This article presents a new interpretation of the great Ming dynasty philosopher Wang Yangming’s celebrated doctrine of the “unity of knowledge and action”. Wang held that action was not unified with all knowledge, but only with an elevated form of knowledge, which he sometimes called “genuine knowledge”. I argue for a new interpretation of this notion, according to which genuine knowledge requires freedom from a form of doxastic conflict. I propose that, in Wang’s view, a (...) person is free from this form of doxastic conflict if and only if they are acting virtuously. (shrink)

This paper analyses the relationship between Public Administration, Knowledge Management and Service Delivery and to understand if improved Knowledge Management in the South African Government can improve public sector service delivery. This paper is a systematic analysis of 150 secondary literature sources. Even though not all the secondary literature sources analysed are used or cited in the paper, they nonetheless contributed to the identification of several key issues. The main finding of this paper is that improved Knowledge (...) Management in the South African Government would ultimately result in improved public sector service delivery. There is a dearth of empirical research on Knowledge Management in the South African Government, including whether the public sector's adoption of private-sector methods to better itself is effective. From a Public Administration standpoint, none of the literature analysed explains how to successfully integrate Knowledge Management in the "South African Government to improve service delivery." More research on this subject is necessary. Especially, to determine the impact of Knowledge Management on investor confidence, and the inflow of Foreign Direct Investment. The research will benefit governments of developing countries, particularly South Africa, Public Administration scholars, and Knowledge Management professionals. (shrink)

An important strand in the debate on abortion focuses on the moral status of fetuses. Knowledge of the moral value of fetuses is needed to assess fetuses’ moral status. As Errol Lord argues, acquaintance plays a key role in moral and aesthetic knowledge. Many pregnant persons have acquaintance with their fetus that provides privileged access to knowledge about that fetus’ moral value. This knowledge is (a) very difficult to acquire without being pregnant and (b) relevant for (...) assessing the moral status of fetuses. This has implications for public debate on abortion and the research methods of philosophers working on abortion. (shrink)

In “The Myth of Factive Verbs” (Hazlett 2010), I had four closely related goals. The first (pp. 497-99, p. 522) was to criticize appeals to ordinary language in epistemology. The second (p. 499) was to criticize the argument that truth is a necessary condition on knowledge because “knows” is factive. The third (pp. 507-19) – which was the intended means of achieving the first two – was to defend a semantics for “knows” on which <S knows p> can be (...) true even if p isn’t true. The fourth (Ibid.) – which seemed necessary for the success of the third – was to defend a pragmatic account of the fact that utterances of <S knows p> typically imply p, on which the implication in those cases is down to conversational implicature. In this paper I’ll go after these goals again, with an emphasis on the second. Our topic will be whether the factivity of “knows” (whatever this amounts to) supports the truth condition on knowledge. A new goal will be to defend my argument against some criticisms from John Turri (2011) and Savas Tsohatzidis (forthcoming). We’ll first look at the truth condition (§1) and factive presupposition (§§2 – 3), before turning to replies to Turri and Tsohatzidis (§§4 – 7). (shrink)

Since the publication of Timothy Williamson’s Knowledge and its Limits, knowledge-first epistemology has become increasingly influential within epistemology. This paper discusses the viability of the knowledge-first program. The paper has two main parts. In the first part, I briefly present knowledge-first epistemology as well as several big picture reasons for concern about this program. While this considerations are pressing, I concede, however, that they are not conclusive. To determine the viability of knowledge-first epistemology will require (...) philosophers to carefully evaluate the individual theses endorsed by knowledge-first epistemologists as well as to compare it with alternative packages of views. In the second part of the paper, I contribute to this evaluation by considering a specific thesis endorsed by many knowledge-first epistemologists – the knowledge norm of assertion. According to this norm, roughly speaking, one should assert that p only if one knows that p. I present and motivate this thesis. I then turn to a familiar concern with the norm: In many cases, it is intuitively appropriate for someone who has a strongly justified belief that p, but who doesn't know that p, to assert that p. Proponents of the knowledge norm of assertion typically explain away our judgments about such cases by arguing that the relevant assertion is improper but that the subject has an excuse and is therefore not blameworthy for making the assertion. I argue that that this response does not work. In many of the problem cases, it is not merely that the subject’s assertion is blameless. Rather, the subject positively ought to make the assertion. Appealing to an excuse cannot be used to adequately explain this fact. (Nor can we explain this fact by appealing to some other, quite different, consideration.) Finally, I conclude by briefly considering whether we should replace the knowledge norm of assertion with an alternative norm. I argue that the most plausible view is that there is no norm specifically tied to assertion. (shrink)

