of advising look like accounts of special cases, and motivates us to look elsewhere for an account of what advising is. I suggest that we think about advising as a distinctive species of joint practical thinking—which I will call collaborative deliberation—and show how our need for a concept to pick out this kind of joint activity emerges from our practical needs as deliberators. This view helps to shed light on a number of puzzling features of advising and offers some guidance to be better at advising and at being advised. (shrink)

How should we measure knowledge? According to the Counting Approach, we can measure knowledge by counting pieces of knowledge. Versions of the Counting Approach that try to measure knowledge by counting true beliefs with suitable support or by counting propositions known run into problems, stemming from infinite numbers of propositions and beliefs, difficulties in individuating propositions and beliefs, and cases in which knowing the same number of propositions contributes differently to knowledge. In this paper I develop a novel question-relative and (...) contextualist version of the counting approach, which measures an agent's knowledge by counting the number of complete answers of a contextually salient issue they can rule out. The question-relative and contextualist version of the Counting Approach avoids the issues for the proposition and belief-based systems, and offers a general, systematic, and explanatory system for measuring knowledge. (shrink)

_ To the Best of Our Knowledge: Social Expectations and Epistemic Normativity _ By GoldbergSanfordOxford University Press, 2018. xvi + 278 pp.