Despite the ubiquity of knowledge attribution in human social cognition, its associated neural and cognitive mechanisms are poorly documented. A wealth of converging evidence in cognitive neuroscience has identified independent perspective-taking and inhibitory processes for belief attribution, but the extent to which these processes are shared by knowledge attribution isn't presently understood. Here, we present the findings of an EEG study designed to directly address this shortcoming. These findings suggest that belief attribution is not a component process in (...) knowledge attribution, contra a standard attitude taken by philosophers. Instead, observed differences in P3b amplitude indicate that knowledge attribution doesn't recruit the strong self-perspective inhibition characteristic of belief attribution. However, both belief and knowledge attribution were observed to display a late slow wave widely associated with mental state attribution, indicating that knowledge attribution also shares in more general processing of others' mental states. These results provide a new perspective both on how we think about knowledge attribution, as well as Theory of Mind processes generally. (shrink)

Issues on plagiarism among pre-service teachers (PSTs) have increased in modular and online learning. To confirm this, the study determined the PSTs’ level of awareness on plagiarism; their knowledge on referencing and citation; and the correlation between their level of awareness on plagiarism and knowledge on referencing and citation, with their academic performance. The study employed a descriptive-correlational research design participated by 235 PSTs randomly sampled through strata. The data were gathered through a web-based survey. Results showed that (...) the PSTs’ level of awareness of plagiarism was moderate, while the majority have fair knowledge in referencing and citation. Also, results showed a significant relationship among the level of awareness on plagiarism, knowledge on referencing and citation, and academic performance. It is recommended that institutions equip librarians and educators to teach PSTs about citation and referencing skills. Besides, the institution should make sure that a policy is implemented to pursue academic integrity. This policy must articulate the various types of plagiarism, plagiarism measurement, and fair and consistent disciplinary actions. (shrink)

In Authority and Estrangement, Richard Moran provides a fascinating account of how we know what we believe that he calls the “transparency account.” This account relies on the transparency relation between the question of whether we believe that p and the question of whether p is true. That is, we can consider the former by considering the grounds for the latter. But Moran’s account has been criticized by David Finkelstein, who argues that it fails to explain how we know our (...) attitudes and emotions more generally. The aim of this paper is to show how Moran’s transparency account can be extended to meet this criticism by modifying it, using insights from Davidson’s view on attitudes and emotions. (shrink)

A growing number of epistemologists have endorsed the Ignorance Norm for Inquiry. Roughly, this norm says that one should not inquire into a question unless one is ignorant of its answer. I argue that, in addition to ignorance, proper inquiry requires a certain kind of knowledge. Roughly, one should not inquire into a question unless one knows it has a true answer. I call this the Knowledge Norm for Inquiry. Proper inquiry walks a fine line, holding knowledge (...) that there is an answer in the left hand and ignorance of the answer in the right. (shrink)

The rejection of behaviorism in the 1950s and 1960s led to the view, due mainly to Noam Chomsky, that language must be studied by looking at the mind and not just at behavior. It is an understatement to say that Chomskyan linguistics dominates the field. Despite being the overwhelming majority view, it has not gone unchallenged, and the challenges have focused on different aspects of the theory. What is almost universally accepted, however, is Chomsky’s view that understanding language demands a (...) theory that posits mental states that represent rules of language. Call this claim, following Cowie (1999), Representationalism or (R). According to (R), ‘‘[e]xplaining language mastery and acquisition requires the postulation of contentful mental states and processes involving their manipulation’’ (Cowie, 1999, p. 154). Although (R) is nothing more than the general assumption on which cognitive psychology is founded applied to the case of language, even it has had its detractors. Critics have argued that linguistic competence should not in fact be thought of as based on the possession of a body of linguistic knowledge but should be thought of, rather, as a kind of skill. This is an important challenge because one might be inclined to think that no recognizable form of Chomskyan linguistics could withstand the falsification of (R). In this paper we attempt to show that in fact (R) could be false without doing much damage to Chomskyan linguistics at all. Indeed, it is possible that the Chomskyan position could be made more coherent by adopting the view we will sketch. Our claim, therefore, is that critics of (R) might be right, but that this does not obviously make them serious critics of the Chomskyan program. (shrink)

Abstract: background: Dental and oral health is an essential part of your overall health and well-being. Poor oral hygiene can lead to dental cavities and gum disease, and has also been linked to heart disease, cancer, and diabetes. Maintaining healthy teeth and gums is a lifelong commitment. The earlier you learn proper oral hygiene habits — such as brushing, flossing, and limiting your sugar intake — the easier it’ll be to avoid costly dental procedures and long-term health issues. (Healthline, n.d.) (...) Objectives The main goal of this expert system is to get the appropriate diagnosis of disease and the correct treatment by presenting suggestions on Tooth Problems to the user by asking about symptoms. (shrink)

This article aims to provide a defense of the coherence of the doctrine of middle knowledge against the Grounding Objection. A solution to the Grounding Objection is provided by utilising the metaphysical thesis of Modal Realism proposed by David K. Lewis (as further developed by Kris McDaniel and Philip Bricker). Utilising this metaphysical thesis will enable the Counterfactuals of Creaturely Freedom, that are part of God’s middle knowledge, to have pre-volitional truthmakers, and thus, ultimately, we will have a (...) means to finally deal with this problematic issue that has often been raised against this doctrine. (shrink)

This paper compares Dewey's and Russell's views of "immediate knowledge." Dewey was perhaps mistaken in attributing to Russell the view that immediate sense data provide incorrigible foundations for knowledge. Russell's characterization of sensing plus attention as the most immediate knowing of which we have experience nevertheless remains a valid target of Dewey's criticisms. These two philosophers developed very different theories of logic and knowledge, language and experience. Given the reconstructed notions of experience and knowledge at the (...) root of Dewey's logical theory, referring to knowledge as immediate or nearly immediate constitutes a serious category mistake. (shrink)

Fitch's Paradox and the Paradox of the Knower both make use of the Factivity Principle. The latter also makes use of a second principle, namely the Knowledge-of-Factivity Principle. Both the principle of factivity and the knowledge thereof have been the subject of various discussions, often in conjunction with a third principle known as Closure. In this paper, we examine the well-known Surprise Examination paradox considering both the principles on which this paradox rests and some formal characterisations of the (...) surprise notion, crucial in this paradox. Standard formalizations of the Surprise Examination paradox in modal logic do not seem, at first glance, to depend on either factivity or knowledge-of-factivity, but we will argue that both factivity and knowledge-of-factivity play a key implicit role in the paradox. Namely, they are implicitly, perhaps unintentionally, used in order to simplify the definition of surprise. We analyze modal logical formalizations of three versions of the paradox concluding that the Surprise Examination paradox is the result of two flaws: the assumption of knowledge-of-factivity, and the over-simplification of the definition of "surprise" accordingly. By fixing these two flaws, the Surprise Examination paradox vanishes. (shrink)

Is knowledge justified true belief? Most philosophers believe that the answer is clearly ‘no’, as demonstrated by Gettier cases. But Gettier cases don’t obviously refute the traditional view that knowledge is justified true belief (JTB). There are ways of resisting Gettier cases, at least one of which is partly successful. Nevertheless, when properly understood, Gettier cases point to a flaw in JTB, though it takes some work to appreciate just what it is. The nature of the flaw helps (...) us better understand the nature of knowledge and epistemic justification. I propose a crucial improvement to the traditional view, relying on an intuitive and independently plausible metaphysical distinction pertaining to the manifestation of intellectual powers, which supplements the traditional components of justification, truth and belief. (shrink)

Knowledge brokers are among the main channels of communication between scientists and the public and a key element to establishing a relation of trust between the two. But translating knowledge from the scientific community to a wider audience presents several difficulties, which can be accentuated in times of crisis. In this paper we study some of the problems that knowledge brokers face when communicating in times of crisis. During the first wave of the COVID-19 pandemic, we collected (...) interviews with Italian experts that played a major role as knowledge brokers in the local media. We asked them questions about five main topics: the features and role of science communicators; the use of language in communicating science; the importance of the relation of trust with the public; the peculiarity of communicating in a context of emergency; the problem of disagreement among experts, and its public perception and communication. The goal of this paper is to understand, through the words of knowledge brokers themselves, what they consider as best practices (and obstacles) to create trust between scientists and the public. Our empirical work can inform normative accounts of what knowledge brokering should be about. (shrink)

In the philosophical literature on mental states, the paradigmatic examples of mental states are beliefs, desires, intentions, and phenomenal states such as being in pain. The corresponding list in the psychological literature on mental state attribution includes one further member: the state of knowledge. This article examines the reasons why developmental, comparative and social psychologists have classified knowledge as a mental state, while most recent philosophers--with the notable exception of Timothy Williamson-- have not. The disagreement is traced back (...) to a difference in how each side understands the relationship between the concepts of knowledge and belief, concepts which are understood in both disciplines to be closely linked. Psychologists and philosophers other than Williamson have generally have disagreed about which of the pair is prior and which is derivative. The rival claims of priority are examined both in the light of philosophical arguments by Williamson and others, and in the light of empirical work on mental state attribution. (shrink)

kk states that knowing entails knowing that one knows, and K¬K states that not knowing entails knowing that one does not know. In light of the arguments against kk and K¬K⁠, one might consider modally qualified variants of those principles. According to weak kk, knowing entails the possibility of knowing that one knows. And according to weakK¬K⁠, not knowing entails the possibility of knowing that one does not know. This paper shows that weak kk and weakK¬K are much stronger than (...) they initially appear. Jointly, they entail kk and K¬K⁠. And they are susceptible to variants of the standard arguments against kk and K¬K⁠. This has interesting implications for the debate on positive introspection and for deeper issues concerning the structure and limits of knowability. (shrink)

Knowledge is widely thought to entail belief. But Radford has claimed to offer a counterexample: the case of the unconfident examinee. And Myers-Schulz and Schwitzgebel have claimed empirical vindication of Radford. We argue, in defense of orthodoxy, that the unconfident examinee does indeed have belief, in the epistemically relevant sense of dispositional belief. We buttress this with empirical results showing that when the dispositional conception of belief is specifically elicited, people’s intuitions then conform with the view that knowledge (...) entails (dispositional) belief. (shrink)

Introspective knowledge by acquaintance is knowledge we have by being directly aware of our phenomenally conscious states. In this paper, I argue that introspective knowledge by acquaintance is a sui generis kind of knowledge: it is irreducible to any sort of propositional knowledge and is wholly constituted by a relationship of introspective acquaintance. My main argument is that this is the best explanation of some epistemic facts about phenomenal consciousness and introspection. In particular, it best (...) explains the epistemic asymmetry between a subject who has never had a certain phenomenal state and one who has. I also consider two theoretical objections to my claim: an objection from disunity and an objection from mysteriousness. I show that these objections can be answered and that introspective knowledge by acquaintance being sui generis remains a live option on the table. (shrink)

Throughout her work, Audre Lorde maintains that her self-preservation in the face of oppression depends on acting from the recognition and valorization of her feelings as a deep source of knowledge. This claim, taken as a portrayal of agency, poses challenges to standard positions in ethics, epistemology, and moral psychology. This article examines the oppositional agency articulated by Lorde’s thought, locating feeling, poetry, and the power she calls “the erotic” within her avowed project of self-preservation. It then explores the (...) implications of taking seriously Lorde’s account, particularly for theorists examining ethics and epistemology under nonideal social conditions. For situations of sexual intimacy, for example, Lorde’s account unsettles prevailing assumptions about the role of consent in responsibility between sexual partners. I argue that obligations to solicit consent and respect refusal are not sufficient to acknowledge the value of agency in intimate encounters when agency is oppositional in the way Lorde describes. (shrink)

Keith DeRose and Stewart Cohen object to the fallibilist strand of pragmatic invariantism regarding knowledge ascriptions that it is committed to non-cancelable pragmatic implications. I show that this objection points us to an asymmetry about which aspects of the conveyed content of knowledge ascriptions can be canceled: we can cancel those aspects that ascribe a lesser epistemic standing to the subject but not those that ascribe a better or perfect epistemic standing. This situation supports the infallibilist strand of (...) pragmatic invariantism according to which knowledge semantically requires absolute certainty but this claim is often pragmatically weakened: it turns out that exactly those aspects of the conveyed content are cancelable that this view claims are pragmatic. I also argue that attributor contextualism and relativism do not have an alternative explanation of this phenomenon. (shrink)

Assertions are the centre of gravity in social epistemology. They are the vehicles we use to exchange information within scientific groups and society as a whole. It is therefore essential to determine under which conditions we are permitted to make an assertion. In this paper we argue and provide empirical evidence for the view that the norm of assertion is justified belief: truth or even knowledge are not required. Our results challenge the knowledge account advocated by, e.g. Williamson (...) (1996), in general, and more specifically, put into question several studies conducted by Turri (2013, 2016) that support a knowledge norm of assertion. Instead, the justified belief account championed by, e.g. Douven (2006), seems to prevail. (shrink)

Intentional action is, in some sense, non-accidental, and one common way action theorists have attempted to explain this is with reference to control. The idea, in short, is that intentional action implicates control, and control precludes accidentality. But in virtue of what, exactly, would exercising control over an action suffice to make it non-accidental in whatever sense is required for the action to be intentional? One interesting and prima facie plausible idea that we wish to explore in this paper is (...) that control is non-accidental in virtue of requiring knowledge – either knowledge-that or knowledge-how (e.g., Beddor and Pavese 2021; cf., Setiya 2008; 2012 and Habgood-Coote 2018). We review in detail some key recent work defending such knowledge-centric theories of control, and we show that none of these accounts holds water. We conclude with some discussion about how control opposes the sort of luck intentional action excludes without doing so by requiring knowledge (that- or how). (shrink)

Modalists think that knowledge requires forming your belief in a “modally stable” way: using a method that wouldn't easily go wrong, or using a method that wouldn't have given you this belief had it been false. Recent Modalist projects from Justin Clarke-Doane and Dan Baras defend a principle they call “Modal Security,” roughly: if evidence undermines your belief, then it must give you a reason to doubt the safety or sensitivity of your belief. Another recent Modalist project from Carlotta (...) Pavese and Bob Beddor defends “Modal Virtue Epistemology”: knowledge is a belief that is maximally modally robust across “normal” worlds. We'll offer new objections to these recent Modalist projects. We will then argue for a rival view, Explanationism: knowing something is believing it because it's true. We will show how Explanationism offers a better account of undermining defeaters than Modalism, and a better account of knowledge. (shrink)

Judging by our folk appraisals, then, knowledge and action are intimately related. The theories of rational action with which we are familiar leave this unexplained. Moreover, discussions of knowledge are frequently silent about this connection. This is a shame, since if there is such a connection it would seem to constitute one of the most fundamental roles for knowledge. Our purpose in this paper is to rectify this lacuna, by exploring ways in which knowing something is related (...) to rationally acting upon it, defending one particular proposal against anticipated objections. (shrink)

Research on the capacity to understand others' minds has tended to focus on representations ofbeliefs,which are widely taken to be among the most central and basic theory of mind representations. Representations ofknowledge, by contrast, have received comparatively little attention and have often been understood as depending on prior representations of belief. After all, how could one represent someone as knowing something if one does not even represent them as believing it? Drawing on a wide range of methods across cognitive science, (...) we ask whether belief or knowledge is the more basic kind of representation. The evidence indicates that nonhuman primates attribute knowledge but not belief, that knowledge representations arise earlier in human development than belief representations, that the capacity to represent knowledge may remain intact in patient populations even when belief representation is disrupted, that knowledge (but not belief) attributions are likely automatic, and that explicit knowledge attributions are made more quickly than equivalent belief attributions. Critically, the theory of mind representations uncovered by these various methods exhibits a set of signature features clearly indicative of knowledge: they are not modality-specific, they are factive, they are not just true belief, and they allow for representations of egocentric ignorance. We argue that these signature features elucidate the primary function of knowledge representation: facilitating learning from others about the external world. This suggests a new way of understanding theory of mind – one that is focused on understanding others' minds in relation to the actual world, rather than independent from it. (shrink)

This paper closes a gap in joint acceptance accounts of the mental life of groups by presenting a theory of group self-knowledge in the joint acceptance framework. I start out by presenting desiderata for a theory of group self-knowledge. Any such theory has to explain the linguistic practice of group avowals, and how self-knowledge can play a role in practical and moral considerations. I develop an account of group self-knowledge in the joint acceptance framework that can (...) explain these desiderata. I argue that a group has self-knowledge of its own attitude A if and only if (i) the operative members jointly accept that the group has attitude A; and (ii) that joint acceptance is non-deviantly caused by the operative group members’ belief that the members jointly accepted attitude A; and (iii) the group has attitude A. Together (i) to (iii) give us conditions for a group having a justified, non-lucky, true belief about its own attitude. (shrink)

Reductive intellectualists hold that knowledge-how is a kind of knowledge-that. For this thesis to hold water, it is obviously important that knowledge-how and knowledge-that have the same epistemic properties. In particular, knowledge-how ought to be compatible with epistemic luck to the same extent as knowledge-that. It is argued, contra reductive intellectualism, that knowledge-how is compatible with a species of epistemic luck which is not compatible with knowledge-that, and thus it is claimed that (...) knowledge-how and knowledge-that come apart. (shrink)

According to a rich tradition in philosophy of action, intentional action requires practical knowledge: someone who acts intentionally knows what they are doing while they are doing it. Piñeros Glasscock argues that an anti-luminosity argument, of the sort developed in Williamson, can be readily adapted to provide a reductio of an epistemic condition on intentional action. This paper undertakes a rescue mission on behalf of an epistemic condition on intentional action. We formulate and defend a version of an epistemic (...) condition that is free from any luminosity commitments. While this version of an epistemic condition escapes reductio, it comes with substantive commitments of its own. In particular, we will see that it forces us to deny the existence of any essentially intentional actions. We go on to argue that this consequence should be embraced. On the resulting picture, intentional action is not luminous. But it still entails practical knowledge. (shrink)

I begin by criticizing reductionist knowledge-first epistemology according to which knowledge can be used to reductively analyze other epistemic phenomena. My central concern is that proponents of such an approach commit a similar mistake to the one that they charge their opponents with. This is the mistake of seeking to reductively analyze basic epistemic phenomena in terms of other allegedly more fundamental phenomena. I then turn to non-reductionist brands of knowledge-first epistemology. Specifically, I consider the knowledge (...) norms of assertion and contrast them with an alternative that I have developed elsewhere (Gerken 2011, 2012a, 2013b, 2014, 2015a, 2015c, MS). On the basis of the critical discussion, I question whether a knowledge-first program that is both plausible and distinctive has been identified. On a more positive note, I sketch the contours of an alternative that I label ‘equilibristic epistemology.’ According to this approach, there isn’t a single epistemic phenomenon or concept that is “first.” Rather, there are a number of basic epistemic phenomena that are not reductively analyzable although they may be co-elucidated in a non-reductive manner. This approach preserves some grains of truth in knowledge-first epistemology. For example, it preserves the idea that knowledge can be taken to be explanatorily basic and unanalyzable. However, since no single epistemic phenomenon is first, knowledge is not first. (shrink)

We argue that any strong version of a knowledge condition on intentional action, the practical knowledge principle, on which knowledge of what I am doing (under some description: call it A-ing) is necessary for that A-ing to qualify as an intentional action, is false. Our argument involves a new kind of case, one that centers the agent’s control appropriately and thus improves upon Davidson’s well-known carbon copier case. After discussing this case, offering an initial argument against the (...) knowledge condition, and discussing recent treatments that cover nearby ground, we consider several objections. One we consider at some length maintains that although contemplative knowledge may be disconnected from intentional action, specifically practical knowledge of the sort Anscombe elucidated escapes our argument. We demonstrate that this is not so. Our argument illuminates an important truth, often overlooked in discussions of the knowledge-intentional action relationship: intentional action and knowledge have different levels of permissiveness regarding failure in similar circumstances. (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)

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)

This paper models knowledge in cases where an agent has multiple experiences over time. Using this model, we introduce a series of observations that undermine the pretheoretic idea that the evidential significance of experience depends on the extent to which that experience matches the world. On the basis of these observations, we model knowledge in terms of what is likely given the agent’s experience. An agent knows p when p is implied by her epistemic possibilities. A world is (...) epistemically possible when its probability given the agent’s experiences is not significantly lower than the probability of the actual world given that experience. (shrink)

Nearly all success is due to some mix of ability and luck. But some successes we attribute to the agent’s ability, whereas others we attribute to luck. To better understand the criteria distinguishing credit from luck, we conducted a series of four studies on knowledge attributions. Knowledge is an achievement that involves reaching the truth. But many factors affecting the truth are beyond our control and reaching the truth is often partly due to luck. Which sorts of luck (...) are compatible with knowledge? We find that knowledge attributions are highly sensitive to lucky events that change the explanation for why a belief is true. By contrast, knowledge attributions are surprisingly insensitive to lucky events that threaten but ultimately fail to change the explanation for why a belief is true. These results shed light on our concept of knowledge, help explain apparent inconsistencies in prior work on knowledge attributions, and constitute progress toward a general understanding of the relation between success and luck. (shrink)

This paper explores the principle that knowledge is fragile, in that whenever S knows that S doesn’t know that S knows that p, S thereby fails to know p. Fragility is motivated by the infelicity of dubious assertions, utterances which assert p while acknowledging higher-order ignorance whether p. Fragility is interestingly weaker than KK, the principle that if S knows p, then S knows that S knows p. Existing theories of knowledge which deny KK by accepting a Margin (...) for Error principle can be conservatively extended with Fragility. (shrink)

Background: Dengue Disease is a mosquito-borne tropical disease caused by the dengue virus, symptoms typically begin three to fourteen days after infection. This may include a high fever, headache, vomiting, muscle and joint pains, and a characteristic skin rash. Dengue serology is applied in different settings, such as for surveillance, in health care facilities in endemic areas and in travel clinics in non-endemic areas. The applicability and quality of serological tests in dengue endemic regions has to be judged against a (...) background of potential cross reactivity with other flavi-viruses, difficulties in distinguishing primary from secondary infections and technological problems related to the fact that most dengue endemic regions are relatively poor of resources .Objectives: to help doctors and patients in diagnosing Dengue Disease and give them the information of how to prevent Dengue Disease and to be able to understand the signs and symptoms of Dengue Disease. Methods: We collected all relevant material for Dengue Disease. Then we designed and implemented a knowledge based system for diagnosing Dengue Disease using SL5 Object Language. Results: The knowledge based system was evaluated by a group of Patients and specialized doctors and they found it very friendly and easy to use. (shrink)

Knowledge-first evidentialism combines the view that it is rational to believe what is supported by one's evidence with the view that one's evidence is what one knows. While there is much to be said for the view, it is widely perceived to fail in the face of cases of reasonable error—particularly extreme ones like new Evil Demon scenarios (Wedgwood, 2002). One reply has been to say that even in such cases what one knows supports the target rational belief (Lord, (...) 201x, this volume). I spell out two versions of the strategy. The direct one uses what one knows as the input to principles of rationality such as conditionalization, dominance avoidance, etc. I argue that it fails in hybrid cases that are Good with respect to one belief and Bad with respect to another. The indirect strategy uses what one knows to determine a body of supported propositions that is in turn the input to principles of rationality. I sketch a simple formal implementation of the indirect strategy and show that it avoids the difficulty. I conclude that the indirect strategy offers the most promising way for knowledge-first evidentialists to deal with the New Evil Demon problem. (shrink)

According to a view I’ll call Epistemic Normativism, knowledge is normative in the same sense in which paradigmatically normative properties like justification are normative. This paper argues against EN in two stages and defends a positive non-normativist alternative. After clarifying the target in §1, I consider in §2 some arguments for EN from the premise that knowledge entails justification. I first raise some worries about inferring constitution from entailment. I then rehearse the reasons why some epistemologists reject the (...) Entailment Thesis and argue that a non-normativist picture provides the best explanation of all the intuitions surrounding this thesis, favorable and unfavorable. On this picture, human knowledge is a structured non-normative complex that has as one of its parts a justification-making property, analogous in role to good-making properties like pleasurableness. After giving three arguments against EN in §3 and answering an objection in §4, I turn in §5 to further develop the positive view sketched in §2. In §6, I take stock and conclude. (shrink)

Abstracting away from its various particular versions, contemporary externalism about knowledge can be broadly characterized as the rejection of two central ideas: that knowledge is incompatible with reflective awareness of the possibility of error, and that knowledge is necessarily tied to the resources that are available from within the first-person perspective. In this brief introduction, I outline five distinctly externalist accounts of knowledge, and two distinctly externalist methodological approaches to knowledge, all fitting this general description.

In this paper, I argue that the method of transparency --determining whether I believe that p by considering whether p -- does not explain our privileged access to our own beliefs. Looking outward to determine whether one believes that p leads to the formation of a judgment about whether p, which one can then self-attribute. But use of this process does not constitute genuine privileged access to whether one judges that p. And looking outward will not provide for access to (...) dispositional beliefs, which are arguably more central examples of belief than occurrent judgments. First, one’s dispositional beliefs as to whether p may diverge from the occurrent judgments generated by the method of transparency. Second, even in cases where these are reliably linked — e.g., in which one’s judgment that p derives from one’s dispositional belief that p — using the judgment to self-attribute the dispositional belief requires an ‘inward’ gaze. (shrink)

Over the years I’ve written many papers defending an idiosyncratic version of interest-relative epistemology. This book collects and updates the views I’ve expressed over those papers. -/- Interest-relative epistemologies all start in roughly the same way. A big part of what makes knowledge important is that it rationalises action. But for almost anything we purportedly know, there is some action that it wouldn’t rationalise. I know what I had for breakfast, but I wouldn’t take a bet at billion to (...) one odds about it. Knowledge has practical limits. The first idiosyncratic feature of my version of interest-relative epistemology is how those limits are identified. Other interest-relative philosophers typically say that the limits have to do with stakes; in high stakes situations knowledge goes away. That’s no part of my view. I think knowledge goes away in long odds situations. High stakes situations are almost always are long odds situations, for reasons to do with the declining marginal utility of money. But the converse isn’t true. On my view, knowledge often goes away in cases where it is trivial to check before action. This idea, that interests matter in long odds cases, and not just in high stakes cases, is the main constant in what I’ve written on interest-relativity over the years. -/- But there are three other respects in which the view I’m going to set out and defend in this book is very different from the view I set out in older papers. -/- I used to identify the practical limits on knowledge with cases where relying on the purported knowledge would get the wrong answer. I focused, that is, on the outputs of inquiry. Knowledge goes away if relying on it would lead one to make a mistake. I now think I was looking at the wrong end of inquiry. Knowledge goes away if the thinker starts conducting an inquiry where the purported knowledge is an inappropriate starting point, and inappropriate for the special reason that it might be false. Now one way we can tell that something is a bad starting point is that starting there will mean we end up at the wrong place. But it’s not the only way. Sometimes a bad starting point will lead to the right conclusion for the wrong reasons. As the Nyāya philosophers argued, rational inquiry starts with knowledge. If it would be irrational to start this inquiry with a particular belief, that belief isn’t knowledge. -/- Not all inquiries are practical inquiries, but many are. And practical inquiries are usually going to be at the center of attention in this book. But what is someone trying to figure out when they conduct a practical inquiry? I used to think that they were trying to figure out which option maximised expected utility, and to a first approximation identified knowledge with those things one could conditionalise on without changing the option that maximised expected utility. As noted in the previous paragraph, I no longer think that we can identify knowledge with what doesn’t change our verdicts. But more importantly, I no longer think that expected utility maximisation is as central to practical inquiry as I once did. There are some theoretical reasons from game theory that raise some doubts about expected utility maximisation. Weak dominance reasoning is part of our theory of rational choice, and can’t be modelled as expected utility maximisation. Perhaps some kinds of equilibrium seeking are parts of practical inquiry, and can’t be modelled as expected utility maximisation. But there are also very practical reasons to think that practical inquiry doesn’t aim at expected utility maximisation. When there are a lot of very similar options - think about selecting a can from a supermarket shelf - and it’s more trouble than it’s worth to figure out which of them maximises expected utility, it’s best to ignore the differences between them and just pick. As I’ll argue in Chapter 6, this makes a big difference to how interests and knowledge interact. -/- In the version of interest-relativity that I’m defending here, everything in epistemology is interest-relative. Knowledge, rational belief, and evidence are all interest-relative. But they are all interest-relative in slightly different ways. The main aim here is to defend the interest-relativity of knowledge. A common objection to interest-relative theories of knowledge is that they can’t be extended into theories of all the things we care about in epistemology. Here I try to meet that challenge. The way I do so is a little messy. It would be nice if there was some part of epistemology that’s interest-invariant, as I used to think, or if all the interest-relative notions were interest-relative in the same way, as other interest-relative epistemologists argue. For better or worse, that’s not the view I’m defending. Interests matter throughout epistemology, and we just have to go case by case to figure out how and why they matter. (shrink)

Approximation involves representing things in ways that might be close to the truth but are nevertheless false. Given the widespread reliance on approximations in science and everyday life, here we ask whether it is conceptually possible for false approximations to qualify as knowledge. According to the factivity account, it is impossible to know false approximations, because knowledge requires truth. According to the representational adequacy account, it is possible to know false approximations, if they are close enough to the (...) truth for present purposes. In this paper, we adopt an experimental methodology to begin testing these two theories. When an agent provides a false and practically inadequate answer, both theories predict that people will deny knowledge. But the theories disagree about an agent who provides a false but practically adequate answer: the factivity hypothesis again predicts knowledge denial, whereas the representational adequacy hypothesis predicts knowledge attribution. Across two experiments, our principal finding was that people tended to attribute knowledge for false but practically adequate answers, which supports the representational adequacy account. We propose an interpretation of existing findings that preserves a conceptual link between knowledge and truth. According to this proposal, truth is not necessary for knowledge, but it is a feature of prototypical knowledge. (shrink)

There is much to like about the idea that justification should be understood in terms of normality or normic support (Smith 2016, Goodman and Salow 2018). The view does a nice job explaining why we should think that lottery beliefs differ in justificatory status from mundane perceptual or testimonial beliefs. And it seems to do that in a way that is friendly to a broadly internalist approach to justification. In spite of its attractions, we think that the normic support view (...) faces two serious challenges. The first is that it delivers the wrong result in preface cases. These cases suggest that the view is either too sceptical or too externalist. The second is that the view struggles with certain kinds of Moorean absurdities. It turns out that these problems can easily be avoided. If we think of normality as a condition on *knowledge*, we can characterise justification in terms of its connection to knowledge and thereby avoid the difficulties discussed here. The resulting view does an equally good job explaining why we should think that our perceptual and testimonial beliefs are justified when lottery beliefs cannot be. Thus, it seems that little could be lost and much could be gained by revising the proposal and adopting a view on which it is knowledge, not justification, that depends directly upon normality. (shrink)

The book develops and synthesises two main ideas: contextualism about knowledge ascriptions and a knowledge-first approach to epistemology. The theme of the book is that these two ideas fit together much better than it's widely thought they do. Not only are they not competitors: they each have something important to offer the other.

Cognitive integration is a defining yet overlooked feature of our intellect that may nevertheless have substantial effects on the process of knowledge-acquisition. To bring those effects to the fore, I explore the topic of cognitive integration both from the perspective of virtue reliabilism within externalist epistemology and the perspective of extended cognition within externalist philosophy of mind and cognitive science. On the basis of this interdisciplinary focus, I argue that cognitive integration can provide a minimalist yet adequate epistemic norm (...) of subjective justification: so long as the agent’s belief-forming process has been integrated in his cognitive character, the agent can be justified in holding the resulting beliefs merely by lacking any doubts there was something wrong in the way he arrived at them. Moreover, since both externalist philosophy of mind and externalist epistemology treat the process of cognitive integration in the same way, we can claim that epistemic cognitive characters may extend beyond our organismic cognitive capacities to the artifacts we employ or even to other agents we interact with. This move is not only necessary for accounting for advanced cases of knowledge that is the product of the operation of epistemic artifacts or the interactive activity of research teams, but it can further lead to interesting ramifications both for social epistemology and philosophy of science. (shrink)

Knowledge, like other things of value, can be faked. According to Hawley (2011), know-how is harder to fake than knowledge-that, given that merely apparent propositional knowledge is in general more resilient to our attempts at successful detection than are corresponding attempts to fake know-how. While Hawley’s reasoning for a kind of detection resilience asymmetry between know-how and know-that looks initially plausible, it should ultimately be resisted. In showing why, we outline different ways in which know-how can be (...) faked even when a given performance is successful; and in doing so, we distinguish how know-how can be faked (no less than know-that) via upstream and downstream indicators of its presence, and within each of these categories, we’ll distinguish (in connection with detection resilience) both faking symptoms and (various kinds of) criteria. The unappreciated resilience of faked knowledge-how to successful detection highlights a largely overlooked dimension of social-epistemic risk – risk we face not just in our capacity as recipients of testimony, but in our capacity as both (would-be) apprentices and clients of knowledge-how. (shrink)

According to reductive intellectualism, knowledge-how just is a kind of propositional knowledge (e.g., Stanley & Williamson 2001; Stanley 2011a, 2011b; Brogaard, 2008a, 2008b, 2009, 2011, 2009, 2011). This proposal has proved controversial because knowledge-how and propositional knowledge do not seem to share the same epistemic properties, particularly with regard to epistemic luck. Here we aim to move the argument forward by offering a positive account of knowledge-how. In particular, we propose a new kind of anti-intellectualism. (...) Unlike neo-Rylean anti-intellectualist views, according to which the possession of knowledge-how is just a matter of possessing certain abilities, we submit that knowledge-how is a particular kind of cognitive achievement attained just when cognitive ability is connected in the right way with successful performance. (shrink)